Correlates with Use of Telecomputing Tools: K-12 Teachers\u27 Beliefs and Demographics

What can be determined about the demographic characteristics beliefs about teaching, degrees of innovativeness, and world views of classroom teachers and specialists who use Internet-based telecomputing tools? This study correlated data representing a year of online use with responses to questionnaire items about teacher beliefs and demographics for 558 respondents from a sample of 1,000 randomly selected Internet account holders on TENET, the statewide K-12 –educational telecomputing network in Texas. Results showed significant correlations among beliefs about teaching, personal perceptions of innovativeness, and world views; respondents who were more student-centered in their beliefs about teaching perceived themselves to be more innovative and tended to see the world in a more social constructivist way than respondents with more traditional beliefs about teaching. Yet no strong significant correlations between telecomputing activity and beliefs or demographic information were found. In the case of this study, the absence of significant relationships was even more informative than the correlations detected, and it leads us to recommend further study to see if these patterns can be confirmed, so that they can be acted upon

Developing cross‐cultural communicative competence via computer‐assisted language learning: The case of pre‐service ESL/EFL teachers

Based on a qualitative research project, this article presents a view on the use of computer technology to develop a critical cross‐cultural communicative competence in English as a Second Language (ESL) / English as a Foreign Language (EFL) for pre‐service teachers. The article includes a brief critical theoretical framework, some classroom pedagogical implications, and a data‐based discussion of pre‐service teachers’ views. These views included: (1) critical views and an awareness of cultural power relations in computer‐assisted language learning (CALL), (2) uncritical views and a lack of awareness of cultural power relations in CALL, and (3) uses of metaphors in CALL. The powerful contribution of CALL can be found in its potential for providing ways to connect people and build communities, for offering opportunities for cross‐cultural communicative competence to be developed and used, and for improving processes of democratization via computer‐mediated communication. However, a socio‐cultural criticism revealed that this powerful tool, like any other media, is non‐neutral because it can serve to reinforce further the hegemonic aspects of education, that is, the dominant culture will be strengthened and protected via computer technology. Computer‐based technologies and software are increasingly incorporated into the curricula of ESLIEFL teacher education programmes. However, this integration is often done in ways that seem to leave unquestioned the potential cultural and hegemonic ramifications of such technology. Hence there is a need for a more critical technological competence

Networked knowledge: challenges for teacher education [Editorial]

Since 1990, the World Wide Web has caused an inversion in the information economy of education. Where a traditional view of education characterized teachers as dispensers of knowledge, the second half of the twentieth century witnessed a shift towards an alternative paradigm in which knowledge is viewed as constructed by the learner from personal and shared experience. In an information-rich environment, education is likely to be less about accumulating information and more about transforming it in ways that make it more useful. Although the evolution of a networked knowledge economy may eventually require responses in many aspects of education, at least three areas are already evident. These are questions of knowledge as property attaching to concepts such as copyright and plagiarism, development of processes and skills for effective collaboration, and the problem of assessment of student learning if it is accepted that knowledge may exist in the network rather than the individual

Motivating factors in online language teacher education in southern Argentina

Online teacher education is of growing interest and so is the study of motivation as a key factor in technology-mediated learning environments. This study is based on a pre-service language teacher education programme in Patagonia, a southern Argentinian region with no face-to-face training offers, limited Internet access and a large number of unqualified teachers. Our goal is to broaden the understanding of online teacher education programmes at undergraduate level in contexts where most trainees are practicing teachers and where online education is the only possibility for holding a teaching qualification. We focused on the motivating factors that led 71 trainees to enrol and to remain in this online teacher training course. Through a mixed methods approach, the trainees completed an online survey (n = 71) and participated in a follow-up interview (n = 24). Results showed that obtaining a teaching degree, autonomy, and individual activities were key factors in initial and sustaining motivation. Participants' experiences challenged collaborative learning in an online environment

