Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
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Berlin
Springer
2008
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| Schriftenreihe: | CERC Studies in Comparative Education
23 |
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| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXXVI, 296 S. graph. Darst. |
| ISBN: | 9781402089275 |
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| adam_text | CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF BOXES LIST OF APPENDICES
LIST OF ONLINE APPENDICES ABBREVIA TIONS ACKNOWLEDGEMENTS SERIES EDITOR
S FOREWORD FOREWORD BY NIKI DAVIS CHAPTER ONE: INTRODUCTION TO SITES
2006 WILLEM PELGRUM AND NANCLJ LA W 1.1 PREVIOUS SITES MODULES 1.1.1
SITES MODULE 1 1.1.2 SITES-M2 1.2 SITES 2006 IN BRIEF 1.3 COUNTRIES
PARTICIPATING IN SITES 2006 1.4 OUTLINE OF THIS BOOK XIII XVII XXI XXIII
XXIII XXVII XXIX XXXI XXXIII 2 2 7 9 10 10 CHAPTER TWO: STUDY DESIGN AND
METHODOLOGY NANCY LAW, WILLEM PELGRUM, CHRISTIAN MONSEUR, FALK BRESE,
RALPH CARSTENS, JAKE VOOGT, TJEERD PLOMP AND RANALD E. ANDERSON 2.1
EMERGING PEDAGOGIES FOR LIFELONG LEARNING AND 16 CONNECTEDNESS IN THE
21ST CENTURY 2.2 CONCEPTUAL FRAMEWORK AND RESEARCH QUESTIONS 2.2.1
CONCEPTUAL FRAMEWORK 2.2.2 RESEARCH QUESTIONS 18 18 19 VI CONTENTS 2.3
DESIGN OF THE SURVEY INSTRUMENTS 21 2.3.1 TEACHER QUESTIONNAIRE (CORE
COMPONENT) 21 2.3.2 TEACHER QUESTIONNAIRE (OPTIONAL COMPONENT) 23 2.3.3
SCHOOL QUESTIONNAIRES 24 2.3.4 THE NATIONAL CONTEXT QUESTIONNAIRE 26
2.3.5 THE INSTRUMENT DESIGN PROCESS 26 2.4 SAMPLING 27 2.5 THE FIELD
TRIAL 30 2.6 ONLINE DATA COLLECTION 31 2.7 METHODOLOGICAL ISSUES 33
2.7.1 DEVELOPMENT AND RELIABILITY OF SCALE INDICATORS 33 2.7.2 REPORTING
STANDARDS FOR IEA STUDIES 34 2.8 SUMMARY 35 CHAPTER THREE: NATIONAL
CONTEXTS RONALD E. ANDERSON AND TJEERD PLOMP 3.1 RESEARCH QUESTIONS
RELATING TO THE FOUR SPHERES 38 3.1.1 DEMOGRAPHICS 38 3.1.2 STRUCTURE OF
THE EDUCATION SYSTEMS 39 3.1.3 PEDAGOGY 39 3.1.4 ICT-RELATED POLICY AND
ACTIVITIES 39 3.2 METHODS OVERVIEW 39 3.3 WITHIN-SPHERE (UNIVARIATE)
FINDINGS 40 3.3.1 PEDAGOGY 40 3.3.2 STRUCTURE OF THE EDUCATION SYSTEMS
41 3.3.3 PEDAGOGY AND CURRICULUM 46 3.3.4 ICT 51 3.4 NATIONAL POLICIES
FOR ICT AND PEDAGOGICAL REFORM 56 3.4.1 ALBERTA, CANADA 56 3.4.2
CATALONIA, SPAIN 56 3.4.3 CHILE 56 3.4.4 CHINESE TAIPEI 57 3.4.5 DENMARK
57 3.4.6 ESTONIA 57 3.4.7 FINLAND 58 CONTENTS XV 3.4.8 FRANCE 59 3.4.9
