Home About us Contact
|
Home About us Contact | ||
|
|
||
Technology Skills (technology + skill)
Selected Abstracts,Download': ,Postcards Home' Contemporary Art and New Technology in the Primary SchoolINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2005Steve Herne ,Postcards Home' using photography, scanning, digital image manipulation, text and colour printing was the third ,Download' project devised by the education department of the Whitechapel Art Gallery, London, England. It was led by artist Laurie Long with teachers and pupils from Pooles Park primary school in Islington, an inner city borough in North London. Based on the production of a postcard featuring an image of personal significance, the children were involved in exploring and constructing their own and others' identities whilst developing their technology skills in creative ways. The project raises interesting questions about the applicability of contemporary art practices to the primary classroom. The research is based on participant observation and includes the voices of the artist and teachers involved. [source] Beyond natives and immigrants: exploring types of net generation studentsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 5 2010G. Kennedy Abstract Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so-called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three Australian universities to a cluster analysis. Through this analysis, we identified four distinct types of technology users: power users (14% of sample), ordinary users (27%), irregular users (14%) and basic users (45%). A series of exploratory chi-square analyses revealed significant associations between the different types of technology users and the university that students attended, their gender and age and whether the student was local or international. No associations were found for analyses related discipline area, socio-economic status or rurality of residence. The findings are discussed in light of the rhetoric associated with commentaries about the Net Generation, and suggestions about their implications for teaching and learning in universities are offered. [source] Primary school students' perceptions of interactive whiteboardsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2005Ian Hall Abstract Students involved in the interactive whiteboard (IWB) evaluation, sponsored by the Centre for British Teachers (CfBT), were interviewed in regard to their perceptions about IWBs. Twelve group interviews (72 students) were conducted between January and Easter 2004 with Year 6 students (between 10 and 11 years of age) in six Local Education Authority (LEA) areas located in the North and South of England. Students were very enthusiastic about particular aspects of IWBs, such as their versatility in the classroom, multimedia capabilities and the fun and enjoyment they brought to learning. Students also highlighted, however, technical problems, teacher and students' information and communication technology skills and students' lack of access to the technology as negative aspects. [source] Teaching Instructional Design: An Action Learning ApproachPERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001Brenda Bannan-Ritland ABSTRACT Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project-based methods into the full-time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. [source] Capability building in educational technology for teachers in ChinaBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2010Jun Han This paper gives a brief introduction to the project called Education Technology Capacity Building Plan for All Primary and Secondary Teachers now being implemented in China. Because information and communication technology skills training cannot match the demand of teachers' professional development, the Chinese Ministry of Education established the education technology standard for teachers and launched the project. This paper introduced the features of standard training and testing, and discusses the output and influence of the project. [source] Formative Automated Computer Testing (FACT)BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2002Nicoll Hunt This study describes the context for the development of a tool to formatively assess information technology skills of students. The tool provides a reliable and valid assessment of word processing competency, utilizing automation to apply the test instrument via the Microsoft Office package. Tests can be designed directly by tutors, and delivered via a network. Evaluation of the tests suggests that immediate automated testing is preferred by students compared to a traditional written test. There is evidence that the tool improves the IT skills of its users, whereas a traditional written test has no such beneficial effect. [source] | ||||||||||