Information and communication technologies

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Journal articles about Information and communication technologies

The latest ten articles from our journals on this subject.

Lenore Adie

Assessment Matters 3: 2011

The purpose of this paper is to understand how teachers’ identities as assessors in a standards-referenced assessment system may be developed through their participation in online social moderation meetings. In these meetings, teachers negotiate and share their understandings of assessment standards and judgement decisions. In particular, the paper focuses on the relationship between the technology, the moderation processes and teachers’ development in this assessment system.

The SCIAnTICT project: Technology-enhanced teaching and learning of primary science

Kathrin Otrel-Cass, Bronwen Cowie and Elaine Khoo

set 2011: no. 3

This project explored how ICTs in primary classrooms can enhance the teaching and learning of the practical and theoretical aspects of science. By building on teacher and Years 7/8 student prior knowledge and experiences with ICTs, the authors investigated how ICT use can structure activities that would offer enhanced opportunities for students to actively participate in science. The project generated examples of how ICTs can support ways of exploring and communicating science, and evaluating what has been learnt.

Using multimodal texts to build engagement and achievement in literacy

Sue McDowall

set 2011: no. 2

That students find working on multimodal texts engaging isn’t surprising—but what would be surprising is if that spilled over into increased engagement and achievement with traditional print texts. This is exactly what the author of this article found in an exploratory e-learning research project. Here she discusses this finding and explores some of the possible reasons behind it.

Deliberate acts of virtual communication: Cellphones as a tool to enhance student learning and engagement

Karen Pohio and Garry Falloon

set 2010: no. 3

The of use mobile technologies such as cellphones offers unique capabilities to help facilitate social interaction between students and support collaboration between home and school. This article reports on research into the use of cellphones to support student learning in a low-decile urban primary school. The school used the phones as an innovative way to provide formative feedback to parents. The initiative is having significant benefits for students and is enhancing the relationship between home and school.

ICT in primary science: Insights from the TELA evaluation

Ann Harlow and Bronwen Cowie

set 2010: no. 1

In the last 10 years subsidised laptops have been rolled out to classes at all levels and ICT has become more common in the classroom. How are teachers using ICT to teach junior science and what is supporting them to do this?

ICT in support of science teaching and learning: Teaching landforms and erosion

Kathrin Otrel-Cass, Bronwen Cowie and Elaine Khoo

set 2010: no. 3

Two Years 7/8 teachers planned, implemented and reflected on teaching a unit about erosion and landforms with the support of ICT tools. They used videos, photos, animations and digital microscopes—as well as Internet resources, such as Google Earth and other maps—to help the students work and think like an earth scientist.

Virtual classrooms: Lessons for teaching and learning in the 21st century

Magdalene Lin and Rachel Bolstad

set 2010: no. 1

Virtual classrooms are ICT immersion environments where teachers use technology to teach students from different physical locations—which might mean that they use the opportunities of ICT to enable collaborative Web 2.0 learning. This article looks at how virtual classes operate in reality, and what we can learn about how to move towards 21st century ways of learning.

Embracing the power of texting: Eliminating playground noncompliance and aggression

Kay Petchell and Ted Glynn

set 2009: no. 1

These days, everyone has a mobile phone, even if they might not have a landline. Vardon School recognised the potential for texting to be an effective way to give parents regular feedback on their children’s behaviour in the school playground. By using texts as part of a carefully planned strategy for partnering with parents, Vardon School was able to dramatically improve student behaviour.

Exploring the use of an interactive whiteboard in a primary science classroom

Barbara Ryan and Bronwen Cowie

set 2009: no. 1

Teachers are keen to adopt new ICTs to support student learning. This article looks at one example—interactive whiteboards. Skilfully used by the teacher, sequences of magnified images wowed students and engaged their interest. The students enjoyed—and learnt from—interacting with the whiteboard and creating animations of their own.

ICT and the greatest technology: A teacher’s mind

Ann Hatherly

Early Childhood Folio 13 (2009)

Information and Communication Technology (ICT) can open up amazing possibilities for early childhood learning, extending children’s worlds and helping them to expand and explore their thinking. Or, it can be an expensive way to teach the same things in the same way as before. Ann Hatherly argues that it’s not the hardware and software that matter, but how teachers use it.