共查询到20条相似文献，搜索用时 31 毫秒
1.
ABSTRACT This paper reports on a survey of secondary schools in the West Midlands, England, in 1991 and was conducted to measure the tasks required of information technology co‐ordinators and the training requirement of their schools. The main emphasis of information technology work was still on taught, examination courses and there was a perceived need for information technology awareness courses for all pupils. Many co‐ordinators had no clear perspective of the level of information technology permeation across the curriculum in their schools, and thus demonstrated an urgent need for audits of staff awareness and pupil access. Information technology co‐ordinators also saw a need for further in‐service training for many staff to enable delivery of their pupils’ information technology entitlement. Most staff training was school based and included collaborative teaching and courses run by the school staff. Little use was made of co‐operation with subject staff from other schools or outside specialists. The co‐ordinators defined their needs as being predominantly in the areas of time for co‐ordination duties, assessment of information technology across the curriculum, and training in new developments in the wider aspects of information technology. 相似文献
2.
While tertiary teaching staff are familiar with teaching strategies used in traditional course delivery, the design and delivery of courses integrating new technologies such as online materials poses new challenges for many. Hence, although technology may be used, its use is often at a superficial level, failing to have significant impact on teaching practice. Motivated by the authors' belief that the development of online learning materials is an endeavour aimed at improving the quality of the learning environment, this paper explores the experiences of several lecturers within Griffith University as they engage in the design and development of online materials as part of the university's flexible learning initiative. Insights into the experiences and perceptions of teaching staff developing online materials are used to highlight issues that can then be used to inform appropriate professional development support for tertiary staff. This in turn will enable the integration of technology into the learning environment to act as a catalyst for positive changes to teaching practice. 相似文献
3.
Carlos Rosa-Jimenez Maria-José Marquez-Ballesteros Nuria Nebot 《Cultura y Educación》2018,30(2):414-432
The counterpart to the open access to information facilitated by the Internet is the problem of the over-saturation of data and sources. A collaborative model of hypermedia is proposed as a pedagogical approach to the teaching of urban planning in which students organize and construct information from the possibilities provided by hypertext language. The methodology is structured in three phases: organization when searching for information; presentation of information using hypermedia; and assessment of the work. The results show that organization of information in the form of websites obtained the highest scores, although collaborative assessment should be restricted to subjective aspects of communication, while objective aspects should be assessed by the teacher and by groups of experts. 相似文献
4.
Elizabeth Wellburn Leslee Francis Ted Riecken Pierce Farragher 《Technology, Pedagogy and Education》2013,22(2):155-158
ABSTRACT This paper describes a staff development project involving school‐university collaborative research. While computer technology was being implemented at Bayside Middle School, teachers engaged in action research projects. This form of professional development links personally relevant questions of teaching practice with academic theories of learning. Research findings are discussed, along with implications of action research as a model for staff development. 相似文献
5.
周丽 《南京晓庄学院学报》2007,23(3):111-113
随着科学技术的进步、学校教育技术的不断更新和家庭电脑的普及,整个社会进入了信息时代的一个崭新阶段,信息技术与各学科教学整合是大势所趋.传统意义上的合作学习已取得不错的教学效果,运用网络环境提供的丰富资源设计合作学习,将更有利于师生、生生之间的交互通信与合作. 相似文献
6.
7.
Javed Iqbal Aishah Ahmad Sabki Ibrahim Elbeltagi 《International Journal of Inclusive Education》2013,17(12):1283-1303
This paper is grounded in a qualitative approach, to call forth the views of Muslim teenage girls on their access and use of learning technologies for inclusive educational practice. The 45 Muslim teenage girls, aged 14–19 years old, from three British Muslim girls schools participated in this empirical study. Semi-structured interviews were used for data collection and the data were analysed using template analysis, matrix analysis, and cross-case analysis. The pupils had strong aspirations that learning technologies and computers should support their learning and attainment, but their access and use to supporting technologies was mixed. It was found through a comparative analysis of the data that all the Muslim teenage girls that entered Muslim schools felt secure and performed competently. Furthermore, the educational success of School A was attributable to educational norms and values relative to the provision of digital resources and skilled teaching staff. The educational experiences of School B and School C were more variable due to access to digital technologies, provision of digital contents and skilled teaching staff. Furthermore, this research study seems to highlight a marked difference between the Muslim School environment and the social context of teenage girls outside the educational setting. 相似文献
8.
