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1.
Neil Straker 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(3):202-210
There is a growing UK interest in the potential of interactive video (IV) for use in schools. This paper considers an application of IV in mathematics classrooms in the United States. Lessons were observed in a number of schools in Oregon, and the reactions of teachers and students to the videodisc presentations are recorded. It was found that participants responded extremely positively to the materials, which were based on a direct instruction model of teaching linked to a mastery learning approach. Despite the apparent effectiveness of these materials, it is argued that their transfer to UK schools would be problematic given current developments in mathematics education. The advantages of a standalone videodisc player for whole-class use are discussed, and it is argued that this might be appropriate in the short term if IV technology is to be accepted in the UK school system. 相似文献
2.
Norman Higgins 《Learning, Media and Technology》1993,19(3):153-166
This project was undertaken for the purpose of identifying media design and presentation features that facilitate the acceptance and use of video materials by preschool teachers who teach children with special needs. Information about teachers' awareness of, their preferences for and their uses of video materials and equipment was gathered from interviews, questionnaires and classroom observations. Teachers previewed a sampling of Sesame Street video segments and indicated the segments they thought were useful. The following design features figured prominently in the teachers' selections: segment length, production format, musical lyrics, curriculum relevance, content emphasis, interactivity, perceived interest to children, meaningfulness and simplicity of explanations. The results of a prototype videodisc tryout indicate that the teachers had no difficulty integrating video segments into their teaching routines. 相似文献
3.
Shirley Simon Stuart Naylor Brenda Keogh Jane Maloney Brigid Downing 《International Journal of Science Education》2013,35(9):1229-1248
Research into classroom interactions has shown that talk that promotes reasoning can help children in their learning of science. Such talk can only be generated when teachers are willing to take a dialogic approach that is stimulating and provides opportunities for children to articulate their ideas. This research set out to determine whether the use of large puppets would help teachers to change the nature of their whole class discourse to enhance children’s talk and engagement in science. The study was carried out with sixteen teachers of children aged 7–11 years in schools in London and Manchester, UK. Through adopting a mixture of research methods, including classroom observation and teacher and child interviews, the research provides evidence that the use of puppets significantly increases the amount of teacher discourse oriented towards reasoning and argument, and decreases the amount of talk that focuses on recall. Through the puppets, teachers also use more narrative to set the science in stimulating contexts, and encourage children in their contributions to whole class discussion. Interview data also show the positive effects of puppets on children’s motivation and engagement in science. The findings have led to further major funding for professional development in the use of puppets in the UK, and research into the reasons why the use of puppets is so effective. 相似文献
4.
The development of videodiscs for science instruction in public schools requires a recognition of the unique characteristics of the public school environment and a sensitivity to the persistent problems associated with science instruction. This report discusses the conceptualization, development, and formative evaluation of a series of science education videodiscs. The discs were designed to enhance the efforts of teachers working in both individual and group instructional settings. In presenting the content, particular attention was given to the “effective instruction” research literature and more subject-matter–specific problems such as those associated with the use of terminology and the fragmentation of information. The formative data indicated that videodisc programs can enhance the effectiveness of teachers and substantively impact student achievement and attitudes. 相似文献
5.
The intention of this study is to examine how early childhood education (ECE) teachers can promote children's language learning and the construction of knowledge about their environment in everyday conversations. Young children primarily learn through interactions with adults and peers, with conversations representing important arenas for language learning, as well as for learning about the environment. The research question is: How can teachers encourage a learning environment to promote children's learning to use language and collaborate on the construction of knowledge in everyday conversations? This study has a special focus on the collaboration between teachers and children, and the study was accomplished through video observations carried out in a small-town kindergarten consisting of four classes. The results revealed that the children were mostly invited to answer closed questions, and that the teachers did not invite them to work together to develop their understandings. Through the study, the ECE teacher became focused on what is taking place in everyday conversations. 相似文献
6.
Frank J. Estvan 《Journal of Experimental Education》2013,81(4):48-54
The purpose of this research project was to investigate the possibility that, given a free choice of materials, elementary school teachers would not differentiate between materials judged appropriate for lower-class children and materials judged appropriate for middle-class children. The subjects were twenty-eight and twenty-nine teachers of lower-and middle-class children, respectively. Teachers were selected from a random list of schools identified as either lower-or middle-class by the respective superintendents, using Alba Edwards, Alphabetical Index of Occupations and Industries as a guide. When teachers of lower- and middle-class children were compared in selecting material for children in the respective classes, no significant differences were found. The failure to reject the two basic subhypotheses seems to support the possibility that, given a free choice of materials, elementary school teachers of lower-class children do not differentiate between materials judged appropriate to be used by middle-class children. 相似文献
7.
Abstract This paper addresses the design and development of an interactive video lesson developed as an independent study project in the doctoral programme at the University of Central Florida, Orlando, Florida, for students in grades six through nine in Central Florida schools. The program consists of a $49.00 repurposed videodisc, authored with HyperCard?. (HyperCard is a trademark of Apple Computer Inc.) The basic premise is that the production of an interactive videodisc is possible and effective without a large production budget. 相似文献
8.
