Curriculum Management, Instructional Leadership and New Information Technology

Carter, D. S. G.; Burger, Martha

doi:10.1080/0260136940140204

Cited by 7 publications

(7 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Conclusion and Discussionsupporting

confidence: 84%

“…The fact that the participants emphasize the need for more education in ICT agrees with what has been found internationally regarding teachers' usage of ICT (Sarason 1990;Fullan 1993;Carter & Burger 1994;Kozma et al 2004;Andersson 2006). For example, in Australia, where Carter & Burger (1994) studied newly qualified teachers, it has been suggested that additional education is required about the relation between ICT, the curriculum, teaching and learning. In an evaluative research in developing countries including Africa, and in studies in a European context, Kozma et al (2004), Clarebout and Elen (2000) and Nordstrom (2000) claim that success in using ICT depends on teachers' competence in handling the new technique.…”

Section: Necessary Conditions When Implementing Ictsupporting

confidence: 75%

“…2004; Andersson 2006). For example, in Australia, where Carter & Burger (1994) studied newly qualified teachers, it has been suggested that additional education is required about the relation between ICT, the curriculum, teaching and learning. In an evaluative research in developing countries including Africa, and in studies in a European context, Kozma et al .…”

Section: Conclusion and Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Coping with change in ICT‐based learning environments: newly qualified Rwandan teachers' reflections

Mukama

2007

Computer Assisted Learning

View full text Add to dashboard Cite

The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute to the creation of theoretical and practical knowledge for professional development with information and communication technology (ICT). Questionnaires, focus groups and interviews were used for data collection. The findings show that novice teachers are motivated to acquire ICT and that they succeed in situations where school administrators grant easy access to computers. The novice teachers expressed a strong desire to be trusted and be allowed time to use computers and related skills in their learning and teaching. These views are discussed in terms of learning conditions created in schools so that participants become active, responsible and committed practitioners. We assume that such attitudes can be a model for their future roles in fostering change in social practice. For example, this study shows that gender equity becomes an aspect of change in an ICT-learning environment, which creates new opportunities for continuous education. To achieve this, as revealed by the findings, there is a need to develop school-based curricula, appropriate pedagogy and teacher professional development in the area of ICT literacy, which allows the teachers to develop a critical mind to the new tools.

show abstract

Section: Conclusion and Discussionsupporting

confidence: 84%

Section: Necessary Conditions When Implementing Ictsupporting

confidence: 75%

Section: Conclusion and Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Coping with change in ICT‐based learning environments: newly qualified Rwandan teachers' reflections

Mukama

2007

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…The technology base of the project was underpinned by the use of an IIMS (Carter & Burger, 1994), with which other technologies were linked to provide an integrated electronic infrastructure, customised for the purposes of practicum supervision. This particular IIMS (IMSeries ™) is a commercially available software system that seeks to integrate the web of relationships occurring between curriculum (including external standards and referents such as student outcomes), teaching and learning (including process and products) and assessment (including student monitoring, review and reporting).…”

Section: New Information Technologies Employed In the Projectmentioning

confidence: 99%

Extending ‘Supervisory Reach’: using new information management technology in the teacher education practicum

Carter

1999

Journal of Information Technology for Teacher Education

View full text Add to dashboard Cite

“…Definitions of MISs are multiple and varied. Several authors (Hicks, 1993;Thierauf, 1987) agree that a number of information systems, such as Decision Support Systems or Executive Information Systems, fall under the umbrella of Management Information Systems, while others (Bank and Williams, 1987;Carter and Burger, 1994) consider them as significantly different systems designed for a specific purpose. A lengthy discussion concerning the technicalities of such distinctions is inappropriate here.…”

Section: Computer-based Management Information Systemsmentioning

confidence: 99%

Administration, management and IT in education

Selwood

Drenoyianni

1997

Information Technology in Educational Management for the Schools of the Future

View full text Add to dashboard Cite

This paper examines how computerised Management Information Systems (MISs) can support the information and decisional needs of educational managers. Furthermore, the capabilities of such information systems will de described and discussed together with the benefits of using Information Technology (IT) in managing educational organisations. Section three of the paper describes a small scale piece of research that examined senior educational managers' perceptions and usage of IT in Educational Management (ITEM), and suggests some reasons for the lack of usage of IT to support management decision making.

show abstract

Curriculum Management, Instructional Leadership and New Information Technology

Cited by 7 publications

References 4 publications

Coping with change in ICT‐based learning environments: newly qualified Rwandan teachers' reflections

Coping with change in ICT‐based learning environments: newly qualified Rwandan teachers' reflections

Extending ‘Supervisory Reach’: using new information management technology in the teacher education practicum

Administration, management and IT in education

Contact Info

Product

Resources

About