84,196 research outputs found
Developing NQTs e-pedagogies for inclusion
Report of a project to develop e-pedagogies for inclusion
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The Challenge of Assessing Reflection: The Open University's Access Programme
How can I use video to improve teacher engagement with my school’s abundant ICT equipment?
This paper examines how video can be used to enhance teacher engagement with ICT as a teaching tool. The Connect School Project, South Dublin County Council’s ubiquitous computing initiative, equipped St. Aidan’s with a vast amount of information and communication technologies (ICT). A review of appropriate literature indicated that the use of such technologies in class could lead to effective teaching and learning environments, increase student self-esteem and could bridge the ‘digital-divide’ that might exist between students in disadvantaged areas and those in more affluent communities. Through two cycles of enquiry, I planned and produced a video which modelled how the laptops and associated hard and software could be used effectively in class. The video aimed to represent all stakeholders in the school: management, teachers and students. In this way a top-down endorsement of the use of ICT as a teaching and learning tool was communicated. I feel that if teachers are to embrace the use of technology in class, pedagogical as well as technical support must be provided. Using video to model effective practice could be an ideal way to provide such support
Working collaboratively on the digital global frontier
An international online collaborative learning experience was designed and implemented in preservice teacher education classes at the University of Calgary, Canada and the University of Southern Queensland, Australia. The project was designed to give preservice teachers an opportunity to live the experience of being online collaborators investigating real world teaching issues of diversity and inclusivity. Qualitative research was conducted to examine the complexity of the online collaborative experiences of participants. Redmond and Lock’s (2006) flexible online collaborative learning framework was used to explain the design and the implementation of the project. Henri’s (1992) content analysis model for computer-mediated communication was used for the online asynchronous postings and a constant comparative method of data analysis was used in the construction of themes. From the findings, the authors propose recommendations for designing and facilitating collaborative learning on the digital global frontier
Future Community-Based Ecotourism (CBET) development
Ecotourism is an alternative form of tourism and is usually confused with natural and cultural tourism.CBET is fast becoming a popular biodiversity conservation tool that develops and benefits the local community. Based on the context of conservation theory and practice, Community-Based Ecotourism (CBET) is a form of community-based natural resource management. However, a sustainable CBET development through Community Capacity Building (CCB)programs is not something that it easily achievable. Local community’s capacity varies from one culture to another. It takes a high level of community participation, in order for it to come to a level where the community members themselves are motivated to participate and contribute to the development of the program. This fully qualitative research involved 15 respondents from the community of Kg. Selai, Bekok in Johor, Malaysia. The result show there are five factors that sustained the ecotourism development based for Orang Asli Community in Kg. Selai, namely, existing CBET development, past CBET development, local community participation in planning stage of tourism, local participation in implementation stage of tourism and participation in nature conservation
The social impact and cultural issues affecting the e-learning performance in Libyan Higher Education institutes
This paper analyses the social impact and cultural issues which affect the e-learning performance in Libyan
Higher Education institutes (HEIs). It is described the development and implementation of e-learning systems in
various HEIs with the emphasis on the digital gap in Libya and barriers to successful e-learning implementation in
these institutions. Also the social impact of using e-learning packages and Internet by young people in Libya is
studied and a SWOT analysis of ICT and e-learning in Tripoli University is performed in order to improve the
effectiveness of the use of e-learning systems in Libyan HEIs
A systematic review of whole class, subject based, pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs in mainstream classrooms
Schools across the world have responded to international and national initiatives designed to further the development of inclusive education. In England, there is a statutory requirement for all schools to provide effective learning opportunities for all pupils (QCA, 2000) and children with special educational needs (SEN) are positioned as having a right to be within mainstream classrooms accessing an appropriate curriculum (SENDA, 2001). Previous reviews which have sought to identify classroom practices that support the inclusion of children with SEN have been technically non-systematic and hence a need for a systematic review within this area has been identified (Nind et al., 2004; Rix et al., 2006). This systematic literature review is the last in a series of three
Reflecting on the development of a new school subject: the development of technology education in New Zealand.
The last 10 years have seen the production of curricula in Australia, the United Kingdom, USA, Canada, Hong Kong and New Zealand that emphasise the importance of students developing technological literacy. This paper traces the development of a new subject - technology education - in the New Zealand curriculum and explores the politics of development of a new subject as well as the theoretical stances and research that contributed to its development from 1992 until 2005. This paper outlines the various stages of development including curriculum development, teacher development, and the move to creating a classroom research agenda to enhance the teaching and learning in technology education. The paper reinforces the notion that significant gains can be made in curriculum, teaching, learning and assessment when research and development are conducted in an ongoing manner
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