3,291 research outputs found

    Methodological approaches to comparing pedagogical innovations using technology

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    The study of educational innovations has become increasingly important in education research as many countries around the world have embarked on education reforms that aim to change both the goals and practices in education. There is also a general expectation that such innovations can be leveraged or supported by the use of information and communication technology (ICT) in the learning and teaching process. However, comparative studies of innovations are relatively rare. SITES M2, as an international comparative study of innovative pedagogical practices involving 28 participating systems, thus faced important methodological challenges the solution of which was no less an innovation in itself. This paper examines the methods of analysis used and the kind of research findings that resulted from the work of three research teams that had conducted comparisons of the case studies of innovation collected, including the work of the SITES M2 International Coordinating Centre (ICC). Even though all three studies attempted to examine similarities and differences across multiple case studies, the analysis conducted by the ICC looked for characterizations of the innovations while the other two studies developed meaningful ways to compare the cases in terms of "levels of innovation" across a number of dimensions. In discussing the methodological differences across these studies, this paper pays special attention to how one could compare different innovations in terms of their levels or extents of innovation and what such comparisons may contribute to our learning from technology-supported education innovations. © 2005 Springer Science + Business Media, Inc.postprin

    Factors affecting ICT policy implementation in rural Namibian schools

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    A ZJER study on factors limiting the implementation of ICT technologies in rural Namibian schools.ICT provision is often limited in scope to allow optimal usage of education systems. A study to investigate factors that affect ICT Policy implementation in Namibia was conducted in 2010. In order to describe the rural area situation with regard to ICT implementation in the education sector, a quantitative approach was used to collect data from a sample 137 science teachers and 107 principals out of the 163 participating secondary schools in three rural regions. In this research school level data were used to identify the factors that affect ICT implementation in rural area science classrooms in Namibia. The results show that the implementation is enormously affected by leadership of the principals, lack of expertise as well as general use ofICT by the science teachers. The results might influence policies on ICT use and how ICT is to be used in the future at classroom level

    Comparing Pedagogical Innovations

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    Innovation seems to be a constant – and necessary – theme in education. A common underlying rationale is that changes in education of all levels and types prepare citizens for life in the knowledge society. The contexts include intensifying globalisation, progressively shorter half-lives of knowledge, and economic competitiveness which requires increased collaboration and different ways of working (Hershock et al. 2007; Scardamalia & Bereiter 2010). As the creation and dissemination of knowledge are perceived to be of paramount importance, education requires new goals and processes. This view is applicable both in economically advanced countries (e.g. European Round Table of Industrialists 1997; OECD 2004) and in less developed countries (e.g. UNESCO 2003; Kozma 2008)

    Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy

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    With the ongoing innovation of instructional technologies there has been an emerging call to examine what types of knowledge teachers require to survive in the era of cloud pedagogy. In response to this call we proposed a research model – TLPACK – which is based on technological pedagogical content knowledge (TPACK), information communication technologies - technological pedagogical content knowledge (ICT-TPCK), and education technology, pedagogy and didactics, academic subject-matter discipline, educational psychology and educational sociology knowledge (TPACK-XL), to explore the types of knowledge that teachers at various levels – from kindergarten to post-secondary level – should equip themselves with in detail. TLPACK consists of five constructs (technology knowledge, learner knowledge, pedagogy knowledge, academic discipline, content knowledge, and context knowledge) but in total the TLPACK scale comprises 39 items. All items were converged based on the viewpoints of five experts from academia and practice following six rounds of the Delphi method, and the finalised version was prepared for reliability and validity examination. Proportional stratified sampling was adopted to conduct a questionnaire survey among teachers from kindergarten to post-secondary levels in Taiwan (n = 301). Rigorous statistical analyses were undertaken to examine the reliability and validity of this new model. Based on the results of statistical analyses, including item analysis, exploratory factor analysis, and confirmatory factor analysis, it is reasonable to state that the proposed TLPACK scale has good reliability and validity for practical use. The conclusion and limitations of this study were drawn based on the extracted results, and suggestions for future study are reported at the end of this report.Keywords: Delphi method; hospitality education; ICT-TPCK; TLPACK; TPACK; TPACK-X

