Teacher representations of the successful use of computer-based tools and resources in secondary-school English, mathematics and science
TATE Volume 20, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd
This study investigated professional thinking about pedagogical aspects of technology use in mainstream classroom practice. It focuses on the systems of ideas which frame teacher accounts of the successful use of computer-based tools and resources in the core subjects of English, Mathematics and Science at secondary-school level. These accounts were elicited through group interviews with the relevant subject departments in six secondary schools in England. The analysis identifies seven broad themes in which teachers point to the contribution of technology use in: effecting working processes and improving production; supporting processes of checking, trialling and refinement; enhancing the variety and appeal of classroom activity; fostering pupil independence and peer support; overcoming pupil difficulties and building assurance; broadening reference and increasing currency of activity; and focusing on overarching issues and accentuating important features. Further examination of these themes shows how professional thinking about technology use is anchored in well-established representations of pupil motivation and classroom learning, and how contrasting subject profiles reflect corresponding differences in wider subject cultures.
Ruthven, K., Hennessy, S. & Brindley, S. (2004). Teacher representations of the successful use of computer-based tools and resources in secondary-school English, mathematics and science. Teaching and Teacher Education: An International Journal of Research and Studies, 20(3), 259-275. Elsevier Ltd.
- Class Activities
- Computer Uses in Education
- Critical Thinking
- educational technology
- English Instruction
- Foreign Countries
- secondary education
- Secondary School Mathematics
- Secondary School Science
- Secondary School Teachers
- student motivation
- Subject teaching and learning
- Teacher attitude and cognition
- teaching methods
Cited ByView References & Citations Map
A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT
Joyce Koh, National Institute of Education, Nanyang Technological University, Singapore
Australasian Journal of Educational Technology Vol. 29, No. 6 (Dec 23, 2013)
Sara Flanagan, University of Kentucky, United States; Melanie Shoffner, Purdue University, United States
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 3 (September 2013) pp. 242–261
Sara Flanagan, Purdue University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3727–3735
A Survey of Elementary Science Teachers' Satisfaction with and Willingness of Using Information Technology in Central Taiwan
Meichun Lydia Wen & Shan-Wen Lin, National ChangHua University of Education, Taiwan
EdMedia + Innovate Learning 2006 (June 2006) pp. 1623–1628
Towards the Elaboration of a Profile Scale of Teachers in the New Educational Context at the Era of ICT.
Ann-Louise Davidson, University of Ottawa, Canada
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2802–2807
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.