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Journal of Information Technology for Teacher Education最新文献

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At the intersection of technology and pedagogy: considering styles of learning and teaching 在技术和教育学的交叉点:考虑学习和教学的风格
Journal of Information Technology for Teacher Education Pub Date : 2001-07-01 DOI: 10.1080/14759390100200102
I. Gibson
{"title":"At the intersection of technology and pedagogy: considering styles of learning and teaching","authors":"I. Gibson","doi":"10.1080/14759390100200102","DOIUrl":"https://doi.org/10.1080/14759390100200102","url":null,"abstract":"Abstract In considering those forms of teaching and learning that most favor the use of information and communication technologies, this article explores assumptions related to technology use and education; describes technology use in learning contexts that favor teacher-centered and studentcentered approaches; refers to the literature on learning styles; and presents some of the evidence supporting a move towards technology-based, studentcentered learning environments. In analyzing this information, the article concludes with a statement supporting a ‘pedagogy of learning’ as the most favorable context/style for the use of appropriate educational technologies","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116577322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 96
Models of information technology teacher professional development that engage with teachers' hearts and minds 信息技术教师专业发展模式与教师的心灵和思想
Journal of Information Technology for Teacher Education Pub Date : 2001-07-01 DOI: 10.1080/14759390100200110
G. Watson
{"title":"Models of information technology teacher professional development that engage with teachers' hearts and minds","authors":"G. Watson","doi":"10.1080/14759390100200110","DOIUrl":"https://doi.org/10.1080/14759390100200110","url":null,"abstract":"Abstract The willingness and ability of teachers to integrate information technology (IT) into their teaching is largely dependent on the professional development they receive. However, it is not clear which models of IT professional development result in transformative and effective practice. This article reports on interviews in three countries with ‘exemplary’ IT users who also have professional development roles. It identifies ideas such as the change of teacher role, home-grown experts, comfortable shoes approach, let them struggle and killer applications as part of the repertoire of successful approaches employed by these IT professional developers","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127728794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 82
Communal constructivist theory: a response to Leask & Younie 公共建构主义理论:对Leask & Younie的回应
Journal of Information Technology for Teacher Education Pub Date : 2001-07-01 DOI: 10.1080/14759390100200107
Peter Scrimshaw
{"title":"Communal constructivist theory: a response to Leask & Younie","authors":"Peter Scrimshaw","doi":"10.1080/14759390100200107","DOIUrl":"https://doi.org/10.1080/14759390100200107","url":null,"abstract":"Abstract This article argues that social constructivism is best seen as a descriptive theory of learning. By contrast, communal constructivism should be viewed as a pedagogic theory designed to identify effective and procedurally acceptable ways of using co-operative working to promote good learning. It is argued that the use of ICT has no necessary connection with this pedagogy, and can as easily be used to support practices based upon quite different philosophies and values. However, it is clear that researching an ICT-based approach to communal constructivism is likely to be a very productive strategy, and that this research has in part already begun.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115345236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Why use information and communications technology? Some theoretical and practical issues 为什么要使用信息和通信技术?一些理论和实践问题
Journal of Information Technology for Teacher Education Pub Date : 2001-07-01 DOI: 10.1080/14759390100200099
C. Cloke, Sabariah Sharif
{"title":"Why use information and communications technology? Some theoretical and practical issues","authors":"C. Cloke, Sabariah Sharif","doi":"10.1080/14759390100200099","DOIUrl":"https://doi.org/10.1080/14759390100200099","url":null,"abstract":"Abstract This article is concerned with theoretical issues of pedagogy and how they relate to the use of information and communications technology (ICT) in teaching. The article reviews the context of recent developments in ICT pedagogy. It also draws upon thinking about pedagogy which derives from learning theories. These provide a theoretical framework for research by the authors into the Smart Schoolinitiative in Malaysian schools. This initiative is attempting to change the pedagogy of Malaysian schools in a radical way. This involves the use of ICT alongside other innovations and a refocusing of the learning agenda for school-aged pupils. Some early impressions of the initiative are presented","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121922664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 44
Methodological issues in identifying and describing the way knowledge is constructed with and without information and communications technology 识别和描述知识构建方式的方法学问题，无论是否使用信息和通信技术
Journal of Information Technology for Teacher Education Pub Date : 2001-07-01 DOI: 10.1080/14759390100200109
B. Somekh
{"title":"Methodological issues in identifying and describing the way knowledge is constructed with and without information and communications technology","authors":"B. Somekh","doi":"10.1080/14759390100200109","DOIUrl":"https://doi.org/10.1080/14759390100200109","url":null,"abstract":"Abstract The methods a researcher uses to identify and describe any element of human activity are dependent upon epistemological and culturalpolitical factors. In order to contribute to the improvement of education, researchers who adopt sociocultural methods need to recognise that policy makers are an integral part of the cultural-historical context of education, and adopt a stance of interactive engagement with them. It is clear that the context of learning is critically important, and educational institutions are not normally good environments for learning. Participatory research methods are suggested as the most appropriate way of researching the hidden, private and personally unique process of knowledge construction. A range of methods for data collection and analysis are described, including the use of texts retrieved from electronic communications. Activity theory is suggested as a good framework for intervention studies to explore how the structures of educational institutions could be radically changed to enable information and communications technology (ICT) to transform learning. Such studies would involve researchers working cooperatively with teachers, pupils, parents, the local community, and local and national policy makers in schools where all teachers and students have access any time, any place to ICT. The process of change would be informed by parallel studies of self-directed learning in innovative web-based learning communities, which would be fed back to participants in intervention workshops.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128045983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
Some effects of information and communications technology on teaching and learning in Iceland 信息通信技术对冰岛教与学的影响
Journal of Information Technology for Teacher Education Pub Date : 2001-07-01 DOI: 10.1080/14759390100200104
