Problem in creating the Request

Message: null

Description: No details available.

Sender: org.dspace.app.xmlui.cocoon.servlet.multipart.DSpaceMultipartFilter

Source: Cocoon Servlet

cause

null

request-uri

/feed/rss_2.0/123456789/20141

2005, Volume 1 https://jyx.jyu.fi/handle/123456789/20141 Mon, 22 Apr 2019 02:54:48 GMT 2019-04-22T02:54:48Z 2005, Volume 1 https://jyx.jyu.fi:443/bitstream/id/d39ea001-9364-4a52-81e7-17fca41a937e/ https://jyx.jyu.fi/handle/123456789/20141 Human Technology, 2005 VOLUME 1, NUMBER 2 (The entire issue) : Special Issue on ICT and Education https://jyx.jyu.fi/handle/123456789/20238 Human Technology, 2005 VOLUME 1, NUMBER 2 (The entire issue) : Special Issue on ICT and Education Agora Center, University of Jyväskylä Wed, 03 Jun 2009 11:57:22 GMT https://jyx.jyu.fi/handle/123456789/20238 2009-06-03T11:57:22Z Human Technology, 2005 VOLUME 1, NUMBER 1 (The entire issue) https://jyx.jyu.fi/handle/123456789/20237 Human Technology, 2005 VOLUME 1, NUMBER 1 (The entire issue) Agora Center, University of Jyväskylä Wed, 03 Jun 2009 11:54:47 GMT https://jyx.jyu.fi/handle/123456789/20237 2009-06-03T11:54:47Z ICT in Chilean Schools: Students' and Teachers' Access and Use of ICT https://jyx.jyu.fi/handle/123456789/20184 ICT in Chilean Schools: Students' and Teachers' Access and Use of ICT Hinostroza, Enrique; Labbé, Christian; Claro, Magdalena This paper presents the results of the analysis of the data from a national survey of the Chilean educational ICT infrastructure and its use in schools implemented by the Centre for Technology and Education of the Chilean Ministry of Education in 2004. Results show that the context of ICT use in Chilean schools can be characterized as relatively good, insofar as there are no first-order barriers for implementing ICT pedagogy. In this context, students’ ICT use can be categorized based on four factors: communication, productivity, recreation, and communication with teachers. On the other hand, teachers’ ICT use can be categorized using three factors: communication, teaching, and technical. Based on these factors and considering the availability and use of ICT in schools, the question remains how to make this time most effective for improving students’ learning. Additionally, results show that students, on their own, spend a considerable amount of time developing activities described as communication. The question that arises from this finding is how to take advantage of these activities in order to meet teaching and learning aims. Regarding teachers, results open possibilities for redesigning professional development courses by taking advantage of what they already do with ICT. Tue, 02 Jun 2009 08:37:55 GMT https://jyx.jyu.fi/handle/123456789/20184 2009-06-02T08:37:55Z Expanding Possibilities: Project Work Using ICT https://jyx.jyu.fi/handle/123456789/20183 Expanding Possibilities: Project Work Using ICT Erstad, Ola One of the main findings from the SITES Module 2 study internationally is the increased use of project work connected to the use of information and communication technologies (ICTs) in many countries around the world. The Norwegian cases presented in this article support these findings, showing that when teachers and students use ICT in school settings, it is most often part of project work. However, there is a need to analyze to a larger degree the project work using ICT. In this article, project work using ICT is analyzed firstly by studying the changes in learning environment that the technology represents or as a catalyst for physical changes in the spaces in schools. Secondly, project work is analyzed by studying the potential for benefit (affordances) that new technologies might provide for the students learning activities. Tue, 02 Jun 2009 08:31:31 GMT https://jyx.jyu.fi/handle/123456789/20183 2009-06-02T08:31:31Z "Islands of Innovation" and "School-Wide Implementations" : Two Patterns of ICT-Based Pedagogical Innovations in Schools https://jyx.jyu.fi/handle/123456789/20182 "Islands of Innovation" and "School-Wide Implementations" : Two Patterns of ICT-Based Pedagogical Innovations in Schools Forkhosh-Baruch, Alona; Mioduser, David; Nachmias, Rafi; Tubin, Dorit The study reported here is a secondary analysis of data collected in 10 schools as part of Israel’s participation in two international studies: IEA’s SITES Module 2, focusing on innovative pedagogical practices at the classroom level, and the OECD/CERI case studies of ICT and organizational innovation, focusing on ICT-related innovations at the school system level. We identify and analyze two patterns of ICT-based curricular innovations: “islands of innovation” and “school-wide implementations.” In the analysis of both patterns we focus on (a) the levels and domains of innovation reached in schools; (b) the communication agents and school variables affecting the diffusion of the innovation; and (c) the role of internal and external factors affecting the diffusion of the innovation. In the discussion we elaborate the potential value of sustainable islands of innovation models as agents of innovation, and the similarities and differences between both patterns of ICT implementation in schools. Tue, 02 Jun 2009 08:24:58 GMT https://jyx.jyu.fi/handle/123456789/20182 2009-06-02T08:24:58Z Technology-Supported Educational Innovations in Finland and Hong Kong: A Tale of Two Systems https://jyx.jyu.fi/handle/123456789/20181 Technology-Supported Educational Innovations in Finland and Hong Kong: A Tale of Two Systems Law, Nance; Kankaanranta, Marja; Chow, Angela The paper presents a comparison of case studies about innovative ICT-supported pedagogical practices in two educational systems, namely Finland and Hong Kong. The two systems were selected for this in-depth comparison for three main reasons. First, Finland and Hong Kong performed well in several international comparative studies of educational achievement. Second, the case studies collected via the SITES Module 2 indicated rather different profiles between Finnish and Hong Kong schools in terms of ICT infrastructure and pedagogical practices. Third, further analysis of the case studies data indicated differences in emergent pedagogical characteristics between the cases collected in Asia and in Western Europe. The paper aims at exploring in detail two research questions with regard to innovative pedagogical practices using technology. Firstly, are there systemic differences in the nature of the educational innovations across countries? Secondly, are there systemic differences in the change mechanisms and factors influencing change across countries? Tue, 02 Jun 2009 08:11:07 GMT https://jyx.jyu.fi/handle/123456789/20181 2009-06-02T08:11:07Z ICT and Curriculum Change https://jyx.jyu.fi/handle/123456789/20180 ICT and Curriculum Change Voogt, Joke; Pelgrum, Hans The change towards the information society implies that many countries have to change their curricula, because students need to develop competencies that are not addressed in the traditional curricula. A case study approach was applied to examine curriculum changes in ICT-supported pedagogical practices from 28 countries. The analysis focused on curriculum content and goals of the ICT-supported pedagogical practices, how these aims were implemented in practice and which outcomes for students and teachers could be observed. The results showed that the curriculum content often was not new but rather was delivered in a different way. Many ICT-supported pedagogical practices strove to realize new goals important for lifelong learning in an information society. Content and goals were offered in curricular settings, often crossing the traditional boundaries of academic subjects. In many of the cases students worked on topics that were meaningful to them. Tue, 02 Jun 2009 07:51:48 GMT https://jyx.jyu.fi/handle/123456789/20180 2009-06-02T07:51:48Z National Policies that Connect ICT-Based Education Reform to Economic and Social Development https://jyx.jyu.fi/handle/123456789/20179 National Policies that Connect ICT-Based Education Reform to Economic and Social Development Kozma, Robert B. Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries. Tue, 02 Jun 2009 07:47:08 GMT https://jyx.jyu.fi/handle/123456789/20179