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2.
In response to this digital divide between developed and developing countries in their use of computers to prepare students for the global economy, the World Bank and, subsequently, the World Links organization provided schools in developing countries with networked computers and training that supports integration of ICT into teaching. This article synthesizes findings from 3 years of evaluative research on the program. The findings are based on surveys of teachers, students, administrators, and technology coordinators, as well as a field test assessment of student learning. The study examines the services provided, documents their impact, and draws implications for policy in developing countries.  相似文献   

3.
This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development programme from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed-method research approach, the authors collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader programme focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise and 5) access to adequate resources. The discussion centres on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education.  相似文献   

4.
The year 2007 was a highly significant one for ‘international education’ in an ‘internationally minded school’ context. It marked the fortieth anniversary of the first trial exam of the International Baccalaureate Diploma Programme (IBDP). This paper charts the rather random global growth of this programme, from it being a long‐awaited experiment in international education sat by 147 students in two schools, to it being a curriculum offered in 1779 schools in 128 countries. It is shown how the initially Eurocentric bias of the global spread has become a distinct North American one. At present 35% of schools can be found in the US, whilst Africa accounts for only 2%. In 38 countries there is a single school offering the programme. The wider implications of this regional disparity are explored, concluding that perhaps the programme requires a more critical and planned growth strategy.  相似文献   

5.
Abstract

This case study describes the process that the Humanities Programme Team, in Dublin City University’s Open Education Unit, has undertaken with regard to developing a systematic, programme-focused assessment strategy. It charts the development of an Assessment Matrix that facilitated the enhancement of programme coherence in the context of a distributed modular provision model, and facilitated the use of an appropriate range and scaffolding of assessment types in relation to learning outcomes. To conclude, four recommendations on developing a programme-focused assessment strategy are presented: explicitly link assessments to both programme and module learning outcomes; provide adequate supports and resources for those designing and writing assessments; provide those Assessment Writers with appropriate professional development, as well as an opportunity to be part of an assessment writing community; and to embed a programme-focused assessment strategy into a programme’s quality assurance processes.  相似文献   

6.
The study explored the contributing factors in implementing the learning study approach in Tanzanian secondary schools. Three mathematics teachers formed a learning study group, guided by the variation theory of learning, to share their experiences on how to implement a Learner-Centred Approach (LCA) in their school milieu. Teachers were interviewed at the end of each intervention phase on the prospects they encountered in the course of implementing the learning studies. Classroom observation notes were taken to supplement the interview data, which were analysed using phenomenographic variation framework. The results show that the school’s administrative support, the existing curriculum and perceived positive outcomes of the learning studies were the key factors contributing to the learning study perfection. We therefore, conclude that careful attention should be taken into account to promote key aspects for sustainable implementation of the learning studies in developing countries’ secondary schools with similar attributes to the Tanzanian context.  相似文献   

7.
Conclusion This paper proposes an expanded context-based analysis approach for implementing instructional technology in developing countries by calling for the front-end analysis phase of the design process to include an analysis of the socio-cultural, environmental and institutional factors surrounding the instructional problem. Given that there is an increased application of instructional technology in developing countries and limited human capacity to appropriately design instructional technology interventions, it is imperative that instructional designers working in developing countries take into account the contextual factors outlined in the adapted Tessmer and Richey (1997) model. This adapted context-based analysis model for instructional design, if appropriately applied, may increase the probability of successful instructional technology initiatives in developing countries. Although this context-based model was expanded to include factors related to developing countries, the factors described in this paper exist in developed country settings as well. The authors would, therefore, encourage the use of this expanded model in settings that can include, but are not limited to, certain rural and urban areas in industrialized countries as well.  相似文献   

8.

There is a developing interest in the role of the schoolteacher as mentor to teachers in training in Romanian secondary schools. Despite the fact that mentors are both overworked and under-rewarded in Romania, when their unique contribution to the teacher training process is diminished, the efficacy of the training process is shown to be adversely affected. This is the perception of both the mentors themselves, and of some 700 children exposed to the trainees. This paper attempts to demonstrate that the mentoring process is a viable way of supporting trainee teachers even in a context which would be seen by most European countries as extremely difficult. Governmental financial strictures are threatening this emerging methodology, and in the light of this the author proposes a number of ways in which the mentoring programme in Romanian schools might be encouraged and spread to other universities who are engaged in the teacher training process.  相似文献   

