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1.
This paper builds on a key finding of a 5-year Danish research project con-cerning children in the 7 to 15 age group: children’s principal use of computers and the internet takes place in their spare time, and it is during their spare time that the majority of children really learn how to use interactive media. The project shows that in children’s spare-time use of ICT they employ informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These informal learning forms can be identified as learning hierarchies, learning communities and learning networks; they are important contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal forms of learning into the school context. This happens particularly when the school has undergone physical alterations and when its organisation of learning and teaching are also restructured, with project-based learning becoming an important part of the school work and with the media available in the learning environment. Using organisation theory, the school working with ICT and project-based learning is shown to simultaneously constitute a mixed mode between the school of the industrial and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the knowledge society, and thus of the future, by comprehensively using ICT and project work in the day-to-day activities of the school, alongside and integrated with the traditional forms of learning, and not least by employing the informal learning processes children develop outside school. For teachers this will mean an extension of their function: no longer merely communicators of knowledge, they will have to become knowledge managers and overall leaders of projects, and this entails much more dialogue with the pupils.
Janni NielsenEmail:
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2.
This article argues that whatever the 2015 OECD report says about the value of ICT in relation to PISA results, our research has shown that using ICT in the education of students with Learning Difficulties has great value in interesting, enthusing and inspiring these students, so leading to better educational outcomes. The term ‘Learning Difficulties’ (LD) is used to refer to a condition of a large group of children who need extra assistance with schooling and arises from a vast range of cognitive and physical impairments. The reported research was conducted in two Special Schools in metropolitan Melbourne with the goal of investigating whether, and if so how, ICT could be used to support school communities involving students with learning difficulties, and whether it could help these students with their learning. This research found that ICT certainly does improve LD students’ attitude to learning and equips them with adequate skills to allow them to enter the workforce or continue with further study through various pathways. It provides evidence that for LD students, a significant attainment in skills and academic knowledge is facilitated by the adoption of ICT in the classroom.  相似文献   

3.
Abstract

The author reports on a study investigating the use of information and communications technology (ICT) by academic and nonacademic staff at an independent English secondary school. Three key areas were investigated: access to ICT both in and outside the school, the perceived and desired ICT ability of staff, and the issues preventing increased use of ICT in teaching, learning and administration. Results showed that a major challenge facing the school was not access to ICT resources, but the provision of relevant and supportive training for staff  相似文献   

4.
Strong claims are made for ICT‐based lifelong learning as an effective way of reducing the exclusion of various groups in society, yet, there is very little research to support these claims. Empirical research is needed, including qualitative studies of the experiences of socially excluded learners using ICT. This article reports the findings of such a study in relation to learners from one socially excluded group, adults from ethnic minority backgrounds, who are disproportionately deprived and often excluded by language. The article discusses the study of the experiences and perceptions of adults learning English for speakers of other languages (ESOL) through ICT in seven different learning centres in England. The findings show that technology is insufficient to overcome existing inequalities in access to learning, and to engage learners who would not otherwise undertake formal learning, but ICT‐based learning can reduce some aspects of social exclusion in terms of encouraging minority ethnic group learners to speak more within the host community. ICT‐based learning offers a space for language learning and practice, which is often absent in traditional ESOL classrooms and in the every day lives of these excluded groups. Learning is a social practice in which the level of commitment of tutors to encouraging the use of these media and creating a safe and private space for learning affects the range of learning activities with which learners engage and the impact of these on their everyday use of English.  相似文献   

5.
There have been increasing expectations that all primary school students and teachers actively use information and communications technologies (ICT) in their learning. In order to achieve this it is important that appropriate environments are set up to support the varying needs and potential of the different groups within the school context. However, in case studies of primary schools undertaken as part of the study Enhancing Learning Using New Technologies, also known as the E.ffects Project, our research indicated that the ICT learning environments established within schools often favoured the later primary year levels over the early primary school years. This paper will present illustrative evidence of this inequity using data extracted from the E.ffects Project case studies. It also discusses observed differences in approaches between early primary school years and later primary programs from the perspective of early childhood philosophies that underpin the first years of school.  相似文献   

6.
Information and communication technologies (ICTs) have become ubiquitous in most people’s lives. Yet, within the developing and emerging regions, there are still many who have not fully benefitted from ICTs. This article reports on a research project that focused on investigating the barriers, opportunities and impact that ICTs have on the teaching and learning of mathematics in South African schools. A quantitative research methodology in the form of a survey was used to assess South African mathematics teachers’ access to and use of ICTs and mobile technologies. A literature study revealed that there were universal barriers (i.e. lack of access to resources, time, effective training, confidence; resistance to change and negative attitudes; and no perception of benefits) and numerous opportunities for using ICTs in teaching and learning in general, and in subjects such as mathematics and science, in particular. The survey findings suggested increased deployment of ICT resources; introduction of more ICT training opportunities for teachers and students; and the firm adoption of ICT policies and directives within the education domain.  相似文献   