HONG KONG SAR 59 3.4.10 ISRAEL 59 3.4.11 HALY 60 3.4.12 JAPAN 60 3.4.13
LITHUANIA 61 3.4.14 MOSCOW CITY, RUSSIAN FEDERATION 61 3.4.15 NORWAY 62
3.4.16 ON TA RIO, CANADA 62 3.4.17 RUSSIAN FEDERATION 62 3.4.18
SINGAPORE 63 3.4.19 SLOVAK REPUBLIC 64 3.4.20 SLOVENIA 64 3.4.21 SOUTH
AFRICA 64 3.4.22 THAILAND 65 3.5 CONCLUSIONS 65 CHAPTER FOUR: SCHOOL
PRACTICES AND CONDITIONS FOR PEDAGOGY AND ICT WILLEM PELGRUM 4.1
INTRODUCTION 67 4.2 CONDITIONS AT THE SCHOOLLEVEL 68 4.2.1 VISION 68
4.2.2 INFRASTRUCTURE (HARDWARE AND SOFTWARE) 74 4.2.3 SUPPORT (TECHNICAL
AND PEDAGOGICAL) 90 4.2.4 STAFF DEVELOPMENT 94 4.2.5 LEADERSHIP
DEVELOPMENT PRIORITIES 101 4.2.6 ORGANIZATION AND MANAGEMENT 104 4.3
SCHOOL PRINCIPALS PERCEPTIONS OF THE PRESENCE OF LIFELONG 108 LEARNING
PEDAGOGY IN SCHOOLS: A COMPARISON BETWEEN 1998 AND 2006 4.4
RELATIONSHIPS BETWEEN SCHOOL-IEVEL CONDITIONS 114 4.5 SUMMARY 118 4.5.1
PEDAGOGICAL PRACTICES 118 4.5.2 VISION OF SCHOOLLEADERS ON PEDAGOGY AND
ICT 118 4.5.3 INFRASTRUCTURE 119 4.5.4 PEDAGOGICAL AND TECHNICAL SUPPORT
119 VIII CONTENTS 4.5.5 4.5.6 STAFF DEVELOPMENT ORGANIZATION AND
STRUCTURE 120 120 CHAPTER FIVE: PEDAGOGICAL ORIENTATIONS IN MATHEMATICS
AND SCIENCE AND THE USE OF ICT NANCLJ LAW AND ANGELA CHOW 5.1
PEDAGOGICAL ORIENTATIONS OF MATHEMATICS AND SCIENCE 122 TEACHERS AROUND
THE WORLD 5.1.1 PEDAGOGICAL-PRACTICE ORIENTATIONS AS REFLECTED IN 122
TEACHERS ESPOUSED CURRICULUM GOALS 5.1.2 PEDAGOGICAL-PRACTICE
ORIENTATIONS AS REFLECTED IN 125 TEACHERS PRACTICES 5.1.3
PEDAGOGICAL-PRACTICE ORIENTATIONS AS REFLECTED IN 131 TEACHERS REPORTS
OF STUDENTS PRACTICES 5.1.4 COMPARING THE TEACHER-PRACTICE AND STUDENT-
134 PRACTICE ORIENTATIONS 5.2 ICT-USING PEDAGOGICAL ORIENTATIONS OF
MATHEMATICS 137 TEACHERS AND SCIENCE TEACHERS 5.2.1 ICT-USING TEACHER
PRACTICES 137 5.2.2 ICT-USING STUDENT PRACTICES 140 5.2.3 COMPARING
OVERALL AND ICT-USING TEACHER- 143 PRACTICE ORIENTATIONS 5.2.4 COMPARING
OVERALL AND ICT-USING STUDENT- 147 PRACTICE ORIENTATIONS 5.3
ORGANIZATION OF PEDAGOGICAL ACTIVITIES, LEARNING RESOURCES, 150
ASSESSMENT PRACTICES, AND ICT-USE 5.3.1 TYPES OF PEDAGOGICAL ACTIVITIES
150 5.3.2 TEACHERS AND STUDENTS NOT TOGETHER IN THE SAME 155 PLACE
AND/OR AT THE SAME TIME WHEN LEARNING TAKES PLACE 5.3.3 LEARNING
RESOURCES 158 5.3.4 METHODS OF ASSESSING STUDENTS LEARNING OUTCOMES 161
AND USE OF ICT DURING THAT PROCESS 5.4 EXTENT AND PERCEIVED IMPACTS OF
ICT-USE ON TEACHING AND 167 LEARNING 5.4.1 PREVALENCE OF ICT-USE IN
