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Second Information Technology in Education Study

The IEA began its first information Technology/Computer in Education Study (COMPED) in 1986. Data was collected in 1989 and again in 1992 from school principals, computer coordinators and teachers. Students were also surveyed and tested in 1992 (the second stage). The study described and analyzed the situation with regard to the introduction and use of computers in education systems around the world.

Compared to the 1980s, when many countries were introducing an early generation of microcomputers into their schools, the current policy debates regarding technology deal with a much broader range of issues, for example, widespread adoption of the Internet and multimedia technologies. These new technologies raise new questions about the effectiveness and impact of technological applications on schooling. Are our education systems measuring up with regard to innovative potential of these applications? To what extent are there gaps between objectives and educational reality? Which innovations exist and what is the evidence of their effectiveness?

The intention behind SITES is to help answer such questions. The study will focus primarily on the use of information and communication technology (ICT) in educational practice from an international comparative perspective, and will be guided by several general questions, including:

  • How, by whom, and to what extent is ICT used in education systems, and how does it develop over time?
  • What differences in ICT-related practices exist within and between educational systems and how can these differences be explained?
  • Which innovative practices exist that may offer educational practitioners achievable new targets?

Module 2

The Second Information Technology in Education Study: Module 2 (SITES: M2) is an international study of innovative pedagogical practices that use information and communication technology (ICT).

In each of the 28 countries that participated in the study, national panels used common selection criteria, modified by national context, to identify 174 innovative classrooms. National research teams used a common set of case study methods to collect data on the pedagogical practices of teachers and learners, the role that ICT played in these practices, and the contextual factors that supported and influenced them. The International Coordinating Committee (ICC) conducted a cross-case analysis using qualitative and quantitative methods. Implications are drawn for both improved policy and classroom practice. The final report is available from the International Society for Technology in Education.


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