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1.
The relatively restricted nature of children's use of information and communications technologies (ICTs) inside the school setting has long been noted by researchers. With this in mind, this article offers a grounded analysis of drawings collected from 355 primary pupils (years three to six) from five English primary schools depicting desired future forms of school ICT provision. The article contends that the nature and content of these future orientated pictures reflect many of the tensions underlying children's current engagements with ICTs in school. Specifically the article discusses how the drawings offer valuable insights into the issues underlying pupils’ understandings of ICT and schools, not least: the restrictions of the school as organisation; the oppositional relationship between the ‘work’ of learning in school and the ‘play’ of using digital media at home; the unequal power relations that exist between pupils, schools and teachers. The article concludes that rather than accede to demands for free and unfettered use of game consoles and portable devices in the classroom, schools should instead concentrate on fostering informed dialogues with young people about the potential educational benefits of school ICT use.  相似文献   

2.
《Africa Education Review》2013,10(2):294-308
ABSTRACT

This article examines social representations of information and communications technologies (ICT) in high school students in Niamey, Niger, and explores whether these representations are determined by training in and regular use of ICT. A sample of 50 students attending two lycées1 was studied. Only one lycée offered computer courses. The results of semi-directed interviews show that whether or not they took computer courses, the students developed social representations of ICT. These representations were associated with favourable attitudes toward computer and Internet use at school. The chi-square test hypothesis shows that students’ social representations of ICT were not determined by training in ICT.  相似文献   

3.
This paper builds on a key finding of a 5-year Danish research project con-cerning children in the 7 to 15 age group: children’s principal use of computers and the internet takes place in their spare time, and it is during their spare time that the majority of children really learn how to use interactive media. The project shows that in children’s spare-time use of ICT they employ informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These informal learning forms can be identified as learning hierarchies, learning communities and learning networks; they are important contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal forms of learning into the school context. This happens particularly when the school has undergone physical alterations and when its organisation of learning and teaching are also restructured, with project-based learning becoming an important part of the school work and with the media available in the learning environment. Using organisation theory, the school working with ICT and project-based learning is shown to simultaneously constitute a mixed mode between the school of the industrial and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the knowledge society, and thus of the future, by comprehensively using ICT and project work in the day-to-day activities of the school, alongside and integrated with the traditional forms of learning, and not least by employing the informal learning processes children develop outside school. For teachers this will mean an extension of their function: no longer merely communicators of knowledge, they will have to become knowledge managers and overall leaders of projects, and this entails much more dialogue with the pupils.
Janni NielsenEmail:
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4.
Abstract

This article is concerned with theoretical issues of pedagogy and how they relate to the use of information and communications technology (ICT) in teaching. The article reviews the context of recent developments in ICT pedagogy. It also draws upon thinking about pedagogy which derives from learning theories. These provide a theoretical framework for research by the authors into the Smart Schoolinitiative in Malaysian schools. This initiative is attempting to change the pedagogy of Malaysian schools in a radical way. This involves the use of ICT alongside other innovations and a refocusing of the learning agenda for school-aged pupils. Some early impressions of the initiative are presented  相似文献   

5.
Abstract

The author reports on a study investigating the use of information and communications technology (ICT) by academic and nonacademic staff at an independent English secondary school. Three key areas were investigated: access to ICT both in and outside the school, the perceived and desired ICT ability of staff, and the issues preventing increased use of ICT in teaching, learning and administration. Results showed that a major challenge facing the school was not access to ICT resources, but the provision of relevant and supportive training for staff  相似文献   

6.
Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats.

Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools.

Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning.

Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews.

Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability.

Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning.  相似文献   

7.
Abstract

This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning  相似文献   

8.
Abstract

There is a growing body of evidence which suggests that information and ccommunications technology (ICT) can support, enhance and extend learning potential. Yet this all presupposes that students are confident and competent users of technology based on assumptions that presume they are conversant with basic applications. This article seeks to explore the tensions of teaching ICT skills in ways that enable students to perceive the benefits and potential of using computers to support their work. It also considers how much direct instruction is needed in order for sufficient competence to be acquired which will subsequently enable students to learn to use other features of the application to maximise these benefits. ICT as a cognitive tool is described and the development and design of ICT resources and lessons are also considered.  相似文献   

9.
Abstract

This article explores the implications of the information and communications technology (ICT) requirements for initial teacher training in England and Wales from the viewpoint of modern foreign languages, as outlined in the Government's Circular 4/98. The authors highlight a number of issues surrounding the interpretation of the Circular and emphasise the need to develop critical evaluation skills in trainees. The importance of a departmental approach to ICT and to training is also discussed and the subject-specific content of the Postgraduate Certificate in Education course at one university is outlined. The authors conclude that whilst the directives of the Circular are far-reaching and comprehensive, appropriate pedagogical choices from the full range of resources remain the driving force in effective teaching and learning. ICT will take its place in the repertoire of the critical professional.  相似文献   

10.
Abstract

The article examines the use of information and communication technology to enhance the educational achievement of a group of students evidencing a variety of EBD in a mainstream school setting. It is believed that ICT will have just as important a part to play in the education of students with EBD as it will with other sensory or physical special educational needs. The article examines within-child factors which make a cognitive-behavioural approach potentially powerful. It suggests that ICT can enhance the educational experience of EBD pupils if careful attention is paid to the creation of a therapeutic teaching environment and the interaction of the student/curriculum and teacher/student interfaces. The article discusses the implementation of an integrated learning system in an inner London comprehensive school and its effects on those pupils presenting with emotionally disordered learning difficulties.  相似文献   

11.
Abstract

This article reports on teaching information and communication technology (ICT) as a subject. It arises out of research carried out with ICT trainee teachers during their initial training and their first years of teaching. The backgrounds of four cohorts of new ICT teachers are described along with levels of retention in teaching. The associations that trainee and new teachers make with their subject are then explored. It was found that specialist ICT teachers see ICT as a practical subject offering pupils scope for variety and control over their learning. A key, and they felt unique, feature of ICT was its ever-changing nature. The research explores the planning and teaching of ICT and features of ICT subject knowledge. The article concludes by highlighting the continuing shortages of specialist ICT teachers in school and the need to support the career development of those teaching ICT.  相似文献   

12.
The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students' ICT based activities during lessons, level of teachers' and students' confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digitally supportive school, digitally confident and supportive teacher and digitally confident and supportive student, estimating their respective proportion at EU level on average and by country and investigating whether high percentage of digitally supportive schools include high percentages of digitally confident and positive teachers and students. A few recommendations for policy making at European, national, regional/local and institutional levels conclude the article.  相似文献   

13.
ABSTRACT

Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers’ professional development on the use of ICT for teaching and learning. The analysis is focused on (a) the sociodemographic and school characteristics of the teachers participating in MOOCs; (b) their experience and beliefs about lifelong learning; and (c) the relevance of MOOCs for their work. By contrasting the characteristics of the participants in this initiative with the characteristics of the whole population of teachers in Spain, and a sample of Spanish participants in MOOCs not aimed at TPD, the article sheds light on the specificities of the teachers who use this way of TPD. The results have implications for the design of programmes aimed to develop MOOCs for TPD.  相似文献   

14.
This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in which teachers learn ICT-related skills are associated with individual differences in teacher achievement goal orientation. Based on their findings, the authors argue that achievement goal theory is a promising framework for understanding how the integration and application of ICT in teaching happens. Directions for future research and implications for teacher training are discussed.  相似文献   

15.
ABSTRACT

The conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N?=?35) and tutors (N?=?2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes.  相似文献   

16.
Abstract

While most countries have invested heavily in information and communications technology (ICT) in education in recent years, the progress with integration of ICT into the teaching of other subjects has often been disappointing. How to encourage integration remains a serious question for policy makers and teacher educators. This article proposes some answers to that question, based on examination of data from the Irish school system. It suggests that ICT integration is associated with two kinds of teacher professional development: postgraduate ICT courses, and short in-service courses focused on specific integrated uses of ICT. The data reveal a strong association between the use of ICT in the school and the ICT usage of the school principal. Finally, it calls into question the use of pilot projects as the agents of change.  相似文献   

17.
abstract

The growing use of the interactive whiteboard (IWB) in primary school teaching forms part of a number of initiatives within the schools of the United Kingdom to develop the use of information and communications technology (ICT) in teaching and learning. The IWB presents both challenges and opportunities to teachers, particularly in terms of staff development and training. This study uses classroom observation and semi-structured interviews with teachers now working in a recently built, technology-rich primary school to develop a generic progressive framework and developmental model for schools introducing the IWB. This framework can be used to assess and guide teacher progress on the continuum towards becoming a ‘synergistic user’. As teachers make this transition there is a fundamental requirement to adopt an interactive teaching style, alongside the gradual development of specific ICT skills. The study also examines implications for teacher education and training for schools, both prior and subsequent to the introduction of the IWB into classroom use. These include specific technical and pedagogical competencies which need to be addressed for effective interactive use of the IWB in classroom teaching  相似文献   

18.
Abstract

This article arises from an evaluation of the Welsh Office Multimedia Portables Project1998–1999, in which two teachers from each of 54 primary and junior schools and one special school in Wales were provided with multimedia portables to explore the impact of their introduction. A particular aim was to improve pupil attainment in the area of Key Stage 2 literacy through the use of information and communications technology. From this evaluation different stages of development in collaborating and networking emerge and the factors that contribute to progression in both teachers and pupils are identified and examined. The article discusses some of the issues surrounding the use of technology in the primary years and goes on to relate features of the project to conditions for change and McDougall & Squires's (1997) framework for evaluating teacher professional development. It concludes by suggesting that the use of portables in the primary school can lead to wider collaboration and networking and identifies factors that may influence this progression.  相似文献   

19.
An attempt is made in this paper to outline the commonly reported features of constructivism and collaborative learning as they might underpin a proposed model of ICT support for learning. This model is then evaluated for its use in examining three projects involving ICT in student learning environments. The focus of the proposed model is on the pedagogic issues relating to the design of ICT learning environments, effectiveness of student learning and the wider promotion of ICT inlearning.

Encouragement de l'apprentissage de l'enseigné en ligne et hors ligne

Dans cet article on cherche à mettre en valeur les aspects du constructivisme et l'acquisition des apprentissages collectifs qui peuvent s'entendre en modèle proposé de support ICT d'apprentissage. On évalue ensuite ce modèle utilisé en examinant 3 projets impliquant les ICT dans l'environnement de l'apprentissage des étudiants. L'accent du modèle proposé est mis sur les aspects pédagogiques relatifs à la conception des enrichissements des ICT, à l'efficacité de l'apprentissage de l'enseigné et la promotion a plus large de ICT dans l'apprentissage.

Die Verbesserung von Online und Offline Lernleistung

In diesem Papier wird versucht, die allgemein berichteten Eigenschaften von Konstruktivismus und gemeinschaftlichem Lernen in Bezug auf ein vorgeschlagenes IKT-Lernunterstützungsmodell zu umreißen. Der Einsatz dieses Modells wird sodann bei drei Projekten, in denen IKT in die Lernumgebung der Studenten einbezogen ist, evaluiert. Der Schwerpunkt des vorgeschlagenen Modells liegt auf den pädagogischen Aspekten von IKT-Lernumgebungen in Bezug auf ihre Gestaltung, der Lerneffektivität und der weiteren Förderung der Nutzung von IKT für das Lernen.  相似文献   

20.
ABSTRACT

This case study is an investigation of the teaching and learning of a teacher in the congregational school of which the author was the director, whose classroom practice was strongly reflective of relational learning theory. It explores the pathways through which this teacher was in turn supported in learning and teaching by relationships with peers, supervisors, and teen madrichim in the Relational Learning Community in which the faculty participated. Most significantly, this study examines how such support provided a source of resilience during a period of intense stress and disconnect, and explores the wider implications for teacher growth and retention.  相似文献   

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