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- University of Limerick
- University of Limerick, Department of Education and Professional Studies
- Wiley-Blackwell
- World Bank, Washington, DC
- University of Limerick, Department of Education & Professional Studies
- Washington, DC
- Taylor and Francis
- Quens University
- Taylor & Francis (Routledge)
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‣ The use of ICT in organizational learning practices: A mixed methods study in a Portuguese organization
Fonte: IATED
Publicador: IATED
Tipo: Conferência ou Objeto de Conferência
Português
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Advanced economies, also known as knowledge-based economies, rely their performance on high skilled workers and quick access to information and knowledge, allowing organizations to react to a competitive, rapidly changing and global environment. Innovation is recognized as a crucial factor for survival, driving the development of new or improved products, services, processes or marketing strategies. Innovation seems to be closely related to organizational learning through which new knowledge is developed, distributed and used. Several proposals consider organizational learning capability in a multidimensional perspective. Based on these proposals, five dimensions were identified as main driving influences to innovation: idea generation; market and technology surveillance; problem solving; dialogue and knowledge transfer; training and competence development. Recent developments on information and communication technologies (ICT), especially web 2.0 social tools, allow workers a more participatory attitude and control on their learning, promoting collaboration and cooperation between teams and networks. It is important that organizations understand how the use of ICT and web 2.0 may improve the organizational learning capability. This study aims at understanding how a Portuguese innovative large company uses ICT and web 2.0 tools to enhance learning practices in order to support the discussion of an answer to the driving research question: how are ICT tools being used to promote organizational learning in innovative organizations?. The paper describes relevant theoretical aspects on organizational learning...
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‣ Evaluating the effectiveness of ICT rollout in an Irish primary school: a case study of a primary school in the west of Ireland.
Fonte: University of Limerick
Publicador: University of Limerick
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
Português
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non-peer-reviewed; Information and communications technology is an integral part of our personal and
working lives. The children of today were born as digital natives and technology
pervades every aspect of their everyday lives. The ubiquity of ICT demands that all our citizens are prepared for full participation in this digital age. There has been huge investment in ICT by successive governments in terms of research and resources. There are countless bodies of research that extol the pivotal benefits of ICT in education.
When properly harnessed it has the potential to enrich learning and enhance teaching
invigorating classroom practice and enabling learners to progress in more
personalised and self-directed ways.
Yet for all this the education sector seems stubbornly resistant to fully embracing the
opportunities that ICT has to offer. The focus needs to shift from technology provision to full integration into pedagogical practice in a transformational way. The evidence shows that teachers are not luddites or technophobes so why is this revolution not happening on the ground?
The main aim of this study was to investigate the impact of sudden rollout of a state-of-the-art ICT infrastructure in a primary school in Ireland. Of primary interest is measurement of adoption rates among teachers and the quality of use in the classroom...
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‣ An investigation into the barriers associated with ICT use in the Youthreach classroom.
Fonte: University of Limerick, Department of Education and Professional Studies
Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); ul_theses_dissertations
Português
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non-peer-reviewed; ICT has impacted, to some degree, on almost every facet of our lives. Children
today grow up with an array of technology, both at home and at school.
Educators and governments have devoted huge resources to the provision of
technology in the learning environment. Schools IT2000 was launched in Ireland
in 1997 with a state investment of £40 million. It committed the Irish government
to equip and support our schools with the most modern ICT equipment. A further
€252 million was allocated in 2007 and an additional €150 million in November
2009. However, this investment related to the mainstream sector only. The
integration of educational technology depends to a significant extent, on the
effectiveness and commitment of teachers. This research study investigates,
analyses and interprets data, to delineate the factors that prevent teachers’ use of
educational technology, at a Youthreach Centre in the North West of Ireland.
The main aim of this study was to investigate the barriers that prevent the
integration of ICT in a Youthreach Centre. Youthreach is an inter-Departmental
initiative for young people who have left school early. Against a background of
falling prices, increasing computing power...
