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1.
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2.
What are North American Jewish day schools doing when they engage in Israel education, what shapes their practices, and to what ends? In this article, we report on a multi-method study inspired by these questions. Our account is organized around an analytical model that helps distinguish between what we call the vehicles, intensifiers, and conditions of day school Israel education. Our discussion explores the possibility that when it comes to Israel education, schools have shifted from a paradigm of instruction to one of enculturation. This shift, we suggest, is indicative of a generalized anxiety about students' commitments to Israel and about their capacity to advocate for Israel when they “come of age” at university.  相似文献   

3.
From 1986 to 1988, Regional Centre for Education in Science and Mathematics (RECSAM) at Penang organised the Computers in Education Project with financial support from the Australian Government. The aim of the Project was to provide information on the use of computers in education among SEAMEO countries. Such information, it was thought, could be useful for educators who needed to formulate sound policies regarding the introduction, management, and use of computers in schools and the roles of computers in education in general. Six countries took part in this project including a team from Singapore.  相似文献   

4.
Some of the most prominent policies in schools throughout the industrialized world today relate to the rapid introduction of computers. The most common rationale for introducing educational microcomputing is the concept of ‘computer literacy’. It is a concept, however, which is so poorly defined and delineated, and so unclear as to purpose and procedure, that it may best be investigated as a form of ideology. The justificatory arguments for computers in classrooms are primarily vocational or practical. They are based on assumptions that computers will be pervasive in the workplace of the future, or that they are soon going to be ‘everywhere’. The more purely pedagogical arguments are secondary: that learning about computers is a worthwhile experience in and of itself, and that computers can be useful productivity tools for other academic work. Drawing upon empirical evidence from an evaluation of computer use in two Canadian high schools, this paper shows how a critical treatment of computer literacy as ideology raises important issues about the computerization of education. It suggests that educators should question whether they have simply taken the ideology of computer literacy at face value, and whether this almost universal policy has received the critical attention it deserves.  相似文献   

5.
Based on Ershov's address at the World Conference on Computer Education in 1981, Chinese educators decided that learning computer programming would prepare students for the information age. Accordingly, China introduced microcomputers into secondary schools to prepare students for widespread use of computers in all aspects of society. Microcomputers had already been used to facilitate administration, commerce, and other aspects of education. An optional computer-programming course was initiated in several secondary schools. The experiences in China parallel in many ways the experiences encountered by other countries when computers were introduced. This article reports on the selection, development, and evaluation of the first computer-programming courses in China.  相似文献   

6.
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   

7.
The purpose of this mixed‐methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi‐structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.  相似文献   

8.
Although the use of microcomputers and their associated software programmes has the potential to help faculty work more efficiently, their use is not yet as widespread as it might be and many faculty members are still unaware of how they might use computers both to facilitate their own research and report writing and as an adjunct to their teaching. Efforts to encourage greater usage of computers which emphasise the acquisition of appropriate skills only, in many instances appear to have limited long-term effectiveness. A multi-dimensional model for the promotion of educational change has been developed and tested in a stafl development programme to promote the awareness and use of computers to assist faculty at a large Australian institute of technology. The beginnings of the model and the programme are described together with the results of an initial post-programme survey. These represent the preliminaly findings of a longitudinal study of effective models for the promotion of educational innovation in higher education. The initial results suggest implications both for the teaching of computer awareness and for the building of an effective theory of innovative change in higher education [1].  相似文献   

9.
There is a wealth of interventions focusing on the intensive use of computers in secondary schools, largely aiming at improving students’ performance. However, global evidence on the effects of the use of computers on attitudinal outcomes has not been synthesised so far. Taking into account that the differences in the attitudes of boys and girls regarding the use of computers are one of the factors described as causes of the low number of girls following ICT studies, the aim of this article is to review the evidence on the effects of intensive use of computers in schools on gender differences in attitudes outcomes: anxiety, enjoyment, self-confidence and self-efficacy. Searches generated a total of 740 citations of which 59 were identified as relevant and nine were finally included. The methodological quality of included studies was poor to moderate. The results suggest that despite the intensive use of computers, boys are favoured in computer anxiety, self-confidence and self-efficacy; and suggest no differences in computer enjoyment. There is no evidence that intensive use of computers reduce gender differences in these outcomes. Further policy recommendations should be rooted on robust evaluations, which take into account implementations parameters, as well.  相似文献   

10.
Conclusions As black students move into private schools at greater rates, a number of questions are raised. To what extent and under what conditions is a private school education better than a public school education for black students? What are the social and educational benefits and costs of being educated in a largely white environment? And what will be the benefits and costs as private schools themselves become increasingly black? Are the economic sacrifices made by black families to send their children to private school worth it to the individual child—to the black community?  相似文献   

