ICT in Education

Internet 2.0 como medio de apoyo al desarrollo de habilidades

by Cristian Cerda

Nuove tecnologie italiano L2: il progetto Italiano Insieme

by Francesca Falconi

Co-authored with Simonetta De Angelis, published in "Italiano a stranieri", 13, 2012, Edilingua, pp. 16-20

CHIRON, CULTURA CLÁSICA 2.0

by Sebastià Giralt

Tay, L.Y., Lim, S.K., Lim, C.P. & Koh, J.H.L. (2012). Pedagogical approaches for ICT integration into primary school English and Mathematics: A Singapore case study. Australasia Journal of Educational Technology, 28(4), 740-754.

by Cher Ping LIM

This case study research attempts to examine the pedagogical approaches for the teaching of English and Mathematics... more This case study research attempts to examine the pedagogical approaches for the teaching of English and Mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning with and learning from ICT framework in reporting and analysing how ICT has been used in the teaching of English and Mathematics. This framework also looks into the level of production (i.e., students’ creation of digital work) and collaboration when learning with and/or from ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by the English and Mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons as compared to the Mathematics lessons. Mathematics teachers primarily adopted the learning from ICT pedagogy with occasional learning with ICT approach. However, English teachers facilitated the students to learn from and also with technology with production and also with elements of collaboration. This case study illuminates the usefulness of the learning with and from ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.

Are teachers ready to engage the digital natives in 21st century learning? An Australian perspective.

by Dr Eva Dakich

Dakich, E., Cherednichenko, B., Vale, C., & Thalathoti, V. (2008). Are teachers ready to engage the digital natives in 21st century learning? An Australian perspective. IFIP 2008 Prague. Conference proceedings.

Teachers' Perceptions about the Barriers and Catalysts for Effective Practices with ICT in Primary Schools

by Dr Eva Dakich

Dakich, E. (2009) Teachers’ Perceptions about the Barriers and Catalysts for Effective Practices with ICT in Primary Schools. In A. Tatnall and A, Jones (Eds.) Education and Technology for a Better World, IFIP Advances in Information and Communication Technology, Volume 302. ISBN 978-3-642-03114-4. Springer Berlin Heidelberg, 2009, p. 445

This paper presents perceptions of four primary school teachers from two Victorian government primary schools about... more This paper presents perceptions of four primary school teachers from two Victorian government primary schools about the barriers and catalyst for effective practices with ICT. Findings of the semi-structured qualitative interviews confirm results of previous studies indicating that access to reliable infrastructure, adequate technical support, and time pressures are still considered to be some of the most significant barriers to successful ICT integration in public schools. Teacher interviews however also reveal that the challenges of integrating ICT in teaching and learning can be counterbalanced by a number of variables, which include: owning a laptop, having access to ongoing professional learning, sharing effective practices, drawing on student expertise and being supported by a whole-school approach to teaching and learning with ICT.

http://www.springerlink.com/content/?k=doi:(10.1007/978-3-642-03115-1_47)

EDUCATION 2.0 - CROSSING BORDERS WITH MOODLE. Conference Report

by KGD Konferenz für Geschichtsdidaktik

EDUCATION 2.0 - CROSSING BORDERS WITH MOODLE

Conference Report
Saarbücken 2012, Jan. 31

Authors:
Daniel Bernsen, Pädagogisches Landesinstitut, Rheinland-Pfalz
Alexander König, Landesinstitut für Pädagogik und Medien, Saarland

Learning to be researchers in an e-maturity survey of Gauteng schools

by Geoffrey Lautenbach

Zaranis, N., & Kalogiannakis, M. (2012). The Use of ICT in Preschool Education for Science Teaching with the Van Hiele theory, In S. Divjak (ed.) Proceedings of the 8th International Conference on Hands-on Science, Ljubljana, 15-17 September 2011, 219-225 (e-book available: http://www.mptl-hsci.si).

by Michail Kalogiannakis

This research reveals ICT uses in Greek preschool education and explores this use of ICT based on van Hiele model for... more This research reveals ICT uses in Greek preschool education and explores this use of ICT based on van Hiele model for science education. In this study, we use mathematical (Early Numeracy Test - ENT) and natural tests to explore the use of ICT in preschool classroom for teaching basic mathematical and natural science concepts. The ENT is a task orientated test which attends to measure the level of early mathematical
competence developed for Kindergarten. Pupils in the control group received only the traditional science instruction about a variety of topics concerning main natural science phenomena and mathematical concepts. Pupils in the experimental group received only the science instruction based on van Hiele model with the use of ICT for the same natural scientific phenomena and mathematical concepts. Both the experimental and the control groups consisted of classes from the same participating schools. Our research is in progress and the first indicative results show that teaching and learning through ICT is an interactive process for children at preschool level and has a positive effect for science education. We argue that a change is necessary so as an innovative teaching method can be successful, not only concerning materials, but also concerning approaches and beliefs.

