Showing papers on "Curriculum published in 2008"

Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research

Abstract: Education researchers are being asked to conduct rigorous, scientifically based studies of K–12 curriculum interventions; therefore, the need for measuring fidelity of implementation and empirically relating it to outcomes (the chief rationale for this review) is warranted to ensure internal and external validity. The results of this review indicate that there are too few studies to guide researchers on how fidelity of implementation to core curriculum interventions can be measured and related to outcomes, particularly within efficacy and effectiveness studies, where the requirements for fidelity measures differ. This review attempts to clarify the definition, conceptualization, and measurement of fidelity of implementation and to guide future researchers in understanding how fidelity of implementation can be used to adjust or interpret outcome measures.

Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools

Abstract: Background: School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent–school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods: This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents’ involvement. Part of the curriculum involved promotion of lesson objectives through the teachers’ continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results: Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. Conclusions: These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children.

Physical education, school physical activity, school sports and academic performance

Abstract: The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases. Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health.

Advancing Engineering Education in P-12 Classrooms

Abstract: Engineering as a profession faces the challenge of making the use of technology ubiquitous and transparent in society while at the same time raising young learners' interest and understanding of how technology works. Educational efforts in science, technology, engineering, and mathematics (i.e., STEM disciplines) continue to grow in pre-kindergarten through 12th grade (P-12) as part of addressing this challenge. This article explores how engineering education can support acquisition of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to accomplish real world problem solving through design, troubleshooting, and analysis activities. We present several promising instructional models for teaching engineering in P-12 classrooms as examples of how engineering can be integrated into the curriculum. While the introduction of engineering education into P-12 classrooms presents a number of opportunities for STEM learning, it also raises issues regarding teacher knowledge and professional development, and institutional challenges such as curricular standards and high-stakes assessments. These issues are considered briefly with respect to providing direction for future research and development on engineering in P-12.

From foreign language education to education for intercultural citizenship : essays and reflections

Abstract: Acknowledgements IntroductionI FOREIGN LANGUAGE EDUCATIONPurposes 1 Foreign language education in context 2 Purposes for foreign language education Possibilities 3 Is language learning possible at school? 4 The intercultural speaker - acting interculturally or being bicultural 5 Intercultural competence and foreign language learning in the primary school 6 Analysis and advocacy: researching the cultural dimensions of foreign language education Perspectives 7 Nationalism and Internationalism in Language Education 8 Language learning in Europe 9 Foreign language teaching as political action II INTERCULTURAL CITIZENSHIP EDUCATIOn 10 Language Education, Political Education and Intercultural Citizenship 11 Education for Intercultural Citizenship 12 Policies for intercultural citizenship education 13 Curricula for intercultural citizenship education 14 Assessment and/or evaluation of intercultural competence and intercultural citizenshipConclusionReferencesAppendix

Culturally Responsive Teaching

Abstract: C ulturally responsive teaching (CRT) is an educational reform that strives to increase the engagement and motivation of students of color who historically have been both unsuccessful academically and socially alienated from their public schools. Specifically, culturally responsive teaching acknowledges and infuses the culture of such students into the school curriculum and makes meaningful connections with community cultures. Culturally responsive teaching is designed to help empower children and youth by using meaningful cultural connections to convey academic and social knowledge and attitudes. This chapter presents an introductory overview of CRT, also commonly referred to as culturally relevant or culturally congruent teaching. Historical and theoretical roots of CRT are discussed. Specific knowledge, skills, and professional dispositions are examined, followed by a discussion of generic applications of CRT and future directions for CRT. The chapter concludes with bibliographic references and suggestions for further readings.

Digital storytelling: a meaningful technology-integrated approach for engaged student learning

Abstract: Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. The aim of this study was to assist Egyptian teachers in developing teaching and learning through the application of a particular digital technology. Students were encouraged to work through the process of producing their own digital stories using MS Photo Story, while being introduced to desktop production and editing tools. They also presented, published and shared their own stories with other students in the class. Quantitative and qualitative instruments, including digital story evaluation rubric, integration of technology observation instruments and interviews for evaluating the effectiveness of digital storytelling into learning were implemented to examine the extent to which students were engaged in authentic learning tasks using digital storytelling. The findings from the analysis of students-produced stories revealed that overall, students did well in their projects and their stories met many of the pedagogical and technical attributes of digital stories. The findings from classroom observations and interviews revealed that despite problems observed and reported by teachers, they believed that the digital storytelling projects could increase students' understanding of curricular content and they were willing to transform their pedagogy and curriculum to include digital storytelling.