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‣ Opportunities and constraints provided by ICT supported practices in vocational education
Fonte: University of Limerick, Department of Education and Professional Studies
Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); ul_theses_dissertations; none
Português
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Non-peer-reviewed; This case study examines issues surrounding the use of Information and Communication Technology (ICT) supported practices in vocational education at an Irish third level institution. In particular it investigated the opportunities presented and the constraints to the use of ICT with in a vocational educational setting. It also
investigated lecturers‘ perceptions and current use of ICT. The research consisted of interviewing six key informants in relation to the factors affecting the use of ICT supported practices for vocational education. These interviews informed the design of the questionnaire that was then given to 19 lecturers involved in vocational education at the selected Irish third level institution. Two focus groups of four lecturers concluded the investigation by discussing the findings from the questionnaires.
The research revealed that staff felt that ICT has a positive role to play in education.
They find it allows them to gather information, organise it and distribute it to their
learners. They have also found the use of ICT is helping to reduce the amount of time required to complete their work. All lecturers highlighted the need for further training.
And those with a previous qualification in education were particularly vocal in their
need for training. Lecturers indicated a high use of e-mail and the internet.
Educational software...
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‣ An investigation of the factors that promote and hinder the use of ICT in an Irish adult education and training centre
Fonte: University of Limerick, Department of Education and Professional Studies
Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); ul_theses_dissertations; none
Português
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non-peer-reviewed; Due to the widespread use of Information and Communications Technology (ICT)
within all aspects of today’s society, ICT use within all education sectors,
including adult education must be encouraged in order to fully prepare learners for
employment. This case study examines factors that facilitate and impede the use
of ICT within education and identifies factors that are specific to adult education.
This study primarily investigates the role of ICT within two adult education
programmes, namely the Vocational Training Opportunities Scheme (VTOS) and
the Back to Education Initiative (BTEI) within an Adult Education and Training
Centre (AETC) in Ireland.
Primary research involved observing the eight teachers in the AETC to identify if
and how they use ICT within their specific subject area. In addition,
questionnaires were disseminated to these teachers and to a random sample of 30
learners, 15 learners from each programme. Alongside this, a semi-structured
interview was carried out with the co-ordinators from both of the aforementioned
programmes.
This study identified a disparity in ICT use across these specific adult education
programmes. VTOS teachers and learners have increased ICT funding resulting
in increased availability and accessibility of ICT resources. Consequently...
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‣ An investigation into the effectiveness of ICT in learning for a class of adult female students case study approach.
Fonte: University of Limerick, Department of Education and Professional Studies
Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
Português
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non-peer-reviewed; This paper presents a review and investigation into the effectiveness of ICT on learning. Research was conducted on an all female class of community care students in an adult education centre. In addition the effects, if any, of age or gender on the use of ICT were addressed. Based on the theories of Bandura and Vygotsky the research was carried out in a socio-constructive learning environment.
Effectiveness of ICT in learning was examined with respect to achievement, satisfaction, self-efficacy and collaboration. A comparison between learning through the use of ICT only, traditional learning only, and a blend of traditional learning combined with ICT learning was conducted. Empirical evidence revealed that students achieve higher test scores and higher improvement through a blend of ICT and traditional learning. All students experienced satisfaction using basic ICT to learn other curriculum subjects. However students who had no previous ICT experience felt apprehensive about using ICT and exhibited lower satisfaction levels than students with previous ICT experience. Eighty nine percent of students experienced a measureable increase in self-efficacy while using ICT to learn regardless of previous ICT experience. ICT was conducive to collaborative learning when learning other topics. In contrast word processing reduced collaboration. Students perceived age...
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‣ ICT investment and e-maturity progression: a case study of a midlands community school
Fonte: University of Limerick, Department of Education and Professional Studies
Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Research); all_ul_research; ul_theses_dissertations; none
Português
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non-peer-reviewed; In a world that is becoming increasingly dependent on technology, people are becoming more at ease with its importance. Despite this, Information and Communication Technology (ICT) investments in the Irish education system are still met with some uncertainty as how best to invest the money. ICT has not yet seemed to penetrate into Irelands classroom to a meaningful degree and pedagogical practices are varied and often off target from recommended usage.
Since the launch of IT 2000, schools at different levels have received £40 million, €50 million and €22 million in 1997, 2007 and 2009 respectively. With the announcement of another investment of €20 million in September 2010, this study has been set out to look at the factors that influence the success, or lack of thereof, of this type of investment in helping a second level schools reach e-Maturity.
