Teaching, learning and new technology: a review for teachers

Abstract

This paper reviews the effects of new technology on teaching and learning by considering examples of studies carried out with five kinds of teaching in five contexts. The five teaching situations are direct instruction, adjunct instruction, facilitating the skills of learning, facilitating social skills and widening learners' horizons. The five contexts are primary schools, secondary schools, higher education, special education and out of school. The aim of the paper is primarily to inform teachers about current work in these different areas. IntroductionBacked up and stalled in a traffic jam, I found myself idly gazing through a window into a primary school classroom. What I saw astonished and alarmed me. I was astonished by the fact that the class was full of 5-year-olds busy writing on an electronic whiteboard. I was alarmed because I knew, as a Professor of Psychology in my 60s, that I could not do what these 5-year-olds were already skilled at. This set me ruminating. New technology has infiltrated practically everything that human beings do. We cannot travel, communicate, teach or learn without it. Most of my students at Keele have not known life without personal computers.

Availability and Utilization of ICT Resources in Teaching Computer Education in Secondary Schools in Anambra State, Nigeria

“…This indicates that majority of the ICT resources are not available. This finding is consistent with the findings of Hartley (2007) that majority of the new technologies needed by teachers in teaching -learning situations are not available.…”

Percepção dos alunos acerca das estratégias de promoção do sucesso educativo e envolvimento com a escola

“…Na organização escolar, existem evidências de que a promoção de determinadas dimensões tem um impacto significativo positivo nas trajetórias acadêmicas dos alunos (Epstein & Sheldon, 2002;Lee & Burkam, 2003), principalmente quanto a: (a) plasticidade do sistema escolar: capacidade da escola e do contexto educativo de se adaptar às características e necessidades dos alunos (Bryk, Easton, Kerbeow, Rollow, & Sebring, 1994;Reynolds, A. Harris, Clarke, Harris, & James, 2006;Taylor & Adelman, 1999); (b) monitorização constante (Gullatt & Lemoine, 1997;Taylor & Adelman, 1999;Wagstaff, Combs, & Jarvis, 2000); (c) existência de atividades extracurriculares (DeKalb, 1999;Feldman & Matjasko, 2005;Gilman, Meyers, & Perez, 2004); (d) tutoria: desenvolvida por professores ou colegas mais velhos que apoiam os alunos com maiores dificuldades (Gonzales, Richards, & Seeley, 2002;Tierney, Grossman, & Resch, 1995); (e) promoção de atividades de aprendizagem ativa: os alunos realizam suas tarefas de modo autônomo e com os seus pares (Bell & Kozlowski, 2008;Taraban, Box, Myers, Pollard, & Bowen, 2007;Yoder & Hochevar, 2005); (f) aprendizagem individualizada: os professores adaptam suas práticas de ensino a cada aluno (Adelman & Taylor, 1993;W. Stainback & Stainback, 1992;Switzer, 2004); (g) utilização de tecnologias educativas, em casa e na escola (Hartley, 2007;Imel, 1999;Wesley, 2004); e (h) educação para a carreira (Stone, 2004;Stone & Aliaga, 2002).…”

The Role of School Administrators in The Use of Technology

“…Educational technology focusing on microcomputers; social norms and societal resistance to new instructional methods with effective educational software usage were the issues that dominated that last two decades. Hartley (2007) asserted 5 key effects of new technology on teaching and learning. These were direct instruction, adjunct instruction, facilitating the skills of learning, facilitating social skills and widening learners ' horizons.…”