The Internet provides a venue for several purposes. One purpose is to disseminate information. Compared to other infrastructures, the Internet is one of the more cost-effective ways of improving a country's educational system. Online education is growing in popularity as it provides accessibility and encourages collaborative communication among student peers. The main purpose of this paper was to analyze the impetus of online education through the perception of adult learners at Curtin Business School. The majority of the respondents valued the direct interaction of traditional classes and easy access to information on subjects being offered on online courses. A combination of both traditional and online methods proved to be the most comprehensive solution as students were able to increase their interpersonal skills and computer literacy. Based upon the conducted survey, the three main driving forces to the development of online education were identified as information technology, education brokers (universities), and market demands. The main implications of technology to universities were identified in its changing roles and organizational structure and being able to form partnerships with other business counterparts. Simultaneously, this trend would produce a new generation of knowledge workers with new expectations on career advancement and learning opportunities. As such, it becomes imperative that universities and information communication technology-based organizations form a symbiotic relationship to meet the expectations of the new e-generation. 相似文献
9.
为了落实《教育部关于全面深化课程改革,落实立德树人根本任务的意见》和面向核心素养的《普通高中信息技术课程标准》《教育部关于实施全国中小学教师信息技术应用能力提升工程意见》《教育部关于加快建设高水平本科教育,全面提高人才培养能力的意见》等政策要求,面对教育技术学专业人才信息技术应用创新能力培养面临的与信息技术学科核心素养要求不匹配、教学内容和课程体系尚不完善的问题,培训实践体系未能适应教育信息化发展需求、与中小学教师信息技术应用能力提升工程要求脱节的问题,培养机制未能很好融合校内外资源和创新力量、协同创新培养本专业人才的问题,华南师大教育信息技术学院从2015年起以“德育为先、能力为重、协同培养”的教育理念为指导,迭代构建提升教育技术学专业人才信息技术应用创新能力“三融合”培养模式:“五结合”高水平课程体系、“四位一体”培训实践体系、“六结合”产学研协同育人机制,培养了大批能够胜任教育信息化建设和中小学信息技术课程教学的教育技术学专业高素质复合型人才,为我国同类型高校教育技术学专业建设与改革起到推动与示范作用。 相似文献
10.
Iain McAlpine 《Distance Education》2000,21(1):66-80
The decision to offer a course by online delivery involves a range of issues relating to teaching/learning methodology, instructional design, and delivery software. This article describes the development of a Masters course that uses collaborative learning as the teaching/ learning method. The theoretical basis for collaborative learning is explained and related to instructional design for online delivery. Evaluation data from the first three subjects are included. These are based on questionnaires and content analysis of computer conferences. Evaluation data reveal issues that are important to successful outcomes using this way of teaching. 相似文献
11.
Christopher O'Mahony 《Technology, Pedagogy and Education》2013,22(2):295-311
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
12.
Rosemary Giuriato Goran Štrkalj Amanda J. Meyer Nalini Pather 《Anatomical sciences education》2020,13(1):37-47
Human anatomy knowledge is a core requirement for all health care clinicians. There is a paucity of information relating to anatomy content and delivery in Australian chiropractic programs. The aim of this study was to describe anatomy teaching in Australian chiropractic programs, utilizing a survey which was distributed to all four programs, requesting information on: anatomy program structure, delivery methods, assessment, teaching resources, and academic staff profile at their institution. The survey was undertaken in 2016 and documented practices in that academic year. All four institutions responded. There was a reported difference in the teaching hours, content, delivery and assessment of anatomy utilized in Australian chiropractic programs. Anatomy was compulsory at all four institutions with the mean total of 214 (SD ± 100.2) teaching hours. Teaching was undertaken by permanent ongoing (30%) and sessional academic staff, and student to teacher ratio varied from 15:1 to 12:1. A variety of teaching resources were utilized, including human tissue access, either as prosected cadavers or plastinated body parts. The results of this survey confirm that anatomy has an established place in chiropractic education programs in Australia and while curricular variations exist, all programs had similar course design, delivery, and assessment methods. This study confirmed the provision of a strong foundation in topographical anatomy and neuroanatomy, while other anatomical sciences, such as histology and embryology were not consistently delivered. Formalization of a core anatomy curriculum together with competency standards is needed to assist program evaluation and development, and for accreditation purposes. 相似文献
13.
