A study in the acquisition and promotion of ICT pedagogic practices and competences by Greek primary school teachersAmanatidis, Nickolaos January 2013 (has links)
Information and communication technologies, (ICT) in education, according to recent and past research, can motivate and engage students and promote knowledge. To meet the increasing demand for change in the incorporation of ICT in education the Greek Ministry of Education and the Pedagogic Institute of Greece, launched a nationwide project of in-service training (INSET) of teachers of the second level, training of teachers in the use and evaluation of pedagogy incorporating ICT in classroom instruction, following the successful implementation and certification of the first level, basic computer skills. The INSET course is separated into four phasesperiods, according to the topics taught and the practical activities of the sessions, as assigned to the trainers by the organisers: The Theoretical Phase, the Practical Phase, the Applied Phase and the Evaluation, Selection and Implementation Phase. The study aims to evaluate and identify the outcomes of the project in terms of the teacher trainees’ acquisition and promotion of ICT pedagogic practices and competencies in classroom instruction through a focus on any changes in the profiles and practices of the teacher-trainees during and after the course, and to identify the elements of the training that may have supported these changes. The research consists of four phases: Investigational, Transitional, In Class Support, and the Joint Teaching, Observational-Evaluative phase. Through the data collected and analysed, drawing on situated cognition, problem-based learning and just-in-time teaching, the following identities emerged: The Progressive Innovative, the Static Innovative, the Receptive Moderate, the Restrained Moderate, the Natural Reluctant and the Phobic Reluctant. Arising from the findings it is argued that change can be associated in particular with the researcher’s collaboration with the trainees in their classrooms, identification of their diverse profiles and the selection and implementation of ICT tools and training modes tailored to the their personal needs, skills and preferences.
Key Stage 2 teachers' engagement with ICT : a mixed methods study investigating the effect of school size and social capitalThompson, Julia January 2008 (has links)
The rapidly developing role of Information and Communications Technologies (ICTs) is evident in educational reforms across the world. While ICT standards in the United Kingdom are improving, the issue of teacher engagement remains a concern, as it appears to be central to developing successful and innovative leT in primary schools. This mixed methods study investigated Key Stage 2 teachers' engagement with ICT, in relation to school size and access to social relationships, operationalised through the theory of social capital. . In the first, quantitative, phase, the research questions focused on mapping general patterns of engagement, in terms of how teacher-level and school-level factors affected teacher engagement with ICT at Key Stage 2. Findings were obtained from a small-scale, cross-sectional survey of 67 teachers at 27 schools. In the second, qualitative, phase, a purposefully selected subset enabled individual interviews with 24 teachers from stage one to explore in-depth the results from the first phase. The interviews permitted identification and examination of emerging themes from the survey data, which could then be explored in conjunction with school size and the theoretical framework of social capital. The two phases were connected in that the qualitative stage built upon the findings of the quantitative stage. Datasets were mixed and interpreted in the discussion. Conclusions from the multi-level model suggest that smaller schools are able to procure maximum access to social capital wealth from a meso-organisational level. Larger schools are able to garner· most benefit from social capital resources emanating from a micro-organisational level. This study offers an evaluative structure, which gives schools a framework within which to begin to practically assess circumstances in their own organisation.
A case study of knowledge management in the wetland project : enhancing teaching and learning under the strategies on information technology in Hong Kong educationTam, Bernard Chung Hong January 2013 (has links)
The Hong Kong Government has launched three five-year strategies on Information Technology in Education since 1998. The First Information Technology in Education (ITEd) Strategy invested heavily in resources to; build a solid foundation for schools with Information Technology (IT) infrastructure and equipment, provide professional training programmes and digital resources for teachers, and foster IT as a learning tool for students. The Second ITEd Strategy was aimed at harnessing the power of IT to enhance the effectiveness of teaching and learning for teachers and students alike. The Third ITEd Strategy pointed out that IT is only one of many mediators in learning and teaching, and the use of IT should be placed in the wider context of a learning environment (EDB, 2008b:4). Nevertheless, this thesis argues that some challenges or obstacles have emerged during the process of education reform in Hong Kong and are yet to be overcome. These include issues such as: the 'richness' versus 'reachness' of IT, 'information overflow', 'islands of information'; building a repository for managing knowledge and motivating knowledge sharing culture. In order to explore these issues, the thesis problematises the idea of knowledge and information. It suggests that since people have different understandings on the term 'Knowledge', it is more useful to use the taxonomy of four 'Knows' - 'Know Who', 'Know What', 'Know How' and 'Know Why' (Lundvall and Johnson, 1994: 23-42). In relation to Hong Kong and IT, the first three 'Knows' of the new taxonomy have been developed to identify some obstacles encountered under the three ITEd strategic plans in Hong Kong from the viewpoint of Knowledge Management (KM). The fourth 'Know' - 'Know Why' has been developed to identify the reasons to initiate a KM project Secondly, Handzic's (2004) extended KM framework was adopted to study a case study - Wetland Project According to the Third ITEd Strategy, the technological component of the Handzic's framework was further developed to enhance its original attributes. The framework was also revised to testify a student-centred pedagogical approach, KM process and to define the characteristics of knowledge in a knowledge stock with an illustration of the KM project Importance-Performance Analysis (IPA) was used to study the significance of all KM practices in the project and to examine its services perceived by the participants. Based on the research findings, some results were considered to be significant (i.e. the significance of transferring knowledge instead of information, examining the constraints/limitations of KM project, and identifying any pedagogical tools). They could be used to tackle the challenges of, or obstacles to, education reform under the three ITEd Strategic Plans (i.e. improve the effectiveness in managing the IT resources, students' learning outcomes; and any shortcomings during project implementation).
