Journal ArticleDOI
Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change
TLDR
This paper examined how secondary teachers of the core subjects of English, mathematics, and science have begun to integrate information and communication technology (ICT) into mainstream classroom practice in English schools and found that teachers were developing and trialling new strategies specifically for mediating ICT-supported learning.Abstract:
This paper examines how secondary teachers of the core subjects of English, mathematics, and science have begun to integrate information and communication technology (ICT) into mainstream classroom practice in English schools. It draws on an analysis of 18 focus‐group interviews with subject departments in these fields. Evident commitment to incorporating ICT was tempered by a cautious, critical approach, and by the influence of external constraints. Teacher accounts emphasized both the use of ICT to enhance and extend existing classroom practice, and change in terms of emerging forms of activity which complemented or modified practice. A gradual process of pedagogical evolution was apparent; teachers were developing and trialling new strategies specifically for mediating ICT‐supported learning. In particular, these overcame the potentially obstructive role of some forms of ICT by focusing pupils’ attention onto underlying learning objectives.read more
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스크린 위의 삶 = Life on the screen : identity in the age of the internet
Sherry Turkle,유식 최 +1 more
TL;DR: In this paper, Sherry Turkle uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, virtual reality, and the on-line way of life.
Journal ArticleDOI
Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research
Khe Foon Hew,Thomas Brush +1 more
TL;DR: In this paper, the authors identify the general barriers typically faced by K-12 schools when integrating technology into the curriculum for instructional purposes, namely: resources, institution, subject culture, attitudes and beliefs, knowledge and skills, and assessment.
Journal ArticleDOI
Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect
TL;DR: In this article, the authors examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools?
Journal ArticleDOI
The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia
Aliyyah Rasmitadila,Rachmadtullah Rusi Rusmiati,Samsudin Reza,Syaodih Achmad,Nurtanto Ernawulan,Tambunan Muhammad,Anna Riana Suryanti +6 more
TL;DR: In this article, the authors explored the perceptions of primary school teachers of online learning in a program developed in Indonesia called School from Home during the COVID-19 Pandemic and found four main themes, namely, instructional strategies, challenges, support, and motivation of teachers.
The impact of ICT in schools - a landscape review
Rae Condie,Bob Munro +1 more
TL;DR: The impact of ICT on the schools sector across the United Kingdom is investigated in this article, focusing on the infrastructure to support ICT, the impact on learning and teaching, and the extent to which ICT supports communication and links within and across schools and into the wider community.
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Discovery of Grounded Theory: Strategies for Qualitative Research
TL;DR: The Discovery of Grounded Theory as mentioned in this paper is a book about the discovery of grounded theories from data, both substantive and formal, which is a major task confronting sociologists and is understandable to both experts and laymen.
Journal ArticleDOI
The Discovery of Grounded Theory: Strategies for Qualitative Research.
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Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Book
Qualitative analysis for social scientists
TL;DR: This book presents a meta-coding pedagogical architecture grounded in awareness contexts that helps practitioners and students understand one another better and take responsibility for one another's learning.
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Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research
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