The sacred and the profane: subject sub‐culture, pedagogical practice and teachers' perceptions of the classroom uses of ICT

John, Peter

doi:10.1080/00131910500279577

Cited by 53 publications

(35 citation statements)

References 21 publications

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“…The vast majority of the studies are primarily based on teachers' and/or pupils' views, beliefs or perceptions about the technology (e.g. John, 2005;Loveless, 2003;Slay, Siebӧrger, & Hodgkinson-Williams, 2008;. Interestingly, almost all of these studies emphasize an overwhelming potential of IWBs to improve learning.…”

Section: Introductionmentioning

confidence: 99%

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

Kyriakou

Higgins

2016

Ppej

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Summary. This systematic review focuses on the impact of Interactive Whiteboards (IWBs) on teaching and learning. Learning is interpreted through a Vygotskian constructivist lens, emphasizing quality through dialogic interaction. Classroom interactions and achievement in standardized tests are considered formative and summative assessment tools, respectively. Thus, our aim was to investigate whether the IWB technology had any effect on teaching and learning, reflected in standardized forms of testing or in-classroom quality measures. An online search through Proquest and First Search resulted in sixteen studies of diverse methodologies. Qualitative synthesis of quantitative data indicated that IWBs have not raised the levels of pupils' achievement and do not necessarily impact the quality of classroom learning. More longitudinal studies should focus on particular subjects taught, the age of pupils and particular type(s) of use. Overall, quality teaching is an important condition for improved learning, which does not necessarily result from IWB use. However, there is a general consensus across all studies that learning can be facilitated and improved through the use of IWB. Synchronizing theory with technological applications seems to be key in answering such assumptions positively. More importantly, concerns are raised regarding the unfolded relation between achievement and classroom interaction.

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Section: Introductionmentioning

confidence: 99%

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

Kyriakou

Higgins

2016

Ppej

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“…This shows how intimately digital media interact with the working method, regardless of whether it applies to art laboratory work or project teaching. In Marx's words, one might talk about the relationship between productive forces and the relations of production, but one might also argue that digital art as a new medium is being integrated into the school subject of art education as part of a union in which both parties may gain advantages, and greater convergence (John 2005) between the sacred and the profane can be attained. Digital media will no longer be simply a technology and art education will acquire powerful tools for the production, presentation and communication of art.…”

Section: Resultsmentioning

confidence: 99%

“…Digital media's entry into education can be conceived as filled with tension (Hennessy, Ruthven, Brindley et al 2005, John 2005. One reason for this may be that digital media have chiefly developed outside education, connected to popular culture and in groups of young people.…”

Section: The Use Of Ict In Schoolmentioning

confidence: 99%

Digital media embedded in Swedish art education – A case study

Marner¹

2013

Education Inquiry

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In this case study a secondary school and its art education is studied. Pupils and the art teacher are interviewed and observations are made in school and out of school. The study is based on socio-cultural theory, media ecology and semiotics. In this school manual and digital media each share about 50 percent of the time available for art. It is shown that it is the teaching method -the change from a dialogic to a multivoiced method -that enables the embedded use of digital media. Arguments for digital media in art are that they are time-saving, promote aesthetic aspects and will put an end to the process of traditional education where the teacher is reduced to being a conveyor of information. The computer lab is no option for an embedded art education. On monitors and in exhibitions pupils are surrounded by other pupils´ works, which promotes a desire among them to improve their creativity, and a local art culture is developed in a cumulative process.

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“…Supporting this view, John (2005) while investigating subject sub-culture, pedagogical practice and teachers' perceptions of the classroom uses of ICT in UK, reported that school subject cultures are built on deep traditions and that these need to be addressed if technology is to become more embedded in the curriculum of schools. Understanding educators" values, motivations and discipline specific concerns is a vital ingredient in effective and sustainable instructional support.…”

Section: Educators' Perception Of Usefulness Of Ict For Teachingmentioning

confidence: 99%

Perceived usefulness as a correlate of extent of Information and Communications Technologies (ICTs) use for teaching by library educators in universities in Nigeria

Akinde¹,

Adetimirin²

2017

Int. J. Lib. Inf. Sci.

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Information and Communications Technologies (ICTs) integration for teaching is the application of information, communication and telecommunication technologies, equipment and hardware for instructional purposes. With ICT, a lot of information resources and software can be provided on time and with ease. The research presumed that the perception of how useful for teaching (or otherwise) the ICTs are may affect their use among library educators in Nigerian universities. To establish or refute this, descriptive survey design was adopted and the population is 293 educators engaged in 27 universities. All the educators participated in the study. Out of the 293 copies of the questionnaire distributed, 211 copies were returned of which only 208 copies were found useful giving a response rate of 72%. The scales: Extent of Use (r = 0.883) and perceived usefulness (r = 0.959) were used to collect data which was analysed using descriptive and inferential statistics to answer two research questions and test an hypothesis at 0.05 level of significance. Perceived usefulness was found to be negative. Analysis of its influence on the extent of use of ICT for teaching showed significant correlation (r = 0.174; p>0.05). This implies that the library educators perceived ICT not useful for teaching LIS courses and that the extent they will go in using ICT was dependent on how useful they perceived ICT. This may explain the low use of ICT for teaching among them. Therefore, training and support programmes should be designed to encourage a positive perception and an increase use of a wider range of ICTs for quality and effective teaching practices.

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The sacred and the profane: subject sub‐culture, pedagogical practice and teachers' perceptions of the classroom uses of ICT

Cited by 53 publications

References 21 publications

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

Digital media embedded in Swedish art education – A case study

Perceived usefulness as a correlate of extent of Information and Communications Technologies (ICTs) use for teaching by library educators in universities in Nigeria

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