Interrupted conversations : enhancing Laurillard's Conversational Framework to take account of 'disruption'Brewster, Diane Maria January 2009 (has links)
One early pedagogical model developed within the field of Technology Enhanced Learning was Laurillard's 'Conversational Framework'. This model quickly achieved acceptance, and is still widely cited within the educational technology community of practice. Despite a recent surge of interest in the development of pedagogical models within this community, there has been remarkably little critical analysis of the Conversational Framework, or questioning of its usefulness as a model.
Platform futures : an evaluation of the role of new technology in the creative media practice of young people in informal educational settingsAgusita, Emma January 2012 (has links)
This study examines the use of new technology by young people in the context of community media education activity. The research to which it refers was carried out between 2006 and 2011 at Knowle West Media Centre, a community media organisation in the city of Bristol in the United Kingdom. A practice-led participatory action research method was employed to facilitate young people's involvement as co-researchers in the project. The purpose of the research is to identify how the choices young people make in relation to their engagements with new technology, and their capacity to do so, can inform policies and practices developed and enacted by professional practitioners working to support youth media activity primarily within the field of community media and also more widely within informal educational settings. The findings demonstrate the need for community media practitioners to increase opportunities for young people to learn about and to use internet and mobile networked technologies within their creative media practice in order to maintain the relevancy of such activities for young people and to address inequalities in the way young people are able to access and appropriate such technologies for social participation. In order to do so, this study advocates ways in which practitioners can keep pace with rapid changes, both social and technical, that new technology contributes to, and emphasizes the need to develop more effective media literacy frameworks to articulate the imperative to develop young people's critical skills and dispositions in informal educational settings. This study also contends that current discourse with the subject field can be expanded beyond the significance afforded to content production to include the notion of platform creation, in both a technical and figurative sense, as reflecting the dynamics of social media systems and practices and the dialectic nature of educational relationships and processes that are rooted in principles of social democracy.
Tibùrcio, Tùlio Márcio De Salles
This research focuses on a new typology of learning environment referred to here as the high-tech classroonn, which characteristically makes extensive use of information technology and flexible environments. The research concerns the impact of these high-tech classrooms on the behaviour of pupils. The UK Government has recognised the need for radical changes to classroom environments and their facilities in order to improve learning. As an outcome of these new ideas, proposals are being developed and implemented through the UK's "Classrooms of the Future" initiative. Behavioural mapping was used to observe and monitor the classroom environment and analyse usage. Two new classrooms designed by INTEGER (Intelligent and Green) in two different UK schools provided the case study environments to determine whether intelligent learning environments can enhance learning experiences. The behavioural analysis method described in this research is used to examine the interactions that occur in the classroom, as well as the flexibility of the room, the mobility of the teacher and the relationship between these factors with technology. Questionnaires were used to validate data from the observations. The findings from the analyses showed that the interactions pupils were involved in the classroom increased and this indicates that high-tech classroom has a significant contribution to the teaching and learning process. The high-tech classrooms match the demands of an information and communication age where technology is permeating all workspaces and learning environments. The accessibility to and use of information, made easier through technology in the high-tech classrooms, introduces new practices in the classroom. The research concludes by stating that high-tech classrooms provide a new approach to learning environments. A new way of learning is brought about by the high-tech classroom.
A teacher's reflection : using journal writing to promote reflective learning in the writing classroomTsang, Elza Shuk Ching January 2007 (has links)
No description available.
Ford, Karen Elizabeth
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John, C. M.
No description available.
The focus of this PhD study is teachers’ knowledge and how it is involved in interacting with technology to produce the mathematical knowledge made available in the classroom. Contrasting connectionist and transmissionist teachers’ use of technology provides a means of making such knowledge visible, allowing an exploration of the nature and content of mathematical knowledge for teaching using technology. In addition, this study examines how and to what extent the mathematical knowledge made available through a teacher’s interaction with technology is distributed across the teacher and technology. The first, quantitative phase of the project surveyed English secondary mathematics teachers’ use of technology (n=183). Using Rasch analysis to construct a transmissionist measure of self-reported pedagogic practice, a surprising association is found between frequent use of teacher-centred software and a more connectionist orientation. The survey data also suggests that ‘teacher-centred’ practices involving ICT may instead be construed as ‘dominant’ practices, since they are most frequently occurring across all teachers. In the second, qualitative phase of the project, two connectionist and two transmissionist teachers were selected as case studies on the basis of their responses to the survey instrument. Data collection involved a semi-structured interview based around a GeoGebra file on circle theorems, two classroom observations and postobservation interviews. Data analysis using the TPACK framework suggests the nature of mathematical knowledge for teaching using technology as abstract, mathematical knowledge and yet simultaneously as mathematical knowledge situated in the context of teaching using technology. Using the Knowledge Quartet, a conceptualisation of the content of mathematical knowledge for teaching using technology in relation to the topic of circle theorems is developed, demonstrating the highly complex nature of such knowledge. Ameliorating this complexity, this study provides indications of how a distributed view of cognition might offer potential strategies for facilitating teacher interaction with technology.
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