Computer Technology in Schools

Scheffler, Frederick L.; Logan, Joyce P.

doi:10.1080/08886504.1999.10782257

Cited by 34 publications

(1 citation statement)

References 5 publications

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“…Researchers inform us that technology is a powerful tool that can improve education in the arts if it is integrated systematically and implemented appropriately (Beauchamp & Kennewell 2013;Pitler et al 2007;Scheffler & Logan 1999). Collis (2005) as well as Hooper and Rieber (1995:154-155) emphasise that the effective use of technology transforms instructional content from information to useful knowledge.…”

Section: Examples Of the Application Of Educational Technology In Thementioning

confidence: 99%

Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

Villiers

Sauls

2017

TDSA

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The study described in this essay explores the use of educational technology as a resource in the Creative Arts classroom. Many teachers are not qualified to teach Creative Arts. They then tend to rely on curriculum documents and textbooks to help guide their planning, teaching and assessment. Most of the teachers who participated in this case study were not specialists in any of the arts, and in the education district where this study took place, there was a lack of ongoing professional development for the Creative Arts. To enable the teachers from Grades R to 7 to mediate more meaningful classroom teaching and learning in the Creative Arts, the researchers introduced the teachers to technology as a means to facilitate learning and teaching.This study follows a phenomenological approach to explore the use of educational technology in the teaching of dance, drama and music, which are three of the art forms in the Creative Arts. The researchers describe the teachers’ perceptions and attitudes towards using technology in the classroom. Eight teachers participated in the study (seven female and one male), ranging in age from 22 to 41 years. There were three teachers from the Foundation Phase, three teachers from the Intermediate Phase and two teachers from the Senior Phase. Data were collected from (1) unstructured open-ended conversational interviews, (2) observations of the participants during contact time with learners and (3) audio-visual recordings of the teachers in the classroom.Findings from the study showed that after the 10-month intervention of using educational technology in the classroom, there was divergence in the teachers’ use of technology. The findings also suggest that classroom practice in dance, drama and music improved.

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Section: Examples Of the Application Of Educational Technology In Thementioning

confidence: 99%

Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

Villiers

Sauls

2017

TDSA

View full text Add to dashboard Cite

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Students’ Perceptions of the Use of Video Recording in Additional Language Oral Assessments

Gong¹,

Kawasaki²,

Yeung³

et al. 2018

Literacy Unbound: Multiliterate, Multilingual, Multimodal

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The Use of ICT in School Guidance: Attitudes and Practices of Guidance Counselors in Metro Manila, the Philippines

Vinluan

2010

Int J Adv Counselling

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A survey was conducted among a sample of school guidance counselors in Metro Manila, the Philippines, to determine their level of awareness, attitudes, and extent of practice of ICT in the conduct of their work. The respondents showed a higher level of awareness of communication technologies than of information technologies. They spent an average of 1.2 h per day using a computer in the workplace. Most used ICT for writing letters and reports, calling parents, and keeping records. Appraisal and counseling were conducted frequently but these were done mainly using paper-based and face-to-face methods respectively. Their primary sources of guidance-related information were printbased, but a few also cited the Internet. The respondents had a positive attitude to the use of ICT in guidance. They reported confidence and productivity in using ICT in their work, while also reporting a need for further training. They also believed that ICT proficiency should be a required skill for professional counselors. However, costs, confidentiality, and security were important issues that the respondents identified as needing to be addressed.

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Computer Technology in Schools

Cited by 34 publications

References 5 publications

Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

Students’ Perceptions of the Use of Video Recording in Additional Language Oral Assessments

The Use of ICT in School Guidance: Attitudes and Practices of Guidance Counselors in Metro Manila, the Philippines

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