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1.
This paper examines how secondary teachers of the core subjects of English, mathematics, and science have begun to integrate information and communication technology (ICT) into mainstream classroom practice in English schools. It draws on an analysis of 18 focus‐group interviews with subject departments in these fields. Evident commitment to incorporating ICT was tempered by a cautious, critical approach, and by the influence of external constraints. Teacher accounts emphasized both the use of ICT to enhance and extend existing classroom practice, and change in terms of emerging forms of activity which complemented or modified practice. A gradual process of pedagogical evolution was apparent; teachers were developing and trialling new strategies specifically for mediating ICT‐supported learning. In particular, these overcame the potentially obstructive role of some forms of ICT by focusing pupils’ attention onto underlying learning objectives.  相似文献   

2.
Mainstream sociology of education has seemingly moved away from the micro‐world of schools and classrooms before we have fully understood them. This is an attempt to reassess some of the prevailing assumptions about the social processes in classrooms, particularly in early schooling. It emerges from an investigation into the formulation of pupils by teachers in primary schools using a four year longitudinal study of a cohort of pupils in two schools. It suggests that Becker's model of ‘ideal‐matching’ may not always be appropriate for understanding interpersonal processes in primary classrooms. Rather than the ‘ideal’ pupil it is apparently the ‘normal’ or ‘average’ pupil that is the significant yardstick in teacher‐pupil dealings.  相似文献   

3.
The Department for Education and Skills currently shows a high regard for the potential of technology transforming the British education system. Government White papers demonstrate e‐learning‐based unification strategies that reinforce the message that introducing Information and Communication Technology (ICT) will raise standards in schools. This paper examines the effect of these developments on teachers and pupils, and questions the government’s motivation for change. The introduction of ICT has not been complemented by increased levels of effective professional development for teaching staff in the pedagogy of ICT across the curriculum and may have merely served to reinforce the generational digital divide. In attempting to enchant the pupils, the government may have alienated the teachers. This paper suggests that the Department for Education and Skills should place more emphasis on developing strategies and providing funding for solutions to gaps in the professional development of teachers in their pedagogical understanding of ICT across the curriculum.  相似文献   

4.
教师信息技术能力(简称ICT能力)是信息技术推动教育变革的关键要素。经济与合作发展组织开展的教师教学国际调查(简称TALIS)呈现了教师在理解、准备和应用信息技术能力三方面的表现。基于TALIS 2018的调查数据,本研究运用方差分析和多元线性回归方法,呈现了我国教师信息技术应用能力的表现及影响因素,以寻求提升教师信息技术应用能力的可行策略。研究发现,与国际数据相比,上海教师理解和准备信息技术能力表现良好,信息技术应用能力欠缺。不同性别和学历的教师信息技术应用能力表现没有显著差异,不同教龄教师信息技术应用能力有显著差异,教龄越高的教师信息技术应用能力越强;在已有的专业发展活动中,相比阅读专业发展文献、课程研讨会、线上培训和教育专家论坛等活动,正式的资格证书或学位培训、参观考察以及加入教师专业发展学习小组等对教师信息技术应用能力的正向影响更大。本研究建议应不断深化信息技术能力培训的实践导向、促进多元主体的参与、构建系统化的信息技术能力学习路径及重视经验型教师的引导作用。  相似文献   

5.
This paper reports a study aimed at revealing special‐educational‐needs pupils' learning potential by means of an ICT‐based assessment including a dynamic visual tool that might help pupils when solving mathematics problems. The study focused on subtraction problems up to 100, which require ‘borrowing’. These problems, in which the value of the ones‐digit of the subtrahend is larger than the ones‐digit of the minuend, are known as a serious difficulty for weak pupils in mathematics. Seven of such problems from a standardised test were placed in the ICT environment. Data were collected from two test conditions: the standardised written test format and the ICT version of the test items including the tool that provided pupils with a set of virtual manipulatives. The 37 pupils involved in the study were 8–12 years old and from two special‐education schools in the Netherlands. Comparison of the performance scores in the two formats showed that an ICT‐based assessment format, including a dynamic visual tool, can reveal weak pupils' learning potential and strategy use. The study also pointed out that ‘partial‐tool use’, ie, not carrying out the complete subtraction operation with the tool, can provide sufficient support to find the correct answer.  相似文献   

