Beyond the Classroom: A Framework for Growing School Capacity in a Digital Age     

Christine Anne Haynes  Kaye Shelton 《Journal of Research on Technology in Education》2018,50(4):271-281

Abstract

Rapid technological advancements promise unprecedented educational opportunities to foster student-centered and personalized learning, yet many schools are underprepared, lacking comprehensive organizational strategies for technology enhanced learning. This study sought to provide a framework to guide K-12 school leaders to build and evaluate digital-age school capacity by identifying essential criteria for digital learning in schools, resulting in the development of the Digital Learning Implementation Framework for Education (D-LIFE). Geographically dispersed digital learning experts contributed to a six-round Delphi study gaining consensus on 148 essential criteria for school administrators and policymakers to appraise strategic evaluation of technology implementation. When compared to prominent frameworks, D-LIFE confirmed high-level alignment with ISTE Essential Conditions, providing a comprehensive evaluation framework for K–12 schooling not addressed in prominent standards or frameworks.  相似文献   

试析团队式教学在电子设计类课程中的运用     

齐聪慧  先永利  郭奕 《教育教学论坛》2020,(17):265-266

电子设计类课程是一门综合性、应用层次的课程。这类课程要求学生结合硬件并编写程序实现对各种硬件的智能控制,最后实现具有实际应用价值的电子作品。一个学生完成作品难度很大,通常需要多人协作;而传统的"教师讲、学生练"的教学模式是不能够满足培养学生综合能力这一最终教学目标要求的,团队任务式教学是一种行之有效的教学模式。  相似文献   

干训教师提高素质的策略     

吴恒山 《大连教育学院学报》2007,23(2):34-39

干训教师是专门从事学校干部教育的专业人员,肩负着培养高素质干部的重任。在新形势下,为适应工作需要,干训教师应努力提高素质,做一个学习型教师、能力型教师、高效型教师、研究型教师、发展型教师和智慧型教师。  相似文献   

试论邢台区域开发     

张秀兰 《邢台学院学报》2002,17(4):38-40

根据邢台地理位置、自然条件、发展现状,综合分析区域社会经济发展水平的差异、资源开发利用程度、传统因素等,同时保持行政区划的完整性,将全市分为西部、中部、东部三个区域。对每个区域开发条件进行分析评价,指出各区开发方向和任务。在加快重点区域开发的同时,注意相临地区的合理配合和全区的整体布局,使全市社会经济和生态环境健康快速可持续协调发展。  相似文献   

结构不是数学的本质--评"我们应该如何认识数学的本质"     

郝一江 《数学教育学报》2004,13(1):36-41

数学的本质作为一个认识论问题,它回答的是数学的经验性与理论性(或演绎性)的关系.它不同于研究数学对象及其存在性、客观性的本体论,以及研究数学方法的方法论,更有别于研究数学的社会──文化性质的数学社会学.但是,黄秦安先生未弄清这些基本概念和范畴,以及诸如社会存在与社会意识、数学对象的客观性、逻辑证明与实践检验等概念和关系,不能自圆其说.  相似文献   

Leadership situations in academic departments: Relations among measures of situational favorableness and control     

Norman E. Groner 《Research in higher education》1978,8(2):125-143

Measures of attributes of leadership situations faced by chairmen in academic divisions and departments were theoretically and empirically related. Measures of task structure and member relations were derived from Fiedler's (1967) Contingency Model of Leadership, and measures of total control and relative control were derived from Tannenbaum's (1967) Control Graph Theory. Two correlational studies using samples of community college divisions and university departments indicated that hypotheses derived from research undertaken in business and military settings were not generally supported in higher educational settings. Consistent findings across both studies indicated that high task structure (faculty homogeneity and academic task structure) is associated with better member relations and greater cooperation on administrative matters. Implications for administrators are briefly discussed.  相似文献   

‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education     

Tessa De Leur  Carla Van Boxtel  Arie Wilschut 《British Journal of Educational Studies》2017,65(3):331-352

Tasks which invite students to identify with historical actors and describe their perspectives are a common phenomenon in history education. The aim of this study is to explore the differences in students’ answers when completing a writing task in first person (‘imagine you are in the past’) or in third person (‘imagine someone in the past’), or a task in which such imagination is not explicitly asked. Furthermore we investigated the effects of the type of task on topic knowledge and situational interest. Students in Dutch secondary education (N = 254) participated by completing a task on the Dutch Iconoclasm. Our analysis of student answers focused on aspects of historical empathy: historical contextualization, affective elements and perspective taking.

Results were that all students gained some knowledge from the task, regardless of the type of task they completed. Students’ situational interest also did not differ between the three tasks. However, students’ written work showed that the first- and third-person writing tasks stimulated students to imagine concrete details of the past and emotions of historical actors. Students who were not explicitly asked to imagine themselves or someone in the past included more perspectives into their writings. Students who completed the task in first person tended to show more presentism and moral judgements of the past than students who completed a task in third person.  相似文献   

Judging quality in peer research: a comparison of adult- and peer-led focus groups in a Kenyan context     

Fiona Wairimu Ngarachu 《International Journal of Research & Method in Education》2016,39(1):92-112

Peer research has been recognized as an important strategy. As with other qualitative approaches, one issue that is often raised is how do we judge the quality of such methods? This paper argues that one of the ways we can do this is by comparing the data collected through participatory methods with that collected with other research strategies within the same research context. This was done through a qualitative study which investigated student's attitudes towards ethnicity and politics in two secondary schools in Kenya. A research design was developed using focus-group discussions where half of the focus groups were led by an adult researcher and the other half by a student researcher. The paper will compare the data collected from these two kinds of focus groups using the framework method in order to illustrate that peer research produces high-quality data comparable to that collected using other means. Moreover, the paper will use reflections from the process to show that one other way that we can judge the quality of peer research is through the benefits that accrue not only to the peer researchers such as skills development but also to the adult researchers, for example greater reflexivity.  相似文献   

基于Struts框架的Web应用国际化研究     

陈万华 《教育技术导刊》2006,(15)

从软件国际化与本地化的概念与区别着手,探讨了Struts框架实现Web应用国际化的原理并给出了相关的实现技术。  相似文献   

浅谈信息技术课教学模式     

唐宜英 《襄樊职业技术学院学报》2005,4(3):105-106

信息技术课是一门实践性很强的课程，教师不能局限于传统的教与学的模式，要善于利用任务驱动，围绕任务展开教学，这是教师上好信息技术课的关键。教师在教学全过程中，以若干个具体任务为中心，设计任务、围绕任务实施教学、引导学生完成任务。  相似文献