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The Resource ICT in Education in Global Context : The Best Practices in K-12 Schools

ICT in Education in Global Context : The Best Practices in K-12 Schools

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Language
eng
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Publication
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1 online resource (303 pages)
Contents
  • Preface -- Contents -- 1 Towards a Critical Understanding to the Best Practices of ICT in K-12 Education in Global Context -- Abstract -- 1.1 Introduction -- 1.2 Literatures on Case Studies and Best Practices of ICT in Education -- 1.3 General International Status and Trends of ICT in Education -- 1.4 Analysis and Evaluation Framework of ICT in Education Based on CIPO Model -- 1.4.1 Analysis and Evaluation on Context of ICT in Education -- 1.4.2 Analysis and Evaluation on Input of ICT in Education -- 1.4.3 Analysis and Evaluation on Promotion Process of the Use of ICT in Education -- 1.4.4 Analysis and Evaluation on Output of ICT in Education -- 1.5 Disscussion and Conclusion -- References -- 2 How Teachers and Students Depict Interactive Whiteboards and Tablet PCs in a 9th Grade Classroom? -- Abstract -- 2.1 Introduction -- 2.2 Study Site -- 2.3 Implementation Process -- 2.4 Materials and Orientation Process -- 2.4.1 Data Collection Tools -- 2.4.2 Data Analysis -- 2.5 Students' and Teachers' Perceived Effectiveness of Using Interactive/Smart Whiteboards and Tablet PCs -- 2.6 Conclusion and Discussion -- Acknowledgments -- References -- 3 A Qualitative Case Study of Tablet Use in a High School in Turkey -- Abstract -- 3.1 Introduction -- 3.2 Methodology -- 3.2.1 Participants -- 3.2.2 Data Collection and Analysis -- 3.3 Findings -- 3.3.1 What Does T̀̀ablet'' Mean? -- 3.3.2 Why Are You Given a T̀̀ablet PC''? -- 3.3.3 What Did You Do with T̀̀ablet PC''? -- 3.3.4 What Was Explained to You About T̀̀ablet PC''? -- 3.3.5 What Do You Want to Say About the Distribution of T̀̀ablet PC'' to You? -- 3.3.6 How Did T̀̀ablet PC'' Affect Your Learning? -- 3.3.7 What Are the Advantages and Disadvantages of T̀̀ablet PC''? -- 3.3.8 Did You Have Any Problems When Using T̀̀ablet PCs''? -- 3.3.9 How Problems Have Been Solved? -- 3.4 Conclusion and Discussions
  • References -- 4 Teaching and Learning Effectiveness Enhancement Project T̀̀LEEP'' -- Abstract -- 4.1 Case Overview -- 4.1.1 Objectives -- 4.1.2 Target Groups -- 4.1.3 Executive Summary -- 4.1.4 Government Policy for ICT in Education -- 4.1.5 Purpose -- 4.1.6 Expected Outcome -- 4.2 Initiative Description -- 4.2.1 Features and Innovation -- 4.2.1.1 Introduction -- 4.2.1.2 State-of-the-Art -- 4.2.1.3 Research Methodology and Approach -- 4.2.2 Overall Objectives and Milestones -- 4.3 Implementation Plan -- 4.3.1 How to Implementation Effectively? -- 4.3.1.1 Exploiting Science, Knowledge, and Research and Development -- 4.3.1.2 Exploiting Science, Knowledge, and Research and Development -- 4.3.1.3 Modular Reorganization -- 4.3.1.4 Networking and Sharing Knowledge -- 4.3.2 Who Are the Participators? (Including Collaborators) -- 4.3.3 How Long Does It Last? -- 4.4 Implementation Process -- 4.4.1 Implementation Process: Focus on Innovative Teaching Strategies -- 4.4.2 Process Management -- 4.5 Outcomes -- 4.6 Conclusion -- 4.6.1 Summary of