Laptops for Teachers: An Evaluation of the First Year of the Initiative

Cunningham, Mark; Kerr, Kirstin; McEune, Rhona; Smith, Paula; Harris, Sue

doi:10.1037/e620212007-001

Cited by 15 publications

(19 citation statements)

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“…Explanations offered for this include the influence of teacher confidence and expertise, and teacher beliefs about the potential for ICT to make a difference to student learning, as well as issues around teacher professional development, school technological infrastructure and technical support, along with the need for leadership (Cowie & Jones, 2005). Associated with the plethora of ICT initiatives for students there have been moves to foster teacher use of ICT through such initiatives as providing laptops to teachers and principals (Cunningham, Kerr, McEune, Smith & Harris, 2003). Research is just beginning to explore the impact of these initiatives on teachers.…”

Section: Introductionmentioning

confidence: 99%

ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools

Jamieson-Proctor

Burnett

Finger

et al. 2006

AJET

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Information and communication technology (ICT) curriculum integration is the apparent goal of an extensive array of educational initiatives in all Australian states and territories. However, ICT curriculum integration is neither value neutral nor universally understood. The literature indicates the complexity of rationales and terminology that underwrite various initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration; and significant issues relating to teacher professional development and ICT competencies (Jamieson-Proctor, . This paper investigates the overarching question: Are ICT integration initiatives making a significant impact on teaching and learning in Queensland state schools? It reports the results from a teacher survey that measures the quantity and quality of student use of ICT. Results from 929 teachers across all year levels and from 38 Queensland state schools indicate that female teachers (73% of the full time teachers in Queensland state schools in 2005) are significantly less confident than their male counterparts in using ICT with students for teaching and learning, and there is evidence of significant resistance to using ICT to align curriculum with new times and new technologies. This result supports the hypothesis that current initiatives with ICT are having uneven and less than the desired results system wide. These results require further urgent investigation in order to address the factors that currently constrain the use of ICT for teaching and learning.

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Section: Introductionmentioning

confidence: 99%

ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools

Jamieson-Proctor

Burnett

Finger

et al. 2006

AJET

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“…Σταδιακά, ο διαδραστικός πίνακας εντάχθηκε στην εκπαίδευση με πρωτοπόρους το Ηνωμένο Βασίλειο, τον Καναδά, την Αυστραλία, τη Νέα Ζηλανδία και τις Η.Π.Α. Η χρήση του συνοδεύτηκε από εκτενείς έρευνες για την αποτελεσματικότητά του και πολλοί ερευνητές όπως οι Cunningham et al (2003), Bush et al (2004) και άλλοι, ασχολήθηκαν με μελέτες χρήσης του στην Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση, καθώς και σε τάξεις μαθητών με ειδικές ανάγκες (Νιάρρου & Γρουσουζάκου, 2007). Στην παρούσα εργασία, λοιπόν, σκοπός είναι να παρουσιαστεί αυτό το τεχνολογικό εκπαιδευτικό εργαλείο ως διδακτικό και παιδαγωγικό μέσο, να αναπτυχθεί η συμβολή του στην εκπαιδευτική διαδικασία και η χρήση του συγκεκριμένα στην εκπαίδευση από απόσταση, μέσα από κάποια παραδείγματα εξ αποστάσεως χρήσης του στη Δευτεροβάθμια και Τριτοβάθμια εκπαίδευση.…”

Section: εισαγωγήunclassified

Η Χρήση Του Διαδραστικού Πίνακα Στην Εκπαίδευση Από Απόσταση

Σταθοπούλου¹,

Γεωργιαδη

Κόκκαλη³

2016

ICODL

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Η εργασία αυτή στοχεύει στη διερεύνηση της χρήσης του διαδραστικού πίνακα ως μέσο για την ενίσχυση της μαθησιακής διαδικασίας στην εκπαίδευση από απόσταση. Για την επίτευξη του στόχου αυτού έγινε λεπτομερής βιβλιογραφική ανασκόπηση στην πρόσφατη διεθνή και ελληνική βιβλιογραφία και εντοπίστηκαν κάποια χαρακτηριστικά παραδείγματα της χρήσης του διαδραστικού πίνακα για τους σκοπούς της εξ αποστάσεως εκπαίδευσης. Τα αποτελέσματα αυτής της ανασκόπησης έδειξαν ότι ο διαδραστικός πίνακας μπορεί να υποστηρίξει σημαντικά την εξ αποστάσεως εκπαίδευση, μέσα από την οργάνωση τηλεδιασκέψεων και εξ αποστάσεως μαθημάτων που προωθούν τη συνεργατικότητα μεταξύ των απομακρυσμένων φοιτητών, τη μεταξύ τους αλληλεπίδραση και την ενεργό συμμετοχή. Μέσα από την παράθεση παραδειγμάτων εξ αποστάσεως ένταξης του διαδραστικού πίνακα στη δευτεροβάθμια και τριτοβάθμια εκπαίδευση φάνηκε ότι ανεξάρτητα από τη βαθμίδα εκπαίδευσης, ο διαδραστικός πίνακας μπορεί να αποτελέσει ένα σημαντικό εργαλείο για την αποτελεσματικότερη ένταξη όλων των εκπαιδευομένων στην εκπαιδευτική διαδικασία.

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“…Poor reading ability can have harmful psychological, social and economic consequences, with implications far beyond those directly associated with education (Adams and Bruck 1993). Societal demands on reading ability are increasing in the information age (Cunningham et al 2004), and a minimal level of literacy is an entitlement for all in a civilized nation.…”

Section: Literacy As An Issuementioning

confidence: 99%

A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills

Khan

Gorard

2012

Educational Review

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractWe report here the overall results of a cluster randomised controlled trial of the use of computer-aided instruction with 672 year 7 pupils in 23 secondary school classes in the north of England. A new piece of commercial software, claimed on the basis of publisher testing to be effective in improving reading after just six weeks of use in the classroom, was compared over ten weeks (one term) with standard practice in literacy provision. Pupil literacy was assessed before and after the trial, via another piece of commercial software testing precisely the kinds of skills covered by the pedagogical software. Both the treatment group and the comparison group improved their tested literacy. In a sense the publisher's claim was justified. However, the comparison group improved their literacy scores considerably more than the treatment group, with a standardized improvement of +0.99 compared to +0.56 (overall 'effect' size of -0.37), suggesting that the software approach yields no relative advantage for improvements, and may even disadvantage some pupils.On this evidence, the use of software, of a kind that is in very common use across schools in England, was a waste of resource. This could be an important corrective finding for an area of schooling that has been the focus of intense policy and practice attention. Of course, the software used has now been superseded by the same and different publishers. But the paper discusses the implications of these results for the use of such software to teach literacy more widely, for the way in which publisher claims are worded, and for the research community in relation to the feasibility of conducting pragmatic trials in school settings. KeywordsRandomised controlled trial, literacy, reading skills, technology based instruction A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills Abstract 2

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Laptops for Teachers: An Evaluation of the First Year of the Initiative

Cited by 15 publications

References 0 publications

ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools

ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools

Η Χρήση Του Διαδραστικού Πίνακα Στην Εκπαίδευση Από Απόσταση

A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills

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