7.
This paper presents an approach to concept-mapping that was used in an EU-funded project to study ten year old pupils' representations of Information and Communication Technologies (ICT). The research task – to draw a concept map of computers in today's world – was administered to children in six EU countries twice. In England this took place immediately before and after the introduction of networked PCs in their schools. They were asked to use their maps to communicate their ideas through drawing to the researchers and other children who did not all speak the same language as them. The maps were analysed both quantitatively and qualitatively, using phenomenographic methods combined with semiotic interpretation. The maps showed that the children had well-developed mental representations (secondary artifacts) of the role of ICT in today's world, even when they had little or no practical experience of using the Internet. Psychological theories suggest that learning depends to a considerable extent on the development of secondary artifacts of this kind. The extent and variety of knowledge about computers demonstrated by all children in the cohort came as a surprise and suggested that they would be very well prepared to develop sophisticated ICT skills once they had good access to ICT tools. Current approaches to ICT use in primary schools, involving explicit, systematic teaching of ICT skills, may therefore not be making the most cost-effective use of scarce resources. Exploratory use of ICT within open-ended project work, reflecting the kind of use that computer-literate adults make of ICT, might be more likely to provide the context for children's rapid development of a complex range of ICT skills.  相似文献   

8.
Based on survey data from 612 pupils in five English primary schools, this paper investigates children's engagement with information and communication technologies (ICTs) inside and outside the school context. Analysis of the data shows pupils' engagements with ICTs to be often perfunctory and unspectacular, especially within the school setting, where the influence of year group and school attended are prominent. Whilst the majority of children felt that ICT use led to gains in learning, the paper discusses how there was a strong sense of educational uses of ICTs being constrained by the nature of the schools within which 'educational' use was largely framed and often situated. The paper concludes by suggesting possible changes to ICT provision in primary schools, most notably relaxing school restrictions regarding Internet access and developing meaningful dialogues with pupils about future forms of educational ICT use.  相似文献   

9.
This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development programme from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed-method research approach, the authors collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader programme focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise and 5) access to adequate resources. The discussion centres on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education.  相似文献   

10.
The paper presents a study which focuses on the interaction between primary teachers' perceptions of Information and Communication Technology (ICT) and their pedagogy. Their perceptions of ICT are explored in terms of their reported understandings of the nature and purpose of ICT in primary schools. A qualitative, case study approach was used to investigate the perceptions and pedagogy of a small group of teachers working within one school, Carberry Junior School in England. The study was carried out during an eighteen month period of significant change in primary schools responding to the UK Government's National Grid for Learning initiative and its impact on models of access to ICT resources and expectations in teaching and pupil achievement. The paper highlights the teachers' perceptions of ICT as a social and cultural phenomenon, as an ambiguous area constructed as a discrete subject, curriculum resource and higher-order capability, and as a 'new' field in primary schools.  相似文献   

11.
This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi‐level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector‐wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions.  相似文献   

12.
The aim of the British Government's National Grid for Learning policy is to harness the power of information and communications technology (ICT) in order to create a 'curriculum without walls', where the riches of the world's intellectual, cultural and scientific heritage are available to all. Central to this vision are the assumptions that: all pupils will in the future have appropriate access to computers at home and at school; that there is a common conception between home and school as to what actually constitutes learning. In this paper the authors draw on preliminary findings from a 2 year study of how young people actually utilise ICT at home and at school to raise important questions about the realisation of the Government's policy objectives.  相似文献   

13.
This article reports on a study of 267 primary children (Year 2 and 6) in five schools in South and Mid Wales. It examines their use of information and communications technology (ICT) both in school and at home using a combination of interview and questionnaire data. These data reveal that although the vast majority of children are making some use of computers in school, patterns of sustained and varied engagement with ICT are rare; with educational use of computers curtailed by a variety of classroom factors. Moreover, although many children could be considered to be sophisticated and knowledgeable consumers of ICT, their outside-of-school access to technology is varied. The findings raise questions about the nature of ICT use in primary classrooms and the need to ensure meaningful and regular access to technology in school for all children.  相似文献   

14.
朱轩 《职教通讯》2019,(2):35-39
当前,探索高职ICT课程教学改革,培养学生创新实践能力,是推动高职ICT人才培养的关键。设计型学习作为一种面向学习和创新能力培养的学习方式,为高职ICT课程教学的改革提供了有效的实施路径。通过梳理设计型学习与高职ICT人才培养之间的适切性,以典型设计型学习操作模型为基础,从师生活动视角出发,构建了面向高职ICT课程教学的设计型学习模式,并详细阐述其关键特征。同时,结合具体教学案例"Applica-tion内置对象"进行深入分析,以期为高职ICT课程设计型学习模式的实践提供有价值的借鉴。  相似文献   

