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1.
Enhanced capabilities of modern smartphones offer the potential to design tools that support new forms of teaching and learning. Increased access to mobile‐networked environments and geospatial systems provide opportunities for developing new educational experiences that support a geospatial approach to science, fostering new ways of thinking about science. However, designing effective innovative educational mobile applications remains a challenge. Applications need to be accessible to teachers that are not tech‐savvy as well as those that are, foster active learning pedagogies, enable flexible and creative use, as well as fit within the curriculum. This paper describes a smartphone application developed together with pre‐service science teachers, designed to be customisable by teachers while supporting a geospatial approach to science education. The design process and trial illustrate application use, how it supports a geospatial approach to science education and raises issues around mobile technologies, teacher pedagogies and adoption.  相似文献   

2.
As English-medium instruction (EMI) spreads around the world, university teachers and students who are non-native speakers of English (NNS) need to put much effort into the delivery or reception of content. Construction of scientific meaning in the process of learning is already complex when instruction is delivered in the first language of the teachers and students, and may become even more challenging in a second language, because science education depends greatly on language. In order to identify important pedagogical functions that teachers use to deliver content and to present different ways to realise each function, a corpus of lectures related to science and engineering courses was created and analysed. NNS teachers and students in science and engineering involved in EMI higher education can obtain insights for delivering and listening to lectures from the Online Corpus of Academic Lectures (OnCAL).  相似文献   

3.
《学校用计算机》2013,30(1-2):127-148
Abstract

Teacher education programs in the United States are trying to equip tomorrow's teachers with the technology skills needed to impact learning in the classroom. During the past decade there has been a realization that teaching technology skills alone is not adequate-pre-service teachers must also learn how to integrate the use of technology into their curriculum. This paper describes BYU's instructional technology course and the design process that a team of instructors went through to redesign the course in order to put greater emphasis on technology integration. An iterative redesign approach was used. Several iterations of the course redesign will be shared along with the strengths and limitations discovered in the design and implementation process.  相似文献   

4.
In the modern world, teachers are expected to be ‘learning professionals’ who constantly expand their knowledge and skills and share both practical and theoretical insights in a community of colleagues. Teacher professional competence‐based standards could be an instrument to support teachers' professional learning if they are integrated with broader assessment and evaluation frameworks and if their evaluation, professional development and career advancement are in line with the standards. In Estonia, teacher professional standards were first developed in 2005. Currently, they support initial teacher education, the evaluation of teacher competences and the design of continuous professional learning. They also allow teachers to progress to the senior teacher and master teacher qualification level. According to our findings, the standards are successfully used to design pre‐service education and award certificates at the end of the studies. However, they do not support building the teachers' career ladder and only in some schools do they support planning of professional learning. In this article, we give an overview of the changes in the professional standards of teachers in Estonia and analyse why they have not found the desired degree of use in teachers' career advancement and professional development in the school context and why they have not had a significant effect on teacher status in society.  相似文献   

5.
移动学习是教师将教育内容与教育服务通过无线网络技术或移动通信技术进行信息传输,学生利用便携式的智能移动设备获取学习信息、学习资源和学习服务而进行的学习方式,教师与学生可以通过移动计算技术实现交互式的学习。利用移动学习便捷、及时的特点,在分析移动学习的学习模式、课程设计的基础上,研究移动学习在高职教育教学过程中的应用。  相似文献   

6.

Instructional Design Knowledge (IDK) can inform technology integration decisions and Technology Pedagogy and Content Knowledge (TPACK) can help instructional design processes. As a means to understand how teachers may draw from their TPACK and IDK as they design instructions and develop technology-enhanced learning activities, we examined the final projects of two groups of teachers enrolled in graduate-level instructional design and technology courses. By using both content and social network analysis methods, we identified the IDK and TPACK components exemplified in teachers’ projects. While the content analysis revealed differences between the two groups, some findings were common across the courses such as teachers minimally connecting technology to their content areas, exhibiting limited knowledge on learning needs, and having difficulties in engaging in design thinking processes. Furthermore, the social network analysis identified various communities of the knowledge components, highlighting when teachers tended to use their IDK and TPACK as they planned technology-enhanced learning activities and were engaged in instructional design respectively.

