Integrating On-Line Technology into Teaching Activities to Enhance Student and Teacher Learning in a New Zealand Primary School

Autor/in	Baskerville, Delia
Titel	Integrating On-Line Technology into Teaching Activities to Enhance Student and Teacher Learning in a New Zealand Primary School
Quelle	In: Technology, Pedagogy and Education, 21 (2012) 1, S.119-135 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2012.659887
Schlagwörter	Electronic Learning; Foreign Countries; Technology Integration; Computer Uses in Education; Elementary School Students; Elementary School Teachers; Educational Technology; Educational Quality; Teacher Competencies; Constructivism (Learning); Cooperation; Case Studies; Drama; Teaching Methods; Feedback (Response); Transfer of Training; Program Implementation; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Computernutzung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Quality of education; Bildungsqualität; Lehrkunst; Co-operation; Kooperation; Case study; Fallstudie; Case Study; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Neuseeland
Abstract	Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers was designed to investigate student learning, quality teaching, and implementation factors. Constructionist-based teaching activities using on-line technology were designed to engage students in a learner-centred e-learning environment where students and teachers collaborated to produce a media and learning artefact. A case study highlights the outcomes for four students who transferred learnt drama skills to other classroom contexts. This model has potential to provide drama learning for students and professional development for primary generalist teachers, contingent on the availability of rigorously planned and well-resourced programmes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10