排序方式: 共有9条查询结果,搜索用时 15 毫秒
1
1.
2.
Dorit Tubin David Mioduser Rafi Nachmias Alona Forkosh-Baruch 《Education and Information Technologies》2003,8(2):127-145
The study reported here is based on the results of two international studies: IEA's Second Information Technology in Education Study (SITES) Module 2, focusing on innovative pedagogical practices at the classroom level, and OECD/CERI Case Studies of ICT and Organizational Innovation, focusing on ICT related innovations at the school system level. In the paper we analyze the data collected in ten innovative schools in Israel which have incorporated ICT in unique ways and have succeeded in devising innovative classroom pedagogies and school system changes. The major research questions addressed are: (a) What levels of innovation were observed in the participant schools, and in which domains? (b) How does the level of innovation in the various domains vary among and within schools? (c) What correlation patterns among levels of innovation in the various domains can be identified? The results of ten comprehensive case studies of exemplary schools in Israel were analyzed by mean of the innovation analysis schema developed by us for characterizing ICT-based educational innovations. 相似文献
3.
4.
Teacher-student relationship is vital for students’ academic, emotional and social development, as well as for teachers’ professional and personal development. This quantitative study examines teacher-student communication and relationship on Facebook among secondary school teachers (N = 180). We examined teachers’ attitudes towards: a) a policy that bans teacher-student Facebook connections; b) using Facebook for learning. Overall, teachers were interested in broadening communication channels with students, in order to empower learning and interpersonal relationship. However, teachers also maintain traditional teacher-student differentiation; they approve using Facebook for learning and disagree with a banning policy, but also prefer using a professional profile for interacting with their students. Data regarding teachers’ perceptions of relationship with their students and SNS-mediated communication present issues regarding means of communication, attitudes towards the policy of banning SNS, standpoints on using Facebook for learning, and preferred profile for communicating with students. We discuss these issues in light of academic, pedagogical, and inter-personal implications. 相似文献
5.
6.
7.
8.
Rafi Nachmias David Mioduser Anat Cohen Dorit Tubin Alona Forkosh-Baruch 《Education and Information Technologies》2004,9(3):291-308
This paper analyzes the factors involved in successful implementation of innovative pedagogical practices using ICT in ten Israeli schools. The research questions addressed are: 1. What is the configuration and intensity level of the various factors involved in the implementation of innovative pedagogical practices using ICT in schools? 2. Can a connection be identified between the level of intensity of the different factors affecting the innovation and the level of change in various domains of innovation (e.g., teacher role, student role, curriculum, and time and space configurations)? Data from ten case studies in Israeli schools were analyzed using the framework developed to measure the intensity of the factors involved in the innovation. Infrastructure, factors within the school, school climate and educational policy were found to be the most involved categories. These factors mostly affect aspects of the innovation related to teacher roles, instructional contents and teaching methods. 相似文献
9.
Forkosh-Baruch Alona Phillips Michael Smits Anneke 《Educational technology research and development : ETR & D》2021,69(4):2209-2224
Educational technology research and development - This article focuses on preservice and in-service teachers’ pedagogical reasoning, decision making and action concerning technology... 相似文献
1