Using IT Effectively in Teaching and Learning: Studies in Pre-Service and In-Service Teacher Education

Routledge
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Computers are not often associated with passion or culture, yet the use of information technology still has a surprisingly emotional effect on many people, including teachers and learners. This emotion may be anything from excitement and enthusiasm to anger or a sense of threat. Often, this strongly emotional response can prevent us from learning how to use IT effectively as a tool for learning.
This book explores how IT can make a real difference to the quality of learning. Its approach takes account of some of the cultural, sociological and psychological factors, which influence how IT is used.
The chapters are arranged in three parts. Part One explores the potential of IT as one of many tools which can influence the quality and experience of learning. Part Two looks at how teachers' professional development can help them to use IT effectively in the classroom. Part Three examines strategies for co-ordinating and managing IT development across a whole school or department.
Whether you class yourself as technophile or technophobe, this book will show you how you can use IT more effectively in teaching and learning.
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Additional Information

Publisher
Routledge
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Published on
Aug 2, 2004
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Pages
288
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ISBN
9781134808533
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Language
English
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Genres
Education / General
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Content Protection
This content is DRM protected.
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Available on Android devices
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Eligible for Family Library

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This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as schools, Departments of Education, and many segments of universities.

The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities.

The Editors provide an introduction and conclusion, as well as an opening chapter which charts the historical development of action research and provides an analysis of its underlying theories. The handbook is organized into four sections, each beginning with a short introduction:

- Action research methodology: diversity of rationales and practices

- Professional: Knowledge production, staff development, and the status of educators

- Personal: Self-awareness, development and identity

- Political: Popular knowledge, difference, and frameworks for change

This is a key resource for scholars and graduate students at doctors and masters levels, as well as school leaders and administrators.

Susan Noffke is Associate Professor of Curriculum & Instruction at the University of Illinois - Urbana/Champaign and co-editor with R.B. Stevenson of Educational Action Research (Teachers College Press, 1995). She taught at the primary school level for a decade, and has led masters and doctoral level courses in action research for the past 20 years. She continues to work with many collaborative projects with schools and school districts.

Bridget Somekh is Professor of Educational Research at Manchester Metropolitan University, UK. She is a founder editor of the Educational Action Research journal and has been a co-ordinator of the Collaborative Action Research Network (CARN) for many years. She is co-editor of Research Methods in the Social Sciences (SAGE: 2005) and author of Action Research: a Methodology for Change and Development (Open University Press: 2006).

A companion website is available for this text!

"This book provides an excellent balance between theory and practical application in social research. The book works well to develop students' understanding of particular methods of inquiry, embedding them within "real world" settings. I envisage that it will help students to understand the nuances of particular approaches, the complimentarity of certain methods, and the areas of conflict/contention within social research in a way that overcomes the sometimes abstract nature of these discussions" - Dr Jon Tan, School of Education and Professional Training, Leeds Metropolitan University

"This book unlocks all of the important areas of social science research in an easily digestible and stimulating style. Both students and supervisors in a range of disciplines will find this an excellent resource" - Fazal Rizvi, Professor in Educational Policy Studies at the University of Illinois at Urbana-Champaign

Rather than being written by one or two `generalists', this innovative book is written by a large number of active researchers about their specialisms in methods/methodologies.

The book introduces all the key qualitative and quantitative research methodologies and methods and seeks to draw readers into a community of researchers engaged in reflection on the research process. Included are narrative accounts of carrying out a research study that explore the way in which the research design and methods are shaped by the methodology, discussing problematic issues, and reflecting on the way in which knowledge and understanding develop. Aimed at researchers and postgraduate students, it will also be invaluable for students at masters level.

Click on the companion website logo above to access additional resources and links to accompany each chapter in the book.

"Research Methods in the Social Sciences is a valuable pedagogical tool. It is organized as a dialogue between theory and key concepts, and practice - stories from the field allowing novices and scholars alike to see how critical interpretive research is actually conducted" - Norman K Denzin, University of Illinois

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