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361.
Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes 总被引:1,自引:0,他引:1
Technology is available and accessible in many mathematics classrooms. Adopting technology to support teaching and learning
requires teachers to change their teaching practices. This paper reports the responses of a diverse cohort of 92 secondary
mathematics teachers who chose to respond to an Australian state-wide survey (Mathematics with Technology Perceptions Survey)
developed using a Theory of Planned Behaviour framework. The items discussed in this paper targeted mathematics teachers’
perceptions of possible barriers and enablers to their intention to use technology in their teaching. The responses are varied
but, overall, strength of agreement with enablers outweighed agreement with perceived barriers. However, it is clear that
despite an overall positive attitude towards the use of technology for teaching mathematics, some perceived barriers to change
are notable. It is, therefore, helpful if those responsible for professional development, promoting the use of technology,
recognise and address these barriers as well as working to strengthening enablers. 相似文献
362.
In this study, we use a cultural framework to examine two important science curriculum changes in a large Australian state
during the 1960s and 1970s. In particular, we describe the activities of two prominent science educators who presided over
these curriculum reforms against a backdrop of significant changes in the school system of the time. We represent the actions
of these persons as heroic Drawing on interview data from these and other members of the community, we describe how the Heroes
shaped, modified and united the culture through referents, rituals and artefacts. We speculate on the importance of heroic
activity in supporing curriculum change. 相似文献
363.
Kevin McCarthy 《Pastoral Care in Education》1997,15(1):15-21
Kevin McCarthy sees a slight irony in the idea of inspecting the spiritual dimension of education. Nevertheless, he argues strongly that schools' response to this should be creative. The resulting policy must be a whole-school one that involves both horizontal and vertical curriculum development. In the second part of his paper he describes how, in his own school, a programme is being developed which goes beyond the mechanistic approach to science typically found in examination syllabi. Starting from the students' own perceptions, this programme considers the big issue which underlies science: that of 'the spiritual dimension'. 相似文献
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Robyn Baker 《Journal of Educational Change》2001,2(3):276-280
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Mary Rafter Robyn M. Gillies 《International Journal of Disability, Development & Education》2018,65(1):45-56
Recent developments in genomic-based knowledge is challenging educators to learn more about the early precursors of various difficulties children experience in learning and how they can use this information to identify preventative strategies or strategies that minimise their effect. The purpose of this article is to provide a brief outline of what is already known about some genetic disorders and some other disorders currently identified in the genome, the role of the teacher in understanding individual student needs, and how teachers can address some of the challenges posed. This article is fundamentally a review of the literature concerning genomics and genomic literacy and the implications for teachers in regular classes. 相似文献
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