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1.
Educational ergonomics focuses on the interaction between educational performance and educational design. By improving the design or pointing out the possible problems, educational ergonomics can be utilized to have positive impacts on the student performance and thus on education process. Laptops and tablet computers are becoming widely used by school children and beginning to be used effectively for educational purposes. As the latest generation of laptops and tablet computers are mobile and lightweight compared to conventional personal computers, they support student-centred interaction-based learning. However, these technologies have been introduced into schools with minimal adaptations to furniture or attention to ergonomics. There are increasing reports of an association between increased musculoskeletal (MSK) problems in children and use of such technologies. Although children are among the users of laptops and tablet computers both in their everyday lives and at schools, the literature investigating MSK activities and possible MSK discomfort regarding children using portable technologies is limited. This study reviews the literature to identify published studies that investigated posture, MSK activities, and possible MSK discomfort among children using mobile technologies (laptops or tablet computers) for educational purposes. An electronic search of the literature published in English between January 1994 and January 2014 was performed in several databases. The literature search terms were identified and combined to search the databases. The search results that the resources investigating MSK outcomes of laptop or tablet use of children are very scarce. This review points out the research gaps in this field, and identifying areas for future studies.  相似文献   

2.
Abstract The article considers the perceived prevalence of special educational needs in English primary schools and changes in this prevalence over two decades and relates these to issues in education policy, teacher practice and the concept of special educational needs. The studies considered are two major surveys of schools and teachers, the first conducted in 1981 and the second conducted in the same schools in 1998. Important features of both studies were their scale and the exceptionally high response rates achieved. Two central findings were the perception of teachers that special educational needs were widespread and of an increase in special educational needs over time: perceived levels of special educational needs were one in five children in 1981, which had risen to one in four children in 1998. Learning difficulties were by far the most common aspects of special educational needs but many children had multiple difficulties, and behavioural difficulties were seen by teachers as the main barriers to inclusion. The very high figures for prevalence raise questions about the continued usefulness of the concept of special educational need distinct from broader issues of achievement.  相似文献   

3.
The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. The current multiple case study investigated the practical considerations informing nine secondary school teachers’ decision-making processes regarding the use of tablet PCs. Stimulated recall interviews revealed 10 criteria underpinning teachers’ instructional decisions. Four criteria influenced the degree of congruence with teachers’ previous practices: familiarity, alignment with course content, opportunities to achieve (new) instructional goals efficiently, and compatibility with established pedagogical beliefs. Costs and benefits of tablet PCs were determined in terms of educational added value, lesson preparation requirements and potential disruptions to the learning environment. Finally, access to a solid technology infrastructure, supportive school policies and knowledge of how to effectively integrate tablet PCs with course content were identified as important pre-conditions for sustainable implementation. Overall, the results suggest that practical concerns constitute a critical element in teachers’ decision making, influencing not only teachers’ intention to adopt tablet PCs, but also the ways in which they use this technology to support instruction.  相似文献   

4.
The author reports on a pilot study aimed at identifying what items of educational media were available in selected schools in Ondo State, Nigeria, and the extent of their use. A twenty-eight item questionnaire was used to assess availability. use, attitude of principals and support for instructional media. Seventy-seven schools from different parts of Ondo State participated in the study. The results showed that these secondary schools were generally very poorly equipped with educational media and that the level of use was very low. The reasons for this are fourfold: economic, political, the lack of training and the lack of co-ordination among the agencies responsible. Recommendations include the rationalisation of small schools, a programme of workshops and seminars and the involvement of classroom teachers in the planning and production of educational broadcasts.  相似文献   

5.
In recent years digital technologies, such as tablet personal computers (TPCs), have become an integral part of a school's infrastructure and are seen as a promising way to facilitate students' learning processes. This study empirically tested a theoretical model derived from the technology acceptance model containing key constructs developed in previous research on the acceptance of technological innovations. On the basis of the research model, it was hypothesized that students' acceptance of tablet PCs could be explained by key constructs and could be distinguished in organizational, individual, and technological factors. The survey research was conducted in three German middle schools, involving a total of 120 students. Overall, participants' attitude toward the TPC positively predicted their behavioral intention to use the TPC and as such had the strongest direct influence. The findings emphasize the importance of understanding factors affecting students' attitudes in order to manage and influence the integration of TPCs in schools.  相似文献   