Integrating ICT in Teachers Education - Case study at "Goce Delcev" University

by Zoran Zdravev

Faculty of Education at the University "Goce Delcev"-Stip is a leading institution in the implementation of... more Faculty of Education at the University "Goce Delcev"-Stip is a leading institution in the implementation of new technologies in education in Macedonia. Faculty of Education has realized many international and local projects under the patronage of the MES of RM and USAID, as well as one EU TEMPUS project. The main idea of the projects was to integrate ICT in the curriculum of the Faculty of Education, and the students, the future teachers to be familiar with the application of ICT in education. Generally, known problems are emerged here: a lack of equipment, insufficient training for use of equipment, lack of digital resources for use in education and so on. At present, most of these problems are solved, but things still are not going as it should. Now we have classrooms full of technology but that technology is insufficiently used by teachers. Also, we found that there were new problems: motivation and desire to use ICT, and insufficient monitoring of ICT development. In this paper our experiences and lessons learned in the implementation of projects and in the process of integration of ICT in the teaching process are described.

Factors that promote or inhibit the implementation of e-health systems: an explanatory systematic review

by Frances Mair

Co-authored with: Carl May, Catherine O’Donnell, Tracy Finch, Frank Sullivan & Elizabeth Murray

Objective To systematically review the literature on the implementation of e-health to identify: (1) barriers and... more Objective To systematically review the literature on the implementation of e-health to identify: (1) barriers and facilitators to e-health implementation, and (2) outstanding gaps in research on the subject.
Methods MEDLINE, EMBASE, CINAHL, PSYCINFO and the Cochrane Library were searched for reviews published between 1 January 1995 and 17 March 2009. Studies had to be systematic reviews, narrative reviews, qualitative metasyntheses or meta-ethnographies of e-health implementation. Abstracts and papers were double screened and data were extracted on country of origin; e-health domain; publication date; aims and methods; databases searched; inclusion and exclusion criteria and number of papers included. Data were analysed qualitatively using normalization process theory as an explanatory coding framework.
Findings Inclusion criteria were met by 37 papers; 20 had been published between 1995 and 2007 and 17 between 2008 and 2009. Methodological quality was poor: 19 papers did not specify the inclusion and exclusion criteria and 13 did not indicate the precise number of articles screened. The use of normalization process theory as a conceptual framework revealed that relatively little attention was paid to: (1) work directed at making sense of e-health systems, specifying their purposes and benefits, establishing their value to users and planning their implementation; (2) factors promoting or inhibiting engagement and participation; (3) effects on roles and responsibilities; (4) risk management, and (5) ways in which implementation processes might be reconfigured by user-produced knowledge.
Conclusion The published literature focused on organizational issues, neglecting the wider social framework that must be considered when introducing new technologies.

Lim, C. P., & Barnes, S. (2005). A collective case study of the use of ICT in Economics courses: A sociocultural approach. Journal of the Learning Sciences, 14(4), 489-526.

by Cher Ping LIM

Based on a collective case study of the use of an economics ICT tutorial-based package, WinEcon, in three British... more Based on a collective case study of the use of an economics ICT tutorial-based package, WinEcon, in three British schools, this paper examines the activity structures that exist in ICT-mediated lessons situated within their broader sociocultural contexts. Activity theory and its highly developed ideas of the sociocultural conceptions of human nature and cognition are adopted to frame the study. By drawing together Gifford’s (1997) mediated learning model and Cole’s (1995) culture as garden metaphor, the former captures the activities mediated by students, teachers, ICT and non-ICT tools in the course, and these are situated in the latter’s broader sociocultural settings of the school, education system and society-at-large.

Although the paper provides an account of the use of WinEcon in economics courses, its emphases are on the issues and problems of ICT integration: course objectives, teaching and learning tools, participants, sociocultural constraints, activities, and design of the learning environment. Consistent with other studies of ICT integration, there are two interrelated points for consideration regarding the use of ICT in enculturating students to think “in an economics way”: (1) pivotal role of the teacher in the design of the learning environment, and (2) object of activities, sociocultural constraints and the enculturation process.