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

Online mathematics enrichment: an evaluation of the NRICH project

This Executive Summary forms part of the final report of the findings of the independent external evaluation of the NRICH online mathematics project. The evaluation was commissioned by the University of Cambridge, UK as represented by the Millennium Mathematics Project. The evaluation was carried out by the evaluation team from the University of Southampton, UK, during 1998-99. Data collection took place between April and September 1999. An interim report, based on one element of the evaluation, was presented at the NRICH conference held in July 1999.1. The NRICH online mathematics enrichment project began in 1996 with the aim of establishing a permanent national UK centre for curriculum enrichment in mathematics. The project aims to provide mathematical learning support for very able children of all ages through the publication of a regular web-based ‘magazines’ featuring mathematical problems, puzzles, articles and games. University mathematics students act as peer teachers providing an electronic answering service. The centre also offers support, advice and inservice training to teachers, and resources for mathematics clubs. The NRICH website can be found at http://nrich.maths.org.uk/2. Internal evaluations of the project, carried out in 1997 and 1998, suggested that an increasing number of people were accessing the NRICH project website. The evaluations also indicated that teachers using the NRICH materials were generally satisfied with the type of problems presented, and that pupils who worked on the problems developed a richer view of mathematics. 3. The objectives of the external evaluation were to assess how the use of the NRICH website facilities enhances the mathematical development of children who have the potential to go on to study mathematical subjects at university, how the features of the website are used by teachers to help meet the special educational needs of exceptionally able children in mathematics, and the particular contribution of Information Communications Technology to the above. These objectives were derived from the aims of the NRICH project.4. The evaluation design incorporated a range of methods to provide data on the evaluation objectives. The various elements of the evaluation were an analysis of the responses to questionnaires completed by pupils, teachers, and other interested parties (such as parents) who access the NRICH website, a critical review of the NRICH website, together with selected case studies of school, classroom and pupil use of the NRICH project facilities. 5. Analysis of questionnaires completed by 199 pupils, 450 teachers, and 67 ‘friends of NRICH’ (such as parents) revealed that most NRICH users lived in England. This was particularly true of teachers. Over two-thirds of the pupils using NRICH were boys. Approximately the same proportion was white. A large proportion of users accessed NRICH at home. The majority of teachers worked in the state sector (both primary and secondary); ten percent were from private schools. The majority of users of all types were relatively new to NRICH, having been accessing the website for six months or less. The most frequent reason for accessing the NRICH website was to use it as a source of interesting mathematical problems. Most users were not registered with NRICH (a no-fee option open to all). The NRICH site was complimented by all categories of user as providing interesting problems, being attractively presented and generally easy to navigate. 6. The NRICH website was judged by the evaluation team to score highly on each of the website evaluation criteria. The new design of the site, launched in July 1999, was judged to be attractive, functional, easy to navigate, and contain high-quality materials. NRICH compared very favourably with other sites that provide mathematical puzzles, games and problems, and/or an answering service. The NRICH server statistics showed an increase in accesses to the site which was likely to be the result of more people accessing the NRICH site more often.7. In each of the three case study schools, at least one teacher made regular and often frequent use of the NRICH website, though none made use of the wider NRICH facilities available to registered teachers. NRICH was mainly used a source of interesting mathematical problems. Pupil usage of NRICH in the schools was much more varied. Only a very few pupils were aware of NRICH and had accessed the site themselves. While there was some evidence of impact on more able pupils, none of the teachers were able to quantify this impact but all praised NRICH as a very valuable resource.8. The three selected case profiles of pupil usage of NRICH revealed that these particular pupils accessed NRICH no more than once a month. All found the ‘one-to-one’ facility, where they could pose questions to University students, helpful and informative. Such exchanges often left the pupils wanting to know more, a situation the pupils viewed as positive. While few of the exchanges were related to the mathematical problems provided on the NRICH site, all these pupils valued the opportunity of being able to ask questions and receive replies.9. The main impact of NRICH on the more able pupils was in terms of helping them to gain a wider appreciation of mathematics and raising the profile of mathematics as a subject that could be interesting enough to pursue either within or outside school or for further study. Quantifying this impact was beyond the scope of this evaluation. Teachers mostly accessed NRICH to find problems to use in their teaching. The teachers used a variety of approaches to meet the needs of their more able pupils. Some used the NRICH problems with groups of more able children withdrawn from their regular classrooms. Some teachers used NRICH problems as extension material once regular classwork was complete. For some, NRICH was one resource amongst many. Only a few organised an extra-curricular mathematics club based solely around NRICH. The contribution of information communications technology (ICT) to both the enhancement of pupils’ mathematical development and to how teachers made use of the NRICH facilities was associated with the functionality and accessibility of the NRICH site. The interaction that was possible through using ICT was seen as a particular advantage of the NRICH project

The Science Studio – A Workshop Approach to Introductory Physical Science

This paper describes the Science Studio, an innovative workshop approach for instruction in a physical science course that combines aspects of traditional lecture and laboratory. The target audience for this introductory course is non-science majors, including prospective teachers. An inquiry-based, technology-rich learning environment has been created to allow students hands-on, in-depth exploration of topics in physics, and earth and space science. Course philosophy, course development, and sample activities are described in this paper, along with outcomes from a project-wide evaluation of the Virginia Collaborative for Excellence in the Preparation of Teachers (VCEPT), an investigation of change in student attitudes and the lasting impact of the studio model at Norfolk State University

Expanding the context for student learning of science: The conceptual development of the New Zealand Science Learning Hub

Student engagement in science is an issue of international concern. Research indicates that one way to increase engagement in science is to involve students in authentic and relevant contexts that promote an enquiry-based stance. A key aspect to engaging students is to provide teachers with educative materials. In today’s world teachers and students look to web-based materials for their own development and learning. This paper will provide a conceptual framework for the development of the New Zealand Science Learning Hub as well as describing the process of its development, its component parts and their relationship to the conceptual frame