Academic Continuity through Online Collaboration: Mathematics Teachers Support the Learning of Pupils with Chronic Illness during School Absence

Autor/in	Wilkie, Karina J.
Titel	Academic Continuity through Online Collaboration: Mathematics Teachers Support the Learning of Pupils with Chronic Illness during School Absence
Quelle	In: Interactive Learning Environments, 19 (2011) 5, S.519-535 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820903545542
Schlagwörter	Constructivism (Learning); Chronic Illness; Mathematics Teachers; Mathematics Instruction; Students; Educational Technology; Foreign Countries; Teaching Methods; Student Needs; Computer Uses in Education; Computer Mediated Communication; Secondary School Students; Australia + Suchen Sie Ihr Suchwort? Chronic disease; Chronische Krankheit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Student; Schüler; Schülerin; Studentin; Unterrichtsmedien; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Computerkonferenz; Sekundarschüler; Australien
Abstract	Recent applications of technology to mathematics education have been designed with cognitive and constructivist theoretical perspectives in mind, viewing mathematical learning as the acquisition of knowledge through the construction of meanings and connections between concepts. With the advent of increasingly flexible communication technologies, there is both the need and opportunity to consider how they might be utilised, particularly since emergent socio-cultural theories advocate learning in mathematics as an inherently social activity where understanding is developed and negotiated collaboratively. The need to examine effective technology-facilitated learning arose in the context of a research project, currently underway in a number of secondary schools in the state of Victoria and funded by the Australian Research Council. It is investigating the learning needs of pupils who are absent from school for prolonged or intermittent periods owing to chronic illness yet continue with their school studies. An emerging understanding of the significant difference between computer-mediated contact for mere information exchange and communication for teaching and learning has led to a consideration of socio-cultural perspectives on effective mathematical learning and a focussed investigation of technologies able to facilitate them. Early data have demonstrated the potential of videoconferencing, online whiteboarding and interactive whiteboard application sharing, but which require particular resources, aligned infrastructure and teacher support. This article explores issues surrounding the use of such technologies for collaborative mathematical learning in a context where online interaction is being considered for the learning support of pupils unable to attend school. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10