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61.
Conclusion This discussion posited that the language of accountability at the federal and state levels has established the goal of schools
as the raising of test scores and that this goal has trumped technology integration efforts. After outlining the basic tenets
of both standards-based education and professional development efforts focused on technology integration, we highlighted three
tensions that impact the relationship between standards-based education and professional development for technology integration.
These tensions are traditional vs. progressive pedagogy; standardized tests vs. authentic assessment; and technology as central
vs. technology as peripheral to pedagogy. We concluded with a few suggested strategies for addressing these tensions and provided
suggestions for research. We believe that the most promising possibility for transcending the tension between standards-based
education and professional development for technology integration is to refocus schools on excellent pedagogy. When excellent
pedagogy becomes the cornerstone of school vision and the central focus of all professional development, standards and technology
integration will also find their rightful places.
His primary research interest involves professional development of K-12 teachers. He has also worked with the Teacher Institute
for Curriculum Knowledge about Integration of Technology which promotes the thoughtful use of technology in rural Indiana
Schools.
she is engaged in research concerned with the relationships between learner engagement and web-based learning environments. 相似文献
62.
63.
Improving the quality and effectiveness of computer-mediated instruction through usability evaluations 总被引:1,自引:0,他引:1
Michael S. Crowther Chris C. Keller Gregory L. Waddoups 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(3):289-303
Brigham Young University's Center for Instructional Design (CID) creates online courses and multimedia instructional applications for university faculty. This paper asserts that including usability testing as a part of evaluation improves the quality and effectiveness of computer‐mediated instruction. The paper describes the fundamental purpose and functions of usability testing, and also distinguishes between different forms of evaluation: accessibility, quality assurance (QA), usability and implementation. Through a detailed case study, we describe how usability testing improved the quality of a computer‐based chemistry course and facilitated a clearer analysis of the learning effectiveness of this course. 相似文献
65.
Milena A. Keller‐Margulis 《Psychology in the schools》2012,49(4):342-352
Response to Intervention (RtI) has gained increased attention with the reauthorization of the Individuals with Disabilities Education Improvement Act. Since RtI was introduced at the policy level as a mechanism for use in the learning disability identification process, much of the implementation work has focused on this application. School‐based implementation of RtI has occurred quickly in response to federal legislation, with little focus on fidelity. Regular and consistent monitoring of implementation fidelity can provide the data required to improve implementation and student performance. This discussion will include a brief review of the literature regarding implementation fidelity and then provide a framework for designing a fidelity system for RtI models. Further systematic research in this area is needed to support the RtI implementation that is currently under way in schools across the country. © 2012 Wiley Periodicals, Inc. 相似文献
66.
Colin R. Munro Ray Brown Lars Engwall Carl Gardner Asa Briggs Graham Cleverley 《Communication Booknotes Quarterly》2013,44(5):106-110
Television, Censorship and the Law, by Colin R. Munro (208 pp.---$22.00) Characteristics of Local Media Audiences, by Ray Brown (130 pp.---$23.00) Newspapers as Organizations, by Lars Engwall (288 pp.---$29.0O) Broadcasting and Youth (London: Calouste Gulbenian Foundation, 98 Portland Place, London W1N 4ET, 1979---£1.70 or about $4.00, paper) Carl Gardner, ed. Media, Politics & Culture: A Socialist View (London: Macmillan/Atlantic Highlands, N.J.: Humanties Press, 1979---$21.50/9.75) Asa Briggs, Governing the BBC (London: British Broadcasting Corporation, 1979---£10.00 or about $22.00) Graham Cleverley's The Kettering Standoff: A Study of a Strike (Southhamption: Aeropagus, 1978---price not given, but available in hardback and paper) Paul Hoch's The Newspaper Game: The Political Sociology of the Press (London and New York: Marian Boyars Ltd., 1974, released US in 1979---$10.00) Canadian Radio-television and Telecommunications Commission (CRTC Information Services, Ottawa, Ontario K1A ON2, Canada---available free on request, paper) Australia: Henry Mayer tells us of nine recent publications on page 相似文献
67.
Lars Lundgren 《Media History》2013,19(2):178-191
This article explores the relationship between historicality and historiography, with particular focus on the tension between claims of the historicality of broadcast events and later absences in broadcast historiography. It analyses two types of claims of historicality: first as a provider of images of history in the making; and second, as a kind of prototype, a forerunner of a new era in which television has a central position in a global society. Looking at the production and organization of the broadcast of Yuri Gagarin's return to Moscow in April 1961, the article argues that historiography is often too bound up in the present and remains blind to perspectives falling outside the dominant narratives of the current. The claims of being forerunners, on behalf of the agents involved in producing the broadcast, fit poorly with later historical events and are perhaps nothing more than the ruins of an anticipated future. But as such it may teach us just as much about the forgotten aspects of television history as it does about our practices of writing it. 相似文献
68.
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70.
Steinar Thorvaldsen Lars Vavik Gavriel Salomon 《Scandinavian Journal of Educational Research》2013,57(2):213-228
Results are reported from a study in which teachers' views of highly achieving ninth grade classes in Norway (KappAbel national competition winners) were compared with teachers' views of average achievement classes with regard to the use of information and communication technologies (ICT) and pedagogical practices. The main purpose of the study was to answer the following questions: What differential role does ICT play in the two kinds of classes as it relates to learning performance in mathematics, and how does the use of ICT relate to teachers' reported views and pedagogical practices? The key findings of the study are the following: First, KappAbel teachers were more likely to have studied math at universities whereas the control teachers were more likely to have studied at colleges. Second, KappAbel teachers were more likely to emphasize reasoning-oriented as compared with instrumental- or rule-oriented teaching of mathematics. Third, KappAbel teachers do perceive weaker general effects of ICT in relation to learning than control teachers; however subject specific ICT tools like spreadsheets are more used for purposes of exploration and research than in control classes. It is the teacher-guided student activity that makes the difference. 相似文献