15.
This paper argues that student teachers’ developing pedagogical approaches achieve expression within the virtual classroom in much the same way as they would in the ‘real’ classroom; that is to say through language as the primary tool of mediation. Whilst the advent of new communications technologies affords new arenas in which learning can take place—Virtual Learning Environments (VLEs), online communities, Managed Learning Environments—the importance of human agency and the significance of language remains pivotal to the effective use of such technologies. As such it is argued that student teachers need opportunities to engage in authentic online dialogue with children as they endeavour to find their online pedagogical voice. The key findings emerge from a case study carried out with a group of Year 3 ICT specialists on an undergraduate initial teacher education (ITE) degree course in the UK, leading to qualified teacher status (QTS) in the primary and lower secondary phases of education. Funding from the University of Brighton, Community University Partnership Programme (CUPP), was used to design and resource a module, which facilitated opportunities for student teachers to engage in online learning dialogues with children from a local primary school, having initially met with the children face-to-face. Fourteen student teachers participated in the study. Interviews were carried out and their online dialogues with the children were analysed to establish both the issues and potential advantages of such a situated approach to learning about the educational use of new communications technologies with children.  相似文献   

16.
There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit.  相似文献   

17.
The recent explosion in ICT means computers are marketed as an essential element of modern education. Governments have spent heavily on ICT but evidence of the effectiveness of this investment is contradictory; teacher attitude is cited as both a barrier to and a facilitator of its implementation. Initially used to simplify course administration, ICT now has the potential to fundamentally change practices; recognising the opportunities ICT offers as a bridge between classrooms and the relevant world beyond, teachers access online resources such as museum collections and practitioners. No consensus exists within art and design education as to the role of ICT or even its validity in the arts; using the computer as a tool for fine art may mean different teaching skills are required and different learning approaches are enabled. This article reviews international research on the adoption of ICT in schools and colleges, specifically looks at examples of good practice in art and design education and reviews trends in technology to determine the benefits and limitations for future practice.  相似文献   

18.
《师资教育杂志》2012,38(4):395-411
This study set out to measure the perceptions of pre‐primary and primary school teachers in Cyprus regarding the impact and efficiency of a particular ICT in‐service training initiative. The research was carried out through telephone interviews with two groups of trained teachers. Teachers' responses indicated a significant impact of such training on their personal attitudes and skills. However, the professional practices which developed did not outline significant gains in student learning and achievement. Teachers' views on the efficiency of the training scheme highlighted the need for a more flexible ‘pick and mix’ training structure to tailor individual needs, and for professional development activities to become more relevant, to the context of classroom practices. The study also suggested that for ICT professional development to impact school practices, there is a need for contextual factors such as access to resources, curriculum time and a change‐oriented environment to be taken into account.  相似文献   

19.
Digitisation and the convergence of computing and telecommunications have led to a range of information and communication technologies (ICT) that have the potential to transform education. ICT are being used by teachers and learners in conventional universities and colleges as well as in tertiary institutions that serve the needs of distance learners, be they home‐based or in some other off‐campus location. They can enable distance learners to receive and interact with educational materials and resources and to engage with teachers and peers in ways that previously may have been impossible. However, the domestic contexts within which home‐based learners undertake their studies are complex and highly varied and these circumstances impact upon the educational process (Kirkwood 1995).

There is a need to examine not only the nature of the relationships between learners and the technologies, but also the social relationships within the domestic setting. It is important for course designers and developers to consider issues of access to ICT ‐ both quantitative and qualitative ‐ in the homes of their target student audience in order to develop a better understanding of their learners. Significant disparities in access exist, both within and between countries, and these can exacerbate existing educational advantages and inequities. Greater awareness of the diverse environments within which home‐based learning takes place should help inform the planning and design of courses and materials that are appropriate for such varied contexts.  相似文献   


20.
Information Communication Technologies (ICTs) could, if adopted and implemented appropriately, support learning and teaching in developing countries to provide young people with skills they need to participate effectively in the global economy. However, a significant digital divide still persists between developed and developing countries in terms of both physical resources and the capabilities of teachers to effectively utilize limited ICT resources. A very real challenge for schools is to acquire and effectively utilize ICT given the reality of an environment of scarce and limited resources. This study examines ICT infrastructure and use in 11 secondary schools in Mukono, Uganda using qualitative case study methods including an ICT infrastructure assessment, observations, and interviews. Stratified random sampling was used to identify 7 schools initially; 4 additional schools were also purposefully sampled based on their high levels of ICT. Findings indicate that despite limited resources, schools are investing heavily into ICT. Researchers found that teacher ICT usage at school could be grouped into three categories: administrative (86%), entertainment (45%) and pedagogical (45%). Administrators at some schools reported using ICT primarily to attract students and increase revenue. Implications of this study will assist school administrators to make informed decisions concerning further investment in ICT, efficient use of limited technology resources, and improvement of educational opportunities for students.  相似文献   

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