首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 95 毫秒
1.
ABSTRACT

This is a report of a single school case study in the United Kingdom in which the entire staff contributed to the results. The study centres on a survey of staff attitudes towards information technology (IT). The study finds that the majority of staff accept the National Curriculum directives to teach information technology across the curriculum and acknowledge the value of information technology within the curriculum. However, many staff lack the confidence and skills to deliver information technology within their subjects. Training is seen to be a major requirement and in‐school training is highly valued and preferred.  相似文献   

2.
ABSTRACT

In this paper we describe the use of an interactive software package designed to raise issues and questions about the role of information technology within the primary classroom and to highlight the partnership aspects inherent within a teacher tutor/mentor approach to the supervision of school placements. Data were collected from a variety of people concerned in the exercise: teacher tutors, university liaison tutors and student teachers. These data concerned not only the efficacy of the materials themselves, but also the effect or impact of the exercise upon the school placement experience. A number of issues emerged from our exploration into this exercise revealing attitudes towards information technology in education. These concerned ownership of learning and questions of expertise, access to partnership and co‐professionality, staff and student attitudes towards information technology and towards partnership and implications for the future. Our data suggest that learning becomes powerful when the learner takes ownership. Information technology can enable the shift towards creator and is a powerful means of achieving that.  相似文献   

3.
Abstract

This paper reports the development and use of three instruments which comprise a comprehensive technique for describing children's perceptions about technology. The instruments are a questionnaire for upper primary school children, a quiz using pictures instead of written items for lower primary school children and, for both age‐groups, a combined writing/drawing activity which complements the questionnaire or quiz. The instruments are designed to cater for children from a range of age levels, provide information helpful to teachers about children's perceptions of technology, and be suitable for use in research. The instruments were trialled in a total of 28 classes in Western Australian schools and construct validity established by examining the pattern of responses between pairs of instruments completed by the same children. The teachers stated that participating in the processes of developing and administering the instruments was useful and gave them valuable information about children's views of technology.  相似文献   

4.
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   

5.
ABSTRACT

This paper suggests that the subject of school reform and technology in education needs to be considered as a discourse that needs to be ‘unpacked’ and analyzed from a social, historical, and cultural perspective. Unpacking the historical and current interests in educational reform in light of information and communication technologies is no simple matter. There are two basic challenges. First, we need to analyze the language of change and the context of school reform. Second, the discourse of school reform needs to placed within a context of history and political theory. In the end the paper asks the reader to consider who the ideological ‘we’ is when we talk about education and technology.  相似文献   

6.
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   

7.
ABSTRACT

The current state of the teaching of information technology competency within postgraduate teacher training is summarised from existing literature and weaknesses are identified. Development work in the Loughborough University Primary Postgraduate Certificate of Education course over three successive years is examined and discussed, focusing on the apparent gap between student achievement in the institution and application in classrooms while on school placements. It is argued from qualitative and quantitative evidence that a major factor is the failure of some school placement teachers to provide encouragement to their teaching practice students, and that this is a feature not of schools but of individuals. The conclusion attempts to analyse further that gap and suggests some ways forward.  相似文献   

8.
《The Educational forum》2012,76(4):430-433
Abstract

This article shares findings from a year-long study about social practices of high school youth with mobile devices during school time. In particular, this study found that students see their school time as fluidly social and academic. Educators and policy-makers need to carefully consider these social practices when preparing 21st century youth for engaging with technology in responsible and meaningful ways beyond their time in school.  相似文献   

9.
ABSTRACT

In this article, we provide critical information on previous research and offer recommendations for establishing and implementing teleconsultation services within a school setting. Specifically, we review (a) the history behind teleconsultation, (b) previous applications of technology and teleconsultation within the school setting, (c) recommended equipment for completing teleconsultation, (d) previously identified benefits of using teleconsultation, (e) previously identified concerns regarding the use of teleconsultation, and (f) the best practices for providing teleconsultation services. Important considerations from current research in the area of teleconsultation are highlighted.  相似文献   

10.
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   

11.
ABSTRACT

Results of a three year longitudinal study of elementary school children's attitudes toward computers in Japan, Mexico, and the United States of America are presented, along with implications of the findings for teacher education. Two types of attitudes toward computers (importance and enjoyment) were found to be positively influenced by the introduction of computer activities in primary school. No novelty effect was found regarding enjoyment of computers, and perceived computer importance declined less from Grades 1–3 than several other dispositions measured. No consistent gender differences were found for attitudes toward computers among the three nations. These findings imply that students begin school eager to learn about computers and lacking the gender biases often found in older age groups, and that teachers should be educated to help preserve interest in and access to information technology for all students. Reflections for teacher education conclude the article.  相似文献   

12.
ABSTRACT

Many reports of achievements in developments in new information technology in schools lament the, as yet, unfulfilled hopes that they will radically change education. Those involved in new information technology sometimes seem to imagine that the problems of change that they face are somehow unique and have not been faced by others who have set out to change the curriculum.[l] I shall argue that the view of curriculum change employed by many policy makers and by some of those charged with implementing policy is inadequate.[2] While some acknowledge the need to change attitudes and practices in schools, national programmes have often failed even to include teacher training elements, and few have addressed the school as a focus of change, although the classroom has been addressed. My argument is that a better awareness of the common issues of curriculum change may make individual changes such as envisaged by the advocates of new information technology more effective, or at least less painful! Further I urge for a focus on the school, rather than individual classrooms, for both support and research efforts.