The use of videodisc technology to teach a variety of subject matter across many disciplines is an area of interest to many educators. This paper discusses an interactive videodisc program that was implemented in a classroom setting with fifth and sixth grade children. The program, called Producer, was introduced to children and then used as part of a six‐week summer enrichment classroom. A discussion of how children interacted with the Producer program to create stories is discussed based on videotapes of the teaching sessions. The implications of using videodisc technology to teach children are reviewed. 相似文献
9.
Richard Thorpe 《Technology, Pedagogy and Education》2013,22(3):395-412
Abstract This article will focus on the use of desktop (or personal) video conferencing to link groups of special needs children from three secondary schools in a rural area of Wales. The collaboration developed out of a Superhighways project which introduced video conferencing to a network of schools and which was aimed mainly at supporting geography teaching through the use of satellite images of the Earth. The link was used with the special needs pupils to develop communication and social skills and to overcome their relative isolation from other pupils with similar needs. The article will examine how the technology was used and identify factors that might have influenced its adoption amongst the teachers involved. (N.B. Throughout this article, the terms ‘desktop’ and ‘personal’ video conferencing refer to the same thing, i.e. a system consisting of a small video camera mounted on a desktop computer.) 相似文献
10.
Responses of 21 pre‐operational children, aged between 6#lb6 and 7#lb4 years, to an uninterrupted television programme, viewed in small groups, were surveyed by individual post‐viewing questioning. The indications are that the children viewed the programme passively except when something extraordinary or stimulating occurred; they recalled only isolated aspects that interested them or that they liked. They were unable to deduce the producer's intentions and gained only a vague idea of what the programme was about. Children are limited in what they can take from a broadcast by their own experiences and by how those relate to what is viewed, so teachers have a responsibility to assist young children to internalise and interpret what is viewed from educational television. Continuous ‘programmes’ seem unsuitable as learning media; children should view, via a videorecorder, short sequences or ‘modules’ of television material, linked to activities with which they are involved or familiar, to enable a three‐way interaction between children, teacher and television to be established 相似文献
11.
Brian Jones 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(3):185-190
This paper reports on the ways in which interactive video based courseware is being used with classes studying for vocational qualifications in a UK higher education establishment. A large percentage of videodisc based material assumes a single user model. This makes it resource intensive and can dilute the learning points. At Thames Valley University (TVU) the author uses two alternative models successfully to harness the benefits of interactive video. The first is the 'science-lab'model, with multiple workstations but only single courseware copies. The second is a single workstation tutor-led model. The use of these models has implications for courseware designers as well as course tutors. 相似文献
12.
Andrea Nolan Louise Paatsch Janet Scull 《International Journal of Research & Method in Education》2018,41(5):536-547
Using video as a mode of data generation in research involving young children and their teachers has become a more common practice in educational research. Digital video recordings provide the opportunity to capture the complexity of interactions that occur between people, time, space and objects, however, working with this methodology and form of data can be complex and challenging. This paper focuses on the use of video as a methodology to understand teachers’ tacit knowledge of practice that supports young children’s oral language. This study explores four specific viewpoints that have been employed to investigate teachers’ practice: (1) camera, (2) teacher, (3) researcher and (4) peers. From our analysis of the affordances of the differing viewpoints, we propose that what can be ‘seen’ is directly impacted by the understandings of those involved in the research process in relation to data capture, viewing and analysing the data. We argue that these viewpoints are not neutral or mutually exclusive rather they should be considered complementary and supplementary in building a comprehensive understanding of teachers’ tacit knowledge of literacy practice. 相似文献
13.
In the context of citizenship education, many UK primary schools have recently set up school councils. Previous research has overlooked the importance of exploring communicative practices specific to school councils and the implications for children's participation. This paper draws on an action‐orientated research project with teachers in three Norfolk primary schools, which began with ethnographic observation of school and class council meetings. By developing alternative visual strategies for facilitating communication in meetings (based on a methodology known as PRA), teachers were able to encourage involvement by more children and enable them to have a greater voice in decision‐making. We argue that the common focus on adult procedures in school councils puts the emphasis on teaching children about their future role as citizens and can limit children's ownership of decision‐making processes. The alternative is to create contexts in which children have a sense of the democratic purposes of their school council in the here and now, by providing children with means (such as the visual strategies) that are consistent with those purposes and prioritizing action as an end. 相似文献
14.
This paper reports on a preliminary investigation on a small scale of the way the schools programme ‘Look and Read’ is used and evaluated both by teachers and pupils. The research was carried out among a small group of primary schools in an outer London Borough and began by eliciting responses from individual teachers concerning their use and attitudes towards the programme. A more detailed comparison was then made between two schools; first in their use of ‘Look and Read’ and secondly amongst children themselves in an attempt to assess the impact of the programme. The paper concludes that although the programme has the potential for enhancing children's reading development, this potential is not being fully realised and teachers need to be more aware of educational TV as a valuable learning resource. 相似文献
15.