6.
Based on survey data from 612 pupils in five English primary schools, this paper investigates children's engagement with information and communication technologies (ICTs) inside and outside the school context. Analysis of the data shows pupils' engagements with ICTs to be often perfunctory and unspectacular, especially within the school setting, where the influence of year group and school attended are prominent. Whilst the majority of children felt that ICT use led to gains in learning, the paper discusses how there was a strong sense of educational uses of ICTs being constrained by the nature of the schools within which 'educational' use was largely framed and often situated. The paper concludes by suggesting possible changes to ICT provision in primary schools, most notably relaxing school restrictions regarding Internet access and developing meaningful dialogues with pupils about future forms of educational ICT use.  相似文献   

7.
This article reports findings from a phenomenographic investigation into European Lifelong Guidance Policy Network representatives’ conceptions of the role of information and communication technologies (ICT) related to national lifelong guidance policies. The role of ICT in relation to national lifelong guidance policies was conceived as (1) unexploited, (2) emerging, (3) acknowledged but fragmented, and (4) strategic. The hierarchical structure of the findings may serve as a tool to enable policy makers and other stakeholders to deepen their understanding of critical aspects that may have an important role in relation to further developments and the successful implementation of existing and emerging technologies in the guidance service sector.  相似文献   

8.
There is widespread interest in the impact of unauthorised absence on pupil attainment, links with disaffection, exclusion from school and criminality. However, little is heard about what those who take unauthorised absence from school think that the effect has been on them; nor do we hear the voices of other pupils and their teachers. This article presents evidence from a one‐year study of absence in seven local authorities in England funded by the Department for Education and Skills. It defines ‘truancy’, explores some issues from existing literature on pupil non‐attendance, and presents evidence to show the impact that absence from school has on truants, other pupils and teachers. Finally, it suggests that although the greatest impact is on the academic and socio‐psychological development of persistent absentees, the attitudes and learning of other pupils and the workload and morale of teachers are also affected.  相似文献   

9.
The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content knowledge (TPACK) was promoted in the existing curriculum of three TEI in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus group discussions collected the perspectives of pre-service teachers and teacher educators. The results indicate that (1) the three institutions are moving from ICT as a ‘stand-alone’ course towards embedding ICT across the curriculum and (2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understanding the place of ICT in the curriculum. The discussion will focus on the challenges and opportunities inherent in understanding how to develop pre-service teachers’ TPACK in the curriculum of TEI.  相似文献   

10.
The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner’s work using information and communications technology (ICT). This paper draws on evidence of pupil views collected as part of 14 teacher‐led case studies. The teachers all approached the task of developing digital portfolios in different ways and the variety of end products was large; however, the common result was the value placed on using the portfolio as a tool for reflection and celebration of children’s learning. As part of the data collection teachers were encouraged to gather pupil views about the digital portfolio learning process. These comments provide an interesting and surprisingly analytical perspective of the research and learning process not commonly considered in the academic community. This paper documents the pupils’ views and uses them to review the strength of the digital portfolio process and the benefits of using it in the primary classroom.  相似文献   

11.
Much research has already been done on the aspirations of young people in lower (vocational) education. As a result, we have learnt more about why students may have high or low aspirations, and to what end their aspirations may lead them. However, there are still some crucial elements missing from the existing academic framework around pupils’ aspirations, which deals with the realisation of pupils’ ambitions. Through the study of ethnographic cases of native Dutch white girls in a lower vocational school, voicing their aspirations, two new concepts will be introduced: reasons and resources. With these two additions, it is hoped that this article will contribute to the existing academic literature on pupils’ ambitions, and it also endeavours to provide useful input for school staff to help them deal with the complexity of the formation and realisation of pupils’ aspirations in vocational schools.  相似文献   

12.
This study draws upon qualitative data to examine children's understanding of computers and how they work. The study involved interviewing a sample of 10 and 11 year old pupils in two primary schools. The results showed that children who have experience of ICT in the home as well as the school have a better understanding of the computer system and its functions. These children drew analogies of computers to related activities. Those with no computer access at home had limited knowledge of what computers are used for.  相似文献   