11.
With the increased use of computers, and particularly with the increasing use of the Internet in schools, health and education professionals have suggested the need for teachers and students to be ergonomically conscious when using computers. A project was conducted in 1999 to investigate the extent of awareness of health risks associated with computer use in schools of principals, teachers, and administrators of all the primary and secondary schools in Otago and Southland, New Zealand. Results in this study show that although a high proportion of the respondents were aware of these issues, few people took any active preventive measures or participated in any professional development to reduce these health risks. It was also found that nearly two thirds of the school administrators, more than half of the teachers, and nearly 30% of the principals in this study had experienced some kind of health problems related to computer use. Strategies to deal with these issues such as the need for professional development are also discussed in this article.  相似文献   

12.
By examining writing about Israel education since the founding of the State, this paper highlights three questions that have surfaced repeatedly in Jewish educational discourse: What is the purpose of teaching American Jews about Israel? Who is best equipped to teach American Jews about Israel? How can Israel education foster positive identification with Israel without whitewashing over the imperfections of the Jewish State? By exploring how each question has manifested in Jewish education, it examines why—for very different reasons—these questions have endured over time, and considers what it might take to arrive at lasting conclusions about them.  相似文献   

13.
The Computer Attitude Scale was completed by 298 female undergraduate students in Israel, together with an index of the gender stereotyping of computer use. The data demonstrate that female undergraduate students in Israel are much more likely to regard men as better at using computers than women than was found to be the case in a comparable study in the UK. Nevertheless there is little evidence from these data to support the suggestion that the gender stereotyping of computer use as masculine is itself detrimental to female students' attitudes toward computer use.  相似文献   

14.
How do student teachers see computers being used in secondary mathematics lessons, and how do they themselves use them on teaching practice? These questions were prompted by the need to provide appropriate experiences for students on the Postgraduate Certificate of Education course. Information collected over a two year period suggests that although computer use was not widespread, more students used computers, and applications software in particular, than practising teachers. Strategies for course provision are outlined and the examination of assumptions and beliefs is indicated as an important dimension in future work.  相似文献   

15.
Considering the importance of digital skills in university education, this article reports on a study which examined access to technology among first year students at a rural South African university. The study focused on the digital readiness of students prior to their admission to the university, since many universities provide access to computers and the internet. The survey of 156 first year students revealed that 73 per cent of the students had no access to computers at their high schools and 82 per cent of students from rural high schools had no computer access and internet at their schools. Most students from rural areas used a computer for the first time when they were 19 years and older. Many students gained access to computers and the internet for the first time at the university. As a result, they enter the university digitally disadvantaged. Solutions that involve initiatives to provide access to technology are required in addition to digital literacy for educators at high schools.  相似文献   

16.
The central question discussed is whether the use of computers leads to the restructuring of schools or classrooms. Several authors argue that intensive use of computers must lead to new classroom patterns or new forms of schooling. Data from the international comparative study of computers in education, conducted by the International Association for the Evaluation of Educational Achievement (IEA), reveal that in almost all schools in industrialized countries activities with computers are taking place. However, a relatively small number of teachers are involved, and these activities are not indicating real changes in the structure of schools and classrooms.  相似文献   

17.
This paper provides an overview of recent trends in basic education provision in India: charting an impressive expansion of enrolment in public schools but a growing concern with the quality of learning. Concerns around quality are seen as a driving factor in the migration of students from the public sector to low fee private schools. While there is evidence of improved learning amongst some low fee private schools there are also significant concerns around equity. The paper proposes that for the sake of future generations it is necessary to move beyond a polemical focus on state or non-state provision but rather to focus on six core questions about education provision: Is it sound pedagogically? Does it deliver meaningful learning? Is it equitable? Is it scalable? Is it financially viable and Is it sustainable? These questions are explored through a review of ‘Gyan Shala’, an innovative low cost education programme operating in the slums of Gujarat and Bihar. The paper concludes that a better understanding of the dynamic between the sectors is needed to ensure effective education planning which will deliver meaningful learning to all.  相似文献   

18.
随着我国高职教育快速发展,以及计算机及网络的技术发展,计算机教育也得到相应快速发展,计算机机房已成为学校现代化装备的重要组成部份,是学校开展计算机普及教育的重要依托点。机房的管理工作是计算机教学中的重要一环,直接影响着计算机教学效果。机房每天承载的教学任务繁重,所以重视和提高机房的管理水平和质量,对提高课堂教学效果,减轻机房管理人员劳动强度都有重要意义。  相似文献   

19.
This paper attends to some of the issues surrounding the controversial topic of the education of boys in Australian schools. It particularly focuses upon two questions: ‘Are boys victims of feminism in schools?’ and ‘Are boys victims of their emotions?’ In answering both questions, the authors draw from empirical studies that enquire into gender reform in schools and girls’ and boys’ responses to it. Generally, the paper makes the case for a pedagogy of the emotions in the context of gender education in schools.  相似文献   

20.
Research investigating the role of computers in the primary classroom is closely linked to the body of knowledge concerned with theories of learning and child development. Research is presented as an attempt to provide scientifically supportable reasons why computers are effective in education. Having established a theoretical base for computer use in primary classrooms, this paper then examines the educational application of cognitive theory to classroom instruction.  相似文献   

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