Which factors obstruct or stimulate teacher educators to use ICT innovatively

Abstract: This article discusses the factors which stimulate or limit the innovative use of ICT by teacher educators in the Netherlands. Innovative use of ICT is defined as the use of ICT applications that support the educational objectives based on the needs of the current knowledge society. Explorative path analysis and case studies were used to study the potential influencing factors. Results show that several factors on teacher level influence the implementation of innovative ICT-use in education. Especially, teachers who are so-called 'personal entrepreneurs' are important for the integration of ICT in teacher education. School level factors turn out to be of limited importance for innovative use of ICT. This indicates a limited involvement of the management of teacher training institutes towards the use of ICT within the curriculum.

Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models

Abstract: There is an emerging body of literature advocating a "critical" approach to community service learning with an explicit social justice aim. A social change orientation, working to redistribute power, and developing authentic relationships are most often cited in the literature as points of departure from traditional service-learning. This literature review unpacks these distinguishing elements. ********** A growing segment of the service-learning literature in higher education assumes that community service linked to classroom learning is inherently connected to concerns of social justice (Delve, Mintz, & Stewart, 1990; Jacoby, 1996; Rosenberger, 2000; Wade, 2000; 2001; Warren, 1998). At the same time, there is an emerging body of literature arguing that the traditional service-learning approach is not enough (Brown, 2001; Butin, 2005; Cipolle, 2004; Marullo, 1999; Robinson 2000a, 2000b; Walker, 2000). This literature advocates a "critical" approach to community service learning with an explicit aim toward social justice. Referencing the service-learning literature, I unpack the elements that distinguish a critical service-learning pedagogy. In reviewing the literature, I was challenged by an unspoken debate that seemed to divide service-learning into two camps--a traditional approach that emphasizes service without attention to systems of inequality, and a critical approach that is unapologetic in its aim to dismantle structures of injustice. The three elements most often cited in the literature as points of departure in the two approaches are working to redistribute power amongst all participants in the service-learning relationship, developing authentic relationships in the classroom and in the community, and working from a social change perspective. I wanted to understand and make clear the differences in these approaches and what they might look like in practice. How might the curriculum, experiences, and outcomes of a critical service-learning course differ from a traditional service-learning course? The critical approach re-imagines the roles of community members, students, and faculty in the service-learning experience. The goal, ultimately, is to deconstruct systems of power so the need for service and the inequalities that create and sustain them are dismantled. This article uses perspectives from the literature to uncover and explicate the meaning of a critical service-learning view. In discussing each of the three distinguishing elements of the critical service-learning approach, I examine the classroom and community components. Traditional vs. Critical Service-Learning Community service learning "serves as a vehicle for connecting students and institutions to their communities and the larger social good, while at the same time instilling in students the values of community and social responsibility" (Neururer & Rhoads, 1998, p. 321). Because service-learning as a pedagogy and practice varies greatly across educators and institutions, it is difficult to create a definition that elicits consensus amongst practitioners (Bickford & Reynolds, 2002; Butin, 2005; Kendall, 1990; Liu, 1995; Varlotta, 1997a). However, I use the terms service-learning and community service learning to define a community service action tied to learning goals and ongoing reflection about the experience (Jacoby, 1996). The learning in service-learning results from the connections students make between their community experiences and course themes (Zivi, 1997). Through their community service, students become active learners, bringing skills and information from community work and integrating them with the theory and curriculum of the classroom to produce new knowledge. At the same time, students' classroom learning informs their service in the community. Research heralds traditional service-learning programs for their transformative nature--producing students who are more tolerant, altruistic, and culturally aware; who have stronger leadership and communication skills; and who (albeit marginally) earn higher grade point averages and have stronger critical thinking skills than their non-service-learning counterparts (Astin & Sax, 1998; Densmore, 2000; Eyler & Giles, 1999; Kezar, 2002; Markus, Howard, & King, 1993). …

Understanding the Experience of Being Taught by Peers: The Value of Social and Cognitive Congruence.

Abstract: Background Medical schools use supplemental peer-teaching programs even though there is little research on students’ actual experiences with this form of instruction.

The Playing Learning Child: Towards a pedagogy of early childhood

Abstract: From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool related to the curriculum of early years education and, finally, to propose a sustainable pedagogy for the future, which does not separate play from learning but draws upon the similarities in character in order to promote creativity in future generations. Introducing the notions of act and object of learning and play (by act we mean how children play and learn and with the object we mean what children play and learn) we will chisel out an alternative early childhood education approach, here called developmental pedagogy, based on recent research in the field of play and learning, but also related to earlier approaches to early education.

