共查询到20条相似文献，搜索用时 780 毫秒
1.
Rob Edmunds Mary Thorpe Grainne Conole 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):71-84
The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students' lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated model—the technology acceptance model—to explore the influence of work and social/leisure contexts as well as course study, on attitudes towards and take up of technology. The results suggest that usefulness and ease of use are key dimensions of students' attitudes towards technology in all three contexts but that ICT is perceived most positively in the context of work and technology use at work is an important driver for technology use in other areas. 相似文献
2.
Robert McCormick 《Curriculum Journal》2013,24(2):115-137
The role of pupil assessment in ICT is often seen by teachers as problematic. This article will explore the relationship of the two and will argue that research in assessment has not kept up with the opportunities offered by ICT. Conversely, some of the new developments in ‘assessment for learning’ have not yet found their way into ICT. The article will explore the various roles and relationships that ICT has in assessment, for example, the assessment of ICT skills, the assessment of curriculum learning when work is done with the aid of ICT, assessment within computer-assisted learning, and ICT as a tool in supporting the assessment process in general. It will also look at ways forward, including ‘assessment for learning’ (with its concern for questioning, feedback, sharing assessment criteria and self-assessment/peer assessment), and new outcomes that could be incorporated into ICT. 相似文献
3.
From Implementation to Efficacy: Factors Affecting Kenyan Secondary Teachers’ Technology Integration
Joanna O. Masingila David W. Khatete John N. Maundu Alan R. Foley Sophia M. Ndethiu Nicholas W. Twoli 《Africa Education Review》2019,16(1):58-87
Teaching is a complex practice that requires teachers to draw upon their content knowledge, pedagogical approaches and strategies, and knowledge about learners in order to support learning. Integrating technology into the teaching and learning practice of a classroom is a strategy that many teachers are drawing upon. This article reports on the initial findings on information communication technology (ICT) implementation in Kenyan secondary schools and discusses factors affecting effective technology integration. The study used questionnaire and classroom observation data to examine what types of ICTs for education are available in secondary schools in Kenya and what training teachers have had in using ICTs for education; teachers’ perspectives regarding the role of ICT in teaching and learning; and what factors might influence ICT integration in teaching and learning in public secondary schools in Kenya. The study found that while few teachers are integrating ICT into their teaching and learning, many teachers are implementing ICT in their teaching. 相似文献
4.
Peter Wright 《Technology, Pedagogy and Education》2013,22(1):37-52
Abstract Currently in the United Kingdom there are several major initiatives to encourage the development of information and communications technology (ICT) in schools. However, in the past many significant educational innovations have resulted in disappointing outcomes and limited curriculum change. This article presents a three-phase model that offers guidance on how to facilitate effective curriculum change, particularly in the field of ICT. The model was derived from analysing six contrasting case studies of departmental ICT within a particular secondary school (ages 12-16 years). The article discusses the main issues identified within the case studies that led to the formulation of the model. ‘Issue trees’ were devised as a system for hierarchically grouping and presenting the factors that encouraged and discouraged ICT development across the various departments. Important aspects of the model include: gaining a firm innovative decision from a department, selling the pedagogic benefits of the innovation, the willingness of staff to undergo professional development (particularly pedagogic development), clear and positive communication channels that facilitate responsive management, and a methodical development cycle. The model has proved a useful tool for securing the effective integration of ICT into the curriculum, i.e. teachers effectively deliver appropriate ICT activities which have been adopted by the whole department and integrated into subject work schemes. 相似文献
5.
教师是课堂教学的主导者,要把使信息技术有效地整合到课堂教学里,没有教师的全心全意的参与是不可能成功的。如何有效的推动教师的参与,一个配合教师的工作现状和条件的全面的教师培训,组织及支援计划时不可缺乏的。 相似文献
6.
7.
The focus in this study is special educators working with children with disabilities and in need of special support and their relation to information and communication technology (ICT). The study is an evaluation of a National State Programme intended to train special educators in the field of ICT. The study is based on a questionnaire answered by 618 special educators, and interviews with 20 educators and 10 headteachers. The results from the study show that there is a great need of education in the ICT field and that the lack of time and financial resources affect the work in the school. The training programme focused on difficulties in reading and writing, although most of the teachers desired a more general knowledge about children with disabilities. It also appears that the knowledge within this area of special education is mainly based on how these practitioners understand their own work. New thinking and innovations in the area are judged, accepted or rejected on the same basis. The headteachers lacked knowledge about the training and were not engaged in this special effort, although they are responsible for the development of the school. One conclusion is that technology was stressed more than the pedagogy. 相似文献
8.