13.
This study focuses on how two teachers working in reduced-size secondary classes of the same grade adapted their pedagogy as a result of a brokered dialogue between myself as researcher and 43 grade 10 students from the teachers’ classes. Research was carried out over the course of one academic year. First, students’ perspectives on studying in a reduced-size class were elicited before they were invited to suggest ways of improving the teaching and learning. These interviews were transcribed and given to the teachers of these classes. Next, these teachers were interviewed to gauge their opinions on what the students had reported in the earlier interviews. At a later stage, their teaching was observed to determine whether, and to what extent, the two teachers had attempted to incorporate changes based on the feedback from pupils. The study showed that the pupil voice is a very powerful and constructive trigger for enacting teachers’ pedagogical change and developing our understanding of students’ learning processes. Findings demonstrate that teachers responded positively to their students’ perspectives despite initial apprehensions. Implications for professional development and good practices in reduced-size classes are also presented.  相似文献   

14.
Images and Identity (2008–2010, http://www.image-identity.eu/) was a Comenius funded project in which six European Union countries explored the cross-curricular links between Citizenship and Art Education with both primary and secondary age pupils. The aim of the project was to enhance and develop a sense of the pupils’ identity as European citizens using digital media as a means of expression and communication. As the project developed, it became evident that the role of talk and collaboration was a key element of supporting the pupils’ understanding of their European identity. This article explores that particular dimension in relation to the work carried out with two classes of culturally diverse 9 and 10 year olds in two inner-city primary schools in London, UK. As Zander argues, when working on an artistic production, a creative community is established whereby pupils develop a shared meaning through dialogue which in turn becomes an inherent part of the understanding of their own creative output. In this study, such a creative community was established and this supported the pupils’ emerging understanding of the EU and their own identity within it.  相似文献   

15.
Interpersonal respect is a fundamental aspect of relating to others. This is especially true for teachers, as cultivating relationships is implicit in effective teaching. This three-year qualitative study examines a developing understanding of respect for pre-service teachers that progresses on to their first year’s teaching to examine the influential factors on that understanding. These teachers’ pupils were also asked to comment on their perceptions of respect. The findings indicate that interpersonal respect in an educative relationship is influenced by the level of autonomy afforded pupils and minimising the power differential between teachers and pupils.  相似文献   

16.
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   

17.
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   

18.
This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space.  相似文献   

19.
This article argues that digital games and school‐based literacy practices have much more in common than is reported in the research literature. We describe the role digital game paratexts – ancillary print and multimodal texts about digital games – can play in connecting pupils’ gaming literacy practices to ‘traditional’ school‐based literacies still needed for academic success. By including the reading, writing and design of digital game paratexts in the literacy curriculum, teachers can actively and legitimately include digital games in their literacy instruction. To help teachers understand pupils’ gaming literacy practices in relation to other forms of literacy practices, we present a heuristic for understanding gaming (HUG) literacy. We argue our heuristic can be used for effective teacher professional development because it assists teachers in identifying the elements of gameplay that would be appropriate for the demands of the literacy curriculum. The heuristic traces gaming literacy across the quadrants of actions, designs, situations and systems to provide teachers and practitioners with a knowledge of gameplay and a metalanguage for talking about digital games. We argue this knowledge will assist them in capitalising on pupils’ existing gaming literacy by connecting their out‐of‐school gaming literacy practices to the literacy and English curriculum.  相似文献   

20.
This research aimed to explore whether pupils’ perceptions of studying for the General Certificate of Secondary Education (GCSE) altered during the two‐year period of study of this qualification. Six hundred and forty four pupils from eight schools in outer London completed a self‐report questionnaire on two occasions, once in Year 10 and once in Year 11, which elicited their responses to statements about studying. Overall, throughout the course pupils remained anxious about coursework, examinations and homework and the time required for them. There was little evidence that pupils developed an increased level of understanding about the demands of the GCSE or a wider range of study strategies to support effective learning. That the students in this research remained as uncertain about the demands of coursework and the quality of their work in Year 11 as Year 10 warrants attention from those who plan and deliver the GCSE.  相似文献   

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