Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge     

Sini Kontkanen  Patrick Dillon  Teemu Valtonen  Sami Renkola  Mikko Vesisenaho  Pertti Väisänen 《Education and Information Technologies》2016,21(4):919-943

Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning. The notion of teachers’ technological pedagogical knowledge (TPK) is central to this concern. In this study we use the responses of 146 pre-service teachers to open-ended questions about the experiences and knowledge of ICT and pedagogy they brought with them when they entered university teacher training. The data were analysed qualitatively with content analysis based on an integrative framework generated from a number of theoretical perspectives. Derived categories and subcategories were used to construct a framework for ‘proto-TPK’ as a basis for establishing a starting point for the coordinated development of TPK with students in their university training and early careers.  相似文献   

Hand Wringing in Paradise: Scholarly Communication and the Intimate Twinges of Conscience     

Dennis Dillon 《图书馆管理杂志》2013,53(6-7):609-625

ABSTRACT

Scholarly communication today is in the midst of a healthy and long running crisis that has been good for libraries, good for scholars and good for publishers. It is a reflection of a hypercompetitive academic environment and a ruthless academic winnowing and reward system. Large commercial publishers have successfully manipulated this system with the complicity of library consortia, which has led in turn to the birth of the expensive and at times counter-productive open access movement that later reached its nadir with the problematic SCOAP (Sponsoring Consortium for Open Access Publishing in Particle Physics) episode. In our obsession with navel gazing we have forgotten the decisive role that China will play in future developments in scholarly communication.

This article originally published in Journal of Library Administration, Vol. 51, Issues 5–6, pages 415–431, 2011. doi:http://dx.doi.org/10.1080/01930826.2011.589335.  相似文献   

BOOK REVIEWS     

Alan Peacock  Sue Johnson  John Parry  Justin Dillon 《Environmental Education Research》2007,13(3):409-417

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Issues in case‐study methodology in investigating environmental and sustainability issues in higher education: towards a problem‐based approach?     

Justin Dillon 《Environmental Education Research》2004,10(1):23-37

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Sexuality Sensitive Schooling     

Nate McCaughtry  Suzanna Rocco Dillon  Elizabeth Jones  Sara Smigell 《Quest (Human Kinetics)》2013,65(4):426-443

American schools, especially their physical education and sport programs, provide some of the most hostile social geographies in all of society for gay youth. With the aim of transforming schools toward more democratic and sexuality sensitive institutions, this paper reviews the literature on sexuality and education. In the review, three themes, critical for educators pursuing sexuality sensitive change in schools, are presented. These themes include the following: cultural experiences of gay and lesbian youth in the home, community, and school; consequences of sexuality-based victimization; and the role that physical education teachers and sport coaches can play in fostering sexuality sensitive schooling.  相似文献   

Collaborating and creating on music technologies     

Teresa Dillon 《International Journal of Educational Research》2003,39(8):893

Across all UK secondary school subject areas the proliferation of information and communication technologies (ICTs) has changed the nature of learning. Music education now includes the use of digital tools, such as programmable keyboards and computers, as key learning and music making instruments. Despite such usage there is relatively little understanding of the kinds of musical experiences and interactions such instruments might support. This research note discusses the outcomes of a series of studies that explored the processes employed by 42 young people (30 dyads, 12 triads; 11–17 years) when using a pre-recorded sample software package called eJay (http://www.ejay–uk.com). The results provide an overview of the kinds of collaborative creative thinking process the young people engaged in, and how important the processes of discovery and exploration were to their shared discussions. This research note briefly examines the importance of understanding open-ended tasks and computer supported collaborative creativity for learning.  相似文献   

University declarations of environment and climate change emergencies     

Justin Dillon 《Environmental Education Research》2019,25(5):613-614

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‘Voodoo maths’, asymmetric dependency and maths blame: why collaboration between school science and mathematics teachers is so rare     

Victoria Wong  Justin Dillon 《International Journal of Science Education》2019,41(6):782-802

Mathematical reasoning and tools are intrinsic to science, yet the close and dependent relationship science has to mathematics is not reflected in either school education or science education research. This paper asks what the barriers are to a mutually beneficial relationship between the two disciplines. A two-phase qualitative interview study was used to explore the relationship between school science and mathematics education through the perspectives of science and mathematics education policy-makers and of teachers in departments which are unusual in collaborating. In total there were 36 participants. Interview data were analysed using thematic analysis. Findings show that there is an asymmetry in the dependency between school science and mathematics: science is dependent on mathematics but the reverse is not true. We discuss three consequences of this asymmetric dependency: there is greater benefit for science from any collaboration; ‘maths blame’ can arise from science teacher frustration; and science educators may believe they should have some ownership of the mathematics curriculum. Asymmetry of dependency, and therefore of benefit, will make it very difficult for mathematics and science to work together in a way which is genuinely mutually beneficial.  相似文献   

Shifting to Curricular Approaches to Learning beyond the Classroom          下载免费PDF全文

Kathleen G. Kerr  James Tweedy  Keith E. Edwards  Dillon Kimmel 《About Campus》2017,22(1):22-31

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Cognitive complexity and duration of classroom speech     

J. T. Dillon 《Instructional Science》1983,12(1):59-66

Analysis of speech patterns in 27 high school discussion classes revealed that both teachers and students, and both males and females, took an increasingly longer time to express successively higher-cognitive types of utterances. Student utterances, though systematically briefer, followed precisely the same pattern as teacher utterances. The results suggest that duration of speech is related to level of cognition.  相似文献