5,393 research outputs found
The complex process of scaling the integration of technology enhanced learning in mainstream classrooms
The early optimism for how technology might transform teaching and learning practices in mainstream school classrooms has long faded in many countries around the world. Whilst early research findings suggested that this was due to obvious barriers such as access to the technology itself, more recent attempts to scale student-access have illuminated other factors and provided a more sound theoretical foundation for us to understanding the processes and products of scaling educational technology innovations. This keynote will use findings from key projects and initiatives to highlight what is being learned – and how this might inform future endeavours to realise a more 21st century curriculum
International Education Planning Rubric: State Strategies to Prepare Globally Competent Students
Offers guidance for planning and assessing state strategies to develop students' global competence, including language, communication, and collaboration skills. Lists promising practices in leadership, resource allocation, certification, and curricula
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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
Pedagogy, curriculum, teaching practices and teacher education in developing countries
This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to:
1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers
2. identify critical evidence gaps to guide the development of future research programme
Issues in the relationship between technology and practice
The paper explores some of the key themes and discussion points that were aired at the Association of Learning Technology conference in 2004. It discusses the findings of several of the keynote speakers and presenters within the context of the relationship between technology, practice and innovation. It references the papers presented in the technology infrastructure and new technology strands of the conference to examine whether educational technology currently has an appropriate balance between innovation and good practice. It then presents a case study of application in practice through some of the development activities that a national funding body, the JISC, has put into place. Finally, it draws conclusions about how well the learning technology community is achieving appropriate balance between innovation and technology
Mainstreaming Innovation in Educational Technology
There is much innovation to be found in the field of Educational Technology, both in its design and in its use. However, this innovation is patchy and inconsistent and rarely informed by research evidence or effective research practice. When reviewing work from within academia, commerce and educational practice it is clear that vital information about the context of the innovative work is unrecorded and that the relationships between researchers, developers and practitioners rarely exist. The production of effective innovations in the design and use of educational technology will rely upon these key relationships being fostered and strengthened. Developers need to be aware of existing evidence and able to use sound research methods to evaluate their products, researchers need to work with developers to help them acquire the knowledge and skills, and educators must be part of the process through their input to the design and evaluation of the technologies being developed
Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies
This report offers policy-makers in digital education evidence on how, at the national or regional level, policies can be designed and implemented to foster digital-age learning. The presented findings are the result of a mixed methodological design comprising four parts: desk-research on digital education policy, the identification of national and regional policies worldwide, six in-depth case studies, and an expert workshop. The discussion of the cases identified and studied in depth leads to the formulation of eight core-guiding principles, which can serve as a reference point for policy-makers for the design and implementation of digital education policies: 1. Follow a holistic approach targeting systemic change; 2. Establish both a long-term vision and short-term achievable goals; 3. Deploy technology as a means not an end; 4. Embrace experimentation, risk-taking and failure; 5. Consider the importance and the limits of impact assessment; 6. Involve all stakeholders in a structured dialogue; 7. Let schools and teachers have a say; 8. Build up teaching competence.JRC.B.4-Human Capital and Employmen
Horizon Report Europe - 2014 Schools Edition
The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and
describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC
Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and
six important developments in educational technology that are very likely to impact educational change processes in European
schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe
Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries,
as well as international organisations and European networks. Throughout the report, references and links are made to more than
150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives)
and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European
Commission’s JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European
schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in
European schools and impacting educational change over the next five years.JRC.J.3-Information Societ
Strengthening Supports for Children 0-8 years and their Families: A Literature Review
The Strengthening Supports for Children and Families 0-8 Years Strategy is to improve the way that the New South Wales (NSW) Department of Family and Community Services: Ageing, Disability and Home Care (ADHC) provide services to young children and their families (NSW Government, 2013b). Consistent with the international, national and state policy context and discourse, ADHC’s strategy encourages the inclusion of young children with disabilities and their families in mainstream settings. This report presents the findings of a systematic review of the literature on interventions provided in mainstream settings for children with disabilities aged 0 to 8 years and their families. Further, the focus of the review is on inclusion-based approaches to delivering services in mainstream settings. The review examines the literature describing: - best practice for promoting the inclusion of young children and their families - benefits and outcomes of inclusion-based approaches - key factors in the effective provision of inclusion-based approaches - barriers and challenges to inclusion-based approaches.New South Wales Department of Family and Community Services: Ageing, Disability and Home Care
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