The article focuses on the use of information and communication technology (ICT) for strengthening and transforming university practice in line with the social and technological conditions of the new ideas for interactive universities. The purpose is to use ICT as a change-agent in order to establish new practices – new pedagogical methods, new methods for collaboration and new forms of interplay between physical and virtual learning environments. The article is based on an ongoing case in which both the authors have been engaged: the IT Innovation project (ITI) and E-learning Lab North Jutland (ELL) at Aalborg University in Denmark. The article presents the different initiatives and strategies for innovation of the university and subsequently discusses the work in the perspective of organizational learning and planning theory. 相似文献
9.
10.
Ola Erstad 《Education and Information Technologies》2006,11(3-4):415-429
Digital literacy is now defined as a key area of competence in the new national curriculum for schools in Norway. For policy makers the terms ‘information society’ and ‘knowledge society’ has been used to argue for implementing new technologies in education, and for improving learning. These views have been highly problematic, partly because they do not take into consideration how new technologies are used by young people, or how schools work as social practices. This article will focus on how we conceptualize a student perspective in schools related to the use of digital technologies. Combining an increased focus on digital literacy in school curricula with an increased focus on student participation challenges our conception of the school-aged learner. In discussing these issues I will draw on results from a number of school-based ICT projects that I have been involved in since 1998. 相似文献
11.
Catarina Player-Koro 《Learning, Media and Technology》2013,38(1):26-40
This article draws from ethnographic data produced inside mathematics teacher education in Sweden. It explores and makes visible the ongoing process of education during workshops in information and communication technology (ICT) laboratory contexts in which student teachers were working with spreadsheet applications on the computer. The main finding is that, contrary to the intentions to renew and revitalise education, ICT in use seemed to operate as a relay in the reproduction of traditional ways of teaching and learning. However, the investigation is not one of the failures of education to make use of ICT but one that tries to distance itself from the traditional enthusiastic rhetoric, with the ambition to contribute to a more realistic discussion. Bernstein's concept of pedagogical discourse has been used. One education setting has been studied in detail. 相似文献
12.
Twenty years have elapsed since ICT has been introduced on a large scale in French primary schools. Since then many developments have occurred, many of them outside of the technical sphere (for example decentralization has much progressed), new issues have appeared. This paper briefly analyzes changes and trends in the field of ICT in French primary education. It suggests that the development of ICT, still uncomplete, does not seem to have brought much change in the system. However, new ideas and activities have emerged, that deserve further research and invite to international comparisons. First contextual elements about France and the situation of primary education are recalled. Then issues linked with the development of ICT are analysed, taking into account the situation of both pupils and teachers. 相似文献
13.
Information and communication technologies (ICT) have brought about renewed spaces for the societies of today, full of possibility and transformation. Bordering on the infinite, these spaces have generated new activities and behaviors. This technological scenario is now commonplace, an everyday reality that has taken root in our lives with remarkable speed. Now would therefore be an appropriate time to open up a line of inquiry into how this is shaping educational practice and how it is affecting our cognitive structures. We have chosen to conduct a review of relevant literature that will enable us to adopt a critical analysis to our subject: education and, above all, the learner, seen from the perspective of neuroscience and social analysis. However, the principal aim of this paper is to lay bare the disparities between research findings and current educational practices that use ICT. 相似文献
14.
文章从信息化的理论基础及实践应用维度,探讨了教育信息化的构建结构及其组成因素。作者指出,教育信息化是一个复合型的概念,其中既有技术性的因素,也有非技术性的因素,它们共同影响着教育信息化的建设和发展。从社会变迁的维度看,教育信息化的中心任务是完成"个人"的现代化和信息化;从学校组织和管理的维度看,教育信息化是一个多层面的机构改革和完善过程:校园信息化、教学信息化、管理信息化等要素综合地构成了教育信息化发展的全景蓝图。最后,文章还对教育信息化的发展阶段及制约因素进行了多方面的论述。 相似文献
15.
