Deep impact: a study of the use of hand‐held computers for teacher professional development in primary schools in the Global South1

Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance?

“…Further, our experimental results indicate that students value vicarious learning opportunities and, certainly, portable devices such as the ones used in this study permit, and indeed enhance, sharing of comments and feedback. We concur with Leach et al (2004) in suggesting that the benefit of 'anytime, anywhere' (25) learning is currently significantly under-utilized. However, these entries, whilst brief, did indicate to us the importance of finding a dynamic and responsive way to investigate students' ability to distinguish different levels of understanding in their studies, as well as getting immediate feedback on the significance of different ways of assessing vocationally oriented programmes.…”

Effects of a Computerized Professional Development Program on Teacher and Student Outcomes

“…Previous research has rarely examined the impact of computerized professional development for teachers on student learning (Whitehouse et al, 2006), nor has it focused on student satisfaction. When studies have focused on student learning, questionnaires completed by students or their teachers (e.g., Harris & Grandgenett, 2002;Leach et al, 2004) have been the main method of gathering research data (for a review, see Shih, Feng, & Tsai, 2008). Using objective measures helps to bring needed balance to the research literature (Dede et al, 2009).…”

“…For exam ple, Whitehouse, Breit, McCloskey, Ketelhut, and Dede (2006) reported, in a review of 400 articles about teacher professional development published after 2000, that 40 met their criteria for highquality empirical research and only 2 rep orted on the effects of computerized professional develop ment regarding teacher behavior and student results (Harris & Grandgenett, 2002;Leach et al, 2004). In these studies, results were based on selfreport measures of teachers (i.e., surveys, questionnaires, and interviews).…”

Problems Of Formation Of Technological Education At The Present Stage Of Development

“…There is a lag of education from a sharp jump in technology. If education lags from technological progress, the population does not have sufficient skills for effective professional activity and socialization (Leach, et al, 2004). Thus, discomfort experienced as individuals and society as a whole -unemployment, underemployment, differences in income, personal stress and social unrest.…”

“…Respondents mean important the formation of technological culture in the following areas: work culture (43%), and graphic culture (24%), design culture (56%), information culture (45%), domestic culture (34%), consumer culture (56%), enterprising culture (67%), the culture of human relations (84%), ecological culture (89%), project culture (65%), which together reflect the whole range of the studied technologies (Leach, et al, 2004).…”