Access to Specialist Knowledge through Information and Communications Technology: A Case Study

Autor/inn/en	Lister, Bob; Seranis, Panos
Titel	Access to Specialist Knowledge through Information and Communications Technology: A Case Study
Quelle	In: Teacher Development, 9 (2005) 1, S.97-114 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Educational Technology; Distance Education; Electronic Learning; Computer Assisted Instruction; Technology Integration; Foreign Countries; Specialists; Case Studies; Teacher Shortage; Latin; Student Attitudes; School Organization; Secondary School Students; Secondary School Curriculum; Second Languages; Second Language Instruction; Second Language Learning; Program Implementation; Program Evaluation; Student Evaluation; Outcomes of Education; Pilot Projects; United Kingdom + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Computer based training; Computerunterstützter Unterricht; Ausland; Case study; Fallstudie; Case Study; Lehrermangel; Latein; Schülerverhalten; School organisation; Schulorganisation; Sekundarschüler; Second language; Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg; Pilot project; Modellversuch; Pilotprojekt; Großbritannien
Abstract	Faced with a shortage of suitably qualified teachers in many subject areas, the United Kingdom Government has set up a number of initiatives to explore ways of supporting students' learning in classes taught by underqualified subject specialists and classes with no specialist teacher. One such initiative has been the Key Stage 3 (11-14 age range) Educational Service Pilot, a 5 million British pounds project to investigate the contribution to learning that information and communications technology (ICT)-delivered courses can make in three subject areas: numeracy, Latin and Japanese. Drawing on evidence from the Latin element of the project, this article examines students' reactions to studying a subject where they have access to a wide range of digital resources to support their learning but little or no face-to-face contact with a Latin specialist teacher. It also examines organisational issues that schools must address in order to establish effective elearning courses. (Contains 4 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10