    Development and Transfer of Technological Pedagogical Content Knowledge (TPACK) of Special Education Teachers

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    This dissertation presents findings of three studies investigating the development and transfer of TPACK of pre-service and in-service elementary school special education teachers. The dissertation is presented in a non-traditional format including an introduction, three manuscripts submitted for journal publication, and a summary chapter. The purpose of the first study was to analyze development of TPACK of pre-service elementary special education teachers enrolled in a graduate level pedagogy course Integrating Technology in Mathematics and Science Instruction in Special Education and Inclusive Classrooms in a New York City public college. The study’s research question was to find out whether the TPACK- based course affects TPACK and basic TPACK domains of pre-service special education teachers’ knowledge: TK – technological knowledge, PK – pedagogical knowledge, and CK – content knowledge. The paired sample t-test indicated significant gains in teachers’ TPACK, however there were no significant changes in PK, TK and CK. The first study raised questions of whether the TPACK basic domains are independent of the TPACK domain. The purpose of the second study was to investigate the question raised in the first study i.e., whether TK, PK, and CK are independent constructs in the TPACK framework and to develop instruments for assessing the basic domains of the TPACK. Exploratory and confirmatory factor analyses suggested that the TPACK construct is independent from TK, PK, and CK. Multiple linear regression showed that TK, PK and CK are not predictors of the TPACK for this population. The purpose of the third study was to analyze TPACK development and a learning trajectory of a single pre-service elementary special education teacher and TPACK transfer from this course to the teaching during the induction to teaching year. It was noted that the graduate pedagogy course played a critical role in developing pre-service teacher’s TPACK. The study suggested several internal (teacher’s attitude towards using technology and preparedness – teacher’s comfort with using technology) and external (access to technology and school support) factors affecting transfer of teacher’s TPACK from her pre-service to in-service teaching experience

    E-Learning

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    E-learning enables students to pace their studies according to their needs, making learning accessible to (1) people who do not have enough free time for studying - they can program their lessons according to their available schedule; (2) those far from a school (geographical issues), or the ones unable to attend classes due to some physical or medical restriction. Therefore, cultural, geographical and physical obstructions can be removed, making it possible for students to select their path and time for the learning course. Students are then allowed to choose the main objectives they are suitable to fulfill. This book regards E-learning challenges, opening a way to understand and discuss questions related to long-distance and lifelong learning, E-learning for people with special needs and, lastly, presenting case study about the relationship between the quality of interaction and the quality of learning achieved in experiences of E-learning formation

    ICT SPECIALIST SKILLS AND KNOWLEDGE – BUSINESS REQUIREMENTS AND EDUCATION

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    This paper describes partial results of surveys realized among Czech universities and business units which aim has been to analyze current situation in demand and supply side of ICT (Information and Communication Technologies) specialists at the labor market in the Czech Republic. The demand and supply side are compared through their requirements on knowledge of ICT specialists. The results present typical “product” of Czech education system in ICT competencies. General conclusions show that majority of undergraduates do not have appropriate knowledge profile to enter ICT corporate business as qualified employees - ICT specialist - without further additional training. The same fact is valid for a little less than a half of graduates at master level. During quantitative analysis, we have identified that at about 60 per cent of ICT specialists did not pass a formal ICT education. These facts show lacks in ICT oriented study programs and provoke requirement on further development of ICT oriented curricula in accordance to business requirements and needs

    Promoting Effective Digital-Age Learning: A European Framework for Digitally-Competent Educational Organisations

