排序方式： 共有8条查询结果，搜索用时 156 毫秒
1
1.
2.
Sakunthala Yatigammana Ekanayake 《Learning, Media and Technology》2014,39(2):229-249
This article reports a study into how mobile phones could be used to enhance teaching and learning in secondary school science. It describes four lessons devised by groups of Sri Lankan teachers all of which centred on the use of the mobile phone cameras rather than their communication functions. A qualitative methodological approach was used to analyse data collected from the teachers' planning, observations of the lessons and subsequent interviews with selected pupils. The results show that using images and video captured on mobile phones supported the teachers not only in bringing the outside world into the classroom but also in delivering instructions, in assessing students' learning and in correcting students' misconceptions. In these instances, the way the images from the mobile phone cameras supported students' learning is explained using a variety of approaches to understand how images support learning. 相似文献
3.
S. B. Ekanayake 《Prospects》1980,10(4):504-511
4.
Integrating mobile phones into teaching and learning: A case study of teacher training through professional development workshops 
下载免费PDF全文
下载免费PDF全文 Sakunthala Y. Ekanayake Jocelyn Wishart 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):173-189
This paper presents the development and implementation of a professional development workshop series on integrating mobile phones into science teaching for a group of teachers in Sri Lanka. The series comprised a 3‐day Planning Workshop followed by implementation of the planned lessons in real classrooms and a subsequent 1‐day Reviewing Workshop. During the Planning Workshop, teachers were provided with a hands‐on‐session on the use of mobile phones in science teaching followed by collaborative lesson planning activities. The methodological approach taken to evaluating the initiative was qualitative, and data were collected using observations and fieldnotes. The data were analysed using thematic analysis techniques with the support of NVivo8 (QSR International Pty Ltd., Victoria, Australia) qualitative data analysis software. It was found that as professional development for teachers was provided separately as Planning and Reviewing Workshops, these workshops supported the teachers in recognising the educational potential of mobile phones, in learning how to use them in science teaching and learning, in changing their attitudes towards the use of mobile phones in teaching and in sharing knowledge and skills relating to mobile phone applications in science teaching and learning. 相似文献
5.
Mohan Chinnappan Madduma B. Ekanayake Christine Brown 《International Journal of Science and Mathematics Education》2012,10(4):865-887
Within the domain of geometry, proof and proof development continues to be a problematic area for students. Battista (2007) suggested that the investigation of knowledge components that students bring to understanding and constructing geometry proofs could provide important insights into the above issue. This issue also features prominently in the deliberations of the 2009 International Commission on Mathematics Instruction Study on the learning and teaching of proofs in mathematics, in general, and geometry, in particular. In the study reported here, we consider knowledge use by a cohort of 166 Sri Lankan students during the construction of geometry proofs. Three knowledge components were hypothesised to influence the students’ attempts at proof development: geometry content knowledge, general problem-solving skills and geometry reasoning skills. Regression analyses supported our conjecture that all 3 knowledge components played important functions in developing proofs. We suggest that whilst students have to acquire a robust body of geometric content knowledge, the activation and the utilisation of this knowledge during the construction of proof need to be guided by general problem-solving and reasoning skills. 相似文献
6.
Dilani Kanishka Abeyrathne Sakunthala Yatigammana Ekanayake 《The Reference Librarian》2019,60(1):14-28
Self-directed learning (SDL) has become a significant concept adopted by higher education institutions. In this context, academic libraries become an essential entity as they create these better learning environments. Therefore the present study aims to explore students’ perspective towards the usefulness of library resources for their learning approach, identify undergraduate satisfaction with library resources and services and their competency with some of the information literacy skills, and finally to investigate how academic libraries could support SDL in higher education. 相似文献
7.
This paper presents the findings of an investigation carried out in Sri Lanka to explore how mobile phones can support science teachers’ pedagogical practices throughout the teaching cycle of planning, teaching and evaluation. Data were collected using observation supported by audio and video recordings from both continuing professional development workshops where a group of teachers planned four science lessons that integrated mobile phones and the subsequent implementation of those lessons. Thematic network analysis, carried out on the data with the help of NVivo8 qualitative analysis software, showed how mobile phones were used and the issues involved. It concluded that mobile phones can support science teaching in a variety of ways, in particular with communication during planning lessons, with relating subject knowledge to authentic locations and activities during teaching and with image and data capture to support assessment and post-lesson reflection. The additional pedagogical practices and knowledge base required when integrating mobile phones into science lessons are discussed in the light of Shulman’s original model. 相似文献
8.
1