MATHEMATICS CLASSROOMS 167 AND SCIENCE CLASSROOMS CONTENTS IX 5.4.2
5.4.3 5.4.4 TEAEHERS PEREEIVED IMPACT OF ICT-USE ON SELF IMPACT OF
ICT-USE ON STUDENTS AS PEREEIVED BY MATHEMATICS TEAEHERS AND SCIENEE
TEAEHERS TEAEHERS PEDAGOGICAL ORIENTATION RELATIVE TO TEAEHERS
PEREEPTIONS OF IMPACT OF ICT-USE ON STUDENTS 170 172 175 5.5 SUMMARY 177
CHAPTER SIX: TEACHER CHARACTERISTICS, CONTEXTUAL FACTORS, AND HOW THESE
AFFECT THE PEDAGOGICAL USE OF ICT NANCY LA WAND ANGELA CHOW 6.1
TEAEHERS DEMOGRAPHIE EHARACTERISTICS AND PEDAGOGICAL 182 USES OF ICT
6.1.1 TEAEHERS AGE 182 6.1.2 TEAEHERS GENDER 186 6.1.3 TEAEHERS
QUALIFIEATIONS 188 6.1.4 TEAEHERS SELF-REPORTED TEEHNIEAL AND
PEDAGOGICAL 191 EOMPETENEE IN ICT-USE 6.2 ORGANIZATIONAL AND
SYSTEM-LEVEL CONDITIONS INFLUENCING ICT-USE 6.2.1 TEAEHERS ATTENDANEE
AND DESIRE TO PARTICIPATE IN ICT-RELATED PROFESSIONAL DEVELOPMENT
ACTIVITIES 6.2.2 OBSTACLES TO PEDAGOGICAL ICT-USE AS PEREEIVED BY
TEAEHERS 6.2.3 PRESENEE OF A EOMMUNITY OF PRACTICE IN THE SEHOOL AS
PEREEIVED BY TEAEHERS 6.3 FURTHER EXPLORATIONS OF FACTORS INFLUENCING
TEAEHERS USE OF ICT 6.3.1 TEAEHERS ICT-EOMPETENEE 6.3.2 ATTENDANEE IN
ICT-RELATED PROFESSIONAL DEVELOPMENT ACTIVITIES 6.3.3 OBSTACLES TO
ADOPTING ICT IN TEAEHING 6.3.4 PEREEIVED PRESENEE OF A EOMMUNITY OF
PRACTIEE 194 194 198 203 206 207 207 209 210 6.4 TEAEHERS
PEDAGOGICAL-PRAETIEE ORIENTATIONS AND THEIR USE OF 211 ICT IN TEAEHING
6.5 TEAEHERS VISION OF PEDAGOGICAL USE OF ICT IN THE FUTURE 214 6.6
SUMMARY 217 X CONTENTS CHAPTER SEVEN: SATISFYING PEDAGOGICAL PRACTICES
USING ICT JAKE VOOGT 7.1 BACKGROUND TO THIS RESEARCH COMPONENT 222 7.2
DESIGN OF THE INTERNATIONAL OPTION 223 7.3 SOME ILLUSTRATIVE EXAMPLES
226 7.4 EXTENT OF USE 229 7.5 CHANGES IN STUDENT OUTCOMES 229 7.6
CHANGES IN TEACHING PRACTICES 234 7.7 PERSON INITIATING TEACHING AND
LEARNING ASPECTS 240 7.8 SUMMARY 244 CHAPTER EIGHT: IN SEARCH OF
EXPLANATIONS NANCY LAW 8.1 CORRELATIONAL ANALYSIS OF ICT-USING TEACHER
PRACTICES WITH 251 SCHOOL-IEVEL CONDITIONS AT THE SYSTEM LEVEL 8.2
MULTILEVEL MODELING OF ICT-USING TEACHER PRACTICES AND 254 SCHOOL-IEVEL
CONDITIONS 8.2.1 MULTILEVEL MODELING ON HIERARCHICAL DATA 254 8.2.2
THREE-IEVEL MODELING OF TEACHERS ICT-TP-LLL 255 ORIENTATION SCORES ON
INDIVIDUAL SCHOOL-IEVEL FACTORS 8.2.3 THREE-IEVEL MODELING OF TEACHERS
ICT-TP-LLL 258 ORIENTATION SCORES ON ALL SIX SCHOOL-IEVEL FACTORS 8.3
SUMMARY 261 CHAPTER NINE: SUMMARY AND REFLECTIONS NANCY LAW 9.1 SUMMARY
