Students’ experiences of learning with iPads in upper secondary school – a base for proto-TPACK     

Sini Kontkanen  Patrick Dillon  Teemu Valtonen  Lasse Eronen  Hannu Koskela  Pertti Väisänen 《Education and Information Technologies》2017,22(4):1299-1326

This research focuses on Finnish students’ (n?=?84) experiences of using personal iPads in their studies through 3 years of upper secondary schooling. It is based on results from one of the first schools in Finland where all the new students were provided with iPads at the start of their studies. Data consists of: (i) 127 short stories written by students about how they would advise a new teacher and a new student to use iPads in teaching and learning, and (ii) four group discussions on the same topics. Qualitative thematic analysis of the data was guided by the TPACK framework. Results suggest that: (i) teachers’ pedagogical approaches changed little in response to the new devices and remained largely teacher-centred, and (ii) students do not have the confidence to radically change learning styles to take advantage of the affordances of the devices. The value that iPads add to teaching and learning is difficult to quantify because of the complex and often conflicting factors involved. Overall, the findings imply that teachers’ TPACK is generally resistant to change and students’ proto-TPACK is insufficiently developed to initiate change. An approach that systematically develops both students’ and teachers’ TPACK is advocated.  相似文献   

STEM in England: meanings and motivations in the policy arena     

Vicky Wong  Justin Dillon  Heather King 《International Journal of Science Education》2016,38(15):2346-2366

STEM, an acronym for Science, Technology, Engineering and Mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study’s contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation together with semi-structured interviews with key contributors to the science and mathematics education discourse. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger-advantage dichotomy to participation in STEM being perceived by the mathematics educators. Early aims of the STEM agenda, including increasing diversity, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all.  相似文献   

On Becoming Allies: A Qualitative Study of Lesbian‐, Gay‐, and Bisexual‐Affirmative Counselor Training     

Frank R. Dillon  Roger L. Worthington  Holly Bielstein Savoy  S. Craig Rooney  Ann Becker‐Schutte  Rachael M. Guerra 《Counselor Education & Supervision》2004,43(3):162-178

The authors present a qualitative analysis of a process by which a research team of counselors‐in‐training confronted their heterosexist biases while investigating heterosexual attitudes toward sexual minorities. Members of the research team discovered that it was essential to reflect on and evaluate their attitudes, assumptions, and biases before they could conduct scientific research about affirmative attitudes toward lesbian, gay male, and bisexual male and female individuals. Self‐reflective narratives written by each research team member were analyzed using consensual qualitative research methodology. Results yielded 10 general categories or themes. Implications for counseling theory, training, and future research are discussed.  相似文献   

Education for sustainable development: A Sino-English comparative study in environmental education     

Zhu Huai-xin  Justin Dillon 《浙江大学学报(A卷英文版)》2001,2(3):342-347

In the People’s Republic of China and England, the Government has devoted much attention in recent years to environmental education. the approaches taken in both countries differ, however. The paper looks at some of the similarities and differences that exist and the reasons for them. In particular the paper looks at policy issues as well as practical aspects of environmental education. The idea of Education for Sustainable Development, which is referred to more in England than in China, is critically examined. Project(D09702) supported by the State Education Ministry for the “Ninth Five-Year” Plan.  相似文献   

Evaluation research in distance education     

Connie Dillon  Charlotte Gunawardena 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(3):181-194

Although research supports the use of telecommunications in distance education, the more important question 'how best to use telecommunications in a given situation' has largely eluded researchers. This is due to the failure to link questions generated by the problems of practice with the theoretical constructs contributing to the understanding of the phenomena of distance education. The debate has occurred on two levels, the first relating to research design issues and the second to the conceptualisation of researchable questions. The authors address both levels from the vantage point of third generation telecommunications technologies. They offer a model for linking research and evaluation in distance education.  相似文献   

Neuropsychological correlates of vocabulary, reading, and working memory in deaf children with cochlear implants   总被引：1，自引：0，他引：1  

Fagan MK  Pisoni DB  Horn DL  Dillon CM 《Journal of deaf studies and deaf education》2007,12(4):461-471

The performance of deaf children with cochlear implants was assessed using measures standardized on hearing children. To investigate nonverbal cognitive and sensorimotor processes associated with postimplant variability, five selected sensorimotor and visuospatial subtests from A Developmental Neuropsychological Assessment (NEPSY) were compared with standardized vocabulary, reading, and digit span measures. Participants were 26 deaf children, ages 6-14 years, who received a cochlear implant between ages 1 and 6 years; duration of implant use ranged from 3 to 11 years. Results indicated significant correlations between standard scores on the Design Copying subtest of the NEPSY and standard scores on vocabulary comprehension, reading, and digit span measures. The results contribute to our understanding of the benefits of cochlear implantation and cognitive processes that may support postimplant language and academic functioning.  相似文献   

Book reviews     

Justin Dillon  Alun Morgan 《Environmental Education Research》2008,14(3):374-381

  相似文献   

Infants with illness     

Joyce F. Dillon  Martha Wilson 《Early Childhood Education Journal》1985,13(2):6-8

One of the prevalent concerns of day care workers is dealing with sick infants and toddlers. Many health problems can be treated early before complications develop if day care providers recognize symptoms or warning signs.Joyce F. Dillon is an Associate Professor in the School of Nursing at Georgia State University in Atlanta. Martha Wilson is a Graduate Student in the Nursing School.  相似文献   

The role of achievement,gender, SES,location and policy in explaining the Indigenous gap in high-school completion     

Melissa Schellekens  Joseph Ciarrochi  Anthony Dillon  Baljinder Sahdra  Robert Brockman  Janet Mooney  Philip Parker 《British Educational Research Journal》2022,48(4):730-750

Internationally, there is a gap in high-school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high-school completion between Australian Indigenous and non-Indigenous rates, and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap is significant, is mostly a function of differences in academic achievement, but varies by socioeconomic status (SES) and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not for Indigenous students. Conversely, rural and poor non-Indigenous students appeared to have dropout rates as large or even larger than similarly poor and rural Indigenous youth. Overall, the results suggest the need for a more nuanced perspective on ‘Indigenous gaps’ in educational attainment.  相似文献   

Communicating science to students: Investigating professional botanic garden educators' talk during guided school visits     

Junqing Zhai  Justin Dillon 《科学教学研究杂志》2014,51(4):407-429

  相似文献