This paper discusses the challenges faced by a group of Smart School teachers in a partnership model designed to help them develop professionally through the use of online tools. This model known as e-CPDelT: Model 2020 is loosely based on the successful, UK based Improving the Quality of Education For All (IQEA) project (Hopkins et al., 1996). The model was piloted on 20 teachers of English, mathematics and science from 5 Smart Schools around Kuala Lumpur. It features collaboration between these teachers in the hope that it would lead to the development of viable communities of practice. Teacher collaboration in this pilot was in the form of (a) sharing text based narratives of perceived good lessons through blogs and (b) sharing of video clips of good lessons through the ViP (Virtual interactive Platform) and (c) forum discussions of lessons. Data were obtained from teacher interviews and mentor reflections. Brinkerhoff's (2006) framework on technology adoption was used to identify the challenges faced by these teachers. The findings revealed that teachers faced resource, institutional, informational and attitudinal problems. The paper concludes with discussion of suggested measures to improve technology adoption by teachers.
This paper discusses the challenges faced by a group of Smart School teachers in a partnership model designed to help them develop professionally through the use of online tools. This model known as e-CPDelT: Model 2020 is loosely based on the successful, UK based Improving the Quality of Education For All (IQEA) project (Hopkins et al., 1996). The model was piloted on 20 teachers of English, mathematics and science from 5 Smart Schools around Kuala Lumpur. It features collaboration between these teachers in the hope that it would lead to the development of viable communities of practice. Teacher collaboration in this pilot was in the form of (a) sharing text based narratives of perceived good lessons through blogs and (b) sharing of video clips of good lessons through the ViP (Virtual interactive Platform) and (c) forum discussions of lessons. Data were obtained from teacher interviews and mentor reflections. Brinkerhoff's (2006) framework on technology adoption was used to identify the challenges faced by these teachers. The findings revealed that teachers faced resource, institutional, informational and attitudinal problems. The paper concludes with discussion of suggested measures to improve technology adoption by teachers.
“…Nem kevésbé jelent s azok szerepe sem, akik a megfontolt kritika eszközeivel igyekeztek helyes irányba befolyásolni a fejl dés menetét (Th. Roszak, 1990;Bryson-de Castells, 1998;Becker, 2000;Gibson, 2001;Cloke-Sharif, 2001 Papert, 1988Papert, , 1993Papert, , 1996 vizsgálta a kérdéskört, a gyermeki gondolkodástól a számítógépes korszak iskolájának újragondolásán keresztül a generációs szakadék áthidalásának módjainak kutatásáig. Különösen jól illusztrálja gondolkodásmódját az 1987-ben közzé tett tanulmánya, amely a LOGO programozási nyelv "ígéreteit" kritizálóknak válaszol, "Számítógép kriticizmus vs. Technocentrikus gondolkodás" címmel (S. Papert, 1987).…”
“…Based on the analysis of the factors that affect the integration of ICT in education in countries like Australia (Baskin andWilliams 2006, andHayes 2007), Belgium (Tondeur, Valcke, and van Braak 2008), the Netherlands (Mooji and Smeets 2001), Israel (Nachmias et al 2004, andTubin et al 2003), Malaysia (Cloke and Sharif 2001), the United Kingdom (Kirkman 2000;Tearle 2003Tearle , 2004, and Singapore (Lim 2002, andLim andHang 2003), Rodriguez et al (2012) identified three main settings where inputs are processed: (i) classroom where teaching and/or learning occurs, even though it might not happen within a classroom (e.g., computer lab); (ii) school which is the specific educational institution in which ICT-enhanced teaching and/or learning takes place; and (iii) external setting which considers those processes that are outside of schools (e.g., public policies, monitoring, and assessment). These settings are shown in Table A1.3.…”
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