Research Outline By Patrick Lam
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This document summarizes a research study that investigated how increasing teacher involvement in innovative practices and connectedness can change school culture and support sustainability of innovation. The study examined how these factors impact teachers' understanding of 21st century curriculum needs and self-efficacy in integrating information and communication technology in their teaching. All 38 teachers at a local public school participated in the study, which involved pre-and post-test questionnaires, focus groups, observations, and video recordings before, during, and after an intervention period where teachers' innovative practices and connectedness were increased.
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![Theoretical framework ICT education reform is usually in the form of prototyping. However, it is commonly found that these ICT-related innovations, initiated by enthusiastic teachers, mainly as innovators and early adopters, are not sustainable and institutionalized. Fullan’s Triple-I Model (2001) and Roger’s Diffusion Model (2003) are inapplicable. School ecology should be taken into consideration. The change is not made by leader, rather by a positive school environment. The positive environment is established by involving all teachers in innovative practices and increasing teachers’ connectedness. Importance of this study ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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- Budget for cocurricular activities (e.g. field trips, competitions)
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- Shows progression/building on prior learning each year
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- Includes learning objectives, activities, assessment
Course Guide
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- Required and optional readings/resources
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1. Curriculum - refers to the lessons and academic content taught in a school or in a specific course or program. It includes the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.
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Teachers, students, and policymakers debate the effective integration of technology into education. While access to technology has increased, successful implementation and teacher support have proven difficult due to a lack of shared vision, variances in objectives between initiatives and teachers, and insufficient resources and training. For technology integration to succeed, initiatives must be developed collaboratively with clear goals, adequate equipment and support, and opportunities for professional development that allow teachers to experiment and support constructivist approaches to teaching and learning with technology.
9. ICT as a learning and teaching tool.ppt
This document discusses the use of information and communication technologies (ICT) in education. It identifies two major obstacles to effective ICT integration: 1) implementation failure and 2) lack of teacher support. Implementation can fail when there is no shared vision between policymakers and teachers, a mismatch between technology initiatives and curriculum objectives, insufficient planning and leadership, and a lack of access to resources. Teachers also lack support through inadequate teaching conditions, a need for continuous training to develop technological skills, and a lack of accountability that allows time for changes to take effect. Overall, effective ICT integration requires a shared vision, adequate resources, ongoing teacher support through training and collaboration, and sufficient time for changes in teaching practices.
ICT and the changing role of the teacher
This document discusses the changing role of teachers with the introduction of information and communication technologies (ICT) in schools. It explores how ICT affects teaching and learning by promoting collaborative and autonomous learning. The introduction of ICT raises questions about the nature of teaching and requires teachers to acquire new skills. The document evaluates uses of ICT in US and UK schools, finding that ICT allows for shared resources and learning spaces. It concludes that ICT will continue to change teaching practices and the role of teachers.
Advanced Technology And Learning Environments Their Relationships Within The ...
- The document discusses the relationship between advanced technology and learning environments in mathematics education.
- It notes that while technology was initially introduced to support individual learning, research showed this was insufficient and the entire learning environment must be considered.
- Activity theory is discussed as a framework for understanding learning environments as systems involving students, teachers, tools, and the social context. Changes in one element impact the entire environment.
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1) The document discusses teacher education and the integration of information and communication technologies (ICT) into classrooms. It analyzes different levels of ICT integration and their impact on teaching practices and student learning outcomes.
2) While ICT integration is still uneven, studies have found some positive effects, including improved student motivation and engagement. ICT allows for more individualized learning and accommodation of different learning styles. It also enables collaborative learning and access to real-world information.
3) However, changes in teaching practices have generally been superficial, focused on skill-building rather than transforming pedagogy or classroom organization. Barriers include unreliable technology and lack of support for teachers' professional development with ICT. More research is
Student teachers’ first reflections on information
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
A study on ict use in teaching english at secondary level.docx
This study examines ICT integration in teaching English at the secondary level in private schools in Islamabad, Pakistan. It aims to analyze how extensively English teachers use ICT, assess teachers' ICT skills, and understand teachers' attitudes toward using ICT. The study uses questionnaires and classroom observations to evaluate current ICT use and identify factors influencing teachers' perceptions, such as access to technology, beliefs, and competency. The results could help address gaps in ICT adoption between public and private schools, which could impact Pakistan's development of skilled human resources.