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    Digital technologies are being incorporated in exciting and promising ways at all levels of education. To consolidate progress and to ensure scale and sustainability education institutions need to review their organisational strategies in order to enhance their capacity for innovation and to exploit the full potential of digital technologies and content. This report presents the European Framework for Digitally-Competent Educational Organisations (DigCompOrg). This framework can facilitate transparency and comparability between related initiatives throughout Europe and play a role in addressing fragmentation and uneven development across the Member States. The primary purposes of DigCompOrg framework are (i) to encourage self-reflection and self-assessment within educational organisations as they progressively deepen their engagement with digital learning and pedagogies (ii) to enable policy makers to design, implement and evaluate policy interventions for the integration and effective use of digital learning technologies.JRC.J.3-Information Societ

    Az innováció értelmezése az oktatásban az információs és kommunikációs technológia vonatkozásában

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    A tudomány és a gazdaság világában, valamint a mindennapi életben is gyakran használatos az innováció fogalma, melyet a hétköznapi szóhasználatban az új ötletek, új eszközök bevezetéséhez, használatához, egy folyamat, rendszer megújításához kötünk. Az innováció jelentheti a dolgok átalakítását, megújítását, új termékek, produktumok létrehozását, de mindenképpen tartalmazza a változás mozzanatát. A fogalom meghatározásakor fontos figyelembe venni azt a kulturális és történeti kontextust, melyben vizsgálódunk, mert ami az egyik társadalmi környezetben innovációnak minősül, lehet, hogy a másikban nem az

    Diverse Approaches to Developing and Implementing Competency-based ICT Training for Teachers: A Case Study

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    In this highly connected and rapidly changing world, there is no doubt that teachers play a key role in successfully integrating ICT into education. Realizing the importance of teachers’ capacity to do this, governments, teacher education institutions, the private sector, and NGOs alike provide training opportunities – ranging from the skills needed to use a particular software, to integrating educational technologies, to innovating teaching to promote 21st century skills. However, more often than not, teachers’ actual use of ICT in the classroom is reported as incremental, merely reinforcing traditional teacher-centred approaches by using slides and drill-and-practice exercises. Teachers’ use of ICT to actually innovate teaching is an exception rather than the norm. From the policy perspective, facilitating ICT-pedagogy integration in school education takes more than sporadic professional development, requiring more systematic policy-level changes to create an enabling environment. Research also shows that an essential condition to foster innovative teaching and learning is a close alignment between what the policy envisions and what actually happens in the classrooms. Inadequate monitoring of teachers’ development and their integration practices of ICT have also been raised as reoccurring concerns. With the formal adoption of the 2030 Agenda for Sustainable Development at the United Nations General Assembly in September 2015, Member States are asked to abide by the Education 2030 Framework for Action that underscores the central role of teachers in achieving the new set of education goals. In line with this Framework, all governments are enjoined to ensure that by 2030, all learners are taught by qualified, professionally trained, motivated, committed, and wellsupported teachers who use relevant pedagogical approaches. Accordingly, one of the major focus areas for the governments is equipping teachers with the competencies through quality teacher training and continuous professional development, alongside favourable working conditions and appropriate support. In response to this, UNESCO Bangkok has implemented the ‘Supporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration’ project. Supported by Korean Funds-inTrust, this project encourages governments to enact systematic policy-level changes. They include reforming teacher training and professional development programmes into competency-based ones, whereby teacher development is systematically guided, assessed, monitored and tracked at policy and institutional levels. As part of the project, UNESCO Bangkok gathered four exemplary cases which took diverse approaches to developing and implementing competency-based ICT training and development for teachers. This publication is to take stock of different frameworks, models, processes, and reference materials that are used in developing and implementing national ICT competency standards for teachers and to provide step-by-step references for countries or organisations that wish to develop and implement competency-based teacher training and development. We hope that this collection of case studies, with varying approaches, will provide policy-makers with sufficient background and models to develop and implement ICT competency standards for teachers within their respective contextsUNESCO, Korean Funds-in-Trus
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