Whilst it’s early days for evaluating the impact on achievement, there are significant gains in quality and standard of pupil work and progress and potential for extending use even further. As more schools across the country consider adopting the use of tablets in classrooms, the messages from this research will be incredibly helpful for those who are deciding on their next steps.
The contributors focus on different aspects of the teacher training process. Some look at specific methodologies and technologies for the ELT classroom; others at training design; and others at exploring teacher attitudes and motivation.
Shedler’s (2010) article ‘The Efficacy of Psychodynamic Psychotherapy’ dropped like a bombshell on the psychotherapy research world. He conducted a meta-analysis of the various meta-analyses on the efficacy of psychodynamic (psychoanalytic) psychotherapy. Shedler’s review yielded impressive results. Not only was psychodynamic psychotherapy proven to have large effect sizes (larger than cognitive-behavioral therapy, currently the most popular form of psychotherapy in the States), but patients were shown to continue to make gains even after the termination of treatment.
In the last decade the promotion, sharing and use of open educational resources (OER) have been growing exponentially. However, our knowledge of OER’s ramifications and achievements to date necessarily lags behind actual developments.
While policy makers focus on grading teachers by their abilities to teach subject content and raise test scores, there are many other measurements slipping through the cracks. Among them is a teacher's ability to change lives because of who they are as human beings -- how well they listen, encourage, and inspire children to be active participants in civil society. These vital abilities cannot be measured quantitatively yet they have immense capacity to change the world. In a recent qualitative study, Civic Learning at the Edge: Transformative Stories of Highly Engaged Youth, college students recalled the powerful influence of educators in their lives.
Creating computer based materials can be incredibly time consuming and also very frustrating as websites and web based content can change so quickly, that's why it is always so nice to discover tools like Textivate which can enable you to create instant interactivity using almost any text you find from around the web.
I've started this article with quite a bold statement, but it's a conclusion that I have been coming too over the course of quite a few years now. I should really put this into context though, as most of the teacher training I do deals with pedagogical training for the use of technology and is most often delivered during intensive face to face sessions, usually with groups of teachers working in a computer lab. Though, having said that, I do still believe that many of the reasons I have listed below do also apply to other kinds of more 'mainstream' teacher development too, especially intensive courses.
You can’t motivate students with technology because technology alone isn’t motivating. Worse yet, students are almost always ambivalent toward digital tools. While you may be completely jazzed by the interactive whiteboard in your classroom or the wiki that you just whipped up, your kids could probably care less.
It's easy to use and creates visually strong presentations in 2D or 3D. It allows you to shape your story first. It's mobile. It's social... and viral! It's web-based or desktop-based. Your choice. It allows your Mac created presentations to run on a PC. With no glitches. It even makes adding images and movies natural.
Inspection reports on two schools that were declared inadequate contained identical sentences and phrases (Ofsted criticised over 'cut-and-paste' school reports http://t.co/ekoVB3If via @guardian...)...
IATEFL Research SIG is a unique forum for discussion of issues connected with research into ELT, bringing together teachers, teacher-researchers and researchers from around the world. In this active community, members share their experiences of and findings from research, and network face-to-face at regular events, online via our discussion list, and in print through our twice-yearly publication, ELT Research
come to grips with the foremost misconception, that online learning is a thing of tomorrow, and recognize that it is upon us immediately and for all students, I thought I would share my other observations on the biggest misconceptions in online and blended learning.
"Recently I hosted 20 teachers in my school district at the zoo for an afternoon. The idea was to explore how we might use iPads during a field trip. It was certainly an exciting form of professional development."
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