A Informatização no Turismo na Serra da Estrela – O Caso de Estudo da Hotelaria e Restauração na Cidade de Seia

by Vitor Roque

Roque, Vítor; Fernandes, Daniela; Coelho, Luís e Eusébio, Pedro
ISBN 978-972-8681-31-9
2011 Instituto Politécnico da Guarda - Col. Politécnica
A INFORMATIZAÇÃO NO TURISMO NA SERRA DA ESTRELA: O CASO DE ESTUDO DA HOTELARIA E RESTAURAÇÃO NA CIDADE DE SEIA
In Fernandes, Gonçalo; Sardo, Anabela e Melo, António (Coords.) (2011).Inovação em Turismo & Hotelaria

Actualmente é, cada vez mais, visível que as novas tecnologias se têm tornado uma mais-valia para todos os sectores... more Actualmente é, cada vez mais, visível que as novas tecnologias se têm tornado uma mais-valia para todos os sectores económicos, inclusive o sector do Turismo e em particular o subsector da Hotelaria e Restauração, que é o subsector em estudo neste trabalho. Utilizar o computador na ajuda da contabilidade da empresa, ou mesmo para facilitar o trabalho na mesma, são alguns do factores que levam as empresas da área da Hotelaria e Restauração a usufruir destas tecnologias. Assim, de forma a conhecer um pouco melhor o grau de informatização do subsector da Hotelaria e Restauração da cidade de Seia, realizaram-se inquéritos às empresas de hotelaria e restauração pertencentes à mesma. Os resultados obtidos, assim como, todas as conclusões tiradas são divulgadas ao longo deste trabalho.

The ICT Area in High Education Tourism Courses – The Portuguese Case

by Vitor Roque

proc. of the International Congress on Tourism – CIT 2010, Porto, Portugal, 21-23 June 2010

Today, the Information and Communication Technologies (ICT) are very important tools for all professionals from the... more Today, the Information and Communication Technologies (ICT) are very important tools for all professionals from the different activity sectors. They were present in most of the daily activities, and in the tourism sector couldn´t be different.
The global distribution systems of tourism information, reservation systems, back and front office systems and others are based on information and communication technological tools would be expected that higher education institutions that teach tourism give, for this and other reasons, in the curricular structure of their courses, high importance to the ICT area.
This article aims to analyze the importance of the ICT area in high education Tourism courses in Portuguese Universities and Polytechnic Institutes. The analysis was performed in running courses on the academic year of 2009/2010.

Pedagogic Change: Secondary teachers' perceptions of ICT and its uses in enriching the English classroom academic offer.

by Dave Kelly

Unpublished undergraduate dissertation.

This study looks at Secondary-phase English teachers’ perceptions of ICT as an agent of pedagogic change. To do this,... more This study looks at Secondary-phase English teachers’ perceptions of ICT as an agent of pedagogic change. To do this, the study summarises the current literature, finding gaps in the research when looking at Secondary English, and identifying key areas to study, including the impacts of more cutting edge technologies. The study was undertaken firstly by setting the current UK Government policy, showing that there has been a steady decline in central funding for development of ICT within schools. Secondary English teachers were then surveyed and interviewed. Focussing on schools in the Sandwell area of the West Midlands, an area which has very high levels of multiple socio-economic deprivation, this study finds that secondary English teachers aren’t averse to the use of technologies to improve learning and change pedagogy; newer technologies, such as iPads and smartphones, aren’t yet affecting pedagogy, though mobile phones (in a wider sense) are proving to have a negative impact through classroom distraction. It finds that teacher training is viewed as less than sufficient, though teachers seem to already be operating at a high level of interactivity and with blended innovative/replacement use of technologies, and having difficult access to ICTs for pedagogic use also seems to impact upon ease of resource creation, even where technology is provided specifically for this purpose. While this narrow geographical area for review may impact upon the wider application of this study’s findings, that the area is representative of a number of post-primary/secondary industry communities in the UK will mean that its findings can be applied both directly to them and extrapolated for more affluent areas. Further research will include looking at the quantifiable effects on GCSE English of innovative teaching using cutting-edge devices.

