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1.
S. Meador Pratt 《TechTrends》2000,44(6):14-17
Conclusion The guidelines presented here are based on my experience as a classroom teacher and a staff development coordinator for technology,
and upon my study of the literature regarding the use of technology for instruction. I do not present these guidelines as
a recipe for success in integrating the use of computers into instruction, nor as an exhaustive list of what must be done
for integration to occur. To do so would be an oversimplification of a complex issue. There are many difficult decisions that
schools need to make, and I offer these guidelines as a means for drawing upon the experience of those of us who are in the
process of integrating technology into instruction. Even those of us who are heavily involved in this work feel as though
we are just finding our way. I hope that what I have shared in this article will help others to find their way as well.
He has taught math, science, and computer programming at the secondary level in the North Syracuse (New York) School District
for the past nine years. During 1999–2000 school year, he coordinated the district’s staff development program for technology
in addition to his teaching duties 相似文献
2.
Susan Gomez Zwiep William J. Straits Kristin R. Stone Dolores D. Beltran Leena Furtado 《Journal of Science Teacher Education》2011,22(8):769-785
This paper explores one district’s attempt to implement a blended science and English Language Development (ELD) elementary
program, designed to provide English language learners opportunities to develop proficiency in English through participation
in inquiry-based science. This process resulted in blended program that utilized a combined science/ELD lesson plan format
to structure and guide teachers’ efforts to use science as the context for language development. Data, collected throughout
the first 2 years of the program, include teacher-generated lesson plans, observation notes, and interviews with teachers
and principals. The process by which the blended program was developed, the initial implementation of the program, the resulting
science/ELD lesson plan format, and teachers’ perceptions about the program and its impact on their students are described. 相似文献
3.
Beth L. Green Anna M. Malsch Brianne Hood Kothari Jessica Busse Eileen Brennan 《Early Childhood Education Journal》2012,40(2):123-132
This article describes the development, implementation, and outcomes of a pilot intervention designed to enhance preschool
programs’ ability to support children’s social-emotional development. Working with two Head Start programs, the intervention
included (1) restructuring existing early childhood mental health consultation services; (2) engaging programs in a mental
health-specific strategic planning; (3) providing training to program staff in early childhood mental health best practices;
and (4) implementing staff wellness activities to promote a healthy organizational culture. Research Findings: Results from
quantitative staff surveys found significant improvement over time in terms of reduced staff stress, increased levels of understanding
of best practices in early childhood mental health, and more evidence of a shared understanding of how best to meet children’s
mental health needs. Results were strongest for management and teaching staff, compared to other staff types. Practice Implications:
Head Start and preschool programs may benefit from institutionalizing strategies to ensure that continued attention is paid
to their program’s mental health services through ongoing strategic planning, supporting staff wellness, and by effective
use of mental health consultants. Mental health consultants may be most valuable when they focus on capacity-building activities
such as staff coaching and training, and working with management teams to ensure a collective “mental health perspective”. 相似文献
4.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
5.
This study investigated visitors’ and staff’s perceptions about the communication of science in a traditional natural history
museum. The research examined the science-related outcomes for adult visitors and explored visitors’ and staff’s ideas of
science and how it is portrayed at the museum. Data were collected by questionnaire and interview from 84 staff and 102 visitors.
Both groups held positive views about science, its importance and the need for everyone to understand it. Comparison of visitors’
pretest and posttest scores on the questionnaire revealed some significant changes, several suggesting a change to views about
science that were less “scientific.” Most visitors thought that their ideas about science had not changed as a result of their
visit, but they were positive about the museum as a place for learning science. Staff held more “scientific” views about the
nature of science than did visitors; they recognized the potential of the museum to educate people about science, but felt
it needed to be presented as more relevant and accessible, particularly in terms of science as a cultural practice. Neither
staff nor visitors perceived that the museum stimulated visitors to think critically about science. While acknowledging that
interpreting complex scientific knowledge into exhibits readily understood by lay visitors and displaying controversy are
difficult, these challenges must be addressed if visitors are to be encouraged to think about science and the social, cultural
and political contexts which shape it.
Léonie J. Rennie is professor of science and technology education and Dean, Graduate Studies at Curtin University of Technology in Australia.
Her research interests include adults' and children's learning in science and technology and the communication of science
in a range of out-of-school contexts. Currently, she is working on research projects relating to integrated curriculum in
science, mathematics and technology, and a statewide program to enhance scientific literacy in the community.
Gina F. Williams currently is a stay-at–home mother of two and pursuing a master’s degree in science communication from the Australian National
University. At the time of the research, she was working as a Research Associate with Léonie J. Rennie at Curtin University
of Technology in Australia. Gina was involved in a number of projects with a focus on the communication of science, in particular
research into the learning experiences of adults in free- choice learning environments. With a background in science, Gina
became interested in the issues involved in communicating science whilst working as an explainer at a science center. Her
research interests include the wider community’s engagement with science in their everyday lives, and the development of community-based
science projects. 相似文献
6.
Conclusion The AECT Project builds on ISTE’s groundbreaking work in the development of technology standards for teachers. The Project
adds specificity and has developed a comprehensive set of tools for pre-service teacher education. Teacher educators can use
these tools to ensure that their graduates leave with the technology skills needed for their selected teaching specialty.
The commitment and leadership demonstrated by the U.S. Department of Education in offering the Preparing Tomorrow’s Teachers
for Technology program has earned their leaders our respect. Through this program the AECT Project has been able to develop
tools and can now offer them at no cost to institutions of higher education. The PT3 Program has galvanized educators across
America, has helped to create important, ongoing collaborations, and has helped to instill an unprecedented mass consciousness
valuing educational change. The partners in the AECT Project are proud to have this opportunity to contribute, in important
ways, to technology integration in teacher education. We are honored to join with all of the other PT3 Projects from across
the Nation in creating teaching and learning opportunities that will shape our educational systems in the 21st century. We
welcome other teacher education institutions and professional associations as partners as we move ahead. For more information,
please contact us through our Website athttp://aect.org/pt3, or send email to us ataect@psu.edu 相似文献
7.
This paper features a case study of one US K-8 school district pioneering the use of “lesson study,” a teacher professional
development approach adapted from Japan. The case explores events that occurred in the district over more than 4 years (Spring
2000–Fall 2004) as lesson study spread nationally and within the district. We document four categories of changes that occurred
in the district’s lesson study approach, and describe some of the early consequences of these changes as well as conditions
that enabled the changes to occur. We argue that this case illustrates much of what we would hope to see in a maturing lesson
study effort, and conclude that other US sites may need to go through similar changes, organize similar supports, and persist
in their learning about lesson study to successfully adapt this model to their local contexts. 相似文献
8.
Anfu Zhang 《Chinese Education & Society》2014,47(2):43-55
Initiating a strategic development plan is necessary for universities to be managed scientifically; a university's strategic development plan includes both the educational philosophy and development orientation as determined by the university, including the future reallocation of resources and measures for their integration. The development experience of Australian and New Zealand universities tells us that a scientific and rational university plan can promote the rapid development of the university; on the contrary, with an unscientific and irrational development plan, a plan that cannot be put into practice, or a plan that results in waste of resources, opportunities for development are missed. This article analyzes how Australian and New Zealand universities formulate their strategic development plans and presents the formulation and implementation of a strategic development plan by Wuhan University of Technology. 相似文献
9.
This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school’s mathematics specialist and the multi-graded (grades 2–3) classroom teacher as they attempted to deliver instruction with technology for both English Language Learners1 (ELL) and non-ELL students. Findings showed that a critical factor in access to mathematics education and technology for ELL students in a multi-graded 2–3 classroom in a Title I (K-5) school setting was language. Although potentially powerful technologies—analog (concrete objects) and digital (software) were used, many ELL students could not access the content solely because of language difficulties. Teachers used the concrete objects as modeling tools, to reveal students’ thinking, and for communication of foundational mathematics. Conversely, the software used served none of these functions because the available software did not do the kinds of things the manipulatives did, teachers’ knowledge of exemplary software was insufficient, the school used an impoverished model of technology integration, and teachers were constrained by the school district’s policies of English immersion for ELL students.This paper was presented at the American Educational Research Association Annual Meeting, 2005, Montreal, Canada, on Tuesday, April 12, 2005, 4:05–5:35 pm, in Le Centre Sheraton Montreal/Salon 7, in a session titled, “Science and Mathematics Teaching for Linguistically and Culturally Diverse Students” sponsored by Division K-Teaching and Teacher Education/Section 1—Research on Teaching Practices, Teacher Knowledge, and Teacher Education in Math and Science.Tirupalavanam G. Ganesh is a December 2003 graduate of the Interdisciplinary Ph.D. program in Educational Media and Computers, Division of Curriculum and Instruction, at the College of Education, Arizona State University. He also holds a Master of Computer Science degree from Arizona State University. His teaching interests include graduate and undergraduate courses for in-service and pre-service teachers in the use of learning technologies for Science, Technology, Engineering, and Mathematics (STEM) education and technology integration. His research interests include studying the impact of informal learning experiences in settings such as museums and after-school programs, technology integration, and teacher’s practices in elementary/middle schools. Address correspondence to Tirupalavanam G. Ganesh, Assistant Professor, Instructional Technology, College of Education, Curriculum and Instruction, University of Houston, 256 Farish Hall, Houston, TX 77204-5027. Tel.: +1-713-743-0574; e-mail: tganesh@uh.edu.James A. Middleton is Division Director of Curriculum and Instruction at the College of Education, Arizona State University, Tempe, AZ. He obtained his Ph.D. in 1992, in Educational Psychology from the University of Wisconsin, Madison. His teaching interests include mathematics methods for secondary teachers and graduate courses in children’s mathematical thinking and technological innovation. His research interests include motivational processes in education, children’s mathematical thinking especially in the area of rational number and geometry, and technological innovation in mathematics instruction and assessment. James A. Middleton, Director, Division of Curriculum and Instruction, College of Education, Arizona State University, Box 871011, Tempe, AZ 85287-1011. Tel.: +1-480-965-9644; e-mail: james.middleton@asu.edu. 相似文献
10.
Neal Strudler Leanna Archambault Lisa Bendixen Don Anderson Risa Weiss 《Educational technology research and development : ETR & D》2003,51(1):41-56
This article describes Project THREAD (Technology Helping Restructure Educational Access and Delivery), an initiative funded
by the U.S. Office of Education through its PT3 grant program. The project’s overarching goal is to prepare teachers to integrate
modern technologies to fundamentally enhance teaching and learning in K-12 schools. Project initiatives include: (a) a series
of in-service workshops for university faculty, administrators, field supervisors, and mentor teachers; (b) one-on-one follow-up
support provided by project staff; (c) a minigrant program to support the development of technology-based learning activities
for university courses; (d) expanded opportunities for students to apply technology in thier courses and field experiences;
and (e) a redesign of selected courses that impact a large number of teacher candidates. The project’s evaluation is described,
along with a discussion of outcomes and lessons learned. in recognition of the project’s scope and accomplishments thus far,
the College of Education at the University of Nevada, Las Vegas (UNLV), was named the 2002 winner of the Best Practice Award
for the Innovative Use of Technology by the American Association of Colleges for Teacher Education (AACTE). 相似文献
11.
This study seeks to understand community member participation in and influence over an urban school district’s school closure
process. Data from interviews with School Board members, district administrators, and community members, as well as district
documents and newspaper articles suggest that district administrators limited participation through committee membership and
public hearing procedures. In addition, the development of an “objective” process served to legitimize the decision. Finally,
higher income community members influenced the closure process through formal and informal mechanisms, while low-income community
members exerted power through alliances with external (powerful) groups. 相似文献
12.
Brian D. Denman Singye Namgyel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,10(1):475-491
In the 1960s, the Royal Government of Bhutan began developing its modern educational system. Over time, a strategic plan was
formulated to meet Education for All and Millennium Development Goals. In 2003, the Royal University of Bhutan, the country’s
first university, opened its doors. This paper uses comparative analysis to describe and explore the impact on the development
of The Royal University of Bhutan of the national consciousness termed ‹Gross National Happiness’. It is proposed that the
university is likely to become a catalyst for development, and an influential representative of and for a cultural identity.
Will it become an elite institution? Will the institution offer formal degrees for all who qualify? It is suggested that the
issues considered in Bhutan may be of significance for other new universities attempting to establish themselves in the developing
world. 相似文献
13.
The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind 总被引：1，自引：0，他引：1
Sascha Mitchell Teresa S. Foulger Keith Wetzel Chris Rathkey 《Early Childhood Education Journal》2009,36(4):339-346
The purpose this study was to explore how a veteran first-grade teacher collaboratively negotiated the implementation of a
project with her students while, at the same time, addressed grade-level standards. Researchers investigated the teacher’s
strategies for integrating the district’s standards into project topics, investigative activities, and final presentations.
They also examined the teacher’s strategies for promoting students’ participation in project planning and independent problem-solving.
Data sources included field notes, teacher interviews, videotaped observations, and transcribed teacher, and student interviews.
As an extension to teacher-directed approaches to implementing the project approach, the results of this study revealed a
collaborative approach to implementing projects that allowed the teacher and the students to work together for project planning
and learning. The teacher felt successful with meeting grade level learning needs, and the students were given the opportunity
to fuel their learning by expressing their natural interests and curiosities, and become problem solvers. 相似文献
14.
China’s key science and technology universities are modelled on the French école Polytechnique. As such, they are utilitarian institutions, rooted in the concept of cultivating manpower for society’s economic progress,
and tending to ignore the development of the individual. As China’s elite higher education system took in a rapidly increasing
number of students in the recent massification process, China’s key science and technology universities underwent reform to
become more comprehensive in curricular offerings and more research-oriented in function. The authors have uncovered an interesting
phenomenon: Despite repeated discussion in academic circles, this transformation was never actually a conscious strategic
choice for universities. Only when the Chinese government launched a program of higher education “massification” did universities
develop their own unique reform strategies in a move to become more comprehensive and more research oriented. The authors
have adopted a multi-stream analysis framework to describe and analyze three case study universities: University of Science
and Technology of China (USTC), Huazhong University of Science and Technology (HUST), and Northwest Agriculture and Forestry
University (NWAFU). It was found that Chinese universities already have quite a high level of autonomy, but that the government
still has the power to make strategic decisions. Each university’s decision-making mechanism has been an independent process
within the constraints of the political economic structure over this period, and policy-making has combined top-down and bottom-up
processes. 相似文献
15.
研究型大学在国家自主技术创新中的作用 总被引：1，自引：0，他引：1
The world is increasingly merged into a global market economy, and the government’s intervention power in economy has rapidly
given way to that of science and technology. For the world’s major economic powers, indigenous technological innovation has
become a national strategy for enhancing competitiveness. Investment in scientific and technological innovation has become
the most important form of strategic investment and strategic technological industry has become a forward-looking deployment
and key priority in innovative national building. Research universities may have critical strength in and important social
contribution to indigenous technological innovation. An innovative government may achieve this by making use of the research
university’s mechanism and characteristics of technology transfer, clarifying the university—industry relationship and providing
relevant policy incentives. The article concludes with an analysis of the advantages, problems and making strategies of Chinese
research universities in indigenous technological innovation.
__________
Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2008, 28(2): 7–15 相似文献
16.
Vidar Gynnild John Tyssedal Lisa Lorentzen 《International Journal of Science and Mathematics Education》2005,3(4):587-607
In the late 1990s failure rates in a first-year introductory calculus course at the Norwegian University of Science and Technology
reached peak levels. This paper reports on findings from an action research project that was set up in 2002/2003 to improve
the situation. The study confirms that students approach their tasks differently which contributes to qualitatively different
learning outcomes. Furthermore, patterns of achievement in mathematics and physics in secondary education keep reoccurring
in the calculus course, even though the teaching and learning contexts are different. The paper does not provide any definite
answer as to why groups of students get involved in distinctly different learning processes, and it will take further research
to decide the nature of commitment to the learning tasks. However, inspired by the notion of ‘practices’ this paper raises
a discussion about the role of intentionality in learning processes. When doing mathematics, students are also in a process
of being engaged in and developing a practice. It is a major challenge for academic staff to contribute to communities of
practice that are conducive to learning. 相似文献
17.
Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual
students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources
included structured and unstructured interviews with teachers and students, school observations, and weekly small-group conversations
in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of
the sixth-grade girls actively recruited by their teachers to attend the district’s magnet school program for their upcoming
seventh grade-year instead of their neighborhood middle school. We found that much of the reasoning behind their decision-making
process centered around issues of status (e.g., how the magnet school offered better academic, economic, and professional
opportunities for their future) and solidarity (e.g., attending the neighborhood school with their friends and siblings).
In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth. 相似文献
18.
Matthew Militello Jason Schweid Stephen G. Sireci 《Educational Assessment, Evaluation and Accountability》2010,22(1):29-52
Recent legislative and local school accountability efforts have placed a premium on the collection, analysis, and use of student
assessment data for educational improvement. As a result, schools have sought assessments that will provide additional information
about student performance. In response, a burgeoning boon industry formed—formative educational assessment systems. In this
study we describe how districts search for and acquire formative assessment systems to meet their needs. We focus on three
school districts that adopted three different formative assessment systems. Our findings suggest the fit between a system’s
characteristics and a school district’s intended use is the most important consideration in instituting a successful formative
assessment system that will have a positive impact on teacher education and student learning. 相似文献
19.
Dale C. Brandenburg 《Performance Improvement Quarterly》1989,2(3):106-114
As part of NSPI's strategic plan, the NSPI Technology Council was created in 1987. In fulfilling its function to scan the technology domain for emerging contributions, the Technology Council has centered its initial efforts on improving communication between sources and users of information related to emerging human performance technology applications. Input for this effort is derived from a national network of “sensors” who monitor new developments. In speaking for the Technology Council, I have outlined the work of the Council over the past two years. Our plans, described here, are divided into six topics: information dissemination, conceptual models of working relationships, collaboration, feedback, research, and recognition. The Council's hope for this issue is that it will generate ideas from the readership resulting in significant improvements to our technology. 相似文献
20.
Jazlin Ebenezer Russell Columbus Osman Nafiz Kaya Lin Zhang Devairakkam Luke Ebenezer 《Journal of Science Education and Technology》2012,21(1):22-37
The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD)
education and training in innovative technologies (IT) in the context of engaging students in environmental research projects
The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute
programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental
research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency
illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions
of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities
in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due
to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential
to produce significant increases in students’ perceptions of their IT fluency. 相似文献