This paper outlines some implications for pupils’ learning and for teachers of information and communication technology (ICT) in primary or elementary education of using complete ‘reach and teach’ resource and lesson plan solutions to support a national scheme of work. The example resources referenced in the paper are ‘The LCP ICT Resource Files for Schools’, designed to enable teachers to deliver the ICT National Curriculum requirements for England and are structured to closely follow the Qualifications and Curriculum Authority (QCA) scheme of work. The authors of the LCP ICT Resource Files became aware that there was a widespread takeup of their materials and that, therefore, the resources had potentially a substantial impact upon practice in many schools.Models of curriculum provision are presented and characteristics of good practice are adduced which the author recommends to those who write, review or evaluate complete teaching solutions for ICT. 相似文献
16.
Chiraz Karamti 《Journal of Research on Technology in Education》2016,48(4):322-337
Measuring the impact of information and communication technologies (ICTs) is a contemporary question of interest. Despite the general acceptance that ICTs are changing ways of learning, empirical research conducted to date does not consistently verify the efficacy of such changes. Several studies supporting positive impacts of ICTs on achievement relate mainly to developed countries. Focusing on tertiary education in Tunisia, this article attempts to highlight the gap in knowledge about the effects of ICT on education in developing countries by providing evidence from this region. Using survey data involving 377 college students and teachers, a multilevel analysis was conducted to measure the impact of ICT access and use with other student, university, and teacher attributes that may affect academic performance. The results provided evidence for a distinctive, though negative, effect of ICT on performance. These findings raise questions about the effectiveness of educational policies in Tunisia. The findings suggest also that overall university support is essential in increasing ICT learning impacts. 相似文献
17.
The aim of this study was to analyze the correlation among teachers’ perceived acceptance of technological innovation, organisations’ innovation climate, and innovative teaching using information and communication technology (ICT) in Taiwan. The participants (N?=?482) responded to a questionnaire using a five-point Likert scale for each factor, and their responses were analyzed using structural equation modeling (SEM). This research found that an organisation’s innovation climate is significantly and positively related with innovative teaching using ICT, and that the acceptance of technological innovation is significantly and positively related with innovative teaching using ICT, as supported by the organisation’s innovation climate. The influence pattern and empirical data of the acceptance of technological innovation and the organisation’s innovation climate on innovative teaching with ICT exhibited a good fit. The implications of such findings were discussed. 相似文献
18.
In this article we discuss distance-based teacher trainees' understandings of learning and education in a computerised learning
environment. Educational research today often stresses the importance of a social dimension in learning and education and
computerised learning environments are said to create and fulfil the social dimension in on-campus education as well as in
distance education. This social dimension of learning and education is investigated, in a Swedish distance-based teacher training
programme supported by ICT, through semi-structured interviews with 19 teacher trainees. The study shows that there is a complex
relationship between the use of the computerised learning environment and the physical meetings in the programme. One conclusion
is that, even though theories emphasise the social dimension of learning through participation, teacher trainees view participation
with others as important primarily in relation to social aspects of well-being and not in relation to learning. The use of
ICT for creating a community of learners through participation seems to individualise the students' learning rather than bringing
them together in their learning. 相似文献
19.
《Journal of Teaching in Social Work》2013,33(1-2):121-139
ABSTRACT Changes in funding patterns and privatization of health and human services within government are prompting new forms of management and organizational structures creating challenges for service delivery and the education of social work managers. The profession's ability to provide leadership and respond to such rapidly changing environmental trends is grounded in the capability of field education to bridge the university and practice communities and provide flexible, innovative combinations of service programming and research partnerships. This article provides a framework for the development and operation of a unique type of field demonstration project. The article focuses on the methodology used to develop and operate the field projects in order to encourage replication among other schools of social work. 相似文献
20.
信息通信技术(ICT)是推动社会经济进步的重要力量,也是国家重大战略发展计划中的新兴产业方向之一。建设适应新时期需要的信息通信工程训练中心,培养具有较强动手能力的创新人才是当前高校面临的重要工作。介绍了南京邮电大学ICT工程训练中心的构建及中心实践教学体系实施的各个环节,重点探索了建设目标与定位、建设思路与模式,运行机制和内涵建设等,对创新型人才的培养进行了有益的探讨。 相似文献