The Relation of the Availability and Use of Computers with Students’ and Teachers’ Performance in Secondary Schools in Barbados

by Mario Brun

Working paper, co-authored with J. Enrique Hinostroza, Christian Labbé, Ernesto San Martín, Jaime Vargas, Michelle Fryer, Monica Almonacid, Ursula Quijano, Mariela Dal Borgo and Jennifer Obidah

This paper presents the results of an analysis of the correlations between the introduction and use of computers in... more This paper presents the results of an analysis of the correlations between the introduction and use of computers in Barbados’ secondary schools, and related outcomes considering students’ tests scores, their interest in acquiring information and communication technology (ICT)-related skills over time, their exposure to ICT, and teachers’ instructional practices. The results first show that students’ confidence in their ability to use computers for basic productivity tasks correlates with improved test scores; however, this finding cannot be directly linked to ICT access or use at the school level. Second, they confirm that ICT
access in schools and homes increases the frequency of students’ use of computers, but does not necessarily improve their ability to use ICT tools. Third, data reveals that teachers’ belief in the usefulness of technology and their level of confidence using computers are key factors which contribute to the integration of ICT in instructional practice. This outcome contributes to the literature by providing additional support for the incorporation of ICT teacher training in education policies. Further, it provides evidentiary proof that such training should address not only ICT mastery, but also teachers’ readiness for the pedagogical integration of technology.

A Taxonomy as a Vehicle for Learning

by Bjørn Smestad

La enseñanza de contenidos sociohistóricos y patrimoniales a través de los juegos informáticos de simulación

by Jose María Cuenca

Abstract
Simulation games and, specifically, their computer versions are being increasingly introduced into... more Abstract
Simulation games and, specifically, their computer versions are being increasingly introduced into educational agendas as a kind of resources that attract pupils and students, who seem to be also increasingly demotivated, and that are told to be a useful tool for dealing with complex and abstract contents in education. In this paper I present a general overview of the different educational possibilities of a set of videogames for PC, that can be bought in the conventional market. I also analyze how cultural heritage is represented and what kind of view about it do they reflect as part of an informal education realm that could be articulated with the formal educational context.


Resumen
Los juegos de simulación, y concretamente sus versiones informáticas, se están introduciendo cada vez más en las programaciones educativas como recursos que atraen el interés de unos alumnos cada vez más desmotivados y que, potencialmente, pueden abordar contenidos de gran complejidad y abstracción. En este trabajo se presenta un estudio general de las posibilidades didácticas de diferentes videojuegos, en soporte PC, extraídos del mercado convencional, al tiempo que se analiza la visión que estos juegos transmiten, en relación con el patrimonio cultural, como parte de una educación informal que podría imbricarse dentro del contexto educativo reglado.

Kalogiannakis, M. (2008). From Learning to Use ICT to Use ICT for Learning: Technological Capabilities and Pedagogical Principles, In R. Kobayashi (ed.) New Educational Technology, 13-42, New York: Nova Publishers.

by Michail Kalogiannakis

Faced with a rapid change in our environment and educational structure, the 21st century can be characterized as the... more Faced with a rapid change in our environment and educational structure, the 21st century can be characterized as the information and the knowledge-based society. The incorporation of Information and Communication Technologies (ICT) in education, apart from the administrative support, aims at the modernization of the teaching process as well as the improvement of the learning process. The current research discusses the introduction of ICT into education as an educational innovation and as a policy issue. This article seeks to explore the potential of ICT to conduct teacher training and searches ways to integrate effectively the uses of ICT in teacher education. Emphasis is given in the harmonization between technological capabilities and pedagogical principles in order to meet the professional needs of prospective teachers and the demands of the local and global challenges. The incorporation of ICT in the educational system should be considered as a means of an obligatory modernization of learning and teaching methods and nowadays, the retraining of all teachers is necessary, especially for the use of ICT during the daily school practice. In our Greek educational reality, several researches show that the teachers’ attitude is characterized often by ambivalence. The recognition of the ICT’s benefits is accompanied by expectations for negative effects of their use but also by intense feelings of fear and admiration. A common component of all researches is the acceptance that the successful incorporation of the ICT to the educational practice demands the research and the remodulation of the teachers’ general attitudes and practices in reference to the learning procedure and their role in it.

Kalogiannakis, M. (2010). Training with ICT for ICT from the trainer’s perspective. A Greek case study, Education and Information Technologies, 15(1), 3-17.

by Michail Kalogiannakis

The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often... more The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice.