How is information and communication technology (ICT) changing
teaching and learning practices in secondary schools worldwide in
the 21st century? This is the central question addressed by
researchers involved in the series of surveys comprising the Second
Information Technology in EducationStudy (SITES ). The question is
a multifaceted one, with each facet raising additionalq uestions
relating to both theory and practice. These include the following:
* What traditional and new pedagogiesare evident in the 21st
century? * What is the role of ICT in the teaching and learning
process? * What ICT infrastructure is available in schools? * How
can teachers and their administrators be prepared for effective
practice? * How have these conditions and considerations changed
since the first SITES survey in 1998? * What are the trends within
and between national education systems? * What do the differences
and similarities between these systems suggest? * How shouldchange
be promoted in education in order to support teachers in their
work? * Is there evidence that key strategic factors commonly found
in ICT related educational policies do influence teachers'
pedagogical use of ICT? Because these questions are interconnected,
the SITES 2006 researchers recognized that if we are to make sense
of changes in pedagogical practicesas a result of IC T use, then we
need to view those practices in terms of the interacting layers in
the 22 education systems surveyed.
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