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Teaching Secondary Science With Ict

Author: Barton
Publisher: McGraw-Hill Education (UK)
ISBN: 0335224156
Size: 56.57 MB
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This book takes a practical approach to improving secondary science education with the use of Information and Communication Technology (ICT), while considering the broader educational issues that inform and underpin the approach. The material is presented from a teacher’s perspective, and explores issues such as the selection of resources; lesson planning; the impact of ICT on classroom organization; and how ICT affects assessment.

Teaching And Learning Primary Science With Ict

Author: Warwick, Paul
Publisher: McGraw-Hill Education (UK)
ISBN: 0335218946
Size: 43.84 MB
Format: PDF, Kindle
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This book provides a range of insights into pupils' learning relevant to the use of information and communications technology (ICT) in primary science. The contributors, who are all experts in their field, draw on practical and theoretical perspectives and: Provide specific examples of software and hardware use in the classroom Consider innovative and creative uses of technology for pupils engaged in science activity in the primary and early years Indicate future possibilities for the use of computer-based technologies Key themes running through the book include: setting the use of ICT in primary science within theoretical perspectives on learning and on pedagogy; the importance of using ICT in developing talking and listening opportunities in the science classroom; and the potential of learning through ICT enhanced science investigations. Contemporary issues such as inclusion, creativity and collaborative learning are also examined, making Teaching and Learning Primary Science with ICT essential reading for students in science education, and for teachers who want to use new technology to improve learning in their science classrooms.

Information And Communication Technologies In Education

Author: Harriet Taylor
Publisher: Springer
ISBN: 0387354034
Size: 19.20 MB
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This volume examines the many aspects of the integration of ICT into the school of the future. It describes the experiences of different countries in developing models of schools of the future with ICT at the foundation. It provides insights into the essential conditions for developing future new learning environments supported by ICT. It includes perspectives from both developed and developing countries as they prepare for future educational systems of the Information Age.

Pedagogy And Ict Use In Schools Around The World

Author: Nancy Law
Publisher: Springer Science & Business Media
ISBN: 1402089287
Size: 53.42 MB
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How is information and communication technology (ICT) changing teaching and learning practices in secondary schools worldwide in the 21st century? This is the central question addressed by researchers involved in the series of surveys comprising the Second Information Technology in EducationStudy (SITES ). The question is a multifaceted one, with each facet raising additionalq uestions relating to both theory and practice. These include the following: • What traditional and new pedagogiesare evident in the 21st century? • What is the role of ICT in the teaching and learning process? • What ICT infrastructure is available in schools? • How can teachers and their administrators be prepared for effective practice? • How have these conditions and considerations changed since the first SITES survey in 1998? • What are the trends within and between national education systems? • What do the differences and similarities between these systems suggest? • How shouldchange be promoted in education in order to support teachers in their work? • Is there evidence that key strategic factors commonly found in ICT related educational policies do influence teachers’ pedagogical use of ICT? Because these questions are interconnected, the SITES 2006 researchers recognized that if we are to make sense of changes in pedagogical practicesas a result of IC T use, then we need to view those practices in terms of the interacting layers in the 22 education systems surveyed.

International Handbook Of Information Technology In Primary And Secondary Education

Author: Joke Voogt
Publisher: Springer Science & Business Media
ISBN: 0387733159
Size: 78.35 MB
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The major focus of this Handbook is the design and potential of IT-based student learning environments. Offering the latest research in IT and the learning process, distance learning, and emerging technologies for education, these chapters address the critical issue of the potential for IT to improve K-12 education. A second important theme deals with the implementation of IT in educational practice. In these chapters, barriers and opportunities for IT implementation are studied from several perspectives. This Handbook provides an integrated and detailed overview of this complex field, making it an essential reference.

Information And Communication Technologies In South African Secondary Schools

Author: Sarah J. Howie
Publisher: HSRC Press
ISBN: 9780796920409
Size: 80.54 MB
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Increasing learner access to information and communication technologies (ICT) in the curriculum is strategically important to ensure that school leavers moving into the labour market or into further study have the appropriate background and capacities to succeed.