Girls and science: A review of four themes in the science education literature

Abstract: Despite valuable syntheses of the field of gender and science education, there has not been a systematic, comprehensive review of the literature on gender and science education in recent years. We examine the literature pertaining to girls' engagement in science and develop four themes (equity and access, curriculum and pedagogy, the nature and culture of science, and identity) that we believe provide a coherent picture of the different kinds of approaches happening currently, while at the same time allowing for discussion of how ideas in the field have progressed and changed over time. We present new questions and approaches for further research that arise when applying insights from these themes to ongoing work in gender and science education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 971–1002, 2008

Research on Globalization and Education

Abstract: Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational discourses are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. The major institutions contributing to global educational discourses and actions are the World Bank, the Organization for Economic Cooperation and Development, the World Trade Organization, the United Nations, and UNESCO. International testing, in particular the Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), and instruction in English as the language of commerce are contributing to global uniformity of national curricula. Critics of current global trends support educatio...

Music, Informal Learning and the School: A New Classroom Pedagogy

Abstract: Contents: Introduction The project's pedagogy and curriculum content Making music Listening and appreciation Enjoyment: making music and having autonomy Group cooperation, ability and inclusion Informal learning with classical music Afterword Appendices Bibliography Index.

Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform.

Abstract: Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort in the Detroit Public Schools, and was centered on highly specified and developed project-based inquiry science units supported by aligned professional development and learning technologies. Two cohorts of 7th and 8th graders that participated in the project units are compared with the remainder of the district population, using results from the high- stakes state standardized test in science. Both the initial and scaled up cohorts show increases in science content understanding and process skills over their peers, and significantly higher pass rates on the statewide test. The relative gains occur up to a year and a half after participation in the curriculum, and show little attenuation with in the second cohort when scaling occurred and the number of teachers involved increased. The effect of participation in units at different grade levels is independent and cumulative, with higher levels of participation associated with similarly higher achievement scores. Examination of results by gender reveals that the curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African-American boys. These findings demonstrate that standards-based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative

Developing Citizens: The Impact of Civic Learning Opportunities on Students’ Commitment to Civic Participation:

Abstract: This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students’ commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curriculum and instruction. Discussing civic and political issues with one’s parents, extracurricular activities other than sports, and living in a civically responsive neighborhood also appear to meaningfully support this goal. Other school characteristics appear less influential.

Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About Teaching (John Loughran, 2006)

Abstract: John Loughran is currently the Foundation Chair in Curriculum and Professional Practice at Monash University. Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About T...

Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis

Abstract: This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.

AMEE Guide no. 34: teaching in the clinical environment

Abstract: Teaching in the clinical environment is a demanding, complex and often frustrating task, a task many clinicians assume without adequate preparation or orientation. Twelve roles have previously been described for medical teachers, grouped into six major tasks: (1) the information provider; (2) the role model; (3) the facilitator; (4) the assessor; (5) the curriculum and course planner; and (6) the resource material creator (Harden & Crosby 2000). It is clear that many of these roles require a teacher to be more than a medical expert. In a pure educational setting, teachers may have limited roles, but the clinical teacher often plays many roles simultaneously, switching from one role to another during the same encounter. The large majority of clinical teachers around the world have received rigorous training in medical knowledge and skills but little to none in teaching. As physicians become ever busier in their own clinical practice, being effective teachers becomes more challenging in the context of expanding clinical responsibilities and shrinking time for teaching (Prideaux et al. 2000). Clinicians on the frontline are often unaware of educational mandates from licensing and accreditation bodies as well as medical schools and postgraduate training programmes and this has major implications for staff training. Institutions need to provide necessary orientation and training for their clinical teachers. This Guide looks at the many challenges for teachers in the clinical environment, application of relevant educational theories to the clinical context and practical teaching tips for clinical teachers. This guide will concentrate on the hospital setting as teaching within the community is the subject of another AMEE guide.

The Seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis

Abstract: The process of teaching and learning in school has a natural long-term trajectory and cannot be understood only as a series of discrete educational events. Classroom talk plays an important role in mediating this long-term process, and in this article I argue that more attention should be given to the temporal dimension of classroom dialogue, both empirically and theoretically, if we are to appreciate how children gain an education from their classroom experience. I explore this topic using data from recent applied, interventional research in United Kingdom primary schools and examine how classroom talk is used to represent past shared experience, carry ideas forward from one occasion to another, approach future activities, and achieve learning outcomes. The article ends with a discussion of the theoretical, methodological, and educational implications of making this kind of temporal analysis. The data examples used in this article are from the project Language, Thinking and ICT in the Primary Curriculum,...

Culturally Responsive Teaching

Abstract: Barely three-quarters of all high school students are graduating from high school in the United States. This has summoned a call for culturally re sponsive teaching! Included in an examination of t he development of cultural awareness into state driven curriculums is the look at how leaders in educatio n can foster success for a culture that often goes unnoti ced: the culture of the learning disabled! The lea rning disabled student often goes undetected after years of struggling to learn, including frustration with state adapted curriculum geared for students with average capabilities. Leaders in education MUST understand the process that allows learning disabled students to qualify for special education and develop strate gies and techniques to address those students that often dro p out of school because of a lack of culturally res ponsive

Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy

Abstract: Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven design model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our design model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying learning goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum design, identify design issues in curriculum enactments, and guide the development of design solutions. The iterative use of the learning-goals-driven design model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals. © 2007 Wiley Periodicals, Inc. Sci Ed92:1–32, 2008

The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms

Abstract: Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for teachers.

