Using IT to Support Authentic Tasks in Teacher Education

Chambers, Derek; Boyle, Martin

doi:10.1007/978-0-387-35596-2_68

Cited by 2 publications

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“…Further exploration then continued in the 1990s by Reeves and Reeves (1997), Honebein, Duffy, and Fishman (1993), Lebow and Wager (1994) and Chambers and Stacey (1999), who focused on the central function of an authentic task. This research in the 1980s and 1990s then led to the summary of the findings into the ten elements listed above in the 2000s, which were used as criteria on which to base authentic learning activities.…”

Section: Authentic Tasks Allow Competing Solutions and Diversity Of O...mentioning

confidence: 99%

Authentic Learning – Does It Improve Pass Rates and Student Satisfaction?

Simpson

2015

JPAAP

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Learning by doing is thought to be one of the most effective ways to learn (Lombardi, 2007). This article explores the findings of a small scale study on one module about whether pass rates and student satisfaction can be improved by introducing authentic learning methods into the classroom by changing the teaching and assessment methods used on a Masters in Business Administration (MBA) module (Accounting and Finance for Decision Making). The pass rates pre and post the changes were monitored and also the student satisfaction scores. Comparisons were made between the results three semesters prior and three semesters post the changes, reviewing quantitative and qualitative data from 180 students. Leeds Beckett University has undertaken reviews of its undergraduate and postgraduate curricula and one of the key messages underlying university education at the Business School is that it needs to enhance employability. Therefore the consideration of using ‘authentic learning’ methods wherever appropriate would appear to fit in well with this strategy. The findings suggest that the introduction of authentic learning techniques make student learning from this sample more effective in terms of better pass rates and also that the students enjoy the learning experience more. The findings therefore bode well for the further use of authentic learning techniques in future teaching and learning activities and also support current literature in this area. The module continues to use the changes introduced and has experienced much higher pass rates and student satisfaction as a result.

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Section: Authentic Tasks Allow Competing Solutions and Diversity Of O...mentioning

confidence: 99%

Authentic Learning – Does It Improve Pass Rates and Student Satisfaction?

Simpson

2015

JPAAP

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“…Students were reported to be Ôstrongly positiveÕ about the software, and reported that they Ôhad gained fresh insights into aspects of teaching referenced in the materials they had usedÕ (Albion & Gibson, 2000, p. 323). Multimedia resources (video and audio), print-based materials and online discussion forums have also been used at the University of Melbourne in several modules in the initial teacher education programme dealing with the integration of new technology in 1815primary school classrooms (Chambers, 2002;Chambers & Boyle, 2001). StudentsÕ evaluations were reported to be Ôvery positiveÕ regarding the Ôproblem based nature of the courseÕ.…”

Section: Problem-based Learningmentioning

confidence: 99%

Investigating ICT using problem-based learning in face-to-face and online learning environments

Pearson

2006

Computers & Education

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This article reports on the design, implementation and evaluation of a module in the MEd (Business) in the Faculty of Education at the University of Hong Kong in which an explicit problem-based learning (PBL) approach was used to investigate the challenges associated with the adoption and use of information and communication technologies (ICT) in Hong Kong secondary school classrooms. PBL influenced both the way the curriculum was developed and the process by which students (n = 18) investigated topics related to the integration of ICT in business studies classrooms. The evaluation was based on five evaluative questions dealing with the implementation of PBL, the extent to which PBL facilitated academic discourse, the extent of ÔnewÕ knowledge about ICT that had been created, the role of the tutor, and the online learning environment provided. The evaluation revealed that PBL provided a practical approach to investigating ICT in both face-to-face and online learning environments, leading to ÔnewÕ knowledge about challenges associated with the adoption and use of new technologies in various educational settings.

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Using IT to Support Authentic Tasks in Teacher Education

Abstract: Abstract:Preparing teachers, who will be teaching until perhaps 2040, for classrooms and schools whose technology we can barely imagine is a daunting task. At the

Cited by 2 publications

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Authentic Learning – Does It Improve Pass Rates and Student Satisfaction?

Authentic Learning – Does It Improve Pass Rates and Student Satisfaction?

Investigating ICT using problem-based learning in face-to-face and online learning environments

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