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7.
Study of Malaysian adoption of mobile learning (m-learning) is still in the early stages. However, there are numerous researchers in the country exploring the potential and application of m-learning in the Malaysian education system, including special education. A key question is whether teachers are prepared to incorporate mobile technology as part of their teaching tools or do teachers perceive mobile technology only as personal communication gadgets. This paper investigates teachers' perception of m-learning applications in special education classes. Interviews were conducted to collect related information on teachers' perceptions of m-learning in the selected schools. The teachers expressed that there are limited resources to cater to the attention of special needs learners and they believed edutainment technologies such as augmented reality, game-based educational software and animation projects could be the answer. The benefits and challenges of implementing blended learning for special education are also discussed. The paper concludes by summarising the current environment of m-learning in Malaysian special needs education, together with recommendations for future use of the technology.  相似文献   

8.
As Article 126 of the Treaty of Maastricht on European Union of 1992 calls for the enhancement of the quality of education at all levels, the Council of Ministers of the European Union established the SOCRATES programme in 1995 to take concrete measures in this direction. This article describes the work of one of the three chapters of SOCRATES, called COMENIUS, the three Actions of which enhance the creation of European Educational Projects, target efforts for the children of migrants of various kinds, and stimulate the creation of European transnational projects for the in‐service training and further training of teachers. Various kinds of transnational projects for pupils as well as for teachers are described focussing upon enhancement of the acquisition of new knowledge, of communication skills, of creativity and of problem solving skills, of the use of the new information technologies and open and distance learning skills, and of teamwork and interdisciplinary skills. The traditional school, by involving itself in the European programmes evoked and described, must inculcate the habit of lifelong learning both to its pupils and to its teaching staff. The habit and practice of lifelong learning leading to a realization of the ideals of the learning society will be a crucial contribution to European citizenship.  相似文献   

9.
This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies.  相似文献   

10.
This article reports on work undertaken within Phase 2 of a pilot study concerned with the design, development, and evaluation of online resources. Drawing on recent developments in the application of technology within open and distance education, these resources were structured around the principles of problem‐based learning (PBL) for use with postgraduate teachers. The article explores the responses of one cohort of students studying on a programme for teachers of children with visual impairment, to learning through the use of these resources. In line with recent literature in this area, the findings demonstrate that with the appropriate design and use of technology, PBL, traditionally viewed as a campus‐based approach, can be adapted for use with students in higher education studying through open and distance education. The findings highlight a number of potential barriers to learning and participation that can serve to reduce effective participation in the online PBL activities. Future planned research by the authors will explore the extent to which each of these barriers can be reduced through appropriate planning and design, and provisional recommendations are included to assist in this process.  相似文献   

11.
Technology has changed the way the world functions on a day-to-day basis, but what about education? Education has been directly affected by the increase of technology in the United States. This change has not been well accepted by some members of the educational community, thus leaving the realm of education behind in the technology era. This article seeks to focus on the benefits of technology in the classroom as well as some of the issues that surround teachers and technology. The article also delves into the future of technology and education and provides some helpful tips for technology use in the classroom.  相似文献   

12.
高校的教育改革过程 ,取决于一线任课教师应用和推广现代教育技术的力度 .当务之急是教育技术中心帮助一线任课教师尽快掌握多媒体应用技术 ,促进教育技术尽快转化为教学效益 .针对一线教师教育技术知识缺乏的现状 ,帮助一线教师快速掌握多媒体技术策略有三 :先激起学习教育技术的欲望 ,再辅助“边用边学” ,然后加上一些制度的约束  相似文献   

13.
Where did distance education go wrong?   总被引：1，自引：1，他引：0  
Distance education (DE) practices around the world use a wide range of audio‐visual technologies to overcome the lack of direct contact between teachers and students. These are not universally adopted by DE teachers, however, nor even encouraged by their institutions. This article discusses the organisational attitudes that can lead to outdated methods being maintained and successful ones abandoned, and it suggests that, just as educational television and programmed learning were supplanted in previous decades, so the World Wide Web could be abandoned as a viable education medium in the foreseeable future and replaced by more widely available media such as the cell phone. The article contrasts the learner‐centred philosophies underlying current DE approaches with the teacher‐centred philosophies of a generation ago. If these two philosophies are not united in a sensible middle ground, the article suggests, history may come to regard today’s DE as a Dark Age less enlightened than when Genghis Khan sent his arrow riders to deliver the mail in person across the Mongolian steppes, and when Lenin dispatched educational media experts to deliver DE materials by hand across the post‐revolutionary Soviet Union. The main losers in this scenario, the article concludes, will be the students of the developing world.  相似文献   