This case study was carried out in a communal school in the Midlands which has a high level of ICT facilities. Through using a mixed approach of questionnaires, to collect quantitative data, and interviews and observations, to collect qualitative data, this study was set up to investigate how best the school could spend the latest funds, and to investigate the idea question: “Does provision of ICT equipment mean it is being correctly adopted and integrated as an integral part of pedagogical practices?”
The findings of this study indicate that time...
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‣ The development of ICT across the curriculum in Irish schools: a historical perspective
Fonte: Wiley-Blackwell
Publicador: Wiley-Blackwell
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
Português
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peer-reviewed; This literature review explores the historical development of ICT in Irish postprimary/
secondary schools and examines how the education system has responded to
the various ICT initiatives and policy changes. The review has found that despite
national policy and significant ICT initiatives, it appears that the use of computer
technology has instead evolved independent of these changes. The various policy
nudges throughout the past three decades have had limited impact on the nature of its
use. The predominant use of the technology lies within discrete informatics subjects,
which tend to focus on learning about the technology rather than learning with it.
Future ICT policy needs to be cognisant of the past, particularly how national ICT
initiatives are mediated within schools and the powerful influence of the prevailing
ICT culture on external ICT initiatives.
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‣ Survey of ICT and Education in Africa : Uganda Country Report
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Português
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#ACCESS FOR WOMEN#ACCESS TO COMPUTERS#ACCESS TO SECONDARY EDUCATION#ACHIEVEMENTS#ADOPTION OF ICT#ADULT LITERACY#ADULT LITERACY RATE#BACKUPS#BANDWIDTH#BROADCASTING#BUSINESS PROCESSES
This short country report, a result of
larger Information for Development Program
(infoDev)-supported survey of the Information and
Communication Technologies (ICT) in education in Africa,
provides a general overview of current activities and issues
related to ICT use in education in the country. As it adopts
ICT in education, Uganda faces the same challenges as most
developing economies - poorly developed ICT infrastructure,
high bandwidth costs, an unreliable supply of electricity,
and a general lack of resources to meet a broad spectrum of
needs. However, with the rapid emergence of wireless network
capacity and the ubiquitous growth of mobile phones, the
context of the infrastructure is changing. A national ICT
policy is in place and an education sector ICT policy is
before cabinet. The ministry of education and sports is
taking steps to co-ordinate ICT development and has
allocated resources to support implementation of its ICT strategy.
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‣ Survey of ICT and Education in Africa : Algeria Country Report
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Português
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#ACCESS TO HIGHER EDUCATION#ACTION PLANS#ADMINISTRATIVE PROCESS#ADSL#ADVANCED TRAINING#BROADCAST#BUSINESSES#CABLE MODEM#CLASSROOM#COMPUTERS#CONNECTIVITY
This short country report, a result of
larger Information for Development Program
(infoDev)-supported survey of Information and Communication
Technologies (ICT) in education in Africa, provides a
general overview of current activities and issues related to
ICT use in education in the country. Algeria is encouraging
and fostering the use of ICT to enhance the development
process in general and the development of the educational
system in particular, paving the road for an ICT policy
framework along with an implementation strategy. The
government has placed weight on the development of
ICT-related human resources. In light of the globally
emerging knowledge and information society, Algeria has
formed a committee in charge of defining the elements of an
Algerian national information society strategy. It is
anticipated that the committee will work on creating
synergies among the different sectors in the area of
infrastructure, training, and research as well as
information systems and ICTs. The committee will identify a
national ICT working group...
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‣ An examination of the role of the ICT coordinator in the secondary school system in Ireland
Fonte: University of Limerick, Department of Education & Professional Studies
Publicador: University of Limerick, Department of Education & Professional Studies
Tipo: Master thesis (taught); all_ul_research; ul_theses_dissertations; none
Português
Relevância na Pesquisa
37.13649%
non-peer-reviewed; Due to the rise in use and general growth of Information and Communication Technology (ICT) the roles of some ICT Coordinators in the Irish secondary school system have expanded to combine a large number of duties. To further examine this topic and to establish some straight facts an examination of the workload of the ICT Coordinator in the Irish secondary school system was carried out.