Ayshe Talay‐Ongan Trish Edmonds Maree Gosper Margaret McNaught 《Journal of Early Childhood Teacher Education》2013,34(1):97-104
Abstract This report summarises the first year of an innovative and multilayered teaching and learning collaborative experience within the context of an undergraduate unit in early childhood. The facilitative influence is two‐fold: (a) generic information skills training (GIST) project which is a joint initiative between the Institute of Early Childhood (IEC), the Library and the Centre for Flexible Learning to teach information literacy skills which are contextualised within the unit presentation mode, its requirements and assessment tasks, and (b) redesign of the unit from a former third‐year level to a first‐year level to incorporate the notion of problem‐based, collaborative teaching and learning. Many challenges were faced by those involved in the unit in its first year, mainly class size and heterogeneity of student levels, incorporation of technology into learning and teaching, and flow of information for smooth operations for students, the teaching team and Library staff. Multilevel collaborations were central to this experience, and examples of student‐student, student‐teacher, and teacher‐staff collaborations are provided. The first of the 2‐year cycle of the GIST project has generated substantive data, as has the implementation of the unit in an innovative format. The complexity and challenges presented in the unit seemed to account for student withdrawal of about 25% in the first month; final evaluations are obtained from 292 students. Survey results presented here are both from the withdrawn students, as well as those who completed the unit. Modifications to the delivery of the unit in its second year and ways of strengthening the communities of learners and teachers towards a common goal are briefly reviewed. 相似文献
14.
随着互联网技术的发展,“互联网+教育”越来越普及,高校教学逐步改革为线上线下混合教学模式。但一场突如其来的疫情促使全社会直接进入纯在线教学模式,全体教师立刻化身知识主播,开启纯在线教学历程。以数据库系统课程教学为例,对纯在线教学模式进行探索与实践,给出基于“在线直播+智慧学习平台”的纯在线教学模式设计、具体实践过程及应用效果,并对比了课堂教学与纯线上教学的优缺点,为充分利用信息化技术进行教学改革,进一步提高教学质量提供参考。 相似文献
15.
王冬侠 《杨凌职业技术学院学报》2010,9(2):58-59
论文在分析中职数学教学特点的基础上,针对中职学生基础较弱、学习习惯较差,对数学有恐惧心理,传统的教学方式存在单一、效率低、表现力差的现状,探讨应用信息技术提高数学课程教学效果的途径和手段,并从多媒体课件、计算机网络、专业融合等方面阐述了信息技术在教学中的应用,真正体现＂以学生为本＂的教育理念,为学生搭建自主学习、协作学习的平台。 相似文献
16.
17.
网络环境下高职英语阅读教学研究 总被引：1，自引：0，他引：1
随着网络技术的发展,利用网络资源开展英语阅读课教学成为一种新的教学手段。网络环境下的英语阅读教学有利于激发学生的阅读兴趣,提高学生的阅读能力,培养学生自主学习和协作学习的能力。通过分析目前高职英语专业阅读教学现状及利用网络进行阅读教学的优势,探讨了网络环境下英语阅读教学模式及启示。 相似文献
18.
施雪飞 《上海师范大学学报(哲学社会科学版)》2010,(5):107-110
在强调以学生为主体的课改精神下,信息科技教师应该采用怎样的教学方法,才能既让学生成为课堂的主体,又掌握好必须掌握的基础知识。以上海市南洋模范中学的学生为分析对象,在课堂中采用了“任务驱动”、“合作学习”和“分层次教学”相结合的教学方法,尝试寻找课堂中最适合的教学方法,期望真正做到“我们的课堂我们做主”。 相似文献
19.
Roy Ballantyne Jill Borthwick Jan Packer 《Assessment & Evaluation in Higher Education》2000,25(3):221-236
Student evaluation of teaching is a commonly accepted means of obtaining feedback on the quality of university teaching. However, its usefulness in contributing to improved teaching performance is dependent on the extent to which staff respond to and apply the information obtained in this way. This paper reports the results of a project designed to extend the application of student evaluations by using them as the basis for staff development. Survey findings from 87 staff and 127 students indicate the priorities for academic and course development perceived by each group. Booklets based on these perceived needs were developed by collaborative staff-student groups and made available to enable staff to improve their teaching in response to student evaluations. 相似文献
20.
翻转课堂是指学生能在课前利用互联网、电子信息技术等手段自主学习,课堂上与教师、同学互相探讨合作交流解决疑问的新型教学方式。信息时代,翻转课堂在教学中的应用场景越来越丰富,本文以初中数学教学为例,阐述开展翻转课堂教学的必要性,并就如何在数学教学中使用翻转课堂辅助课程教学表达几点看法。 相似文献