A comparison of e‐learning in Scotland's colleges and secondary schools: the case of National Qualifications in ‘Core Skills’

Davidson, Julia; Elliot, Dely Lazarte

doi:10.1111/j.1365-2729.2007.00250.x

Cited by 6 publications

(5 citation statements)

References 11 publications

(17 reference statements)

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“…It is no surprise that the pupils in this study liked technology-enhanced learning with graphics, animations, videos and sound effects (Bongo, 2005;Passey, 2006;Davidson & Elliot, 2007). However, in contrast with some earlier evidence, the pupils in this research expressed satisfaction with their school's ICT provision (Selwyn, 2006).…”

Section: Discussioncontrasting

confidence: 59%

“…Disenchanted young people in the Highlands are looking for a future that offers more than picture postcard views… (McBain, 2006, p.14) Young people have access to digital technology in their daily lives, but it is still typically peripheral to the learning process in the classroom in rural areas (Conlon & Simpson, 2003;Lee & Tsai, 2005;Wall et al, 2005;Hartley, 2007;Williamson & Conlon, 2006;Davidson & Elliot, 2007). Opportunities for using digital technology in school appear to depend on a variety of contextual factors including school location, teachers' experience with digital technology, curriculum area, and personal characteristics such as, gender, age, culture, race, religion and socio-economic status (Leder & Vale, 2004;Tupling, 2004;Heemskerk et al, 2005;Buie, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Curriculum-linked learning enhanced by the use of ICT has been reported in English, mathematics, science, modern languages, music, history and geography (Leask, 2001;Loveless & Ellis, 2001;Garland & Noyes, 2005;Wilson et al, 2005;John & Sutherland, 2005). The latter authors point out that just because pupils use technology, it does not automatically follow that positive learning takes place.…”

Section: Introductionmentioning

confidence: 99%

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Perspectives on Digital Technology in a Remote School Community

Davidson¹,

McQueen²,

McConnell³

et al. 2007

SER

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The present article is based on a qualitative evaluation of the use of digital technology in a remote secondary school in the Scottish Highlands. The attitudes of teachers and pupils to the use of digital technology and the underlying tensions between formal and informal educational practices are central concerns addressed in this paper. The project was for one-year and designed to facilitate the embedding of digital technology across the curriculum. Some of the benefits of participating in the project, according to the pupils, included an improvement in their ability to work successfully with others, independently from the teacher, and the development of their skills in creating moving images in both curricular and extra-curricular activities. Most participating teachers commented that they had improved their own ICT skills. In conclusion, some complex issues are raised in connection with schools in isolated communities.

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Section: Discussioncontrasting

confidence: 59%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perspectives on Digital Technology in a Remote School Community

Davidson¹,

McQueen²,

McConnell³

et al. 2007

SER

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“…This should not really come as a surprise, as a symbiotic relationship between information and communications technology (ICT) and learning and teaching pedagogy is widely acknowledged (Andersson, ) especially in science (Barton, ). There is continuous evolution of the pedagogical designs aimed at harnessing ICT for better instructional learning (Andersson, ), taking into account the advent of the Internet and better access to technologies (Davidson & Elliot, ). In the midst of all this, Watters and Diezmann () contend that effective science learning is dependent upon teachers' pedagogical knowledge of science leading to effective learning and teaching practices.…”

Section: Introductionmentioning

confidence: 99%

Science learning via multimedia portal resources: The Scottish case

Elliot

Wilson²,

Boyle³

2013

Brit J Educational Tech

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Scotland's rich heritage in the field of science and engineering and recent curricular developments led to major investment in education to equip pupils with improved scientific knowledge and skills. However, due to its abstract and conceptual nature, learning science can be challenging. Literature supports the role of multimedia technology in addressing the difficulties associated with science learning. This paper reports on a two-phase investigation that explored the impact of multimedia resources situated in a national e-learning portal to (1) assist generalist and specialist science teachers' teaching practices and (2) stimulate pupils' interest, encourage engagement and improve overall science learning experiences. Our research also investigated how portal resources facilitated and/or acted as barriers for teaching and learning. Findings from our research affirm that multimedia technology has transformed science learning; with these resources accessible through a national portal, radically different learning experiences ensued. These findings raise serious implications for teacher education and professional development in ensuring that teachers acquire sound science content and pedagogical knowledge as well as practical strategies for utilising technology-rich environments, as this is likely to become the norm. Harnessing the fullest potential that information and communication technology, multimedia and e-learning portals can offer starts by addressing these challenges.

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“…Interaction typically occurs through discussion, commenting, collaborative writing, or working together on projects. In a study of secondary education teachers and college professors in Scotland, Davidson and Elliot (2007), defined e-learning as "any learning that is electronically mediated or facilitated by transactions software" (p.512). E-learning encourages students to be collaborative, contextual, and connected in their learning.…”

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confidence: 99%

Pre-Service Teachers Use E-learning Technologies to Enhance Their Learning

Smith

Greene

2013

JITE:Research

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Executive SummaryThe purpose of this study was twofold. The primary purpose was to improve pre-service teacher education by using technology to help pre-service teachers bridge the gap between academic preparation and practice. The secondary, but still important, objective was to familiarize preservice teachers in the use of technology to support their future pedagogical activities. Therefore, this research sought to develop a method for training undergraduate students in designing, implementing, and evaluating lesson plans to solidify the relationship between research, pedagogy, and teaching practice. Specifically, this study investigated the implementation of e-learning as a method of instruction to help pre-service teachers evaluate and improve upon the implementation of their lesson plans during their real world practicum experiences. The study was guided by the following research questions: 1) What successes, challenges, and benefits do university instructors and pre-service teachers experience in using and analyzing video in teacher education methods coursework? 2) In what ways did the use of e-learning help the pre-service teachers improve their teaching during the practicum experience? Results showed that participants reported improved lesson planning, improved lesson implementation, visual interpretations of best practices, modeling, and peer and university instructor feedback as successes of the e-learning project. Challenges included participants' frustrations of being overworked and overwhelmed with the technical problems associated with e-learning. Overall participants judged the e-learning project as a very positive aspect of their teacher training.Keywords: e-learning, teacher education, 21 st century learners, teaching and learning IntroductionOne of the multiple realities of implementing quality preparation and support of teacher educators is inclusion of 21 st century "technology" skills in teaching. To prepare K-12 students for the future, we must ensure that our teachers are equipped for the future as well. Therefore, as teacher educators, we are challenged to revise our teacher preparation programs to reflect the needs of 21 st century learners so that we produce teachers who effectively and comfortably use technology to enhance student learning. While today's college students may be very familiar with social networking sites, digital music, and video sharing, they are not as familiar with many of the opportunities technology offers to enhance Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on...

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A comparison of e‐learning in Scotland's colleges and secondary schools: the case of National Qualifications in ‘Core Skills’

Cited by 6 publications

References 11 publications

Perspectives on Digital Technology in a Remote School Community

Perspectives on Digital Technology in a Remote School Community

Science learning via multimedia portal resources: The Scottish case

Pre-Service Teachers Use E-learning Technologies to Enhance Their Learning

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