Educational technology research and development - This paper explores technology integration and the role of teacher beliefs in this integration to assess a ‘smart-class’ initiative... 相似文献
ABSTRACTWhile textbooks serve as a primary source of content material and problem-solving practice for undergraduates in engineering, studies that investigate how engineering students prepare assignments based on textbook problems are limited. To examine how engineering students complete textbook-based assignments outside of class, this exploratory qualitative study retrospectively investigated the study behaviours of six undergraduates enrolled in a required, second-year undergraduate engineering course at a mid-size, public university in the western United States. Within the course, students solved textbook problems and electronically submitted problem answers for graded credit. Findings from in-depth, semi-structured interviews showed that students identified and used a variety of non-traditional and unsupported resources in personalised approaches to preparing assignments. Resource choice and use was affected by students’ preferences for timely support, convenience, and social connections. The online submission process seemed to influence students’ adoption of study behaviours and resources considered less effective for deep, conceptual learning. 相似文献
This study considered middle school mathematics teachers’ use of rubrics to score non‐traditional tasks. A group of eighth‐grade teachers attended a two‐day workshop where they evaluated assessment tasks and discussed the use an associated scoring rubric. Scored samples of student work submitted by the teachers indicated that they had difficulty using the rubrics for scoring. When compared to expert ratings, all except one teacher had discrepancies in scoring and some discrepancies indicated major problems. These discrepancies appear to be related to whether the task contained familiar or unfamiliar content and the mix of procedure and explanation the task required. Several other factors related to discrepancies, such as leniency errors, teacher knowledge, and the halo effect are also discussed. With the expanded use of rubrics in many arenas, these results show the need for more professional development related to rubric use. 相似文献
A social-cultural theory of difference informed the development of a university unit on inclusive education with a focus on broadening students’ experience and understanding about the backgrounds and values of people in society. One of the aims of the unit was to “develop and work within legal and ethical frameworks that promote diversity, equity and inclusive education”. This paper will report on pre-service teacher reflections in Service-learning Program Logs associated with a university unit on inclusive education in Queensland, Australia. Service-learning requires students to become involved in their community in order to utilise knowledge learned at university. The programme involves reciprocal relationships with organisations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces and strengthens the service. Analysis of data presented in this paper informed the development of set of principles of an inclusive ethical framework. We suggest that these principles could be further developed in teacher education programmes to progress inclusive practices in schools. 相似文献
This research explored science teachers’ pedagogical discontentment and described its role in teachers’ consideration of new
teaching practices. Pedagogical discontentment is an expression of the degree to which one is discontented because one’s teaching
practices do not achieve one’s teaching goals. Through a series of structured interviews conducted with 18 practicing science
teachers of various grade levels, content areas, routes of preparation, and amount of experience, areas of commonality in
the teachers’ pedagogical discontentment were identified. The common areas of pedagogical discontentment include the ability
to teach all students science, science content knowledge, balancing depth versus breath of instruction, implementing inquiry
instruction, and assessing science learning. We draw implications for using this construct to craft more effective professional
development. 相似文献
This article discusses librarian support of medical education programs and patient care with blogs and wikis. Pedagogical background for using Web 2.0 tools in educational settings is explored and example applications given. A survey of health sciences libraries usage of blogs and wikis was conducted in 2009-2010. Using the results from the survey plus five years of experience using blogs and wikis at the University of Washington Health Sciences Library, best practices were compiled and are presented for guidance in establishing new blogs and wikis. 相似文献
The Next Generation Science Standards support understanding of the nature of science as it is practiced and experienced in the real world through interconnected concepts to be imbedded within scientific practices and crosscutting concepts. This study explored how fourth and fifth grade elementary students’ views of nature of science change when they engage in a technology-enhanced, scientific inquiry-oriented curriculum that takes place across formal and informal settings. Results suggest that student engagement in technology-enhanced inquiry activities that occur in informal and formal settings when supported through explicit instruction focused on metacognitive and social knowledge construction can improve elementary students’ understanding of nature of science.