Benefits -- 4.6.2 Boundary and Limitation of the Initiative -- 4.6.3 Lessons Learned -- 4.6.4 Future Direction/Plan -- Acknowledgements -- References -- 5 Learning Effectiveness Enhancement Project L̀̀EEP'' -- Abstract -- 5.1 Case Overview -- 5.1.1 Objectives -- 5.1.2 Target Groups -- 5.1.3 Executive Summary -- 5.2 Background -- 5.2.1 Government Policy for ICT in Education -- 5.2.2 Purpose -- 5.3 Initiative Description -- 5.3.1 Features and Innovation -- 5.3.2 Mining Learning Styles -- 5.3.3 Mining Examination Characteristics -- 5.4 Outcomes -- 5.4.1 First Project's Results: Students Learning Styles -- 5.4.2 Second Project's Results: Classrooms Observations -- 5.4.3 Third Project's Results: Exams Analysis -- 5.5 Conclusion -- Acknowledgements -- References -- 6 Teaching Effectiveness Enhancement Project T̀̀EEP''
  • Abstract -- 6.1 Case Overview -- 6.1.1 Objectives -- 6.1.2 Target Groups -- 6.1.3 Executive Summary -- 6.2 Background -- 6.2.1 Social Context of Teachers--Inspectors Professional Relationships -- 6.2.2 Purpose -- 6.2.3 Expected Outcome -- 6.3 Initiative Description -- 6.3.1 Features and Innovation -- 6.3.1.1 Uncertain and Noisy Data -- 6.3.1.2 Module Flow Process -- 6.3.1.3 Fuzzy Modeling -- 6.3.1.4 Process Component -- 6.3.1.5 Defuzzification Method -- 6.3.1.6 Hierarchical Structure -- 6.3.2 Overall Objectives and Milestones -- 6.4 Implementation Plan -- 6.4.1 What Is the Implementation Plan and Content? -- 6.4.2 Context of the Study -- 6.4.3 Methodology -- 6.4.4 How to Implementation Effectively? -- 6.4.4.1 Exploiting Science, Knowledge, and Research and Development -- 6.4.4.2 Technological Advance: What Is the Effect Can Teaching and Learning Achieve with the Help of Technology? -- 6.4.4.3 Modular Reorganization -- 6.4.4.4 Networking and Sharing Knowledge -- 6.4.5 Who Are the Participators? -- 6.4.6 How Long Does It Last? -- 6.5 Implementation Process -- 6.5.1 Implementation Process: Focus on Innovative Teaching Strategies -- 6.5.2 Process Management -- 6.6 Outcomes -- 6.7 Conclusion -- Acknowledgements -- References -- 7 Are Teachers Ready for New Digital Learning Spaces: Case Study of an Online Social Networking Site for Secondary Teachers in Trinidad and Tobago -- Abstract -- 7.1 Background -- 7.2 Initiative Description -- 7.3 Implementation Plan -- 7.3.1 Site Design -- 7.3.2 Webpages -- 7.3.3 New Membership and Registration -- 7.3.4 Selection of Content -- 7.3.5 Dealing with Self-Presentation -- 7.3.6 Selection of Tools -- 7.3.7 Site Access and Privacy Concerns -- 7.3.8 Usability and Sociability -- 7.4 Implementation Process -- 7.5 Outcomes -- 7.5.1 Participant Data -- 7.5.2 Teacher Participation on the Site
  • 7.5.2.1 Activity: Lesson Plan File Sharing -- 7.5.2.2 Activity: Blog Posting -- 7.5.2.3 Activity: Online Course Enrollment -- 7.5.2.4 Activity: Forum Discussion -- 7.5.2.5 Activity: Participate in an Online Chat -- 7.5.2.6 Activity: Create a User Profile -- 7.5.2.7 Activity: Add a New Colleague -- 7.5.2.8 Activity: Collaborate on a Wiki -- 7.5.2.9 Activity: Taking Part in an Opinion Poll -- 7.5.2.10 Activity: Media-Sharing -- 7.5.2.11 Activity: Google Doc Collaboration -- 7.5.2.12 Summary of Affordances of Participation in Site Activities via Web 2.0 Tools -- 7.5.3 Differences in Teachers' Participation on the SNS -- 7.5.3.1 Exploring Reasons for Roles Played -- By Teachers -- By MOE Officials -- Summary of Reasons for Roles Played -- 7.6 Conclusion -- References -- 8 Information Communication Technologies in Education for Developing Countries -- Abstract -- 8.1 Contextualization -- 8.2 Objectives of National Education -- 8.3 General Structure of the National Education System -- 8.3.1 Formal Education -- 8.3.1.1 Pre-school Education -- 8.3.1.2 Primary Education -- 8.3.1.3 Secondary Education -- 8.3.1.4 Higher Education -- 8.3.1.5 Special Education -- 8.3.2 Non-formal Education -- 8.3.2.1 School Buildings and Facilities with Education Tools and Equipment -- Educational Tools and Supplies -- Duties of the Ministry -- Fulfilling the Duties -- 8.3.2.2 Education System -- TRNC (Northern Part of Cyprus) Education System -- Turkish Republic of Northern Cyprus Secondary School Information---Communication Technologies Application -- Reflection of Educational Technologies on Classes -- 8.4 Innovative Attempts of ICT Competence and Communication -- 8.5 Conclusion -- References -- 9 An Italian Pilot Experience in Game Making for Learning -- Abstract -- 9.1 Case Overview -- 9.2 Background -- 9.2.1 Overview of ICT in Italy's Schools
  • 9.2.2 Assumptions and Objectives -- 9.2.3 Initiative Description -- 9.2.4 The Digital Game Making Platform -- 9.2.5 Learning and Innovation -- 9.2.6 Intervention Plan -- 9.2.6.1 Preliminary Session (for Teachers) -- 9.2.6.2 Class Session 1 -- 9.2.6.3 Class Session 2 -- 9.2.6.4 Class Session 3 -- 9.2.6.5 Post Class Debriefing Session -- 9.2.6.6 Intervention Implementation -- 9.3 Outcomes -- 9.3.1 Benefits for Pilot Participant Groups -- 9.3.2 Benefits for Stakeholders -- 9.4 Conclusions -- 9.5 Acknowledgements/Disclaimer -- References -- 10 Frog Virtual Learning Environment for Malaysian Schools: Exploring Teachers' Experience -- Abstract -- 10.1 Case Overview -- 10.2 Background -- 10.3 Initiative Description -- 10.4 Implementation Plan -- 10.5 Implementation Process -- 10.6 Outcome -- 10.7 Conclusion -- References -- 11 Building a Smart Classroom---A Case Study of Spreading Inquiry-Based Nature Science Courses for Elementary School in Taiwan -- Abstract -- 11.1 Case Overview -- 11.1.1 Social-economic -- 11.1.2 Government Policy for ICT in Education -- 11.1.3 Purpose (The Reason to Implement the Initiative) -- 11.1.4 Expected Outcome -- 11.1.5 Baseline Study (Teacher Background, Student Background, Facilities Background) -- 11.2 Background -- 11.2.1 Features and Innovation -- 11.2.2 Overall Objectives and Milestones -- 11.2.3 Funding -- 11.2.3.1 Initiative Description -- 11.3 Implementation Plan -- 11.3.1 Implementation Process: Focus on Innovative Teaching Strategies -- 11.3.2 Process Management -- 11.3.3 Change Management -- 11.4 Implementation Process -- 11.4.1 Deliverables and Achievements (Description) -- 11.4.2 Benefits for the Stakeholders -- 11.4.3 Outcomes -- 11.5 Conclusion -- References -- 12 How to Improve K12 Teachers' ICT Competence in Finland: The Joensuu Region Case -- Abstract -- 12.1 Background -- 12.1.1 Global Trends
  • 12.1.2 ICT Teaching in Finland
Isbn
9789811003738
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4415588
Instance
Label
ICT in Education in Global Context : The Best Practices in K-12 Schools
Title
ICT in Education in Global Context
Title remainder
The Best Practices in K-12 Schools
Creator
Contributor
Subject
