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1.
This paper analyzes the factors involved in successful implementation of innovative pedagogical practices using ICT in ten Israeli schools. The research questions addressed are: 1. What is the configuration and intensity level of the various factors involved in the implementation of innovative pedagogical practices using ICT in schools? 2. Can a connection be identified between the level of intensity of the different factors affecting the innovation and the level of change in various domains of innovation (e.g., teacher role, student role, curriculum, and time and space configurations)? Data from ten case studies in Israeli schools were analyzed using the framework developed to measure the intensity of the factors involved in the innovation. Infrastructure, factors within the school, school climate and educational policy were found to be the most involved categories. These factors mostly affect aspects of the innovation related to teacher roles, instructional contents and teaching methods.  相似文献   

2.
Abstract

This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning  相似文献   

3.
This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)—acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)—toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools.  相似文献   

4.
Confusion has developed over the role of ICT in schools as a result of conflicting messages from government-led initiatives and changes in the technology. Amidst the ongoing debate about the purpose and rational for ICT in schools a subject has evolved called ICT (Information and Communications Technology), IT or Informatics. Whilst the nature and content of the subject has been fairly clearly defined with significant agreement between specifications from a range of countries, the pedagogy is still unclear. The analysis that I present here of the pedagogical reasoning process as it applies to ICT teachers who are implementing the ICT curriculum in England reveals the basis of the difficulties in teaching ICT and leads to the identification of issues for the development and integration of theories and practices for learning and teaching ICT. These issues are discussed in relation to developments in pedagogy in other curriculum areas, notably science, and an agenda for developing a pedagogy for ICT is proposed.  相似文献   

5.
For years, increased use of ICT in education and training has been part of the Danish education policy, and the number of computers in schools and the actual use of ICT have grown. At the same time, school leaders’ and teachers’ pedagogical paradigm in primary and lower secondary schools seems to be changing from a lifelong learning paradigm (focussed on student-centred, active, and autonomous leaning) to a more traditional paradigm (focussed on curriculum-centred teaching and instructions). The aim of this paper is to describe this development in relation to the way ICT is used as well as to changes in educational policy. Beck and Beck-Gerrnsheim (2002) theory about ‘institutionalized individualization’ as characteristic of the reflexive society serves as a theoretical framework for better understanding the observed changes.  相似文献   

6.
With the continuous deployment of ICT in K-12 education, strong access but weak uptake has become the greatest challenge for ICT implementation in schools. As the pioneer of China’s K-12 educational reform, Shanghai draws our attention in terms of the critical factors and the underlying mechanism of ICT transformation in K-12 schools. The study used questionnaire survey data collected from 2894 Shanghai teachers (971 primary, 990 middle and 933 high school teachers) to investigate the relationships between government ICT policy, school principal e-leadership, ICT implementation in schools, teacher attitudes towards ICT and pedagogical change and changes in student learning. The structural equation modelling results revealed a significant influence of e-leadership by school principals on ICT transformation in schools, confirming the critical role of e-leadership in ICT transformation model. In addition, the higher the school stage, the more personal rather than organisational factors affected the changes in teaching and learning. The findings imply a profound sociocultural and technological dilemma due to the pressure of getting into college and risk-taking in ICT-related educational transformation. The study contributes to our knowledge in terms of a more nuanced ICT transformation mechanism between school stages.  相似文献   

7.
The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents.  相似文献   

8.
Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures.  相似文献   

9.
This article on secondary schools science laboratories in Portugal focuses on how school space functions as a pedagogical and political instrument by contributing to shape the conditions for teaching and learning dynamics. The article places the impact of changes to school layouts within the larger context of a public school renovation programme, discussing how school space functions as a pedagogical and political instrument. The focus is on science laboratories as a particular learning environment for science education. The study, conducted between 2010 and 2011 in 13 renovated schools within the framework of the Portuguese Secondary School Modernisation Programme, drew on document analysis, interviews, pupil and teacher surveys and site-specific focus groups. One of the main findings is that teachers found that science laboratories were the most controversial and debated of all the renovated learning spaces. Considering that the science laboratory layout was intended to be universal across all schools, there was little intervention by the architects responsible for the renovation of the schools. Focusing on the analysis of the decision to change the science laboratory design within the aims of the education policy, this article discusses how teachers’ criticisms were a response to some of the educational policy goals underlying the renovation of school buildings and the potential impact on science education, namely, the relationship between flexibility of space organisation and pedagogical approaches.  相似文献   

10.
The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.  相似文献   

11.
This paper examines and analyses where and how information and communication technologies (ICT) are integrated in Singapore schools to engage students in higher-order thinking activities. Taking the activity system as a unit of analysis, the study documents the actual processes and sociocultural elements that engage students in higher-order thinking. By employing methods such as observations, focus group discussions with students, and face-to-face interviews with teachers, ICT-coordinators and principals, an account of how the activity systems within and between classrooms, and the schools are generated. Based on the analysis of the data from 10 schools, issues in the learning environment are discussed: Necessary (classroom management and orienting activities) and sufficient conditions (scaffolding activities and supporting school policies) for effective ICT integration in the classroom. The account also highlights the constraints of time and lack of knowledge and experience in the contexts that the teachers are working under, and how these constraints are addressed by supporting school policies in the larger sociocultural setting of the school. This account provides a sample of pedagogical and sociocultural issues that are discussed over the course and at the end of the project. Like a good guidebook, the study sensitizes the audience to what is likely to happen given a particular objective, constraint, or design.  相似文献   