Teachers Attitude towards ICT in English Language Classroom
English and ICT have become major tools for education and communication worldwide due to global needs and acceptance of those skills. In recent years, those skills have been integrated in language learning classrooms where English is being taught through ICT equipment. Thus it has become the part of pedagogical practice in different countries e.g. Malaysia, Singapore, Taiwan, Hong Kong and so governments invest in integrating ICT with education. In Bangladesh, government and some other national and international NGOs are working to implement English language learning programs through the use of ICT. English in Action (EIA) is one of them which is implementing this innovation countrywide and providing training to the teachers for implementing the practice in the classroom. This study aims to find out teachers’ readiness, attitude and use of available ICT in language classroom under the EIA intervention.
A Study on the “Virtual education in teaching chemistry”
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
NCSL Hotseat: Teachers as Innovators
The document discusses a research project investigating teachers' capacity for innovation in using digital technologies. It aims to understand opportunities, motivations, and barriers for teachers developing new practices. The research involves collecting examples of innovative practice, interviewing teachers and stakeholders, and creating an online resource to share innovative practices. The goal is to understand how to better support and empower teachers as leaders of educational change through innovative uses of technology.
Unesco workshop ed usumm it 2011 sofia 15 june
- The document discusses the International Workshop on redesigning institutional policies and practices to enhance education quality through innovative use of digital technologies.
- It calls for action to establish a clear vision of ICT's role in 21st century learning, radically restructure schools to support technology-enhanced pedagogies, and develop new assessment models to measure technology-enriched learning outcomes.
- Key themes discussed include restructuring education systems, understanding student technology experiences, improving teacher professional development, promoting global awareness, and addressing barriers to ensure benefits from technology investments.
The Roles and Function of Educational Technology in the 21st Century Education
The document discusses the roles and functions of educational technology in 21st century education. It outlines that instruction should be student-centered, collaborative, and have real-world context. Technology allows 24/7 access to information, constant social interaction, and easily created/shared digital content. Educators should leverage technology to create engaging, personalized learning environments. Key functions of educational technology include improving teaching and learning, enhancing educational goals, training teachers, developing curriculum and materials, and identifying community needs.
A study on the impact of web technologies in teacher education to train the f...
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021Teachers beliefs of ict use
This study investigated Malaysian secondary school teachers' beliefs about ICT and how they use ICT in their classrooms. The study found that although teachers held positive beliefs about ICT, these beliefs were not fully translated into classroom practices. More experienced teachers mainly used ICT as a presentation tool, while early career teachers used ICT in more varied ways like blogs and online groups. The study suggests further investigating differences in teachers' beliefs and practices could provide insight into promoting greater ICT use.
group2presentation.ppt
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
group2presentation.ppt
The document discusses obstacles to using ICT effectively in education, including implementation failure and lack of teacher support. Implementation often fails due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, and insufficient planning, leadership, resources and access. Teacher support is also lacking due to poor teaching conditions, a need for ongoing training and support to develop technological skills, and accountability measures that don't allow sufficient time for changes. When implemented successfully with adequate teacher support, ICT has the potential to transform teaching and learning from a transmission model to a more constructivist approach.
group2presentation.ppt
The document discusses obstacles to using ICT effectively in education, including implementation failure and lack of teacher support. Implementation often fails due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, and insufficient planning, leadership, resources and access. Teacher support is also lacking due to poor teaching conditions, a need for ongoing training and support to develop teachers' technological skills, and accountability measures that don't allow sufficient time for changes to occur. Effective ICT integration requires addressing these obstacles by developing shared goals, providing support and resources to teachers, and allowing time for changes in practices and beliefs.