9.
The Kenyan Government’s ‘Vision 2030’ demands technology integration in teaching and learning. The Kenyan educational context, including resources, the characteristics of the student population and the examination system creates a challenge to the current model of teacher professional development. A new leadership and management course for school leaders has been shown to have the potential to increase school leaders’ awareness of the benefits of technology. Trained school leaders are expected to provide “Professional learning” for the teachers that they are responsible for. A pilot training programme was completed by a first cohort drawn from 80 % of the schools in one district. Leaders from 15 schools were included and were taken through the modelled “Professional learning session” (PLS). Their response to the structure and content of the programme was explored in order to find ways to increase its impact. Data was collected using individual and focus group interviews, artefact analysis and observation. After the first cohort, a second cohort completed a revised version of the programme. The outcomes from the programme demonstrated that the inclusion of all stakeholders in the design of a long-term programme with contextualized content is critical. Collective follow-up including observation, feedback and action planning has a significant impact on professional learning.  相似文献   

10.
Until now, research on technology integration in K–12 settings focused on revealing factors that influence technology use in the classroom by teachers has not paid much attention to what teachers recognise and why they incorporate technology in the classroom. Thus, this study aims to investigate how teachers recognise important factors that influence quality technology integration and how teachers use technology in Korean schools, using closed- and open-ended items and verbatim quotes of teachers’ responses to a series of open-ended questions. The results indicate that teachers’ use of technology in practice is affected by the multidimensional characteristics of schools; hence, support of technology use therein should be improved. Teachers’ aptitude, disposition and attitudes toward technology are the most important factors for ICT-related instruction. Additionally, the answers given by the cohort to the open-ended questions help to explain the specific educational context in the Republic of Korea. Teachers report using technology largely because it provides personal convenience; additionally, the use of third-party content providers’ websites by teachers emerges as a substantial issue in the area of technology integration in the classroom.  相似文献   

11.
Market reforms in education are part of the educational policy landscape in many countries. Central to arguments for market reforms is the idea that competition and choice will spur changes in schools to be more innovative, which in turn will lead to better student outcomes. We define innovation in terms of a practice's relative prevalence in a local district context. A charter school is innovative in its use of a practice if the traditional public schools in its local school district are not using that practice. We explore factors based on arguments for charter schools that may affect a charter schools’ propensity toward innovation to explain variation in levels of innovation across charter schools. We find that, on the whole, charter schools do not fulfill their promise of innovation. Teacher tenure is the most notable exception. Parental involvement is the only characteristic of charter schools that significantly predicts variation in levels of organizational innovativeness.  相似文献   

12.
Information Communication Technologies (ICTs) could, if adopted and implemented appropriately, support learning and teaching in developing countries to provide young people with skills they need to participate effectively in the global economy. However, a significant digital divide still persists between developed and developing countries in terms of both physical resources and the capabilities of teachers to effectively utilize limited ICT resources. A very real challenge for schools is to acquire and effectively utilize ICT given the reality of an environment of scarce and limited resources. This study examines ICT infrastructure and use in 11 secondary schools in Mukono, Uganda using qualitative case study methods including an ICT infrastructure assessment, observations, and interviews. Stratified random sampling was used to identify 7 schools initially; 4 additional schools were also purposefully sampled based on their high levels of ICT. Findings indicate that despite limited resources, schools are investing heavily into ICT. Researchers found that teacher ICT usage at school could be grouped into three categories: administrative (86%), entertainment (45%) and pedagogical (45%). Administrators at some schools reported using ICT primarily to attract students and increase revenue. Implications of this study will assist school administrators to make informed decisions concerning further investment in ICT, efficient use of limited technology resources, and improvement of educational opportunities for students.  相似文献   

13.
There is little conclusive evidence linking academies reform in England with school improvement. While this reform has been effective in improving educational outcomes in some contexts, it has been resoundingly unsuccessful in others. Nevertheless, political faith in autonomous schooling as key to a world-class education remains strong. This paper considers how matters of context impact on approaches to and enactments of this policy. Drawing on case study data from two groups of primary schools from (1) a local authority and (2) an academy chain, the paper examines the particular situated, professional, material and external factors that impact on these schools’ capacities to cope with and respond to academies reform. In light of the continued tendency within policy for schools to be dematerialised, the paper argues the ongoing significance of greater attention to matters of context in understanding how schools are navigating the complex terrain of this reform.  相似文献   

14.
The e-Connect And Learn (eCAL) programme is a Trinidad and Tobago government-led initiative, launched in 2010, that grants personal laptop computers to students entering secondary school. The purpose of this paper is to provide a snapshot of how students are using these government-issued personal laptops 3 years after the programme’s launch. This paper explores the fissure between what the policy recommends and what is actually enacted in the context of laptop usage in the classroom. Data were drawn from 1,451 students, from 32 secondary schools across Trinidad and Tobago. Responses indicate that students are falling short of the expectations for in-class laptop usage and in schools where usage is less often but on a regular basis, laptops are mainly used for technology-related subjects. These findings not only suggest that students’ everyday personal laptop usage in the classroom is not in alignment with the eCAL programme goals, but also highlight some of the issues to be considered by other countries when implementing large-scale laptop programmes.  相似文献   

