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101.
Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice 总被引:2,自引:0,他引:2
Cathy Lewin Bridget Somekh Stephen Steadman 《Education and Information Technologies》2008,13(4):291-303
This paper draws on research carried out for the UK government during 2004–2006 to evaluate the impact of interactive whiteboards
for teaching and learning in primary schools in England. Multilevel modelling showed positive gains in literacy, mathematics
and science for children aged 7 and 11, directly related to the length of time they had been taught with an interactive whiteboard
(IWB). These gains were particularly strong for children of average and above average prior attainment. Classroom observations,
together with teacher and pupil interviews, were used to develop a detailed account of how pedagogic practice changed. Results
from the multilevel modelling enabled the researchers to visit the classrooms of teachers whose pupils had made exceptional
progress and seek to identify what features of pedagogy might have helped to achieve these gains. It was also possible to
examine possible reasons for the lack of impact of IWBs on the progress of low prior attainment pupils, despite their enthusiasm
for the IWB and improved attention in class. The IWB is an ideal resource to support whole class teaching. Where teachers
had been teaching with an IWB for 2 years and there was evidence that all children, had made exceptional progress in attainment
in national tests, a key factor was the use of the IWB for skilled teaching of numeracy and literacy to pairs or threesomes
of children. Young children with limited writing skills, and older pupils with special educational needs are highly motivated
by being able to demonstrate their skills and knowledge with the tapping and dragging facilities of the IWB. These effects
are greatest when they have the opportunity, individually or in small groups, for extended use of the IWB rather than as part
of whole class teaching. The IWB is in effect a mediating artefact in interactions between teacher and pupils, and when teachers
use an IWB for a considerable period of time (at least 2 years), teachers learn how to mediate the greatly increased number
of possible interactions to best aid pupils’ learning. The IWB’s use becomes embedded in their pedagogy as a mediating artefact
for their interactions with their pupils, and pupils’ interactions with one another, and this is when changes in pedagogic
practice become apparent. 相似文献
102.
This paper provides an analysis of the issues arising from work with multiple stakeholders within the context of a major national evaluation study. The context is the UK Education Departments' Superhighways Initiative (EDSI), which was jointly funded by the four education departments of England, Wales, Scotland and Northern Ireland. Unusually, the evaluation, which was large scale and employed several teams of evaluators, had a real opportunity to inform the development of policy. Problems of working for multiple stakeholders arose from the tight control that the sponsors exercised over the structure, style and content of the report. In addition to the usual problems of conflicting interests between stakeholders, the Scottish evaluators experienced problems relating to the polarised political context in the UK prior to the general election of 1997. The successful public relations exercise that created the EDSI programme, with commercial sponsorship for projects and government funding only for the evaluation, was an additional factor in determining the evaluators' roles and relationships with stakeholders. 相似文献
103.
Bridget Peters Christopher Ballmann Graham Mcginnis Erin Epstein Hayden Hyatt Dustin Slivka 《Journal of sports sciences》2016,34(1):56-66
Altitude exposure and exercise elicit oxidative stress in blood; however, exercise recovery at 5000 m attenuates oxidative stress. The purpose was to determine the altitude threshold at which blood oxidative stress is blunted during exercise recovery. Twelve males 18–28 years performed four-cycle ergometry bouts (60 min, 70% VO2max, at 975 m). In a randomised counterbalanced crossover design, participants recovered 6 h at 0, 1667, 3333 and 5000 m in a normobaric hypoxia chamber (recovery altitudes were simulated by using a computerised system in an environmental chamber by lowering the partial pressure of oxygen to match that of the respective altitude). Oxygen saturation was monitored throughout exercise recovery. Blood samples obtained pre-, post-, 1 h post- and 5 h post-exercise were assayed for ferric-reducing antioxidant plasma, Trolox equivalent antioxidant capacity, uric acid, lipid hydroperoxides and protein carbonyls. Muscle biopsies obtained pre and 6 h were analysed by real-time polymerase chain reaction to quantify expression of hemeoxgenase 1, superoxide dismutase 2 and nuclear factor (euthyroid-derived 2)-like factor. Pulse oximetry data were similar during exercise, but decreased for the three highest recovery elevations (0 m = 0%, 1667 m = ?3%; 3333 m = ?7%; 5000 m = ?17%). A time-dependent oxidative stress occurred following exercise for all variables, but the two highest recovery altitudes partially attenuated the lipid hydroperoxide response (0 m = +135%, 1667 m = +251%, 3333 m = +99%; 5000 m = +108%). Data may indicate an altitude threshold between 1667 and 3333 m, above which the oxidative stress response is blunted during exercise recovery. 相似文献
104.
105.
Bridget A. Walsh Heidi Cromer Daniel J. Weigel Leah Sanders 《Early Childhood Education Journal》2013,41(5):325-337
The presence and use of new technologies in early childhood settings are rapidly increasing. One technology tool used in early childhood settings is monthly DVD classroom newsletters, yet there is a lack of assessments to support pre-kindergarten teachers’ uses of such DVD newsletter technology—in general and in specific. The present study helps to fill this gap by developing and testing a revised rubric to evaluate the quality of monthly DVD classroom newsletters. Results indicate that the revised Monthly DVD Classroom Newsletter-Rubric exhibited good overall reliability. We suggest that the use of a rubric to assess pre-kindergarten teacher-created monthly DVD classroom newsletters supports teachers’ decision making about technology uses and professional development. 相似文献
106.