E. V. Pullias 《The Educational forum》2013,77(3):263-270
In this collaborative study, university researchers introduced the short video clips of teaching and learning within two elementary schools; these clips were shared in site faculty meetings to encourage dialogue and collaboration. -Researchers conducted pre- and post-surveys with teachers and pre- and post-interviews with principals to understand perceptions of using brief video clips as a tool for facilitating communication, reflection, and collaboration in the school setting. 相似文献
16.
再论融合教育:普小教师眼中的"随班就读" 总被引：6，自引：5，他引：6
在中国 ,融合教育的主要安置形式是随班就读。本文使用开放式问卷 ,录音采访了大连市 1 1所普通小学的 2 3位班主任教师。研究的结果表明 :(一 )大连市的普小教师对特殊儿童随班就读基本上持接受态度 ,集中有近一半多的教师认为要视学生的残疾种类合程度来确定特殊儿童是否随班就读。(二 )在多数普小教师看来 ,特殊儿童与正常儿童之间的交往势必交顺利的 ,特殊儿童的社会融合经常出现在课外活动、集体活动、游戏的场合 ,而在课堂学习的情况下较难产生。 (三 )从社会融合的可利用资源中 ,社区、学校、家庭之间的相互支持、协作的桥梁并未建立起来。 (四 )普小教师对随班就读工作的建议是希望得到特殊教育知识的培训。 相似文献
17.
Akın Orsdemir Gunes Tilki Fahriye Altinay 《International Journal of Disability, Development & Education》2019,66(6):577-589
ABSTRACTThe main aim of this research is to evaluate the use of Influence in Agile Management at schools by the school administration, which is used with the purpose of increasing success and quality of schools. It is evaluated, within this context, that obtaining opinions of teachers from two different educational institutions would contribute to the improvement of the educational sector. This research aims at underlining which type of influence method used by the school administration would be more beneficial. Semi-structured interview, which is one of the types of qualitative approach, has been used in this research and 18 teachers were interviewed from two different educational institutions. According to the results of the semi-structured interview, teachers have expressed that they do not undertake the desired role in the decision-making process on the changes to be made at schools. They added that they are taking part in the decision-making process at low profiles, but they would like to take more active roles. Moreover, it has been observed that there is no initiative or plan to include teachers to the decision-making process and there is no training to the teachers on this issue even in universal values and disability. 相似文献
18.
ABSTRACT The formal evaluation of Integrated Learning Systems (ILSs) in United Kingdom schools has raised questions about the professional development of teachers as they worked with pupils using the system. In this paper we will present evidence to show that by encouraging the use of information technology for more effective management of learning, and through the use of diagnostic material provided by the system about students, the use of ILSs can encourage the professional development of individual teachers. 相似文献
19.
Abstract This paper reports the development and use of three instruments which comprise a comprehensive technique for describing children's perceptions about technology. The instruments are a questionnaire for upper primary school children, a quiz using pictures instead of written items for lower primary school children and, for both age‐groups, a combined writing/drawing activity which complements the questionnaire or quiz. The instruments are designed to cater for children from a range of age levels, provide information helpful to teachers about children's perceptions of technology, and be suitable for use in research. The instruments were trialled in a total of 28 classes in Western Australian schools and construct validity established by examining the pattern of responses between pairs of instruments completed by the same children. The teachers stated that participating in the processes of developing and administering the instruments was useful and gave them valuable information about children's views of technology. 相似文献
20.
Beng Huat See Stephen Gorard Nadia Siddiqui 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):56-72
Background: There is worldwide interest in improving the effectiveness of teachers and teaching. This paper considers two strands of that interest. It revisits the impact of using enhanced feedback from teachers to pupils as a way of improving attainment, and it looks at the feasibility of teachers using research evidence to create their own interventions. Current evidence on the causal impact of effective feedback on learning is unclear: many studies have mixed results, are small in scale, lack randomisation or are not conducted in real classroom conditions. Purpose: The aim of this paper is to describe the experience of schools as they engage with research evidence to support their own enquiry into the effectiveness of feedback in the classroom. Research design: This study took place over one academic year, involving nine treatment schools in one local authority. The study involved teachers themselves using research findings to create an intervention, which took, as its focus, enhanced feedback in the classroom. Test results from these schools were compared to the results in 5 participating comparator schools, to the 49 other schools in the borough and to all state-funded primary schools in England. Results: Although teachers showed that they could engage with research evidence, the study indicated that the process was complex in practice. In addition, the independent impact evaluation suggested that enhanced feedback in itself does not necessarily lead to improved pupil test performance. Discussion and conclusions: The paper considers some of the challenges faced by teachers as they attempted to use research evidence, and discusses implications for schools wishing to use research evidence in practice. The findings of the study suggest that it may be feasible for practitioners to use research evidence to inform their own practice. However, to do it well would require clearer guidance, professional development and modelling of any strategies suggested. These findings have implications for policy on teacher development, and for the research community to make research outputs more comprehensible and accessible to research users. 相似文献