Relevant literature about the equivalent positions in such countries as New Zealand, Denmark and Britain was reviewed and issues which arose included ‘Job Description’, ‘Time Availability’, ‘Technical Support’ and ‘Pedagogical Duties versus Technical Duties’. The boundaries of this ICT Coordinator position have been pushed and pushed to include all aspects of technology. In such a dynamically expanding industry the status and position of the person closest to it in schools has remained somewhat unchanged over recent years. Many ICT Coordinators feel under pressure due to the broad scope of duties.
These issues were explored via electronic survey and interview of ICT Coordinators and other personnel with knowledge of ICT in schools in Ireland. The results were then organised and reported. Subsequent comparison with the findings of previous research showed first and foremost that the majority of ICT Coordinators don’t have enough time for what has become expected of them in their position and secondly many felt that too much was being expected of them in a technical capacity. The crucial area of integrating ICT into the education of the students was being left in the shadow of technical support.
Questions about the over-use of the ICT Coordinator for technical purposes and about the general level of importance associated with the role were put forward in the analysis. Conclusions were then drawn under the headings from the literature review mentioned above.
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‣ An investigation into factors affecting teachers use of ICT in an Irish post primary school : a case approach
Fonte: University of Limerick, Department of Education and Professional Studies
Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
Português
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non-peer-reviewed; Over the past number of years there has been a move towards using ICT. This study explores factors that affect post-primary teachers use of ICT in the teaching and learning environment. The researcher used a case study approach to investigate ICT use in a recently established community school in Ireland. A self-administered questionnaire was issued to all teaching staff (n=70). A random sample of teachers (n=7) were interviewed on their ICT practices and attitudes towards using ICT. School management were also interviewed to asertain their views on ICT use within the case study school.
The results recorded show that there is a high level of ICT use in the case study school. Factors identified as affecting teachers use of ICT in the teaching and learning environment were identified. The following factors were found to affect ICT use in the case study school - positive attitudes towards using ICT, level of ICT training and support, lack of time, lack of a detailed ICT policy, both teachers and managements’ attitude towards using ICT, easy access and availalbility of ICT hardware and software and the teaching group. The study did not identify teacher pedagogy, age and gender as significant factors affecting teachers’ ICT use in the case study school.
The paper concludes by noting that while there may be significant benefits and potential in the use of ICT in the teaching and learning environment it is important to understand the factors that affect teachers’ willingness to embrace and use this technology. If educators are aware of the factors affecting ICT use it allows both teachers and management to continue to progress and develop their ICT use in the teaching and learning environment.
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‣ Municipal ICT Capacity and its Impact on the Climate-Change Affected Urban Poor : The Case of Mozambique
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Economic & Sector Work :: Social Analysis; Economic & Sector Work
Português
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#ACCESS TARIFFS#ACCESS TO THE INTERNET#ACTION PLAN#ACTION PLANS#ADOPTION OF ICT#APPLIANCES#BACKBONE#BANDWIDTH#BASIC#BIG CITIES#BROADBAND
The objective of conducting this case
study on Mozambique is to uncover the pattern of municipal
Information and Communication Technology (ICT) impact that
may exist in other low-capacity countries with analogous
political economy structures in relation to leveraging ICT
in public sectors. The study concludes by suggesting
measures to link the continent's ICT boom in
citizen-based mobile telephony and internet usage with the
rapid rise of public sector ICT phenomena as a promising
means to plug service delivery gaps. In view of these
highlights, this report stands to serve as a valuable
resource guide to a wide audience of practitioners,
including policy wonks, urban specialists; ICT and climate
change enthusiasts, as well as social accountability
activists. This report consists of five sections. Section
one details the impact of climate change on
Mozambique's urban poor while also providing an
overview of the country's disaster response system. In
view of the decentralization of much of Mozambique's
ICT and other resources among municipal governments...