Language
eng
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Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Lecture Notes in Educational Technology Ser
ICT in Education in Global Context : The Best Practices in K-12 Schools
Label
ICT in Education in Global Context : The Best Practices in K-12 Schools
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4415588
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Copyright
Related Contributor
Related Location
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Preface -- Contents -- 1 Towards a Critical Understanding to the Best Practices of ICT in K-12 Education in Global Context -- Abstract -- 1.1 Introduction -- 1.2 Literatures on Case Studies and Best Practices of ICT in Education -- 1.3 General International Status and Trends of ICT in Education -- 1.4 Analysis and Evaluation Framework of ICT in Education Based on CIPO Model -- 1.4.1 Analysis and Evaluation on Context of ICT in Education -- 1.4.2 Analysis and Evaluation on Input of ICT in Education -- 1.4.3 Analysis and Evaluation on Promotion Process of the Use of ICT in Education -- 1.4.4 Analysis and Evaluation on Output of ICT in Education -- 1.5 Disscussion and Conclusion -- References -- 2 How Teachers and Students Depict Interactive Whiteboards and Tablet PCs in a 9th Grade Classroom? -- Abstract -- 2.1 Introduction -- 2.2 Study Site -- 2.3 Implementation Process -- 2.4 Materials and Orientation Process -- 2.4.1 Data Collection Tools -- 2.4.2 Data Analysis -- 2.5 Students' and Teachers' Perceived Effectiveness of Using Interactive/Smart Whiteboards and Tablet PCs -- 2.6 Conclusion and Discussion -- Acknowledgments -- References -- 3 A Qualitative Case Study of Tablet Use in a High School in Turkey -- Abstract -- 3.1 Introduction -- 3.2 Methodology -- 3.2.1 Participants -- 3.2.2 Data Collection and Analysis -- 3.3 Findings -- 3.3.1 What Does T̀̀ablet'' Mean? -- 3.3.2 Why Are You Given a T̀̀ablet PC''? -- 3.3.3 What Did You Do with T̀̀ablet PC''? -- 3.3.4 What Was Explained to You About T̀̀ablet PC''? -- 3.3.5 What Do You Want to Say About the Distribution of T̀̀ablet PC'' to You? -- 3.3.6 How Did T̀̀ablet PC'' Affect Your Learning? -- 3.3.7 What Are the Advantages and Disadvantages of T̀̀ablet PC''? -- 3.3.8 Did You Have Any Problems When Using T̀̀ablet PCs''? -- 3.3.9 How Problems Have Been Solved? -- 3.4 Conclusion and Discussions
  • References -- 4 Teaching and Learning Effectiveness Enhancement Project T̀̀LEEP'' -- Abstract -- 4.1 Case Overview -- 4.1.1 Objectives -- 4.1.2 Target Groups -- 4.1.3 Executive Summary -- 4.1.4 Government Policy for ICT in Education -- 4.1.5 Purpose -- 4.1.6 Expected Outcome -- 4.2 Initiative Description -- 4.2.1 Features and Innovation -- 4.2.1.1 Introduction -- 4.2.1.2 State-of-the-Art -- 4.2.1.3 Research Methodology and Approach -- 4.2.2 Overall Objectives and Milestones -- 4.3 Implementation Plan -- 4.3.1 How to Implementation Effectively? -- 4.3.1.1 Exploiting Science, Knowledge, and Research and Development -- 4.3.1.2 Exploiting Science, Knowledge, and Research and Development -- 4.3.1.3 Modular Reorganization -- 4.3.1.4 Networking and Sharing Knowledge -- 4.3.2 Who Are the Participators? (Including Collaborators) -- 4.3.3 How Long Does It Last? -- 4.4 Implementation Process -- 4.4.1 Implementation Process: Focus on Innovative Teaching Strategies -- 4.4.2 Process Management -- 4.5 Outcomes -- 4.6 Conclusion -- 4.6.1 Summary of Benefits -- 4.6.2 Boundary and Limitation of the Initiative -- 4.6.3 Lessons Learned -- 4.6.4 Future Direction/Plan -- Acknowledgements -- References -- 5 Learning Effectiveness Enhancement Project L̀̀EEP'' -- Abstract -- 5.1 Case Overview -- 5.1.1 Objectives -- 5.1.2 Target Groups -- 5.1.3 Executive Summary -- 5.2 Background -- 5.2.1 Government Policy for ICT in Education -- 5.2.2 Purpose -- 5.3 Initiative Description -- 5.3.1 Features and Innovation -- 5.3.2 Mining Learning Styles -- 5.3.3 Mining Examination Characteristics -- 5.4 Outcomes -- 5.4.1 First Project's Results: Students Learning Styles -- 5.4.2 Second Project's Results: Classrooms Observations -- 5.4.3 Third Project's Results: Exams Analysis -- 5.5 Conclusion -- Acknowledgements -- References -- 6 Teaching Effectiveness Enhancement Project T̀̀EEP''
  • Abstract -- 6.1 Case Overview -- 6.1.1 Objectives -- 6.1.2 Target Groups -- 6.1.3 Executive Summary -- 6.2 Background -- 6.2.1 Social Context of Teachers--Inspectors Professional Relationships -- 6.2.2 Purpose -- 6.2.3 Expected Outcome -- 6.3 Initiative Description -- 6.3.1 Features and Innovation -- 6.3.1.1 Uncertain and Noisy Data -- 6.3.1.2 Module Flow Process -- 6.3.1.3 Fuzzy Modeling -- 6.3.1.4 Process Component -- 6.3.1.5 Defuzzification Method -- 6.3.1.6 Hierarchical Structure -- 6.3.2 Overall Objectives and Milestones -- 6.4 Implementation Plan -- 6.4.1 What Is the Implementation Plan and Content? -- 6.4.2 Context of the Study -- 6.4.3 Methodology -- 6.4.4 How to Implementation Effectively? -- 6.4.4.1 Exploiting Science, Knowledge, and Research and Development -- 6.4.4.2 Technological Advance: What Is the Effect Can Teaching and Learning Achieve with the Help of Technology? -- 6.4.4.3 Modular Reorganization -- 6.4.4.4 Networking and Sharing Knowledge -- 6.4.5 Who Are the Participators? -- 6.4.6 How Long Does It Last? -- 6.5 Implementation Process -- 6.5.1 Implementation Process: Focus on Innovative Teaching Strategies -- 6.5.2 Process Management -- 6.6 Outcomes -- 6.7 Conclusion -- Acknowledgements -- References -- 7 Are Teachers Ready for New Digital Learning Spaces: Case Study of an Online Social Networking Site for Secondary Teachers in Trinidad and Tobago -- Abstract -- 7.1 Background -- 7.2 Initiative Description -- 7.3 Implementation Plan -- 7.3.1 Site Design -- 7.3.2 Webpages -- 7.3.3 New Membership and Registration -- 7.3.4 Selection of Content -- 7.3.5 Dealing with Self-Presentation -- 7.3.6 Selection of Tools -- 7.3.7 Site Access and Privacy Concerns -- 7.3.8 Usability and Sociability -- 7.4 Implementation Process -- 7.5 Outcomes -- 7.5.1 Participant Data -- 7.5.2 Teacher Participation on the Site
  • 7.5.2.1 Activity: Lesson Plan File Sharing -- 7.5.2.2 Activity: Blog Posting -- 7.5.2.3 Activity: Online Course Enrollment -- 7.5.2.4 Activity: Forum Discussion -- 7.5.2.5 Activity: Participate in an Online Chat -- 7.5.2.6 Activity: Create a User Profile -- 7.5.2.7 Activity: Add a New Colleague -- 7.5.2.8 Activity: Collaborate on a Wiki -- 7.5.2.9 Activity: Taking Part in an Opinion Poll -- 7.5.2.10 Activity: Media-Sharing -- 7.5.2.11 Activity: Google Doc Collaboration -- 7.5.2.12 Summary of Affordances of Participation in Site Activities via Web 2.0 Tools -- 7.5.3 Differences in Teachers' Participation