9,459 research outputs found

    Mediating towards digital inclusion: the monitors of internet access places

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    Local dynamics play a key role in individual and collective empowerment for digital literacy and citizenship. This paper presents the results and reflections from a broader investigation into the public Internet access places in Portugal in the inland municipalities of the country's coast, undertaken by ObLID Network. Specifically, we intend to reflect on the actual mission of these places and reveal the actual profile, activities and training needs of their monitors and coordinators. In the first stage of the empirical study, several documents available on the Internet Spaces Network are analyzed. In the second stage, a questionnaire was applied to monitors and coordinators of the Internet access places, in seventeen Portuguese municipalities. The research results warn of the need to redefine and clarify the social and educational value of Internet spaces, indicating that the dominant activities of monitors in the Internet access places do not induce the foster of literacy and digital inclusion of the most vulnerable groups. In this context, actions are proposed that can contribute to improving the mission of Internet places, as well as the training quality of their monitors and coordinators. Internet Access Spaces, made available by municipalities, should be used to promote digital literacy programs, for individuals and groups.info:eu-repo/semantics/publishedVersio

    Administrative support staff in schools : ways forward

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    The aims of the research were to establish: • the impact of administrative support in school; • how teachers employ any time released by the presence of extra administrative support; • how the effective use of administrative support, including teacher time released, can best be used to support pupil attainment

    The delivery of careers education and guidance in schools

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    Conditions for the successful implementation of teacher educator design teams for ICT integration : a Delphi study

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    Teacher educators often struggle to model effective integration of technology. Several studies suggest that the involvement of teacher educators in collaborative design is effective in developing the competences necessary for integrating information and communication technology (ICT) in teaching. In a teacher educator design team (TeDT), two or more teacher educators (re-)design curriculum materials together. For the successful implementation of TeDTs, conditions at both team and institutional levels have to be taken into account. However, there is little consensus among stakeholders about which of these conditions are of highest priority. Most studies present priority or critical conditions from the viewpoint of just one group (e.g., school leaders). A Delphi study was set up aiming at synthesising the knowledge and views of various stakeholders about the conditions for the successful implementation of TeDTs for ICT integration. Consensus about the importance of ten conditions was reached in the entire sample after three rounds. These conditions include a long-term vision, trust, ownership, time and supportive institutional policies

    Professional self-efficacy scale for information and computer technology teachers: validity and reliability study

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    This study aims at developing a valid and reliable scale to measure information and communication technology (ICT) teachers' self-efficacy related to the Turkish national framework of ICT competencies. For statistical procedures, data were respectively analyzed with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Furthermore, test-retest procedure was carried out to confirm the time invariance of the scale. EFA results revealed that the scale's seven-factor structure accounts for 65.90 percent of total variance. CFA results produced an acceptable statistical support for model-data fit between the observed item scores and the seven-dimension scale structure (X-2/df = 1.98, RMSEA = .073, CFI = .86). The standardized regression weights between the latent and observed variables ranged from .57 to .89 and Cronbach's alpha coefficient of the scale sub-dimensions ranged from .80 to .88. Besides, the item-scale correlations varied between values of .53 and .79. As a result, the developed scale is a likert questionnaire and composed of 33 five-point items with seven sub-dimensions

    Reviewing and constructing categories for educational technology professionals

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    National evaluation of the Primary Leadership Programme

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    The role of the initial teacher training co-ordinator: secondary headteachers' and ITT co-ordinators' perspectives

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    The roles of ITT co-ordinator (ITTC) and CPD co-ordinator have become well established in secondary schools in England. However there is usually a separation of responsibilities for these areas within schools. The introduction of a new Standards Framework and other government policies such as the remodelling of the workforce in schools (DfES, 2003, TDA, 2007a) provide schools with opportunity to revisit these roles. A consequence of remodelling has been a rapid expansion of support staff in schools to assist teachers and one aspect of this contractual change is that support staff are taking on administrative tasks, formerly done by teachers. A further aspect is that CPD Coordinators now have responsibility for staff development cross the wider workforce. During 2007, Schools have used remodelling as an opportunity to review their management structures throughout the school including the organisation of staff development and how the school is contributing to the training of new teachers. In this paper we consider how the role of the ITTC is changing using data from interviews with Head Teachers and ITTCs from a sample of secondary schools that are in partnership with Sheffield Hallam University. Data collection took place in April and May 2007.</p
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