Computers in Europe's Classrooms: An Introduction

As new information technology became more prevalent in more sectors of society and industry during the 1970s and 1980s, people were confronted with new skill requirements in their professional as well as their personal lives. The concept of computer literacy as the basic skills and knowledge needed by everyone to participate fully in society and the economy became increasingly relevant to governments, educational policy makers and educators across Europe. However, historical sources point to a plethora of different understandings and wordings of computer education and computer literacy, as well as an abundance of different pedagogical approaches to the introduction of computers into the classroom. Similarly, existing literature highlights the involvement of various interest groups in the introduction of computers in schools, including students, parents, teachers, educators and policy makers, as well as manufacturers and vendors of computer technology. Exploring the history of how computers have entered the classroom in Europe through national and transnational case studies can shed light on the different facets and dynamics of the introduction of computer technology in education and, in particular, how different stakeholders and coalitions have negotiated and shaped this process+repphzhbib2023

Classroom research as teacher-researcher

In the field of education, research projects that involve both the researcher and teacher being the same person are common today, as attested by the significant number of teacher-researcher studies. One issue confronting the dual role of teacher-researcher is the nature of interaction between the underlying goals that come with each of these roles. There are some researchers who express concern that the combination of these goals within the teacher-researcher may compromise either or both of the work of teaching and research in an unproductive way. This paper is an account of my adventure in attempting to fulfil both teaching and research goals in my work as teacher-researcher in a year 7 (Secondary One) geometry class in Singapore. My experience is then re-interpreted in the context of the ongoing conflicting-versus-complementary talk on the interaction between teacher/researcher &lsquo;selves&rsquo;. A model is proposed to account for the seemingly opposite sides of the camp as reported in the literature on this issue.<br /

The Faculty Notebook, September 1998

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

A teacher’s voice: Embracing change to make a difference

The challenge to understand the impact and demands of new forms of literacy for teachers with considerable expertise is intensified when making sense of multiple forms of texts. This paper examines how an experienced teacher made changes to her literacy pedagogy when faced with a class problem for which she felt unprepared. The story is told predominantly through the voice of the teacher using her reflective journal. An example of Web 2.0 technology, specifically the construction of a wiki, is planned and implemented to reflect the teacher’s changing views of literacy. The key focus is how this teacher will transition her practice to meet the new demands of literacy teaching, what critical moves are required of her in order to do this and how does she shift from the traditional role of facilitator to designer of online learning. Through such analysis it is proposed that it is possible for an experienced teacher to theorise, implement and adopt a stance that encompasses a broader view of literacy and literacy instruction

The Faculty Notebook, September 2019

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

Productive partnerships: cross-departmental connections in a tertiary context

This chapter describes the development of productive and collegial relationships in a cross-departmental capacity-building project. The MMTP built on a first year experience program-the FYI Program (using the acronym that could stand for First Year Infusion or For Your Information)that we had designed, and had been conducting within our Faculty of Education for 1 year. Even though the program had involved a fairly small number of students, we were convinced that it had the potential to assist the 1 st year students in their transition into university study. It also provided a positive faculty response to student retention and progression issues (for further details, see Noble & Henderson, 2008). We used the Associate Fellowship to extend this first year program, and to promote the approach we used through the development of a professional development toolkit

A Study of Patterns of Participation of Arnhem Land Aboriginal Students in non-Aboriginal Urban Secondary School

Aboriginal students are identified as one of the groups most at risk in Australia today. They have low levels of achievement and school retention coupled with high levels of failure, absenteeism and behaviour problems. All available statistics support this perspective (National Review 1994 in Groome 1995:70). DEET (1991:165)also recognises the need for further research and material and curriculum preparation for the specific English language educational needs of Aboriginal learners. Although our education system is largely failing Aboriginal learners, this project documents evidence of success. It is a study of four Aboriginal girls from a remote area of Arnhem Land who are learning ESL in a non-Aboriginal urban private secondary school on the Gold Coast. Even though the school accepts some international enrolments, staff have little experience or understanding of Aboriginal learners in this situation, including the researcher. The purpose of the study was to identify patterns of participation reflected by Aboriginal students in a non-Aboriginal learning environment. Although this report is condensed, the discussion of data is designed to assist ESL and mainstream teachers to meet the needs of similar students in such learning contexts