OF KEY FINDINGS AT TEACHER, SCHOOL, AND SYSTEM 264 LEVELS 9.1.1
CONTEXTUAL FACTORS PERTINENT TO ICT-USE AND 265 PEDAGOGICAL INNOVATION
9.1.2 PEDAGOGICAL PRACTICES AND ICT-USE 268 9.1.3 IMPACT OF ICT-USE ON
STUDENTS AND TEACHERS 271 PEDAGOGICAL ORIENTATION CONTENTS XV 9.1.4
9.1.5 9.1.6 RELATIONSHIPS BETWEEN PEDAGOGY, ICT-USE, AND SCHOOL-IEVEL
FACTORS AS PERCEIVED BY TEACHERS RELATIONSHIPS BETWEEN ICT-USING TEACHER
PRACTICES AND SCHOOL-IEVEL FACTORS AT THE SYSTEM LEVEL RELATIONSHIPS
BETWEEN TEACHERS PEDAGOGICAL ORIENTATION TOWARD ICT-USING PRACTICES AND
THE CONTEXTUAL CONDITIONS AT THEIR SCHOOLS 272 273 274 9.2 KEY FINDINGS
AND POLICY IMPLICATIONS 274 9.2.1 KEY FINDINGS 275 9.2.2 IMPLICATIONS OF
THE SITES 2006 FINDINGS FOR ICT- 276 RELATED EDUCATION POLICIES
REFERENCES NOTES ON THE AUTHORS APPENDIXA APPENDIX B APPENDIX C 279 285
289 294 295
|
| adam_txt |
CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF BOXES LIST OF APPENDICES
LIST OF ONLINE APPENDICES ABBREVIA TIONS ACKNOWLEDGEMENTS SERIES EDITOR'
S FOREWORD FOREWORD BY NIKI DAVIS CHAPTER ONE: INTRODUCTION TO SITES
2006 WILLEM PELGRUM AND NANCLJ LA W 1.1 PREVIOUS SITES MODULES 1.1.1
SITES MODULE 1 1.1.2 SITES-M2 1.2 SITES 2006 IN BRIEF 1.3 COUNTRIES
PARTICIPATING IN SITES 2006 1.4 OUTLINE OF THIS BOOK XIII XVII XXI XXIII
XXIII XXVII XXIX XXXI XXXIII 2 2 7 9 10 10 CHAPTER TWO: STUDY DESIGN AND
METHODOLOGY NANCY LAW, WILLEM PELGRUM, CHRISTIAN MONSEUR, FALK BRESE,
RALPH CARSTENS, JAKE VOOGT, TJEERD PLOMP AND RANALD E. ANDERSON 2.1
EMERGING PEDAGOGIES FOR LIFELONG LEARNING AND 16 CONNECTEDNESS IN THE
21ST CENTURY 2.2 CONCEPTUAL FRAMEWORK AND RESEARCH QUESTIONS 2.2.1
CONCEPTUAL FRAMEWORK 2.2.2 RESEARCH QUESTIONS 18 18 19 VI CONTENTS 2.3
DESIGN OF THE SURVEY INSTRUMENTS 21 2.3.1 TEACHER QUESTIONNAIRE (CORE
COMPONENT) 21 2.3.2 TEACHER QUESTIONNAIRE (OPTIONAL COMPONENT) 23 2.3.3
SCHOOL QUESTIONNAIRES 24 2.3.4 THE NATIONAL CONTEXT QUESTIONNAIRE 26
2.3.5 THE INSTRUMENT DESIGN PROCESS 26 2.4 SAMPLING 27 2.5 THE FIELD
TRIAL 30 2.6 ONLINE DATA COLLECTION 31 2.7 METHODOLOGICAL ISSUES 33
2.7.1 DEVELOPMENT AND RELIABILITY OF SCALE INDICATORS 33 2.7.2 REPORTING
STANDARDS FOR IEA STUDIES 34 2.8 SUMMARY 35 CHAPTER THREE: NATIONAL
CONTEXTS RONALD E. ANDERSON AND TJEERD PLOMP 3.1 RESEARCH QUESTIONS
RELATING TO THE FOUR SPHERES 38 3.1.1 DEMOGRAPHICS 38 3.1.2 STRUCTURE OF
THE EDUCATION SYSTEMS 39 3.1.3 PEDAGOGY 39 3.1.4 ICT-RELATED POLICY AND
ACTIVITIES 39 3.2 METHODS OVERVIEW 39 3.3 WITHIN-SPHERE (UNIVARIATE)
