Flip your classroom: Reach every student in every class every day

International Society for Technology in Education.

by Linda Darling-Hammond, New York, NY, Teacher’s College Press, 2010, 394 pp., £20.91 (paperback), ISBN 978-0-8077-4962-3 In The flat world and education: how America’s commitment to equity will d...

The flat world and education: how America’s commitment to equity will determine our future

As in many countries worldwide, as part of the consequences of the COVID-19 pandemic lockdown schools in Germany closed in March 2020 and only partially re-opened in May. Teachers were confronted with the need to adapt to online teaching. This paper presents the results of a survey of early career teachers conducted in May and June 2020. First, we analysed the extent to which they maintained social contact with students and mastered core teaching challenges. Second, we analysed potential factors (school computer technology, teacher competence such as their technological pedagogical knowledge, and teacher education learning opportunities pertaining to digital teaching and learning). Findings from regression analyses show that information and communication technologies (ICT) tools, particularly digital teacher competence and teacher education opportunities to learn digital competence, are instrumental in adapting to online teaching during COVID-19 school closures. Implications are discussed for the field of teacher education and the adoption of ICT by teachers.

https://www.tandfonline.com/doi/pdf/10.1080/02619768.2020.1809650

Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany

It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

/pdf/computational-thinking-ji-suan-lun-de-si-kao-3qvv34ha3s.pdf

Computational Thinking 計算論的思考

This paper is based on the research question of what predictors (school characteristics, teachers' attitudes, teacher collaboration and background characteristics) determine secondary school teachers' frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers' frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers' attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers' in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers' attitudes are more relevant for teachers' in-class use of computers than school characteristics or teacher collaboration on the process level.

Predictors of teachers' use of ICT in school --- the relevance of school characteristics, teachers' attitudes and teacher collaboration

This study utilizes a school improvement and school development perspective to identify supporting and hindering factors contributing to long-term and sustainable ICT implementation in schools and classrooms. The nature and impact of these factors are examined in six schools in Germany. These six schools were drawn from the German follow-up study (2006–2007) of the IEA Second Information Technology in Education Study, Module 2 (SITES M2, 1999–2002) funded by the German Research Foundation (DFG). This qualitative and quantitative follow-up study was conducted fi ve years after SITES M2. An instrument to measure the sustainability of ICT implementation was developed and charted for the six schools over the 5-year period. At the same time, the supportive factors and obstacles of ICT integration were determined on the school basis to combine both the degree of success in implementing ICT sustainably and the specifi c factors in each school. The study concludes by outlining the most important factors on different school levels, which are necessary for long-term and sustainable ICT implementation in the sampled schools and classrooms. Above all, the success in implementing digital media sustainably appeared to be associated with the way that schools use their radius of operation on the process level, especially how principals perform as school leaders and how ICT use meets the pedagogical aims of the schools.

Supportive and hindering factors to a sustainable implementation of ICT in schools

In the debate on the integration of information and communication technologies (ICT) into schools, the beliefs and attitudes of teachers towards ICT in teaching and learning have always been regard...

https://journals.sagepub.com/doi/pdf/10.1177/1474904117725899

Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries:

Munster [u.a.] : Waxmann 2014, 336 S.
Padagogische Teildisziplin: Empirische Bildungsforschung; 
als elektronischer Volltext verfugbar

ICILS 2013. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich

There have been repeated calls for restructuring of schooling to take advantage of information and communication technologies (ICT). This article recognizes an increasing range of radical restructuring resulting from the co-evolution of education and digital technologies in school systems and related activity in the global ecosystem. Research of previously innovative schools that did not sustain their innovative strategies with ICT has also helped to clarify relevant factors including the importance of leadership. Davis' co-evolutionary framework is illustrated with case studies of sustained transformation enabled by blended and online learning in New Zealand and the USA. Transformations include decoupling of the roles of a class teacher, plus decoupling of the services provided by a single school into provision by networked organizations, including a virtual school and web-based services. The diversity of transformed educational ecosystems is linked to local and regional variations in culture and conditions. The article concludes that teachers in a range of roles will remain the keystone species of K-12 education also in the 21st century and recommends that this co-evolutionary framework is applied globally to increase equitable provision.

Birgit Eickelmann

Papers

Predictors of teachers' use of ICT in school --- the relevance of school characteristics, teachers' attitudes and teacher collaboration

Supportive and hindering factors to a sustainable implementation of ICT in schools

Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries:

ICILS 2013. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich

Restructuring of educational systems in the digital age from a co‐evolutionary perspective