on the SNS -- 7.5.3.1 Exploring Reasons for Roles Played -- By Teachers -- By MOE Officials -- Summary of Reasons for Roles Played -- 7.6 Conclusion -- References -- 8 Information Communication Technologies in Education for Developing Countries -- Abstract -- 8.1 Contextualization -- 8.2 Objectives of National Education -- 8.3 General Structure of the National Education System -- 8.3.1 Formal Education -- 8.3.1.1 Pre-school Education -- 8.3.1.2 Primary Education -- 8.3.1.3 Secondary Education -- 8.3.1.4 Higher Education -- 8.3.1.5 Special Education -- 8.3.2 Non-formal Education -- 8.3.2.1 School Buildings and Facilities with Education Tools and Equipment -- Educational Tools and Supplies -- Duties of the Ministry -- Fulfilling the Duties -- 8.3.2.2 Education System -- TRNC (Northern Part of Cyprus) Education System -- Turkish Republic of Northern Cyprus Secondary School Information---Communication Technologies Application -- Reflection of Educational Technologies on Classes -- 8.4 Innovative Attempts of ICT Competence and Communication -- 8.5 Conclusion -- References -- 9 An Italian Pilot Experience in Game Making for Learning -- Abstract -- 9.1 Case Overview -- 9.2 Background -- 9.2.1 Overview of ICT in Italy's Schools
  • 9.2.2 Assumptions and Objectives -- 9.2.3 Initiative Description -- 9.2.4 The Digital Game Making Platform -- 9.2.5 Learning and Innovation -- 9.2.6 Intervention Plan -- 9.2.6.1 Preliminary Session (for Teachers) -- 9.2.6.2 Class Session 1 -- 9.2.6.3 Class Session 2 -- 9.2.6.4 Class Session 3 -- 9.2.6.5 Post Class Debriefing Session -- 9.2.6.6 Intervention Implementation -- 9.3 Outcomes -- 9.3.1 Benefits for Pilot Participant Groups -- 9.3.2 Benefits for Stakeholders -- 9.4 Conclusions -- 9.5 Acknowledgements/Disclaimer -- References -- 10 Frog Virtual Learning Environment for Malaysian Schools: Exploring Teachers' Experience -- Abstract -- 10.1 Case Overview -- 10.2 Background -- 10.3 Initiative Description -- 10.4 Implementation Plan -- 10.5 Implementation Process -- 10.6 Outcome -- 10.7 Conclusion -- References -- 11 Building a Smart Classroom---A Case Study of Spreading Inquiry-Based Nature Science Courses for Elementary School in Taiwan -- Abstract -- 11.1 Case Overview -- 11.1.1 Social-economic -- 11.1.2 Government Policy for ICT in Education -- 11.1.3 Purpose (The Reason to Implement the Initiative) -- 11.1.4 Expected Outcome -- 11.1.5 Baseline Study (Teacher Background, Student Background, Facilities Background) -- 11.2 Background -- 11.2.1 Features and Innovation -- 11.2.2 Overall Objectives and Milestones -- 11.2.3 Funding -- 11.2.3.1 Initiative Description -- 11.3 Implementation Plan -- 11.3.1 Implementation Process: Focus on Innovative Teaching Strategies -- 11.3.2 Process Management -- 11.3.3 Change Management -- 11.4 Implementation Process -- 11.4.1 Deliverables and Achievements (Description) -- 11.4.2 Benefits for the Stakeholders -- 11.4.3 Outcomes -- 11.5 Conclusion -- References -- 12 How to Improve K12 Teachers' ICT Competence in Finland: The Joensuu Region Case -- Abstract -- 12.1 Background -- 12.1.1 Global Trends
  • 12.1.2 ICT Teaching in Finland
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1 online resource (303 pages)
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Isbn
9789811003738
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