FINDINGS 40 3.3.1 PEDAGOGY 40 3.3.2 STRUCTURE OF THE EDUCATION SYSTEMS
41 3.3.3 PEDAGOGY AND CURRICULUM 46 3.3.4 ICT 51 3.4 NATIONAL POLICIES
FOR ICT AND PEDAGOGICAL REFORM 56 3.4.1 ALBERTA, CANADA 56 3.4.2
CATALONIA, SPAIN 56 3.4.3 CHILE 56 3.4.4 CHINESE TAIPEI 57 3.4.5 DENMARK
57 3.4.6 ESTONIA 57 3.4.7 FINLAND 58 CONTENTS XV 3.4.8 FRANCE 59 3.4.9
HONG KONG SAR 59 3.4.10 ISRAEL 59 3.4.11 HALY 60 3.4.12 JAPAN 60 3.4.13
LITHUANIA 61 3.4.14 MOSCOW CITY, RUSSIAN FEDERATION 61 3.4.15 NORWAY 62
3.4.16 ON TA RIO, CANADA 62 3.4.17 RUSSIAN FEDERATION 62 3.4.18
SINGAPORE 63 3.4.19 SLOVAK REPUBLIC 64 3.4.20 SLOVENIA 64 3.4.21 SOUTH
AFRICA 64 3.4.22 THAILAND 65 3.5 CONCLUSIONS 65 CHAPTER FOUR: SCHOOL
PRACTICES AND CONDITIONS FOR PEDAGOGY AND ICT WILLEM PELGRUM 4.1
INTRODUCTION 67 4.2 CONDITIONS AT THE SCHOOLLEVEL 68 4.2.1 VISION 68
4.2.2 INFRASTRUCTURE (HARDWARE AND SOFTWARE) 74 4.2.3 SUPPORT (TECHNICAL
AND PEDAGOGICAL) 90 4.2.4 STAFF DEVELOPMENT 94 4.2.5 LEADERSHIP
DEVELOPMENT PRIORITIES 101 4.2.6 ORGANIZATION AND MANAGEMENT 104 4.3
SCHOOL PRINCIPALS' PERCEPTIONS OF THE PRESENCE OF LIFELONG 108 LEARNING
PEDAGOGY IN SCHOOLS: A COMPARISON BETWEEN 1998 AND 2006 4.4
RELATIONSHIPS BETWEEN SCHOOL-IEVEL CONDITIONS 114 4.5 SUMMARY 118 4.5.1
PEDAGOGICAL PRACTICES 118 4.5.2 VISION OF SCHOOLLEADERS ON PEDAGOGY AND
ICT 118 4.5.3 INFRASTRUCTURE 119 4.5.4 PEDAGOGICAL AND TECHNICAL SUPPORT
119 VIII CONTENTS 4.5.5 4.5.6 STAFF DEVELOPMENT ORGANIZATION AND
STRUCTURE 120 120 CHAPTER FIVE: PEDAGOGICAL ORIENTATIONS IN MATHEMATICS
AND SCIENCE AND THE USE OF ICT NANCLJ LAW AND ANGELA CHOW 5.1
PEDAGOGICAL ORIENTATIONS OF MATHEMATICS AND SCIENCE 122 TEACHERS AROUND
THE WORLD 5.1.1 PEDAGOGICAL-PRACTICE ORIENTATIONS AS REFLECTED IN 122
TEACHERS' ESPOUSED CURRICULUM GOALS 5.1.2 PEDAGOGICAL-PRACTICE
ORIENTATIONS AS REFLECTED IN 125 TEACHERS' PRACTICES 5.1.3
PEDAGOGICAL-PRACTICE ORIENTATIONS AS REFLECTED IN 131 TEACHERS' REPORTS
OF STUDENTS' PRACTICES 5.1.4 COMPARING THE TEACHER-PRACTICE AND STUDENT-
134 PRACTICE ORIENTATIONS 5.2 ICT-USING PEDAGOGICAL ORIENTATIONS OF
MATHEMATICS 137 TEACHERS AND SCIENCE TEACHERS 5.2.1 ICT-USING TEACHER
PRACTICES 137 5.2.2 ICT-USING STUDENT PRACTICES 140 5.2.3 COMPARING
OVERALL AND ICT-USING TEACHER- 143 PRACTICE ORIENTATIONS 5.2.4 COMPARING
OVERALL AND ICT-USING STUDENT- 147 PRACTICE ORIENTATIONS 5.3
ORGANIZATION OF PEDAGOGICAL ACTIVITIES, LEARNING RESOURCES, 150
