The impact of technology: value-added classroom practice: final report

This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded. The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning. The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching

School use of learning platforms and associated technologies - case study: primary school 1

Study of benefits and effective use of learning platforms in schools based on 12 case studie

Spartan Daily, March 11, 1981

Volume 76, Issue 31https://scholarworks.sjsu.edu/spartandaily/6735/thumbnail.jp

Spartan Daily, March 11, 1981

Volume 76, Issue 31https://scholarworks.sjsu.edu/spartandaily/6735/thumbnail.jp

Spartan Daily, March 3, 1981

Volume 76, Issue 25https://scholarworks.sjsu.edu/spartandaily/6729/thumbnail.jp

Online Education and the Pandemic: A Narrative of the Experiences of First-Time Online Instructors During the Spring 2020 Semester

The purpose of this qualitative study was to explore faculty members’ accounts of their experiences as first-time online instructors during the Spring 2020 academic semester as a result of the COVID-19 pandemic and the resulting mandatory shift to online instruction. The rapid and widespread nature of the outbreak created an unprecedented phenomenon that significantly impacted instructors with no prior experience teaching courses in a fully online fashion. I interviewed 10 professors from various disciplines with at least three years of teaching experience in the traditional classroom. Each instructor was asked to express how the pandemic affected them personally as well as how the mandatory shift to online instruction affected their teaching style. They were also asked to describe the role that institutional support played in their experiences during the pandemic and to share their feelings regarding how COVID-19 has altered the future of higher education. The analysis of this data identified the following common themes: the instructor, the discipline, the students, survival and adaptation, innovation and evolution, on-camera presence and etiquette, synchronous versus asynchronous, administrative leadership, technical support, the new normal and the lasting effects, the balance between in-person and remote instruction, and the notion that higher education is moving forward to a new reality rather than backward to a pre-COVID-19 atmosphere. These results can benefit institutional leadership and faculty in the development of hybrid and online courses

Spartan Daily, March 3, 1981

Volume 76, Issue 25https://scholarworks.sjsu.edu/spartandaily/6729/thumbnail.jp

Spartan Daily, March 3, 1981

Volume 76, Issue 25https://scholarworks.sjsu.edu/spartandaily/6729/thumbnail.jp

Do College Students Participate More in Discussion in Traditional Delivery Courses or in Interactive Telecourses? A Preliminary Comparison

This study research seeks to fill that void with a preliminary comparison of the nature of interaction in interactive telecourses versus traditional delivery college courses on a single campus in the same semester. This study was conducted in the fall semester of 1999 at Indiana University Purdue University Columbus, a commuter satellite campus of Indiana University Purdue University Indianapolis, a major state university with an enrollment of approximately 25,000 students