6.
在高师教学中开展研究性学习的意义和模式   总被引：4，自引：0，他引：4  
在中小学开展研究性学习,已被教育界普遍认同。作为培养中小学教师的师范院校,理应主动地参与、推进改革,积极进行教师教育专业化的探索,以适应中小学教育改革的要求。为此,高师教学必须突破传统教学的框架和模式,注重培养师范生的研究意识与能力,使他们在未来的学科教学中,能够渗透一定的研究性学习思想,进而培养中小学生的探究精神和能力。  相似文献   

7.
This comparative study explores the attitudes of children towards deaf children, children in wheelchairs and blind children in Greece and in the UK. A total of 463 children participated in this study, with 229 children from Greece and 234 children from the UK, in the fifth and sixth grades in primary schools. The views of the children were elicited with the use of an attitude scale. The roles of prior contact and current contact were examined. Results indicated that all children were positive towards the three categories of children and that girls were more positive than boys. Comparative findings showed that children's attitudes in the two countries differed in several ways. Children in Greece were more positive than children in the UK. However, children attending schools with special education units in Greece held more negative attitudes than children attending schools with special education units in the UK. Also, children in Greece who had prior contact with deaf children were less favourable towards deaf children compared with children in the UK. Furthermore, the results indicated that children held positive attitudes at a superficial level, expressing mostly social and emotional concern, and not a willingness to interact with these children. The findings stimulate a discussion regarding the impact of sociocultural characteristics upon children's attitudes towards children with special educational needs.  相似文献   

8.
ABSTRACT

In Tanzania, the education system focuses on schools and teachers as key educators of children, while little attention is paid to the home environment. This study examines motivational factors that may influence parental involvement at home and at school, using Hoover-Dempsey and Sandler’s model of parental involvement as a theoretical framework. Participants were 580 parents of Grade 2 children attending primary schools in three districts of Dar Es Salaam. Parents were invited at school to complete a questionnaire. Regression analyses showed that parents’ expectations for children’s school success predicted home involvement, next to parents’ perceived time and energy, child invitations and parents’ self-efficacy. School involvement was predicted by perceived time and energy, and school and child invitations. In a mediation model role construction had an indirect effect on school involvement through child and school invitations and perceived time and energy. Implications for educational policy are discussed.  相似文献   

9.
Much attention has focused on technology acceptance in the classroom, with little investigation into how parents make decisions about their children’s use of portable technology to support reading development in the home. Applying the Unified Theory of Acceptance and Use of Technology, this study identifies predictors of parents portable technology adoption intentions to support children’s reading development in the home. Participants were parents from two elementary schools within 46 classrooms in the southeastern United States. Phase one of data collection included 120 parents who responded to a validated survey that identified predictors and behavioral intention to adopt technology. The regression model explained 64% of parents have intentions to use portable technology to develop their children’s reading skills, with social influence and attitude as the most important predictors. Surveys indicated 99% of children used portable technology to support reading in the home, therefore phase two included explanatory interviews to examine adoption predictors. Interview data specified social influence ensued from the child’s school and parent community; attitude resulted from children’s affinity to use technology. Though parents’ intentions indicated continued portable technology use, parents preferred their child read print books. Interview data also revealed parents perceived an increase in performance expectancy when their child used portable technology. This study highlights the need for teachers and school administrators to be cognizant of educational requests on home learning, influences of the broader parent community on parent intentions to adopt educational technology, and children’s enjoyment reading with portable technology.  相似文献   

