35,919 research outputs found
Supporting strategic cultural change: The Strathclyde learning technology initiative as a model
This paper describes the strategies being developed at the University of Strathclyde in response to the vision in the Dearing Report of a learning society in which Communication and Information Technology (C&IT) is central to students' learning experiences. The Strathclyde Learning Technology Initiative aims to support strategic change in the development and use of new learning technologies to improve the quality and efficiency of teaching and learning within the University. In order for a major cultural shift in teaching and learning to take effect there are three main areas that need to be addressed: (i) many academics still work within a traditional teaching framework and believe that these methods can simply be transferred to the Web, (ii) students who have been taught in a traditional teaching environment need support in acquiring new learning skills for an electronic learning environment, and (iii) new methods of learning and teaching can only be successfully integrated within the environment of a supporting infrastructure and institutional climate. These key elements are further explored, drawing on the lessons learned from the implementation of the Initiative, and suggestions are made for ways of surmounting the barriers to the uptake of C&IT perceived by academics
Integrating Technology With Student-Centered Learning
Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications
Educating English as a New Language Students Using a Multimedia Based Approach: How Educators Can Assist ENL Students in the Mainstream Classroom
This project will delve into the realm of English as a New Language (ENL) in the mainstream classroom. The main research will be conducted in a secondary school setting, specifically a freshman level English class. This research will be based on observation and interaction with both students and educators. The main topic being explored will be the theory that ENL learners can be educated successfully right alongside their peers through the use of multimedia platforms such as images to accompany lessons, and iPad apps. The research will investigate how students are currently learning in mainstream classrooms and how this can be changed to benefit them in an ideal, different, more media friendly environment. Too often ENL learners are expected to perform using the same tools as their peers, when there is a great need for a different way for them to learn. This research project will culminate in a presentation of an action research based approach to the subject, presented at the Undergraduate Research Conference at Butler University
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Technology-enhanced Personalised Learning: Untangling the Evidence
Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students
Engaging the 'Xbox generation of learners' in Higher Education
The research project identifies examples of technology used to empower learning of Secondary school pupils that could be used to inform students’ engagement in learning with technology in the Higher Education sector.
Research was carried out in five partnership Secondary schools and one associate Secondary school to investigate how pupils learn with technology in lessons and to identify the pedagogy underpinning such learning. Data was collected through individual interviews with pupils, group interviews with members of the schools’ councils, lesson observations, interviews with teachers, pupil surveys, teacher surveys, and a case study of a learning event.
In addition, data was collected on students’ learning with technology at the university through group interviews with students and student surveys in the School of Education and Professional Development, and through surveys completed by students across various university departments.
University tutors, researchers, academic staff, learning technology advisers, and cross sector partners from the local authority participated in focus group interviews on the challenges facing Higher Education in engaging new generations of students, who have grown up in the digital age, in successful scholarly learning
Exploring Literacy In Our Own Backyard: Increasing Teachers’ Understanding of Literacy Access through Community Mapping
Teachers develop a greater understanding of children when they leave their classrooms and become learners in the community. This article describes a project involving both pre-service and in-service teachers as they practice action research at community sites, such as a local homeless center, and then use these authentic experiences to inform their teaching
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