Meeting The Standards In Using Ict For Secondary Teaching

Author: Steve Kennewell
Publisher: Routledge
ISBN: 113453308X
Size: 42.61 MB
Format: PDF, Kindle
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This book explains how Information and Communications technology (ICT) has the potential to make a real improvement to teaching and learning across the curriculum in secondary schools. It illustrates a wide variety of ways in which ICT can be used to enhance learning, offering a fresh burst of inspiration for the busy secondary school teacher. The author takes a structured approach, ensuring that the reader is guided progressively through all the material in order to achieve the required standards for achieving Qualified Teacher Status, and also to continue their development in ICT to an advanced level. This book usefully: * analyzes all the common ICT tools and explains how teachers of each subject in the National Curriculum can exploit these tools for effective learning * explores how people can learn with ICT, how their skills develop, and how these skills can aid their learning * provides a framework for planning, analysing and evaluating teaching with ICT * offers a range of innovative tasks, resources and methods of assessment.

Using Information And Communication Technology In Lower Secondary Science Teaching In Iceland

Author: Svava Pétursdóttir
Publisher:
ISBN:
Size: 48.42 MB
Format: PDF
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This study is on using information and communication technology (ICT) in science education in Iceland. The requirement that ICT be utilized in teaching has only been met to a limited extent though schools appear to be well equipped. Data was collected through a mixed methods approach including a survey, interviews, and an intervention with eight science teachers. The study showed that teachers use equipment available to them but access to computers for pupils' use is limited. The uses are primarily researching selected topics on the internet for writing essays or other products, watching video-clips and taking photos. Use of science specific applications is rare. Support structures for science teachers are weak and CPD opportunities scarce. Teachers have positive views towards ICT in teaching science. However there are considerable barriers to technology integration, teacher knowledge is a central element and resources, support and time are major factors affecting teachers' use of technology. Four cases are explored through cultural historical activity theory, analysing the contradictions that are at work in the context of teaching science with ICT. This analysis illustrates how resources, knowledge and more latent factors are pivotal in the extent and proficiency of teachers' technology use. Three interventions with a quasi-experimental design explore the effectiveness of a selection of digital learning resources (DLR). The results show that benefits from using DLR's vary. In two topics the experimental classes scored significantly higher than the comparison classes but in the third it was the opposite. The findings indicate that DLR's will have a more positive effect on learning results the more interactive features they contain. A further finding from the research concerns the expertise and impact of the science teachers' pedagogical content knowledge (PCK). Perhaps not surprisingly, pupils of teachers with strong PCK tended to score higher, indicating that successful ICT based learning is related to teacher PCK.

Teaching Secondary School Literacies With Ict

Author: Monteith
Publisher: McGraw-Hill Education (UK)
ISBN: 0335226515
Size: 68.61 MB
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There is an immensely important conjunction between literacy and Informationand Communications Technology (ICT). This book considers the application ofICT in raising and widening literacy achievements within the classroom, andexplores ways that ICT can be harnessed to help students develop their literacyskills. Teaching Secondary School Literacies with ICT supports educators in this aimby offering creative examples of good practice. It provides commentary andresearch into what adolescent students are doing, both in formal educationand socially, with regard to ICT and literacy, including: Computer mediated communication Literacy implications of computer games and chatrooms Parents and children using the internet at home, and the implicit literacy skillsinvolved Several contributors provide useful insights into the debate around teenageliteracy cultures and literacy in schools. For example, in schools, word processingand keyboard skills are valued; yet thumb-controlled technologies (games con-soles, texting) are denigrated. This book argues that if we are to encourage pupilsto develop the literacy skills they need for the 21st century, we need a morepositive and creative response to these popular forms of literacy. This inspiring book is key reading for trainee and practising teachers, literacyadvisers and policy makers. Moira Monteith is an educational consultant. She was previously a principallecturer in ICT in Education at Sheffield Hallam University, and before thata teacher. Her previous publications include ICT in the Primary School(Open University Press, 2002).

Ict In Education In Global Context

Author: Jinbao Zhang
Publisher: Springer
ISBN: 9811003734
Size: 28.34 MB
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Intended to promote the innovative use of technology in education and promote educational advances all over the world, this volume brings together 16 best-practice cases on technology-enhanced educational innovations. Experts from Turkey, Tunisia, Cyprus, Italy, Malaysia, China, India and Finland have contributed to these cases, highlighting the current state-of-the-art in the use of technology in education in their respective counties. Topics include best practices for designing smart classrooms, effective use of tablets and interactive whiteboards, virtual learning environments, digital learning spaces, game-based learning, synchronous cyber classrooms, micro-courses, among others. The book offers an essential resource on emerging technologies and the educational approaches currently being pursued in different countries to foster effective learning.