Investigating the factors of professional development programs that effect change in the classroom

This paper reports on the implementation of two professional development programs designed to support ICT based pedagogies in Victorian (Australia) schools. In both programs the teachers participated in an intensive program of professional development designed to assist them in embedding ICT into their classroom practice. There was a large diversity of circumstances experienced by the schools, not only in terms of ICT availability and use, and teacher experience, but also in issues of cultures of curriculum planning and integration, size, communication, and pedagogical presumptions. Both projects were successful in implementing change; however there were teachers in both projects who failed to take advantage of the PD. Some of the limitations with both studies include the high expectations of time comittment by the teachers &ndash; who are already fully committed with full teaching loads, and the high expectations of the change that will occur in the teaching andlearning as a result of the PD, wthout consideration of the time needed to learn and adopt new pedagogical practice. In some cases, teachers and the school did not appreciate the necessary commitment to take full advantage of the opportunity being provided. This was compounded by the lack of support and recognition by school management.<br /

The use of Web 2.0 Technologies to promote higher order thinking skills

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas: Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers&rsquo; attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage students and teachers to look beyond text science.<br /

Examining how teachers use web 2.0 technologies in Science lessons to promote higher order thinking in teaching science

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas\u27. Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers\u27 attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage&nbsp; students and teachers to look beyond text science.<br /

Changing schools: accommodating changes in learning theory

Master of EducationChange is a constant theme in our world today, so too in the world of education. While there are no certainties about our future, my concern is to try to make sense of our attempts to help students prepare for life in the 21st century. This study explores some of the global changes which are impacting on our schools and students, explores some of the literature increasing our understanding of learners, and examines some recent research on the learning process. It draws on contemporary literature and research and direct evidence from school experiences in an attempt to formulate a set of theoretical guidelines which schools might consider in their attempts to improve the quality of teaching and learning in educational settings. Contemporary research into learning has produced evidence to suggest that we should be heading towards a more independent learner model which employs social constructivist theory as its pedagogical base in order to equip students for the demands of the new millennium. This theory has a strong research base, but there are also other catalysts. Technological developments have brought the computer into the hands of individual students, which provides them with instant access to the most up-to-date information, but more importantly, empowers them as learners. At the same time research into the workings of the brain and how learning occurs and the theory of multiple intelligence are adding weight to the call for more effective teaching and learning strategies. My concern is to examine learning theory and its implications for classroom practice, but more particularly, the implications for school structures, work organisation and the management of schools which might better accommodate such changes to classroom practice. My thesis is that these structures need to change if we are to improve learning and therefore better prepare young people for their future