10.
A great deal has been written in the last several years about the use or lack of use of instructional systems design (ISD) in public schools. The general discussion has revolved around why ISD has not been accepted by public schools; why instructional design experts have not been hired by public school systems; and primarily what an educational technologist can do to change the situation. The focus of most discussions by educational technologists is: how can schools and teachers alter their practice to benefit from ISD? In this article, we maintain that one reason why ISD has not been adopted in schools is that there may not be a fit between the philosophies, needs, resources, and constraints of schools and the benefits of adopting ISD. We also argue that for ISD to have a significant influence in public schools, it must be accepted by teachers. The general question we ask in this paper is this: are we attempting to redesign schools and classrooms to accommodate our technologies with insufficient attention to the perceived needs of clients and to the consequences of adopting ISD? Our approach to answering this question was to search the literature to uncover perceived inconsistencies between ISD theory and practice on the one hand and teacher needs, wants, and practices on the other.  相似文献   

11.
This article reports the findings of a mixed‐method evaluation of a pilot educational programme undertaken with six to seven year olds in a sample of primary schools in England with the aim of increasing their awareness of and respect for diversity through theatre, workshops and related teacher‐led classroom activities. The qualitative feedback from the teachers involved was extremely positive and encouraging and an analysis of the actual impact of the pilot programme on the children’s attitudes and awareness, using an experimental design, demonstrated some positive effects. In particular, the programme was found to increase the children’s general awareness of diversity and their ability to recognize instances of exclusion. While not a planned objective of the pilot programme, the evaluation also examined whether it had any effects on the children’s attitudes to specific differences, in this particular case racial differences. Interestingly, however, no evidence was found of any change in the children’s racial attitudes. With this in mind the article suggests that there is a need to distinguish between the general and specific effects of such educational programmes. The article considers the implications of this for future work in the area and also stresses the need to begin undertaking more thorough and rigorous evaluations of such initiatives.  相似文献   

12.
Data-based decision-making has the potential to increase student achievement results. Data-based decision-making can be defined as teachers’ systematic analysis of data sources in order to study and adapt their educational practices for the purpose of maximizing learning results. Teachers must apply the findings from their data use to their personal teaching activities. Therefore, data-based decision-making may be influenced by individual teachers' psychological characteristics. The present study aimed to explore which psychological factors contribute to teachers’ data use in a Dutch primary school context. A questionnaire-based quantitative methodology was employed. We included the following psychological constructs: affective and instrumental attitudes, perceived control, social norms, self-efficacy, collective efficacy, and intentions regarding data use. Results of the path analysis showed that perceived control, instrumental attitude, and intention regarding data use all significantly influenced data use. Additionally, intention was found to be a mediator of the relation between affective attitude and data use. Interventions aimed at data-based decision-making should take these psychological factors into account to increase teachers’ implementation of data-based decision-making for instruction and, consequently, educational quality.  相似文献   

13.
高职实践教学与信息化手段相融合是现阶段职业教育研究的热点问题。研究学生在使用教育APP进行实践操作的影响因素及其实践成效,对高职高技能培养具有十分重要意义。通过技术接受模型(Technology Acceptance Model)对数据分析研究发现:感知有用性对行为意图具有负向影响,对使用态度影响不显著;使用态度对行为意图具有正向影响;感知易用性对态度、感知有用性具有显著正影响;教育APP在实践教学中对提升教学效果有重要作用;性别因素对教育APP的接受程度并无区别;班级规模对教育APP使用效果无显著影响。  相似文献   

14.
This articles discusses some of the findings of a small‐scale, localized, qualitative study involving children and young people identified and processed as young carers, that are providing ‘substantial care’ for an adult while in primary and/or secondary school. It explores their views on managing to ‘care more’ whilst at school and the role that teachers and schools do and could play in supporting them. The voices of young carers suggest that educational support should be available ‘as soon as’ children become primary carers. The interviewees were critical of the factors that they perceived compromised their ‘performance’ at school. Some implications of these findings for implementing strategies for carers in schools are discussed.  相似文献   

15.
Although the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined the long-term effects of schools over the past decades. In the present study, long-term effects of primary schools on the educational positions of students 2 and 4 years after starting secondary education are investigated. Moreover, it is examined which school factors play a role in this process. We specifically investigated whether effective primary schools make a difference in the long term. This study uses data from the longitudinal SiBO project, which followed 6,000 pupils in primary education in Flanders, Belgium, and has follow-up data during secondary education. Two-level models and cross-classified multilevel models show that primary schools have long-term effects on the educational positions of students in secondary education.  相似文献   

