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1.
Mobile technology‐enhanced literacy initiatives have become a focus of efforts to support learning for students with literacy difficulties. The Laptops Initiative for Post‐Primary Students with Dyslexia or other Reading/Writing Difficulties offers insights into and addresses questions about ICT policy making regarding m‐learning technologies for students with literacy difficulties. Thirty‐one schools participated in this initiative. Adopting an intepretive perspective, research and data analysis centred on four school case studies and involved classroom observations, teacher, student and principal interviews as well as a survey of teachers in other participating schools. Findings are presented under three headings: laptop deployment models (fixed, floating and fostered), constraints and supports for teacher and student agency, and technology‐enhanced literacy pedagogy. We conclude by noting the increasing appeal of m‐learning to support literacy and how schools mediate access to laptops and associated literacy learning. 相似文献
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Dustin L. Annan-Coultas 《TechTrends》2012,56(5):34-41
For six years, a college of health professions at a southern medical university has made student computing an integral component of its academic environment by requiring all residential students to own laptops. While most faculty members have acknowledged that access to a computer is necessary for most students to complete coursework, both faculty members and students have commented that a laptop requirement has its drawbacks. Focus groups, survey, and classroom observation were conducted involving students to examine how laptops have been employed as instructional tools. Results revealed student perceptions of uses, benefits, drawbacks, and ways to improve, and important policy implications are discussed. 相似文献
4.
This paper examines how a clinical experience in an alternative educational setting impacted both pre-service secondary teachers and the students with whom they worked. The participants were pre-service secondary teachers completing a clinical experience at a local agency that served a population of students for whom traditional school settings were not effective, as well as students at the agency. The results indicate that for the pre-service teachers, the experience allowed them to develop a deeper understanding of learner diversity and the importance of connecting to students. For the agency students, the interactions with the pre-service teachers provided them with additional academic support, as well as resources for post-secondary education. The agency students also recognized that they had the power to show pre-service teachers how to work effectively with students for whom traditional school settings are a challenge. The authors conclude with implications for pre-service teachers, agency students, and university and clinical site instructors, as well as practical considerations for developing such partnerships. 相似文献
5.
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
6.
Teaching and Learning Physics in a 1:1 Laptop School 总被引：1，自引：1，他引：0
1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased
and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of
teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school
where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This
article describes the school’s use of laptops, the Internet, and related digital tools, especially for teaching and learning
physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics
students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner);
word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators;
probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry,
and to identify strengths and weaknesses of students’ understanding of physics. Technology provides students at DSST with
high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of
digital technology for high school physics. 相似文献
7.
Attention has been drawn to the persistent underrepresentation of underserved populations in gifted education programs. Though a small number of working-class students, students of color, recent immigrants, and students with limited English proficiency attend these programs, access to gifted education remains closely linked to White and upper-middle-class populations. The question remains: how, in a system that claims to be committed to achieving equity, do such disparities come to be and, furthermore, how are they justified? In this article we attempt to make sense of this phenomenon by examining how discourses of talent are mobilized within the context of a particular kind of gifted education program: a specialized arts program within a Canadian public secondary school. 相似文献
8.
Mark Taylor Yvonne Turnbull Jo Bleasdale Hulya Francis Henry Forsyth 《Support for Learning》2016,31(4):367-384
Intended UK government changes to the Disabled Students’ Allowance will have a significant impact on the support that UK universities provide for students with disabilities. In this article we examine the types of transformation that may be needed to support for university students with disabilities, from a socio‐technical perspective. The research reported in this article involved a year‐long case study in a UK university. The potential changes required to support for students with disabilities within the university studied, to cater for the proposed UK government changes to the Disabled Students’ Allowance, include: providing non‐medical helpers through external agencies; developing a dyslexia screening process; providing enhanced library services, including access to printers and scanners and assistance with assistive software; providing laptops with assistive software; making assistive software available in a limited form in computing laboratories; and more co‐ordinated special examination provision. 相似文献
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Educational ergonomics focuses on the interaction between educational performance and educational design. By improving the design or pointing out the possible problems, educational ergonomics can be utilized to have positive impacts on the student performance and thus on education process. Laptops and tablet computers are becoming widely used by school children and beginning to be used effectively for educational purposes. As the latest generation of laptops and tablet computers are mobile and lightweight compared to conventional personal computers, they support student-centred interaction-based learning. However, these technologies have been introduced into schools with minimal adaptations to furniture or attention to ergonomics. There are increasing reports of an association between increased musculoskeletal (MSK) problems in children and use of such technologies. Although children are among the users of laptops and tablet computers both in their everyday lives and at schools, the literature investigating MSK activities and possible MSK discomfort regarding children using portable technologies is limited. This study reviews the literature to identify published studies that investigated posture, MSK activities, and possible MSK discomfort among children using mobile technologies (laptops or tablet computers) for educational purposes. An electronic search of the literature published in English between January 1994 and January 2014 was performed in several databases. The literature search terms were identified and combined to search the databases. The search results that the resources investigating MSK outcomes of laptop or tablet use of children are very scarce. This review points out the research gaps in this field, and identifying areas for future studies. 相似文献
10.