14.
Policies of inclusive education are emerging from many ministries and departments of education in countries around the world. McLesky and Waldron (2002) have argued that when teachers and administrators in schools begin to have discussions about inclusion the discussions often lead to two conclusions about how schools must change: (a) the change must address the needs of all students, not just those with disabilities, and (b) “school improvement” replaces references to inclusion. That is, teachers and administrators begin to rethink and restructure their programs in special and general education to improve the education of all students. In having to reform their practices general education teachers, in particular, must develop new understandings related to inclusion and reconceptualise how students with disabilities and learning difficulties might best be taught. As a consequence these teachers are recognising that they must change their practices in curriculum, pedagogy, and assessment. However, in order to make the changes and to develop new classroom practices general education teachers often reveal a need for inservice training. Thus there is a call from general education teachers for professional development in various areas. Several authors have described a range of initiatives in professional development in the context of school improvement. For example, there are alliances between teachers and researchers through teacher-researcher professional development groups (e.g., Vaughn, Hughes, Schumm, & Klinger, 1998) and collaborative communities (e.g., Englert & Zhao, 2001); professional development schools (PDS) where special educators are viewed as “catalysts” who further the knowledge of both inservice and preservice teachers (Voltz, 2001); “critical friend(s) groups” which are teacher support groups (Bambino, 2002); “Friday Forums” where teachers within a school use internal school expertise to inservice each other (Hudson, 2002); and professional learning communities or networks of various types, sometimes developed by professional organisations and itinerant specialists who are assigned to school districts to work on school reform with schools and teachers.  相似文献   

15.
Any pedagogy of media practice sits at the intersection between training for employment and education for critical thinking. As such, the use of projects is a primary means of structuring learning experiences as a means of mirroring professional practice. Yet, our understanding of the nature of projects and of project-based learning is arguably under-theorised and largely taken for granted. This paper attempts to address this issue through a synthesis of the literature from organisational studies and experiential learning. The article aims to shift the debate around project-based learning away from an instrumentalist agenda, to one that considers the social context and lived experience of projects and re-conceptualises projects as ontological modalities of doing, being and becoming. In this way, the article aims to provide a means for thinking about the use of project-based learning within the media practice curriculum that draws on metaphors of discovery, rather than of construction.  相似文献   

16.
How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing pedagogies, knowledge and skills of teachers by gender in Saudi Arabia reveal the unique approaches that both the Saudi and technology context provide for students’ learning. Female teachers’ use of technology in the classroom is more frequent and of different types than that of males. Implications are discussed for teacher professional development and for understanding the important role of cultural context around gender and information and communications technology in education.  相似文献   

17.
This article reports a study into how mobile phones could be used to enhance teaching and learning in secondary school science. It describes four lessons devised by groups of Sri Lankan teachers all of which centred on the use of the mobile phone cameras rather than their communication functions. A qualitative methodological approach was used to analyse data collected from the teachers' planning, observations of the lessons and subsequent interviews with selected pupils. The results show that using images and video captured on mobile phones supported the teachers not only in bringing the outside world into the classroom but also in delivering instructions, in assessing students' learning and in correcting students' misconceptions. In these instances, the way the images from the mobile phone cameras supported students' learning is explained using a variety of approaches to understand how images support learning.  相似文献   

18.
In order to deliver life-long learning for teachers, practitioner-based enquiry learning is being promoted by teacher education institutions on the basis that this form of learning gives teachers the ability to understand factors affecting learning within their own classrooms by systematic investigations of issues and the construction of an evidence-base on which decisions which improve learning can be taken. In turn this enhances teacher professionalism. This article presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level. It looks at the reasons for the change; the nature of the change, which included educating teachers intending to teach in primary schools together with those intending to teach in secondary; the introduction of practitioner-based enquiry; some early student reaction; and the structural, cultural and learning issues which have emerged.  相似文献   

19.
This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge (TPACK) framework and (b) a design task to understand their rationale behind technology integration decisions. As a group (N = 16), international teachers reported increased abilities in all TPACK domains. Qualitative analysis of their rationales revealed that though teachers learned to consider the affordances of technology, technology access issues were pivotal in their choice and use of technology in instruction planning. With education becoming increasingly global, the study has implications for the motivation and design of technology professional development programs for international teachers.  相似文献   

20.

Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers’ conceptions of pedagogical change can be supported through the use of different kinds of TPACK design scaffolds—a meaningful learning rubric, lesson design heuristics and TPACK Activity Types. The impact of these design scaffolds on the TPACK confidence and lesson design confidence of 47 teachers and instructors who were attending a graduate course in educational technology were assessed through pre and post course surveys. Expert ratings of technology-integrated lesson plans designed at the beginning and end of the course were also used to determine the extent of pedagogical change enacted. It was found that these design scaffolds had positive effects on teachers’ TPACK confidence and were useful for helping the teachers to articulate pedagogical change in their lesson designs. Participants’ feedback for improving the TPACK design scaffolds as well as guidelines for using these to support pedagogical change through TPACK professional development programmes are discussed.

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