16.
This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females) from 116 secondary schools in the state. Teacher Classroom Assessment Practices Needs Questionnaire (TCANQ) and Teacher Attitude towards social studies Inventory were used for data collection in the study. Cronbach coefficient alpha of .81 and .93 were obtained as estimate of construct validity and internal consistency reliability for the Teacher Classroom Assessment Practices Needs Questionnaire and the Teacher Attitude towards social studies Inventory respectively. Independent t-test, one way analysis of variance and Pearson Product Moment correlation were used to test the hypotheses. Results indicated that gender and teacher qualification significantly influence perceived assessment practices needs of social studies teachers. Significant positive relationship was observed between years of teaching experience and expressed assessment practices needs; and between attitude towards social studies and assessment needs. It was concluded that factors such as years of teaching experience, attitude towards social studies, gender and educational qualification significantly influence social studies teachers perceive priority needs in assessment practices.  相似文献   

17.
基于计划行为理论,采用问卷调查法探究中小学英语教师在线教学行为意向以及相关影响因素。通过相关分析和回归分析,得出以下结论:行为态度、主观规范、知觉行为控制与在线教学行为意向均存在正相关关系;行为态度、知觉行为控制均能显著预测在线教学行为意向;主观规范对在线教学行为意向的预测不显著。研究表明:当教师对在线教学持积极的态度,且感知到进行在线教学的难度不高时,其在线教学行为意向就越强。  相似文献   

18.
There is continuing evidence of gender bias in the use of computers in schools. Boys' greater access and confidence is multidetermined; however, one factor is the nature of the packages themselves and the imagery they deploy. Unlike the computer games sector where images remain crudely sexist, educational software providers have developed software which use 'androgynous' humanoid figures where gender-stereotypical features are absent. There is, however, no social or cultural warrant for human representations which are non-gendered. We hypothesised that children would have no notion of genderless persons and would assign gender to the figures, reverting to male as norm, but that girls would be more likely than boys to identify androgynous computer characters as female. In our study we asked primary school children to talk about the images, making up names and describing them. Content analysis of the data was used and a gender constancy test was included as a check for validity. A small pilot study supported our hypothesis and the results from a larger scale study confirm that children identify neutral characters as male, but that girls are more willing to see them as female. We conclude that more research should be undertaken into the ways teachers can influence the child's perception of gender.  相似文献   

19.
This paper reviews the findings and wider policy implications of an evaluation of two pilot projects for the inclusion of disabled pupils from special schools into mainstream settings in a single English education authority. These included (a) paired Partnerships between schools, and (b) the use of special school staff and resources in a Support role within mainstream schools. The focus of the schemes was to promote the inclusion of those children with more complex impairments and health conditions not ‘easily’ included in mainstream settings. The research investigated the views and experiences of all stakeholders in the process, including pupils, parents, support staff, health professionals, teachers and senior managers. Although there was shared support for the principle of inclusion, there were significant differences of emphasis and concern among the different groups. In this paper, we review the commonalities and differences in these stakeholder views and highlight six key areas for evaluating process and outcome in the inclusion of disabled children. These findings are analysed within the wider context of UK educational policy and the inclusion literature. The paper concludes that although the pilot schemes under consideration had relatively little impact, they highlight a number of important tensions in the debate over inclusion, competition and managerialism in the British schooling system under the New Labour government.  相似文献   

20.
Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices – learning support and school climate – on the psychological and behavioural functioning (PBF) of students with SEN. We also examined the mediating effects of social participation and academic engagement. Questionnaires were distributed to 586 parents in 139 primary schools. The results of structural equation modelling (SEM) analysis show that perceived school climate has a direct effect on perceived PBF, while perceived learning support does not. Perceived learning support has two indirect effects on perceived PBF, with perceived academic engagement or social participation as a mediator. The findings have implications for the effective use of educational resources to support the inclusive education of students with SEN.  相似文献   

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