Sólveig Jakobsdóttir
{"title":"Some effects of information and communications technology on teaching and learning in Iceland","authors":"Sólveig Jakobsdóttir","doi":"10.1080/14759390100200104","DOIUrl":"https://doi.org/10.1080/14759390100200104","url":null,"abstract":"Abstract In this article the author describes the changing of traditional teaching patterns, how difficult and time-consuming such changing can be and how use of information and communications technology (ICT) may affect that change process. She gives an overview of some effects ICT appears to be having on teaching and learning in the Icelandic educational system. Teaching practices at the compulsory level of schooling in Iceland are described and indications presented on how little they appear to be changing. Effects on teaching practices in teacher education at Iceland University of Education are also discussed, with the trend towards distance education and net-based teaching and learning being by far the most noticeable","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115457357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
The social character of knowing and learning: implications of cultural psychology for educational technology 知与学的社会特征:文化心理学对教育技术的启示
Journal of Information Technology for Teacher Education Pub Date : 2001-07-01 DOI: 10.1080/14759390100200100
C. Crook
{"title":"The social character of knowing and learning: implications of cultural psychology for educational technology","authors":"C. Crook","doi":"10.1080/14759390100200100","DOIUrl":"https://doi.org/10.1080/14759390100200100","url":null,"abstract":"Abstract A cultural-psychological view of knowledge and learning is presented. Its concerns are defined by comparative discussion of other theoretical traditions in psychology. The cultural view frames intelligent action as something that is mediated. This renders knowledge as participatory, distributed, and socially guided. It is argued that adoption of this perspective has implications for the support of learning and the design of resources, such as those associated with educational technology. It is suggested that a number of innovations of computer use within education implicitly endorse this cultural view of knowing. However, the cultural-psychological emphasis on social aspects of learning urges more careful protection of some educational practices from unplanned consequences of re-mediations with information and communications technology – particularly as these may arise within networked learning. Four traditional arenas for educational practice are analysed in order to illustrate the subtle nature of such social grounding","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117123104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 34
Learning information and communications technology skills and the subject context of the learning 学习信息通信技术技能和学科语境的学习
Journal of Information Technology for Teacher Education Pub Date : 2001-07-01 DOI: 10.1080/14759390100200108
M. Selinger
{"title":"Learning information and communications technology skills and the subject context of the learning","authors":"M. Selinger","doi":"10.1080/14759390100200108","DOIUrl":"https://doi.org/10.1080/14759390100200108","url":null,"abstract":"Abstract There is a growing body of evidence which suggests that information and ccommunications technology (ICT) can support, enhance and extend learning potential. Yet this all presupposes that students are confident and competent users of technology based on assumptions that presume they are conversant with basic applications. This article seeks to explore the tensions of teaching ICT skills in ways that enable students to perceive the benefits and potential of using computers to support their work. It also considers how much direct instruction is needed in order for sufficient competence to be acquired which will subsequently enable students to learn to use other features of the application to maximise these benefits. ICT as a cognitive tool is described and the development and design of ICT resources and lessons are also considered.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115686103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 59
Teachers' beliefs and integration of information and communications technology in Italian schools 意大利学校教师信仰与信息通信技术的融合
Journal of Information Technology for Teacher Education Pub Date : 2001-07-01 DOI: 10.1080/14759390100200103
C. Gobbo, Marta Girardi
{"title":"Teachers' beliefs and integration of information and communications technology in Italian schools","authors":"C. Gobbo, Marta Girardi","doi":"10.1080/14759390100200103","DOIUrl":"https://doi.org/10.1080/14759390100200103","url":null,"abstract":"Abstract The goal of the present study was to examine teaching styles with information and communications technology (ICT); in Italian schools and in particular to explore whether there is a relationship between personal theories of teaching and learning, levels of competence in ICT, and how ICT is integrated into classroom activities. Teachers with high and low levels of competence in ICT were interviewed in order to examine their beliefs, perceptions, and experiences related to teaching with and without the computer. They were asked to reflect both on themselves as teachers and on their pupils. The results of this preliminary study appeared to indicate that both personal theories of teaching and the level of competence with ICT play a major role in how teachers implement ICT and in their perception of their own and their pupils' motivation","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127634292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 71
Using affordances and constraints to evaluate the use of information and communications technology in teaching and learning 使用能力和限制来评估信息和通信技术在教学中的使用
Journal of Information Technology for Teacher Education Pub Date : 2001-07-01 DOI: 10.1080/14759390100200105
S. Kennewell
{"title":"Using affordances and constraints to evaluate the use of information and communications technology in teaching and learning","authors":"S. Kennewell","doi":"10.1080/14759390100200105","DOIUrl":"https://doi.org/10.1080/14759390100200105","url":null,"abstract":"Abstract Evaluating the nature and extent of the influence of information and communications technology (ICT) on the quality of learning is highly problematic, owing to the number and complexity of interacting variables involved in settings for teaching and learning. Yet, for those responsible for allocating large sums of money to the development of ICT in education, it is important to identify, characterise, measure and model more precisely the features and processes through which technology impacts upon teaching and learning activities. This article offers a framework for analysing the effects of ICT in combination with the other factors which may enhance or ameliorate the positive impact of ICT in the classroom and beyond. This framework is applicable to different levels of evaluation, including large scale curriculum development programmes, curriculum and pedagogical change in particular schools, and individual teachers' planning and reflection. Its use in evaluating new ICT-based teaching approaches at classroom level is illustrated and analysed in the context of an in-service teacher education programme in the United Kingdom, and suggestions are made concerning the development of evaluation tools based on the framework","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130030335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 168
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