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‣ Survey of ICT and Education in Africa : Senegal Country Report
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
Português
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#ACTION PLAN#ACTION PLANS#ADSL#ANTENNA#BROADCAST#CELLULAR PHONE#CELLULAR PHONES#CIVIL SERVICE#CIVIL SOCIETY#COLLEGES#COMMUNICATION SCIENCES
This short country report, a result of
larger Information for Development Program (infoDev) -
supported survey of the Information and Communication
Technologies (ICT) in education in Africa, provides a
general overview of current activities and issues related to
ICT use in education in the country. Senegal's hand on
commitment to incorporating ICT in education is still in the
beginning stages of progress and evaluation. Although
Senegal's public officials and government bodies
recognize ICT as a powerful engine for progress in economic
expansion and modernization and have a national ICT policy
in place, it has not yet been integrated into the education
sector in any kind of formal policy. However, the Ministry
of Education and several organizations have taken
initiatives to launch and continue activities that will
facilitate the modernization of schools and other
educational institutions. Initiatives have also been made in
the informal sector, such as the United Nations Educational,
Scientific, and Cultural Organization (UNESCO) Community
Multimedia Center Scale-Up Project...
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‣ Survey of ICT and Education in Africa : Djibouti Country Report
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
Português
Relevância na Pesquisa
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#ACCESS FOR GIRLS#ACCESS TO EDUCATION#ACTION PLAN#ADOPTION OF ICT#ADULT EDUCATION#ADULT LITERACY#AUTOMATION#BANDWIDTH#BASIC EDUCATION#BROADCAST#CAPABILITIES
This short country report, a result of
larger Information for Development Program (infoDev) -
supported survey of the Information and Communication
Technologies (ICT) in education in Africa, provides a
general overview of current activities and issues related to
ICT use in education in the country. Djibouti boasting a
digital telecommunications network and connections to the
rest of the world through undersea optical fibre that are
much admired in the region. Two-thirds of the population is
urban, and ICT services are readily available in urban
areas. The country has a good relationship with most western
donors. All these factors support Djibouti's efforts to
modernize their education sector. With an ongoing reform
program, Djibouti has mostly focused on developing and
improving the physical infrastructure and other non-ICT
resources, including building new classrooms and providing
textbooks. In higher education, a key focus has been on
producing skilled teachers and encouraging out-of-school
youths to get vocational training. At a policy level...
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‣ ICT as an Enabler of Transformation in Ethiopia
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Economic & Sector Work :: Other Infrastructure Study
Português
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#ACCESS TARIFF#ACCESS TO CAPITAL#ACCESS TO INFORMATION#ACTION PLAN#ADSL#AFFORDABLE ACCESS#AGENTS#ANIMATION#APPLICATION DEVELOPMENT#BACK-OFFICE#BACKBONE
Over the last two decades, Ethiopia
has achieved remarkable progress toward social and economic
indicators. Analytical evidence shows that development
projects with a significant information and communication
technology (ICT) component have a higher potential to
achieve greater outcomes on the ground than the ones not
supported by ICT. This is why the Government of Ethiopia
sees ICT within the broader context of its socioeconomic
development objectives and believes that it should take
advantage of today's most innovative and reliable
technologies to accelerate the rate of economic growth and
alleviate poverty in the country. The Government of Ethiopia
has requested the ICT sector unit of the World Bank to
prepare a comprehensive report on how ICT can be used to
achieve a true transformation of the Ethiopian economy and
society. Therefore, this report explores how ICT can be
leveraged to foster the development of an ICT-enabled
industry and the private sector in general, to enhance
public sector performance...
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‣ An examination of the implementation of ICT teaching methodologies in the 5th and 6th class primary school curriculum
Fonte: University of Limerick
Publicador: University of Limerick
Tipo: Master thesis (taught); all_ul_research; ul_theses_dissertations; none
Português
Relevância na Pesquisa
37.118975%
non-peer-reviewed; The Primary School Curriculum (1999) is taught in all primary schools in Ireland. Using Information and Communication Technologies is recognised as a teaching methodology in the teacher guideline documents of the Primary School Curriculum. This case study on 20 schools in the environs of a large town in the west of Ireland, examined the implementation of ICT teaching methodologies in the primary school curriculum in 5th and 6th class. Pupil to computer ratio varied widely depending on single class settings and multi-class settings. Pupils‟ use of computers ranged from everyday to rarely. Lack of infrastructure and class size was a major factor in the lack of integration of ICT methodologies in classroom teaching. Teachers surveyed and interviewed called for professional development in this area and a clear practical ICT curriculum for primary schools. Lack of time and support were further impediments to successful ICT integration. The abolition of the ICT advisory service added additional responsibility to the schools ICT post holders and principal. Recommendations drawn from this study include an interactive e-portal in conjunction with pedagogically appropriate ICT teaching resources, in-service days for ICT and a system to maintain existing ICT infrastructure in schools.