ASSESSMENT PRACTICES, AND ICT-USE 5.3.1 TYPES OF PEDAGOGICAL ACTIVITIES
150 5.3.2 TEACHERS AND STUDENTS NOT TOGETHER IN THE SAME 155 PLACE
AND/OR AT THE SAME TIME WHEN LEARNING TAKES PLACE 5.3.3 LEARNING
RESOURCES 158 5.3.4 METHODS OF ASSESSING STUDENTS' LEARNING OUTCOMES 161
AND USE OF ICT DURING THAT PROCESS 5.4 EXTENT AND PERCEIVED IMPACTS OF
ICT-USE ON TEACHING AND 167 LEARNING 5.4.1 PREVALENCE OF ICT-USE IN
MATHEMATICS CLASSROOMS 167 AND SCIENCE CLASSROOMS CONTENTS IX 5.4.2
5.4.3 5.4.4 TEAEHERS' PEREEIVED IMPACT OF ICT-USE ON SELF IMPACT OF
ICT-USE ON STUDENTS AS PEREEIVED BY MATHEMATICS TEAEHERS AND SCIENEE
TEAEHERS TEAEHERS' PEDAGOGICAL ORIENTATION RELATIVE TO TEAEHERS'
PEREEPTIONS OF IMPACT OF ICT-USE ON STUDENTS 170 172 175 5.5 SUMMARY 177
CHAPTER SIX: TEACHER CHARACTERISTICS, CONTEXTUAL FACTORS, AND HOW THESE
AFFECT THE PEDAGOGICAL USE OF ICT NANCY LA WAND ANGELA CHOW 6.1
TEAEHERS' DEMOGRAPHIE EHARACTERISTICS AND PEDAGOGICAL 182 USES OF ICT
6.1.1 TEAEHERS' AGE 182 6.1.2 TEAEHERS' GENDER 186 6.1.3 TEAEHERS'
QUALIFIEATIONS 188 6.1.4 TEAEHERS' SELF-REPORTED TEEHNIEAL AND
PEDAGOGICAL 191 EOMPETENEE IN ICT-USE 6.2 ORGANIZATIONAL AND
SYSTEM-LEVEL CONDITIONS INFLUENCING ICT-USE 6.2.1 TEAEHERS' ATTENDANEE
AND DESIRE TO PARTICIPATE IN ICT-RELATED PROFESSIONAL DEVELOPMENT
ACTIVITIES 6.2.2 OBSTACLES TO PEDAGOGICAL ICT-USE AS PEREEIVED BY
TEAEHERS 6.2.3 PRESENEE OF A EOMMUNITY OF PRACTICE IN THE SEHOOL AS
PEREEIVED BY TEAEHERS 6.3 FURTHER EXPLORATIONS OF FACTORS INFLUENCING
TEAEHERS' USE OF ICT 6.3.1 TEAEHERS' ICT-EOMPETENEE 6.3.2 ATTENDANEE IN
ICT-RELATED PROFESSIONAL DEVELOPMENT ACTIVITIES 6.3.3 OBSTACLES TO
ADOPTING ICT IN TEAEHING 6.3.4 PEREEIVED PRESENEE OF A EOMMUNITY OF
PRACTIEE 194 194 198 203 206 207 207 209 210 6.4 TEAEHERS'
PEDAGOGICAL-PRAETIEE ORIENTATIONS AND THEIR USE OF 211 ICT IN TEAEHING
6.5 TEAEHERS' VISION OF PEDAGOGICAL USE OF ICT IN THE FUTURE 214 6.6
SUMMARY 217 X CONTENTS CHAPTER SEVEN: SATISFYING PEDAGOGICAL PRACTICES
USING ICT JAKE VOOGT 7.1 BACKGROUND TO THIS RESEARCH COMPONENT 222 7.2
DESIGN OF THE INTERNATIONAL OPTION 223 7.3 SOME ILLUSTRATIVE EXAMPLES
226 7.4 EXTENT OF USE 229 7.5 CHANGES IN STUDENT OUTCOMES 229 7.6
CHANGES IN TEACHING PRACTICES 234 7.7 PERSON INITIATING TEACHING AND
LEARNING ASPECTS 240 7.8 SUMMARY 244 CHAPTER EIGHT: IN SEARCH OF
EXPLANATIONS NANCY LAW 8.1 CORRELATIONAL ANALYSIS OF ICT-USING TEACHER
PRACTICES WITH 251 SCHOOL-IEVEL CONDITIONS AT THE SYSTEM LEVEL 8.2