12.
Information and communication technologies (ICTs) represent a crucial force for cultural change in both education and society and possible transitions between old and new learning as well as social values. This is especially so in East Asia, where the young have informally embraced ICTs but learn in formal contexts often still dominated by traditional transmission models of learning rather than the new learner‐centred theories which inform policy imperatives for innovation and reform. Educational contexts like Singapore and Hong Kong are particularly exemplary because they have been so progressive in policy initiatives for ICT integration and reform in formal education, imperatives which conflict in practice with still dominant traditional learning expectations, teaching practices and models of assessment. As typified by such contexts, this paper investigates how the pedagogical dilemmas of a tension between old and new models of learning need to be understood and approached in terms of related and overlapping institutional and social dilemmas of change.  相似文献   

13.
Schools are more and more encouraged to write a school‐based information and communication technology (ICT) policy plan. In such a plan, a school describes its expectations, goals, content and actions related to the future role of ICT in teaching and learning. Although this is encouraged by researchers and policy makers, the literature on ICT policy plans and ICT policy planning is rather general and underdeveloped. In this study, the content of school‐based ICT policy plans and underlying policy processes is explored. Data were gathered in 31 primary schools in Flanders: the schools' ICT policy plan was submitted to a content analysis, and a semi‐structured interview was administered to the school leader or the ICT coordinator. Using a framework of ICT leadership practices to guide the analysis (setting direction, developing people and making the organization work), we identified three types of ICT policy plans: (1) an ICT policy plan as a vision blueprint, (2) a technical inventory and (3) a comprehensive ICT policy plan. Although the last type takes into account all ICT leadership practices, we found a variety of different approaches in the processes used to create and execute such plans, such as the support of ICT training activities, data‐driven decision‐making processes and monitoring activities.  相似文献   

14.
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   

15.
This paper presents an analysis of how affordances of ICT‐rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT‐rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real‐world experiences; increasing students' self‐management; and facilitating data collection and presentation. ICT‐rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning.  相似文献   

16.
The study reported here is based on the results of two international studies: IEA's Second Information Technology in Education Study (SITES) Module 2, focusing on innovative pedagogical practices at the classroom level, and OECD/CERI Case Studies of ICT and Organizational Innovation, focusing on ICT related innovations at the school system level. In the paper we analyze the data collected in ten innovative schools in Israel which have incorporated ICT in unique ways and have succeeded in devising innovative classroom pedagogies and school system changes. The major research questions addressed are: (a) What levels of innovation were observed in the participant schools, and in which domains? (b) How does the level of innovation in the various domains vary among and within schools? (c) What correlation patterns among levels of innovation in the various domains can be identified? The results of ten comprehensive case studies of exemplary schools in Israel were analyzed by mean of the innovation analysis schema developed by us for characterizing ICT-based educational innovations.  相似文献   

17.
This literature review explores the historical development of information and communication technology (ICT) in Irish postprimary/secondary schools and examines how the education system has responded to the various ICT initiatives and policy changes. The review has found that despite national policy and significant ICT initiatives, it appears that the use of computer technology has instead evolved independent of these changes. The various policy nudges throughout the past three decades have had limited impact on the nature of its use. The predominant use of the technology lies within discrete informatics subjects which tend to focus on learning about the technology rather than learning with it. Future ICT policy needs to be cognisant of the past, particularly how national ICT initiatives are mediated within schools and the powerful influence of the prevailing ICT culture on external ICT initiatives.  相似文献   

18.
One vision for Ontario schools is that the use of information and communication technology (ICT) will profoundly change both teaching and learning. Given the diversity of school settings, however, system-wide ICT integration and implementation must necessarily be defined in multiple ways. This paper presents a decision-making framework for guiding the infusion of ICT into different school settings. First, sustainability of the ICT initiative is the identified as the key goal. Next, multiple contextual variables are distilled into five essential qualities. Then, sustainability and the essential elements are combined. The result is a dynamic framework that can be used to identify specific priorities for implementation and strategies for evaluation of ICT initiatives. Finally, it is illustrated how the framework can be used to guide the successful infusion of ICT in any situation, regardless of a school's previous experience with ICT.  相似文献   

19.
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   

20.
There is very little argument that one of the major developments to have impacted in schools in the past decade is the rapid and world-wide development of information and communication technologies (ICT), particularly the Internet. In Hong Kong, reforms in the ICT teacher training policy, and the fact that Hong Kong is a ‘wired’ city, has resulted in pre-service teachers being well versed in the technical competencies of computer usage and its pedagogical manifestations. However, there has been scant attention paid to the fact that students are actively engaged in large-scale autonomous, teacher-less learning via the Internet. In this paper, it is argued that for teachers to be leaders in contemporary classrooms, teacher education programs need to focus more on the deeper and wider implications of ICT and the Internet in education than has hitherto been the practice.  相似文献   

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