I09 eera2011 harrison pc
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What governments need to know about how to develop ICT in schools successfully
![Management vision, cumulative affordances, and student autonomy: what governments need to learn about about technology in education. ,[object Object],[object Object],[object Object],EERA 2011 Berlin](https://image.slidesharecdn.com/i09eera2011harrisonpc-110914012536-phpapp02/85/I09-eera2011-harrison-pc-1-320.jpg)
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I09 eera2011 harrison pc
- 7. Positioning teachers in classrooms School B: flexible support for learning
- 8. Positioning teachers in classrooms School B: flexible spaces for learning
- 9. Positioning teachers in classrooms School B: visualiser support for learning and physical barriers to learning
- 16. Cumulative Affordance Graph September 2008 Lesson goals ppt + Lesson goals reviewed + Homework: Internet research…
- 17. Cumulative Affordance Graph June 2009 + Wrap-up + Adapted worksheet + Dyslexia + Lesson goals ppt + Starter video Pre-lesson
- 18. Cumulative Affordance Graph + Assessment loop June 2009 + Feedback + HW support + Online homework + Wrap-up + Adapted worksheet + Dyslexia
- 19. Cumulative Affordance Graph September 2008 Lesson goals ppt + Lesson goals reviewed + Homework: Internet research… SDL opportunities
- 20. Cumulative Affordance Graph June 2009 + Wrap-up + Adapted worksheet + Dyslexia + Lesson goals ppt + Starter video Pre-lesson SDL opportunities
- 21. Cumulative Affordance Graph + Assessment loop June 2009 + Feedback + HW support + Online homework + Wrap-up + Adapted worksheet + Dyslexia SDL opportunities
- 23. Screen shot of work been done on My Maths
- 24. Screen shot of the Maths Watch video
- 25. Create enhanced learning environment Extend opportunities for learning Create new knowledge and skills Amplify learning effects Integrate Link Sustain
- 26. Create enhanced learning environment Extend opportunities for learning Create new knowledge and skills Amplify learning effects Integrate Link Sustain
- 27. Management vision Cumulative affordances Student autonomy
- 28. Create enhanced learning environment Extend opportunities for learning Create new knowledge and skills Amplify learning effects Integrate Link Sustain
Hinweis der Redaktion
- CKC - Introduction the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning our approach has two major emphases; the first is to capture the ecology of learning the second is to use new technologies to develop representations of the use of ICT for learning the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE. the project is collecting data in three phases: PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs; PHASE II 200+Teacher logs of individual lessons; PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
- CKC - Introduction the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning our approach has two major emphases; the first is to capture the ecology of learning the second is to use new technologies to develop representations of the use of ICT for learning the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE. the project is collecting data in three phases: PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs; PHASE II 200+Teacher logs of individual lessons; PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
- Teachers’ positioning in the school and the classroom The space in the classroom
- All the classrooms in the schools had been equipped with a visualiser. / Where the space allowed, the visualiser had been positioned away from the teacher’s position to enable being closer to the group – picture shows that the teacher is closer to the group and all facing in the same direction [Comment – that with additional representational properties too]
- Versatile working spaces in School 2– flexible
- the school’s virtual spaces (creating a continuum)
- CKC - Introduction the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning our approach has two major emphases; the first is to capture the ecology of learning the second is to use new technologies to develop representations of the use of ICT for learning the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE. the project is collecting data in three phases: PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs; PHASE II 200+Teacher logs of individual lessons; PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.