A beginner's guide to the Internet
For teachers and schools not yet connected to the Internet, here are some signposts to guide you along the information superhighway.
Information and communication technologies
For teachers and schools not yet connected to the Internet, here are some signposts to guide you along the information superhighway.
Today's learners do not need to be confined to the traditional classroom setting, thanks to new interactive telecommunications technologies. The implications of being in the "Information Age" are far reaching.
Students' attitudes to computers are shown to change after having access to one computer per two students in the class. However, the benefits of unlimited access can be limited by inadequate preparation.
Is interactive television the latest high-tech white elephant, or can it become a valuable educational technology for schools? Answers from research into the implementation process of interactive television within two rural primary schools and a town secondary college.
CLICK!: Computers and Learning In Classrooms: K-6 is a teacher professional development resource in the effective use of technology in the primary classroom, developed by the Department of Science and Mathematics Education of the University of Melbourne, which specifically aims to support “technology leaders”. The case studies describe how primary teachers are using technology to enhance teaching and learning. Video clips show interviews with teachers addressing issues raised in the modules, case studies, and classroom situations where technology is being used effectively.
A recent NZCER research project focused on computer use in the home and school or ECE centre by children with special needs. It provided information about how the use of computers can benefit children with special needs, the role of the family in the learning process, the importance of professional development, and the conditions which can assist these children to obtain maximum benefit from their use of computers.
The difficulties many students experience in learning to read frequently relate to a lack of strategies and confidence. Learning to read is readily accepted as one of the most complex behaviours we will ever strive to master. Reading underpins much of a student’s education, so experiencing difficulty in this area may lead to negative feelings about school, may reduce self-esteem and may even impact on social behaviour in some cases.
Charles Darr reports on his experience in creating a mathematics test using asTTle, comments on his perceptions, and discusses some of the strengths and weaknesses of this new assessment package for teachers.
This article is not intended to be a series of handy hints on choosing between specific brands of microcomputers or different word processing programs. That sort of information is best obtained from teachers already using word processors, or from advisory staff in education departments. Instead, I hope to show just how useful word processors are for encouraging young authors, between the ages of 5 and 12 years, to write.
This article explores social aspects of information and communications technology (ICT) in primary classrooms, focusing on pupils’ attitudes, academic progress, teachers’ and pupils’ roles, and relationships between pupils, teachers, and parents.