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‣ Technology leadership or technology somnambulism? Exploring the discourse of integration amongst ICT coordinators.
Fonte: Taylor and Francis
Publicador: Taylor and Francis
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
Português
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peer-reviewed; This research aimed to explore Information and Communication Technology (ICT) coordinators’ discourse in relation to ICT integration in a sample of Irish post-primary schools. As ICT leaders in their schools, how they conceptualise ICT significantly influences school-based policy and use. The research involved semi-structured interviews with a random sample of nine ICT coordinators in the Mid-west region of Ireland. The study found that the coordinators drew heavily on the prevailing policy discourse when justifying the use of ICT in schools. However, they tended to see the evolution of ICT as something beyond their control and perceived ‘progress’ only in relation to hardware acquisition.
The findings suggest that the shift from ‘electronic janitor’ to pedagogical leader (Lobos, 2008) is in its infancy in Irish schools. Policy makers may need to take greater cognisance of the importance of pedagogical leadership within a context dominated by a focus on acquiring hardware and resources. At a broader level educators need to define their collective vision for ICT, rather than placing sole responsibility on a single agent of change
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‣ AN ANALYSIS OF THE RELATIONSHIP BETWEEN INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND SCIENTIFIC LITERACY IN CANADA AND AUSTRALIA
Fonte: Quens University
Publicador: Quens University
Tipo: Tese de Doutorado
Formato: 630550 bytes; application/pdf
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Despite the lack of substantial evidence for improvement in the quality of teaching and learning with information and communication technology (ICT), governmental organizations, including those of Canada and Australia, have made large investments into ICT. This investment has been largely predicated on the hypothesized relationship between ICT and science achievement, and the need for ICT as a means of providing broad-scale training to meet the demand for a skilled workforce.
To better understand this possible relationship, this study used data from the 2006 administration of the Programme for International Student Assessment (PISA 2006) to determine the extent to which scientific literacy is predicted by student- and school-level variables related to ICT, after adjusting for student demographic characteristics and school characteristics.
The findings suggest that, once student demographic characteristics and school characteristics have been accounted for, students with prior experience with ICT, who browse the Internet more frequently, and who are confident with basic ICT tasks earned higher scientific literacy scores. Gender differences existed with respect to types of productivity and entertainment software used; this difference may be attributed to personal choice and initiative to learn ICT. Finally...
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‣ Teacher professional development and ICT: an investigation of teachers studying a postgraduate award in ICT in education
Fonte: Taylor & Francis (Routledge)
Publicador: Taylor & Francis (Routledge)
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
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peer-reviewed; The Schools IT2000 initiative, launched in 1997, was the first large-scale attempt to
integrate ICT into teaching and learning in the Irish education system. Prior to its
launch computer use in Irish schools was inhibited by the absence of a clearly defined
policy. During the 1990s, in the absence of a national policy, schools began to
develop IT skills type courses resulting in the dominance of the acquisition of basic IT
skills at post-primary level ref? The sporadic use of ICT in post-primary schools was
reflected in a number of studies conducted in the nineties, which found considerable
differences in the level of exposure students received to ICT. These studies also
found little use of ICT in teaching and learning (McKenna et al, 1993; Drury, 1995;
Mulkeen, 1997). In response to the low levels of use across the curriculum a central
aim of the Schools IT2000 initiative was to provide in-service to all teachers to enable
them to develop the necessary skills to integrate ICT in teaching and learning. In
order to achieve this aim a training continuum was developed with the objective of
enabling teachers to progress from novice to expert users of information technology in
education. Short-term in-service courses were initially offered to all post-primary
teachers in the state. These courses introduced basic IT skills and to date have trained
59% of post-primary teachers in the basic use of ICT (NPADC...
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