Silvia Noguerón-Liu 《Equity & Excellence in Education》2017,50(4):387-399
Initiatives to integrate technology in schools are continuously increasing, with efforts to bridge the “homework gap” and provide technology access in low-income households. However, it is critical to include nondominant parents in technology adoption decisions in order to avoid mirroring past patterns of inequality in home-school relationships. This study examines the digital access, use, and beliefs of Spanish-dominant immigrant parents, whose children attended a school in early stages of 1:1 (one laptop, one child) and BYOD (bring-your-own-device) initiatives. Informed by critical and ecological approaches to family literacy and technology use, the analysis compares the cases of eight parents attending technology workshops facilitated by the researcher and looks at the factors and contexts shaping their digital access and use and their shifts in access over two years. The analysis then narrows down to their beliefs about the use of school-provided devices. Findings illustrate the diversity in device use and customization in families with similar immigration trajectories, showing how economic factors, education, and established livelihoods in the community shaped their decisions to obtain devices and Internet connectivity. Cases also show the crucial role of the school in providing computers and technology training; however, decisions about taking school devices home and supervising children's activity were shaped by parents' beliefs about their roles supporting their children's moral education, and their existing family practices. Implications for family literacy programs and outreach for digital equity in new migration settings are discussed. 相似文献
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Simon J. Crook Manjula D. Sharma Rachel Wilson 《International Journal of Science Education》2013,35(2):272-293
Our study capitalized on a unique natural experiment rather than a researcher-designed, randomized experiment whereby, thanks to the Australian Government's Digital Education Revolution, half of grade 9 students in 2008 received laptops and half did not. Consequently in late 2011, when these students sat for their grade 12 external examinations based on the same curriculum implemented across the state of New South Wales, half of them had been schooled with 1:1 laptops for over three years, and half without. With school principals and district administrators asking the question ‘what will these laptops do to our examination results?' this dichotomous scenario presented us with a unique opportunity to find out. The aim of this study was to evaluate if having 1:1 laptops was a predictor of success in the sciences in the external examinations. The science students (N?=?967) from 12 high schools in Sydney, Australia were studied. Using socio-demographic, school and examination data, multiple regression analyses were performed to measure the impact of the 1:1 laptop provision and other variables on student attainment in biology, chemistry and physics. We found that being schooled with 1:1 laptops had statistically significant and positive standardized regression coefficients with student attainment, with a medium effect size in physics (0.38), and small effect sizes in biology (0.26) and chemistry (0.23). Upon further investigation, exploring data provided by student and teacher questionnaires, we found that the greater effect size in physics corresponded with greater use of simulations and spreadsheets by students and teachers. 相似文献
12.
Although the use of dynamic software in high school mathematics in the United States has emerged as a research topic, little research has been conducted on how teachers integrate new software in relation to at-home technology networks. Interviews with eight mathematics teachers from four North Carolina counties participating in 1:1 laptop initiatives are analyzed to trace similar decision-making themes, including Internet access, laptop availability, software use, and teacher training. This article outlines how current technologies in classrooms were critically examined by the teachers and how network connectivity impressions affected hardware and software use. 相似文献
13.
Jared Keengwe Gary Schnellert Chris Mills 《Education and Information Technologies》2012,17(2):137-146
The purpose of this study was to examine how 1:1 laptop initiative affected student learning at a selected rural Midwestern
high school. A total of 105 high school students enrolled in 10th–12th grades during the 2008–2009 school year participated
in the study. A survey instrument created by the Mitchell Institute was modified and used to collect data on student perceptions
and faculty perceptions of the impact of 1:1 laptop computing on student learning and instructional integration of technology
in education. Study findings suggest that integration of 1:1 laptop computing positively impacts student academic engagement
and student learning. Therefore, there is need for teachers to implement appropriate computing practices to enhance student
learning. Additionally, teachers need to collaborate with their students to learn and understand various instructional technology
applications beyond basic Internet browsing and word processing. 相似文献
14.
A capability approach was used to identify and synthesise research studies about online students with disabilities in primary and secondary school (aged five to 18 years) in an attempt to describe the experience from an empirical perspective. A capability approach is intended to maximise agency and can be used to describe the extent to which individuals are able to use limited resources to build a satisfying and enjoyable life. In this analysis, a derived capability set was used to narrow the larger body of research about primary and secondary students in online education in order to consider only studies that described ways in which students successfully used online education to maximise agency. The derived capability set was: autonomy, judgement, practical reason, affiliation, high school graduation and a desire to help others. A method for deriving the capability set and ways in which a capability approach fails to describe this experience are discussed. 相似文献
15.
Annika Andersson Matilda Wiklund Mathias Hatakka 《Technology, Pedagogy and Education》2016,25(4):413-430
In this article, the authors explored how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study, the authors found that the most common activity in 1:1 classrooms is group work using the computer. They also found that, despite what the concept 1:1 alludes to about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this article about the various different collaboration arrangements have implications for both research and practice. For practice, because teachers can arrange activities based on an awareness of the different student–laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms. 相似文献
16.
Mikiko Nishimura 《Asia Pacific Education Review》2006,7(2):205-217
It is widely acknowledged that the private costs of education occupy a substantial part of the overall education cost and
thus they have implications for quality and equity in education. The case of Japan demonstrates that access to basic education
at junior high school level is unequal and inequitable when considering private costs of education borne within and outside
the school system. It was also found that household spending on supplementary education in public schools is likely to be
determined by local implementation of education reforms. Current education reform with its absence of financial and technical
support to schools under the guise of deregulation does not seem to generate good levels of choice nor does it seem to sustain
quality and equity in education. 相似文献
17.
Toni Downes 《Education and Information Technologies》1996,1(3-4):191-201
This paper presents the findings of a recent research project into children’s access to and use of computers in their homes.
The study involved over 400 children who regularly used a computer at home. The children were aged between five and twelve
and came from a variety of social, economic and cultural backgrounds in urban Sydney. Significant themes that emerged from
the discussion included issues of equity and access, the variety of use of computers, the ways children learned to use them
in their homes and children’s perceptions of differences between computing at home and at school. Each of these themes is
discussed in terms of the implications for schools and teachers. 相似文献
18.
教育市场化与教育公正 总被引：2，自引：0，他引：2
FENG Jian-jun 《高等教育研究》2008,(6)
教育市场化是运用市场的理念、原则和方式,对作为公共事业的教育,进行运营的一种手段,它追求教育效率的最大化。教育凭证、择校制度、学费和贷款等教育市场化的形式,有助于形成一种新的教育公正关系。但教育市场不是完全的市场,而是一种有限的市场,它需要政府的规制和引导。政府要确保教育市场的非营利性,建立弱势群体的补偿制度,克服市场对公正的不利影响,使教育市场化与教育公正构成一种融合关系。 相似文献
19.
The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of the discursive dialogue in physical education teacher education programs. We consider the relationship between ‘structure’ and ‘agency,’ teachers as ‘change agents’ and refer to ‘workplace learning’ as we examine the extent to which the social structure of the school and the teaching profession, and?/?or the capacity of the individual to act independently, ultimately determines a teacher's behaviour in reaction to teaching expectations. We are interested as physical education teacher education faculty in how we (1) strive to help pre-service teachers examine and reframe assumptions about themselves as teachers and change agents, and (2) examine taken-for-granted school practices and processes. We share ways that physical education teacher education programs could encourage pre-service teachers agency and the relationship between initial teacher education and induction. 相似文献
20.
Linda J. Graham Haley Tancredi Jill Willis Kelli McGraw 《The Australian Educational Researcher》2018,45(1):103-124
In an effort to support student agency in assessment, teachers seek to provide detailed instructions and advice in associated assessment task sheets. In this paper, we analyse a sample English assessment task to consider how such assessment design practices might inadvertently create barriers to access and participation. To make our case, we highlight the learning characteristics of students in two of the most prevalent disability groups: students with Attention Deficit Hyperactivity Disorder (ADHD) and students with Developmental Language Disorder (DLD). The paper links student agency to the problem of equity by analysing the conditions and criteria of access that are built into assessment design. The article concludes with design recommendations to help improve access for all students, including students in these two highly prevalent disability groups. 相似文献