MULTILEVEL MODELING OF ICT-USING TEACHER PRACTICES AND 254 SCHOOL-IEVEL
CONDITIONS 8.2.1 MULTILEVEL MODELING ON HIERARCHICAL DATA 254 8.2.2
THREE-IEVEL MODELING OF TEACHERS' ICT-TP-LLL 255 ORIENTATION SCORES ON
INDIVIDUAL SCHOOL-IEVEL FACTORS 8.2.3 THREE-IEVEL MODELING OF TEACHERS'
ICT-TP-LLL 258 ORIENTATION SCORES ON ALL SIX SCHOOL-IEVEL FACTORS 8.3
SUMMARY 261 CHAPTER NINE: SUMMARY AND REFLECTIONS NANCY LAW 9.1 SUMMARY
OF KEY FINDINGS AT TEACHER, SCHOOL, AND SYSTEM 264 LEVELS 9.1.1
CONTEXTUAL FACTORS PERTINENT TO ICT-USE AND 265 PEDAGOGICAL INNOVATION
9.1.2 PEDAGOGICAL PRACTICES AND ICT-USE 268 9.1.3 IMPACT OF ICT-USE ON
STUDENTS' AND TEACHERS' 271 PEDAGOGICAL ORIENTATION CONTENTS XV 9.1.4
9.1.5 9.1.6 RELATIONSHIPS BETWEEN PEDAGOGY, ICT-USE, AND SCHOOL-IEVEL
FACTORS AS PERCEIVED BY TEACHERS RELATIONSHIPS BETWEEN ICT-USING TEACHER
PRACTICES AND SCHOOL-IEVEL FACTORS AT THE SYSTEM LEVEL RELATIONSHIPS
BETWEEN TEACHERS' PEDAGOGICAL ORIENTATION TOWARD ICT-USING PRACTICES AND
THE CONTEXTUAL CONDITIONS AT THEIR SCHOOLS 272 273 274 9.2 KEY FINDINGS
AND POLICY IMPLICATIONS 274 9.2.1 KEY FINDINGS 275 9.2.2 IMPLICATIONS OF
THE SITES 2006 FINDINGS FOR ICT- 276 RELATED EDUCATION POLICIES
REFERENCES NOTES ON THE AUTHORS APPENDIXA APPENDIX B APPENDIX C 279 285
289 294 295 |
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| discipline_str_mv | Pädagogik |
| format | Book |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV035012607 |
| illustrated | Illustrated |
| index_date | 2024-07-02T21:44:21Z |
| indexdate | 2024-07-09T21:20:11Z |
| institution | BVB |
| isbn | 9781402089275 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016681830 |
| oclc_num | 233933135 |
| open_access_boolean | |
| owner | DE-29 DE-355 DE-BY-UBR |
| owner_facet | DE-29 DE-355 DE-BY-UBR |
| physical | XXXVI, 296 S. graph. Darst. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Springer |
| record_format | marc |
| series | CERC Studies in Comparative Education |
| series2 | CERC Studies in Comparative Education |
| spelling | Law, Nancy Verfasser aut Pedagogy and ICT use in schools around the world Findings from the IEA SITES 2006 study ed. by Nancy Law ... Berlin Springer 2008 XXXVI, 296 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier CERC Studies in Comparative Education 23 Computer-assisted instruction Educational technology Information technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Internationaler Vergleich (DE-588)4120509-1 