15.
This paper provides an overview of the status of educational technology in Turkey. In the face of severe social and economic challenges, many developing nations, including Turkey, are looking to education as a potential remedy. Recognizing that in an increasingly technology-dependent world, information and communications technology skills and knowledge are critical in order to compete in the global marketplace, Turkey is firmly committed not only to improving its education system, but also to incorporating the use of educational technologies into the instructional strategy and curriculum used in schools. This is a critical initiative because, as research shows, technology-enriched educational environments can provide students with significantly expanded learning opportunities, which are linked with increased levels of academic achievement. However, like many other developing countries, Turkey is struggling to overcome a number of serious barriers to full technology integration at the classroom level, the most significant of which is non-compliance on the part of teachers. With respect to technology use in education, teachers are consistently failing to utilize technological tools for instruction purposes, for a variety of reasons. Turkey must address these reasons in order to ensure that the agenda of technology adoption into schools, an enormously expensive undertaking, does not fail.  相似文献   

16.
Scholars disagree on the extent to which low-fee private schools can adequately supply education to poor children in developing countries. This article contributes to the debate with a qualitative study in the Chinese context where privatization of education intersects with rural-urban migration. Using grounded theory approach, I examine how these schools aid or hinder migrant children’s settlement and integration in the host city. Fieldwork in the country’s interior region reveals that migrant schools are oriented toward meeting the immediate needs of migrant families but at the cost of children’s future prospects. The conclusion discusses implications for equitable urbanization.  相似文献   

17.
Student mobility and trans-national collaborative modes of learning at University level have been strongly promoted within Europe. However, such initiatives are expensive, difficult to organise and do not always attain their objectives. Recently there has been considerable interest in the extent to which computer-mediated communication between students in different countries can either supplement or substitute for actual student mobility. This paper reports an evaluation of a project in which video-conferencing was introduced in the context of an established Anglo-Spanish programme in which UK and Spanish Fashion students undertake collaborative projects in each others’ countries. Project aims included fostering and supporting second language use, providing an innovative context for collaborative art and design projects and offering an opportunity to simulate trans-national working conditions. Questionnaires, observation and interview data indicate that not all these objectives were realised, though student reaction to the technology and to the benefits it afforded for collaboration were broadly positive. The strengths and weaknesses of video-conferencing as a support to collaborative learning in this context are discussed.  相似文献   

18.
A comparative investigation was conducted involving two school situations; one identified as being health promoting and having a comprehensive policy and a defined programme of health education, and the other not health promoting, having no policy and an unstructured programme of health education. A total of 367 students from two secondary and four primary schools participated in the study. The factors used to categorise schools are highlighted. A self-completion questionnaire was employed to assess students' knowledge and behaviour with regard to nutrition and health. Students' dietary intake was monitored by employing a frequency of consumption tick sheet. The results revealed that students from the more health promoting secondary school (School 1(H)) were more knowledgeable of what constitutes a healthy diet and the benefits and risks to health. The implications of these results are considered within the context of the many factors that could influence students' knowledge and behaviour.  相似文献   

19.
Professional standards for teachers: a case study of professional learning   总被引：1，自引：2，他引：1  
This paper analyses the current Australian policy and research context in relation to developing quality teachers. Like other countries, many educational authorities in Australia are developing professional standards for teachers and the evaluation of teachers against those standards as a mechanism for ensuring and extending the quality of teaching in schools. A key policy consideration involves the use of professional standards as tools for extending professional learning and/or for credentialing and appraisal. This paper considers these uses of standards by drawing on an evaluation of Education Queensland's Professional Standards for Teachers pilot. The pilot focused on using a set of standards as a framework for professional learning. Teachers' perspectives on the standards and their intended use, their engagement with the standards during the pilot and the nature of professional learning associated with that engagement are discussed in light of current policy debates about professional standards.  相似文献   

20.
The integration of technology into the classroom remains a challenge for those involved. A concept-guided approach to the development of technology has been suggested as a way of meeting this challenge. This multiple case study was performed in the context of a project in which five elementary schools in The Netherlands with a school concept that was labeled as either ‘traditional’ or ‘innovative’ developed and realized up to four technology-supported learning arrangements in line with their schools’ educational concepts. Through embedded case studies, including analysis of the learning arrangements and focus group interviews with the teachers involved, we found that in general the developed technology use became integrated in the teachers’ classroom practices at all schools to a similar extent. Some differences were found between the schools, but hardly any were found between the school types. Both practical and theoretical implications of these findings are discussed.  相似文献   

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