15,892 research outputs found

    Evaluation of the ICT Test Bed project: final report, June 2007

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    The report describes three strands of evaluation used in the review of the 2006 outcomes from ICT Test Bed and the findings from each strand. a) Quantitative data: Benchmarking of changes in performance on national tests against matched comparator schools and national averages; b) Qualitative data: Site visits including classroom observations, interviews with local authority managers, head teachers, teachers, administrative staff, technicians and students; and c) Document analysis

    Evaluation of the DfES ICT Test Bed Project: annual report 2004

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    Leading change 2: learning from schools of ambition

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    A review of the research literature relating to ICT and attainment

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    Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature

    Success through STEM one year on

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    Transforming pre-service teacher curriculum: observation through a TPACK lens

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    This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

    Teaching and learning in virtual worlds: is it worth the effort?

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    Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

    An investigation of the research evidence relating to ICT pedagogy

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