In a previous paper I traced the development of technology education in general (McCormick, 1991), this being a curriculum area that has some overlap with information technology. There are parallels to be drawn with this case of development, indeed there is direct overlap, and I will seek to illustrate this. In arguing for a more sophisticated view of curriculum change I will not be suggesting easy policy or programme changes, nor seeking to explain the lack of impact of new information technology, rather I hope to encourage (as I said above) an emphasis on the school and new directions for research. To facilitate my argument I start with a consideration of curriculum change in general, as it relates to national education systems, then consider the case of curriculum change in technology education, and then give an overview of development strategies in the new information technologies.[3] I then apply the evidence from these three sections to the fourth when I deal with curriculum change in the new information technologies, and end the paper by considering the implications for curriculum development in the new information technologies.  相似文献   

13.
Summaries

English

The concept of information is fundamental to many branches of science, technology and mathematics. A systematic use of the information concept can help to bridge the gap between different subjects in school. The discovery that information can be made a metric concept, and thus be dealt with mathematically, is fundamental to mathematics teaching. The information concept can initially be introduced on a very elementary level and then be successively exactified. From the point of view of science, information theory leads to some surprising insights into the information content of physical, chemical, biological, and technical systems.  相似文献   

14.
ABSTRACT

What is the effect of a technologically rich out‐of‐school environment upon the use of information technology in the classroom? This question was approached by observing the relationships between the exposure to home electronic technologies and classroom disposition and performance. Secondary school children (11–12 years old) were interviewed to determine their declarative knowledge of computers and computer use, the richness of their technological environment and their declared interest in working with computers. They then performed a computer‐based language task that required them to enter missing letters from a piece of text This task required linguistic problem‐solving skills as well as keyboard agility and yielded a number of performance scores. Successful performance correlated with declared out‐of‐school computer use. The richness of the technological environment also correlated positively with declared computer use. Out‐of‐school experience did not predict attitudes to classroom information technology and there were no gender effects in attitude or performance.  相似文献   

15.
ABSTRACT

Technologies that enhance classroom instruction and school administration are widespread. The majority of schools, however, have yet to implement technologies beyond a basic level. Reasons for this reluctance include a lack of funds, teacher beliefs about the role of technology in education, methods of technology allocation and distribution in schools, a lack of understanding of how technologies can accentuate learning and administration, and most importantly, a lack of vision and support from school administrators. To help solve the problem of administrative support, we propose the creation of university courses designed to nourish school technology leaders. Included in this paper is a basic outline for such a course.  相似文献   

16.
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   

17.
《学校用计算机》2013,30(1-2):15-23
Abstract

To better prepare pre-service candidates for teaching in the information age, the International Society for Technology in Education (ISTE) has defined National Educational Technology Standards (NETS) to guide technology integration into teacher education programs. Based on these standards, Brigham Young University (BYU) has implemented strategies for technology integration into their teacher education program by creating curriculum design teams composed of School of Education faculty, public school personnel, and instructional design and technology specialists. This paper describes basic principles that have led to the successful development of curriculum design teams for systemic reform in teacher education.  相似文献   

18.
Abstract

The use of technology to support learning is becoming ubiquitous in Africa. However, technology is more often used to distribute information rather than as a tool to mediate learning. The work presented here on a programme for Zambian community school teachers (non-traditional students) illustrates how learning design allied to appropriate theoretical concepts make use of technology to mediate learning. The objective of this course was to support Zambian community school teachers, with little formal teacher education, to use interactive methods to support their teaching practices. The research makes use of a constructivist-hermeneutic-interpretivist-qualitative paradigm to critically evaluate the learning design by experts. A social constructivist framework for learning design and technology mediation was used to create and evaluate learning resources. The work illustrates how a distance education paper-based course design is enhanced by the use of contemporary learning theory and digital technology to model good interactive classroom practice.  相似文献   

19.
ABSTRACT

Advances in information technology and communication through new social media platforms have enormous benefits in many contexts, including education. At the same time, self-distractive use of technology – or ‘absent presenteeism’ – can have negative effects in the classroom. The main research question of this study is the relationship between organisational leadership, enforcement of discipline and self-distractive use of technology in the secondary school setting. The finding indicated that the permissive style of discipline appeared to be the most effective at reducing self-distractive mobile phone use. However, a more authoritative style of discipline, short teacher tenure and the principal’s transformational leadership style contributed to high self-distractive mobile phone use. The authors rely on empirical data collected in Israeli public high schools from two independent sources: 144 teachers and 591 students, which yielded 4440 teacher-student events. Implications of the findings are discussed in the context of the school setting characterised by rapid changes in technology.  相似文献   

20.
ABSTRACT

This paper explores how perceived attractiveness of the social life at a college/university influences potential applicants' likelihood to request information from, visit and apply to (decision approach actions) that school. Results obtained from a study of high school juniors indicate that attractiveness of social life, defined in terms of characteristics of the people and experiences to be found at a school, is at least as important as quality of education in determining the likelihood of a candidate undertaking decision approach actions toward a school. The implications of these findings for colleges'/universities' recruitment efforts are discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号