ICT AS LEARNING TOOL
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
ICT in teaching and learning
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
Similar to Research Outline By Patrick Lam (20)
Advanced Technology And Learning Environments Their Relationships Within The ...
Advanced Technology And Learning Environments Their Relationships Within The ...
Student teachers’ first reflections on information
Student teachers’ first reflections on information
A study on ict use in teaching english at secondary level.docx
A study on ict use in teaching english at secondary level.docx
Teachers Attitude towards ICT in English Language Classroom
Teachers Attitude towards ICT in English Language Classroom
A Study on the “Virtual education in teaching chemistry”
A Study on the “Virtual education in teaching chemistry”
The Roles and Function of Educational Technology in the 21st Century Education
The Roles and Function of Educational Technology in the 21st Century Education
A study on the impact of web technologies in teacher education to train the f...
A study on the impact of web technologies in teacher education to train the f...
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World Healer 20081113
This document outlines a typical school day which includes waking up, personal hygiene, meals, lessons, extracurricular activities, leisure time, dinner and bedtime. It also mentions using technology like digital cameras and video sharing platforms to create a documentary about the school day and working with an international partner school in Barcelona.
Correlation Research Re Do 20070622
The document discusses a research study that aims to investigate the relationship between students' participation in online forums during learning and their use of computers at home. It hypothesizes that there is a positive correlation between the two variables. The study will collect data on the number of online notes students read and contributed to as well as the number of hours they use computers at home. It will analyze the data using statistical measures like mean, median, mode, standard deviation, and Pearson's correlation coefficient.
Plants And Environment
Roots adapt to their environment in various ways. Some plants have buttress roots to support tall trees, shallow roots to absorb surface water, or deep roots to access underground water. Mangrove roots grow from branches for oxygen and lotus roots have holes for breathing. Stems also adapt, with cactus stems being thick to store water and climber stems growing around trees. Leaves help plants obtain sunlight and reduce moisture loss. Broad leaves maximize sunlight while smooth leaves shed rain. Spiny leaves and hairy leaves reduce moisture loss in deserts and mountains. Leaves open during the day and close at night to conserve water.
Animals And Environment
Animals adapt to their environment with their skin, skin colours, hunting tools and living styles. 1. Animals' skins help them survive in different climates and environments. For example, polar bears have thick fur to keep warm in cold climates, while desert tortoises have hard shells to reduce moisture loss in dry deserts. 2. Animals' skin colours allow some to camouflage for hunting or protection, while others have bright colours to warn predators. 3. Animals' hunting tools such as beaks and claws help birds and woodpeckers find food. Ducks have webbed feet to swim fast and catch fish.
Animals And Environment
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Research Outline By Patrick Lam
- 1. Towards an ecological model of sustainability of innovation: change of school culture by increasing teachers’ connectedness and engagement in innovative practice Researcher: Patrick Lam H. C. (2000977921) Research questions: 1. How teachers are involved in innovative practices? 2. How teachers’ connectedness is enhanced? 3. How does involvement of teachers in innovative practices enrich their understanding of the 21st curriculum needs and self efficacy of ICT integration in teaching? 4. How does the increase of teachers’ connectedness enrich their understanding of the 21st curriculum needs and self efficacy of ICT integration in teaching? Research participants: All 38 teachers of a local public school
- 3. Submission of the research Apr 2009 Data analysis and writing Feb– Mar 2009 Post-test 2 questionnaires (21 st Century curriculum needs and self-efficacy of ICT integration in teaching) Focus group interviews Early Feb 2009 Intervention: involving teachers in innovative practices and increasing teachers’ connectedness Observation and field note taking Analysis of document Video-recording of important events Oct 2008 – Jan 2009 Pre-test 2 questionnaires (21 st Century curriculum needs and self-efficacy of ICT integration in teaching) Focus group interviews Sep 2008 Gain the supervisor’s approval Design and try out the instruments Au 2008 Gain agreement with the supervisor (Prof. Nancy Law) Draft the research proposal (this one) Jul 2008 Milestones Time