How do you get pre-service teachers to become ‘good at ICT’ in their subject teaching? The views of expert practitioners     

Terry Haydn 《Technology, Pedagogy and Education》2014,23(4):455-469

The paper reports on a particular strand of the outcomes of the English contribution to an Organisation for Economic Cooperation and Development comparative study, ICT in Initial Teacher Training, which aimed to develop insights into how courses of initial teacher training prepare student teachers to use information and communications technology (ICT) effectively in their teaching. The paper extracts from the broader dataset the views of practitioners who were identified as being particularly ‘expert’ in their use of ICT, on what strategies and interventions are most helpful in developing teachers who are able to use ICT to enhance learning in their subject teaching, and also what it means ‘to be good at ICT’ as a subject teacher. Although some findings confirm research elsewhere on the importance of Technological and Pedagogical Content Knowledge (TPACK) frameworks, other aspects of the study question some of the assumptions which have been made about teacher induction in this field in England, which may have implications for the training of pre-service teachers in other countries.  相似文献   

STUDENT INTEREST IN TECHNOLOGY AND SCIENCE (SITS) SURVEY: DEVELOPMENT,VALIDATION, AND USE OF A NEW INSTRUMENT     

William Romine  Troy D. Sadler  Morgan Presley  Michelle L. Klosterman 《International Journal of Science and Mathematics Education》2014,12(2):261-283

This study presents the systematic development, validation, and use of a new instrument for measuring student interest in science and technology. The Student Interest in Technology and Science (SITS) survey is composed of 5 sub-sections assessing the following dimensions: interest in learning science, using technology to learn science, science careers, technology careers, and attitudes toward biotechnology. Our development process included review of existing instrumentation, pilot testing, and expert panel review. The resulting instrument was administered before and after implementation of a biotechnology intervention which used a computer-based game to engage learners in the use of biotechnology to address a societal issue. We employed item response theory (IRT) to explore instrument validity and precision. Results of the psychometric analyses suggest that the SITS survey has a well-defined structure and meets IRT assumptions. Difficulty and discrimination parameters as well as reliability analyses indicate that SITS items provide useful measures of student interest. Finally, we use the SITS to explore the extent to which the intervention used in this study supports changes in student interest and association between students’ interest and related content knowledge. Implications for the future use of this instrument are discussed.  相似文献   

‘They won’t let me back.’ Comparing student perceptions across primary and secondary Pupil Referral Units (PRUs)     

Rheanne Jalali  Gavin Morgan 《Emotional and Behavioural Difficulties》2018,23(1):55-68

Concerns have been expressed about the long term inclusion of students with social, emotional and mental health difficulties in mainstream education. Often, this results in continuous referrals with alternative provision. Whilst student views have been explored, there has been a lack of research focusing on perspectives within Primary education. The study aimed to examine whether student views change across Primary and Secondary education. A qualitative design and phenomenological investigation were followed. Through purposive sampling, a total of 13 semi-structured interviews were conducted with students aged 7–16 years from 3 Pupil Referral Units. Using phenomenological data analysis, findings reflect stability in external attributions and supportive factors. However, views about reintegration contrasted with Secondary students expressing low self-worth. Findings highlight mutual perspectives, with conclusions indicating that alternative provision may exacerbate mental health difficulties. Implications include the use of cognitive behavioural frameworks as well as improving shared responsibility between education providers.  相似文献   

The Swedish riding school: a social arena for young riders     

Gabriella Thorell  Christian Augustsson  Owe Stråhlman  Karin Morgan 《Sport in Society》2018,21(9):1416-1431

The aim was to explore how young riders experience the riding school. By analysing focus groups interviews, a picture emerged showing that young riders’ main motive for participating at riding schools was the social aspects. Riding schools could be characterized through an institutional perspective in which the young riders became internalized and socialized into a stable culture. The young riders identified with the norms and values of the riding instructors through master–apprentice learning. In addition, the results revealed a change in the stable culture since the instructors encouraged social interactions and participation in the community that became central to learning and development. Opportunities to influence and interact were important for the individuals and from a child’s rights perspective. Through participation in the community of practice at riding schools, young riders not only learn about riding and horse management but also develop important personal social skills.  相似文献   

Job corps innovations in retrospect     

Robert M. Morgan 《Performance Improvement》1981,20(4):21-23

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May be customer service needs an expert system?     

Mike Morgan 《Performance Improvement》1989,28(4):24-25

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Assessing approaches to learning with nonparametric multidimensional scaling     

Gerald Knezek  David Gibson  Rhonda Christensen  Ottavia Trevisan  Morgan Carter 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):126-141

This article reports on a trace-based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in Whyville, an online game environment with 8 million registered young learners. The learning objectives of two games included awareness and knowledge of NASA missions, developing knowledge and skills of measurement and scaling, applying measurement for planetary comparisons in the solar system. Trace data from 1361 interactions were analysed with nonparametric multidimensional scaling methods, which permitted visual examination and statistical validation, and provided an example and proof of concept for the multidimensional scaling approach to analysis of time-based behavioural data from a game or simulation. Differences in approach to learning were found illustrating the potential value of the methodology to curriculum and game-based learning designers as well as other creators of online STEM content for pre-college youth. The theoretical framework of the method and analysis makes use of the Epistemic Network Analysis toolkit as a post hoc data exploration platform, and the discussion centres on issues of semantic interpretation of interaction end-states and the application of evidence centred design in post hoc analysis.

Practitioner notes

What is already known about this topic

• Educational game play has been demonstrated to positively affect learning performance and learning persistence.
• Trace-based assessment from digital learning environments can focus on learning outcomes and processes drawn from user behaviour and contextual data.
• Existing approaches used in learning analytics do not (fully) meet criteria commonly used in psychometrics or for different forms of validity in assessment, even though some consider learning analytics a form of assessment in the broadest sense.
• Frameworks of knowledge representation in trace-based research often include concepts from cognitive psychology, education and cognitive science.

What this paper adds

• To assess skills-in-action, stronger connections of learning analytics with educational measurement can include parametric and nonparametric statistics integrated with theory-driven modelling and semantic network analysis approaches widening the basis for inferences, validity, meaning and understanding from digital traces.
• An expanded methodological foundation is offered for analysis in which nonparametric multidimensional scaling, multimodal analysis, epistemic network analysis and evidence-centred design are combined.

Implications for practice and policy

• The new foundations are suggested as a principled, theory-driven, embedded data collection and analysis framework that provides structure for reverse engineering of semantics as well as pre-planning frameworks that support creative freedom in the processes of creation of digital learning environments.

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