From the Field: A Proposal for Educating Leaders for Social Justice

Abstract: Purpose: The purpose of this article is to suggest the structure and content of an educational leadership program whose aim is to prepare principals for social justice work. Research Design: The authors have conceptualized foundational components for a comprehensive principalship program focused on social justice. They assert that educational leaders for social justice must have three goals at the forefront of their efforts: (a) They must raise the academic achievement of all the students in their school, that is, high test scores do matter; (b) they must prepare their students to live as critical citizens in society; and (c) both of these goals can only be achieved when leaders assign students to inclusive, heterogeneous classrooms that provide all students access to a rich and engaging curriculum. The components addressed for this social justice–oriented principalship preparation program include (a) how students should be selected for such a program and (b) an outline of the knowledge and content for educating social justice leaders. The importance of induction/praxis after students graduate from these programs is discussed. Conclusions: The aim of this article is to provoke a discussion in the field and spark faculty to engage in ongoing conversations and thinking about their own programs and to imagine new avenues for future research in this area. Faculty also can use these suggestions as a guide to assess their efforts and to bolster program quality, sensitive to the unique needs and schooling contexts of their particular students.

Formal Art Observation Training Improves Medical Students’ Visual Diagnostic Skills

Abstract: Background Despite evidence of inadequate physical examination skills among medical students, teaching these skills has declined. One method of enhancing inspection skills is teaching “visual literacy,” the ability to reason physiology and pathophysiology from careful and unbiased observation.

Computer Technology Integration and Student Learning: Barriers and Promise

Abstract: Political and institutional support has enabled many institutions of learning to spend millions of dollars to acquire educational computing tools (Ficklen and Muscara, Am Educ 25(3):22–29, 2001) that have not been effectively integrated into the curriculum. While access to educational technology tools has remarkably improved in most schools, there is still concern about instructional integration of computer technology to support student learning. Appropriate integration of computer tools constitutes a major change in people’s lives; technology integration is a complex phenomenon that involves understanding teachers’ motivations, perceptions, and beliefs about learning and technology (Woodbridge, http://www.techlearning.com/story/showArticle.php?articleID=17701367 ). Although computer technology has a great potential to reform or even transform education, barriers come in the way of achieving success especially with student learning. This paper presents an overview of technology use in education with a focus on barriers to computer technology integration. Further, this paper provides suggestions to maximize the benefits of learning with computer technology.

The Price We Pay: Economic and Social Consequences of Inadequate Education

Abstract: While the high cost of education draws headlines, the cost of not educating America's children goes largely ignored. The Price We Pay remedies this oversight by highlighting the private and public costs of inadequate education. In this volume, leading scholars from a broad range of fields uincluding economics, education, demography, and public health uattach hard numbers to the relationship between educational attainment and such critical indicators as income, health, crime, dependence on public assistance, and political participation. They explore policy interventions that could boost the education system's performance and explain why demographic trends make the challenge of educating our youth so urgent today. Improving educational outcomes for at-risk youth is more than a noble goal. It is an investment with the potential to yield benefits that far outstrip its costs. The Price We Pay provides the tools readers need to analyze both sides of the balance sheet and make informed decisions about which policies will pay off. Contributors include Thomas Bailey (Teachers College, Columbia University), Ronald F. Ferguson (Harvard University), Irwin Garfinkel (Columbia University), Jane Junn (Rutgers University), Brendan Kelly (Columbia University), Enrico Moretti (UCLA), Peter Muennig (Columbia University), Michael Rebell (Teachers College, Columbia University), Richard Rothstein (Teachers College, Columbia University), Cecilia E. Rouse (Princeton University), Marta Tienda (Princeton University), Jane Waldfogel (Columbia University), and Tamara Wilder (Teachers College, Columbia University).

Factors Affecting Teachers’ Pedagogical Adoption of ICT

Abstract: this chapter uses insights from socio-cultural theory to develop a new analysis of the process of teachers’ pedagogical adoption of ICT. It refutes the common assumption that failure to embed ICT in pedagogy is the result of teachers’ resistance to change, and argues the need for a wider analytic frame that takes into account complex cultural factors and the regulatory frameworks and policies of national education systems. Humans learn to use new tools by, first, attempting to find a ‘fit’ with existing social practices and over time, through experimentation, developing new social practices that take advantage of their affordances. This process is always enabled or constrained by organisational structures, social contexts and established mechanisms of control, such as national curricula and assessment regimes. The chapter provides examples of transformative pedagogies with ICT and draws attention to the common factors which have enabled their success.