Bridget Somekh 《Technology, Pedagogy and Education》2013,22(1-2):115-137
ABSTRACT This paper is concerned with the process of innovation at both the institutional and personal‐professional levels. The focus is on the practical and moral dilemmas of managing innovation in the context of coercive policies imposed from outside. Innovation is defined as any activity or practice which involves human beings in changes to established routines. It is always embedded in a unique, multi‐level context. Qualitative methods are used to examine the case of five institutions in the UK working within a funded project to introduce more effective use of information technology in initial teacher education. The aim of the paper is to use the case to generate theories which, although they cannot be generalised to other contexts, can inform the thinking of those responsible for the management of innovation in other institutions. 相似文献
107.
Four conditioned suppression experiments with rats, using an ABC renewal design, investigated the effects of compounding the target conditioned excitor with additional, nontarget conditioned excitors during extinction. Experiment 1 showed stronger extinction, as evidenced by less renewal, when the target excitor was extinguished in compound with a second excitor, relative to when it was extinguished with associatively neutral stimuli. Critically, this deepened extinction effect was attenuated (i.e., more renewal occurred) when a third excitor was added during extinction training. This novel demonstration contradicts the predictions of associative learning models based on total error reduction, but it is explicable in terms of a counteraction effect within the framework of the extended comparator hypothesis. The attenuated deepened extinction effect was replicated in Experiments 2a and 3, which also showed that pretraining consisting of weakening the association between the two additional excitors (Experiments 2a and 2b) or weakening the association between one of the additional excitors and the unconditioned stimulus (Experiment 3) attenuated the counteraction effect, thereby resulting in a decrease in responding to the target excitor. These results suggest that more than simple total error reduction determines responding after extinction. 相似文献
108.
Lindsay B. Wheeler Bridget K. Mulvey Jennifer L. Maeng Mila Rosa Librea-Carden Randy L. Bell 《International Journal of Science Education》2013,35(14):1905-1925
ABSTRACTGraduate students regularly teach undergraduate STEM courses and can positively impact students’ understanding of science. Yet little research examines graduate students’ knowledge about nature of science (NOS) or instructional strategies for teaching graduate students about NOS. This exploratory study sought to understand how a 1-credit Teaching in Higher Education course that utilised an explicit, reflective, and mixed-context approach to NOS instruction impacted STEM graduate students’ NOS conceptions and teaching intentions. Participants included 13 graduate students. Data sources included the Views of Nature of Science (VNOS-Form C) questionnaire administered pre- and post-instruction, semi-structured interviews with a subset of participants, and a NOS-related course project. Prior to instruction participants held many alternative NOS conceptions. Post-instruction, participants’ NOS conceptions improved substantially, particularly in their understandings of theories and laws and the tentative nature of scientific knowledge. All 12 participants planning to teach NOS intended to use explicit instructional approaches. A majority of participants also integrated novel ideas to their intended NOS instruction. These results suggest that a teaching methods course for graduate students with embedded NOS instruction can address alternative NOS conceptions and facilitate intended use of effective NOS instruction. Future research understanding graduate students' NOS understandings and actual NOS instruction is warranted. 相似文献
109.
ABSTRACTDespite successful attempts to improve learners’ nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators’ attention. We think this question is misplaced. Instead, we build upon recent research addressing a context continuum – drawing on the strengths of both contextualised and noncontextualised NOS instruction – to improve retention. Although there are many different potential contexts for NOS instruction, this investigation focuses on science content as context. The present investigation focused on long-term retention of improved NOS conceptions and rationales for NOS instruction. Participants were all 25 teachers who completed a professional development programme (PDP) utilising a mixed contextualisation approach to NOS instruction. We classified teachers’ NOS conceptions into three levels of understanding using the Views of the Nature of Science Form-C responses and interviews three times over the year: pre-, post-, and 10-month delayed post-PDP. Results indicated that initially participants held many alternative NOS conceptions. Post-instruction, responses were substantially improved across all NOS concepts. Furthermore, nearly all of the participants’ conceptions were retained across the academic year following the PDP. Participants offered varied rationales for NOS instruction including its potential to improve students’ scientific literacy, perceptions of the relevance of science, improve positive risk-taking, and increase tolerance for differences. These results contrast favourably with previous reports of the retention of improvements in NOS conceptions over time. 相似文献
110.
Fiona Wilson John Gormley Conor Gissane Ciaran Simms 《Journal of sports sciences》2013,31(14):1481-1489
Abstract Lumbar spine injury is common in rowers and examination of spinal kinematics may improve the understanding of this injury's prevalence. This study aimed to examine the range of frontal plane angular displacement (AD) in the lumbar spine at L3 during ergometer rowing and to investigate the effect of exhaustion on lumbar kinematics. Twelve elite male rowers completed an incremental test on a Concept 2 ergometer. Lumbar AD at L3 was measured continually throughout the rowing trial using a Spectrotilt Inclinometer and blood lactate was sampled at 3-minute intervals. AD of between 4.7° and 8.8° was recorded at L3. There was a significant increase in AD between the first and last stage of the test (mean increase = 4.1 ± 1.94°, 95% Confidence Interval [CI], 2.9 to 5.3°, t = 7.36, P = 0.000014). Incremental rise in AD was associated with an incremental rise in blood lactate but regression confirmed that only stroke rate was a significant predictor for increasing angle. Thus there is a statistically significant increase in frontal plane AD at L3 over the course of an incremental exercise test although it cannot be confirmed if this is as a result of exhaustion. The values of AD confirm that there is motion in the frontal plane in ergometer rowing. 相似文献