Group items matching

in title, tags, annotations or url

Recent studies of the educational value of in-class computer use, however, are suggesting that it's difficult for these programs to improve classroom performance, and there are some signs that a backlash may be brewing.

The 1:1 laptop programs do seem to help with the students' ability to use the technology they're exposed to, and a variety of studies show what might be an unexpected benefit: improved writing skills.

Distractions on campus

"authentic learning" is relatively recent, the idea of learning in contexts that promote real-life applications of knowledge

learning in contexts that promote real-life applications of knowledge

Approaches that focus on such authentic tasks include project-based learning, the case method, problem-based learning, cognitive apprenticeship (Collins, Brown, & Newman, 1989), situated learning, constructive learning environments (Jonassen, 1999), collaborative problem solving (Nelson, 1999), and goal-based scenarios (Schank, Berman, & MacPerson, 1999).

How are pupils and teachers encouraged and motivated to relate to digital culture and use digital technology?

main incentives usually offered with respect to digital technology use are concerned with life after schooling and the promise of a future career in the workplace. The ineffectiveness of such incentives is clearly evidenced in the “lifestyle choices” of many children

the role of both face to face (friends, relatives, family, peers, neighbors, memberships to groups, etc) and remote (online help facilities, helplines, etc) social and resource networks needs to be recognized (Selwyn, 2004). Social networks may represent a significant determinant in the process within which different pupils and teachers, as members of diverse communities and collectivities, identify a “use” for digital technology in their daily and leisure lives, develop an interest towards this use, establish an initial and later a meaningful engagement with digital tools and contents and sustain this interest and engagement throughout time by expanding their skills and knowledge.

Die Schule legt in einem jährlichen Fortbildungsplan ihre Schulentwicklungsbezogenen Qualifizierungsanforderungen und Qualifizierungsmaßnahmen fest.

Lehrerinnen und Lehrer sind verpflichtet, ihre berufsspezifischen Kompetenzen zu erhalten und stetig weiterzuentwickeln.

Sie wirken bei der Umsetzung des schulischen Fortbildungsplans aktiv mit, indem sie nach Maßgabe des jeweiligen Fortbildungsplans geeignete Fortbildungsangebote auswählen. Die Erfüllung der Fortbildungsverpflichtung ist vorrangig im Wege kooperativer und motivierender Personalführung durch die Schulleitung sicherzustellen. Unbeschadet der Zuständigkeit der Gesamtlehrerkonferenz nach § 2 Abs. 1 Nr. 2 Konferenzordnung kann die Schulleitung Lehrerinnen und Lehrer in zu begründenden Fällen zur Wahrnehmung bestimmter Fort- bzw. Weiterbildungsmaßnahmen verpflichten.