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Schule (DE-588)4053474-1 s Computerunterstützter Unterricht (DE-588)4070087-2 s Internationaler Vergleich (DE-588)4120509-1 s DE-604 CERC Studies in Comparative Education 23 (DE-604)BV019361091 23 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016681830&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Law, Nancy Pedagogy and ICT use in schools around the world Findings from the IEA SITES 2006 study CERC Studies in Comparative Education Computer-assisted instruction Educational technology Information technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd Internationaler Vergleich (DE-588)4120509-1 gnd Schule (DE-588)4053474-1 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4120509-1 (DE-588)4053474-1 (DE-588)4143413-4 |
| title | Pedagogy and ICT use in schools around the world Findings from the IEA SITES 2006 study |
| title_auth | Pedagogy and ICT use in schools around the world Findings from the IEA SITES 2006 study |
| title_exact_search | Pedagogy and ICT use in schools around the world Findings from the IEA SITES 2006 study |
| title_exact_search_txtP | Pedagogy and ICT use in schools around the world Findings from the IEA SITES 2006 study |
| title_full | Pedagogy and ICT use in schools around the world Findings from the IEA SITES 2006 study ed. by Nancy Law ... |
| title_fullStr | Pedagogy and ICT use in schools around the world Findings from the IEA SITES 2006 study ed. by Nancy Law ... |
| title_full_unstemmed | Pedagogy and ICT use in schools around the world Findings from the IEA SITES 2006 study ed. by Nancy Law ... |
| title_short | Pedagogy and ICT use in schools around the world |
| title_sort | pedagogy and ict use in schools around the world findings from the iea sites 2006 study |
| title_sub | Findings from the IEA SITES 2006 study |
| topic | Computer-assisted instruction Educational technology Information technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd Internationaler Vergleich (DE-588)4120509-1 gnd Schule (DE-588)4053474-1 gnd |
| topic_facet | Computer-assisted instruction Educational technology Information technology Computerunterstützter Unterricht Internationaler Vergleich Schule Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016681830&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV019361091 |
| work_keys_str_mv | AT lawnancy pedagogyandictuseinschoolsaroundtheworldfindingsfromtheieasites2006study |