John Woollard

The Implications of the Pedagogic Metaphor for Teacher Education in Computing

Abstract The teaching of computing, like all subjects, requires a range of strategies to take the curriculum content (skills, knowledge, understanding and attitudes) and put it in a form that is more easily learned by students. Metaphor has a particular role in the world of computing: embedded in the design of computer hardware and software; part of the human-computer interface and underpinning important facilities such as icons, pointer actions and window displays. It is proposed that metaphor plays a particular role in pedagogic content knowledge and the training of computing teachers. This article reports on the research undertaken to identify the role metaphor plays in the teaching of computing. Through discussion of a number of difficult-toteach topics an analysis of pedagogic approaches is made. The theoretical background of metaphor is explored and used as the context for describing pedagogic content knowledge. The research adopts a grounded theory approach using text analysis software to record and process a range of documents, statements, textbook analyses and interview transcripts of experienced and successful computing teachers. The outcomes of the research reveal a new perspective upon pedagogic content knowledge with respect to the teaching of computing in post-compulsory education. A model of approaches that identifies the key areas and emphasises the role metaphor plays in both the teaching strategies and the subject knowledge of computing, is presented.

Psychology for the classroom: behaviourism

Focusing on contemporary issues and strategies, including the use of elearning, the book provides a background to research in behaviourist theory and explains its implications for current teaching and learning, providing practical guidance to show teachers and students how they can use these ideas to improve classroom learning. Chapters incorporate: * History of behaviourist theory and key thinkers * Pedagogical implications * Practical strategies in the classroom * Behaviourist theory and elearning Case studies and scenarios demonstrating best practice are used throughout the text to exemplify how theory relates to practice, showing how a carefully planned curriculum and reinforced behaviours lead to effective learning. Appealing to practising teachers and education students alike, this book provides a valuable and practical guide to the use of behaviourist theory in education, and is applicable to all those responsible for providing effective teaching and learning

Female students' experiences of programming: it's not all bad!

Programming has been cited as a barrier for female students to enjoy and pursue computing as a career or at higher education. However, there are examples of good practice, which demonstrate that programming can act as a bridge rather than a barrier. As a result of surveying 103 students and interviewing 60 students from 3 different UK higher education institutions and this paper demonstrates that female students can enjoy programming and take it further for their careers.

Psychology for the classroom : E-learning

Psychology for the Classroom: E-Learning describes and reflects upon the developing nature of technology-supported teaching and learning and the educational psychology associated with those developments. Through examples drawn from research, presentation of theory, description of pedagogy and illustration by vignette, the book informs teachers and allows them to modify and develop their teaching in order to exploit the affordances of the new technologies and our understanding of their applications as well as to better meet the challenges both to teachers and teaching but also to the intellectual and cognitive demands placed upon learners. There is a particular emphasis placed upon the developing theories and practice of cybergogy as well as an interpretation of conventional theories of behaviourism, cognitivism and constructivism in the light of the online teaching and training practices. The author has taken an overview of what has been written and promoted to educators in the area of e-learning theory and practice, and the result is an informative and potentially very useful guide which should be read by all of us who are interested in, or responsible for, planning and encouraging effective teaching and learning with technology. The purpose of the proposed book is to provide background, detail of research in the topic of e-learning through internet-based technologies and the implications for teaching and learning to date, an outline of the main points of theory generated from the research, a view of the pedagogical implications which can be drawn out of the research, a consideration of how the pedagogical suggestions are being turned into teaching practice. The book will provide a foundation of research leading to practical strategies, all presented in an unbiased way, in order to inform teachers and to allow them to make choices about possible changes to their ways of teaching in the e-learning environment. Much of the research and development related to e-learning includes the actions of the teachers and trainers, the technology in the form of hardware, the technology in the form of software and the strategies and procedures of technology-enabled teaching.

Evaluation of e-safety materials for initial teacher training: can 'Jenny's Story' make a difference?

E‐safety issues have come to the fore of thinking about young people’s use of the internet because of their vulnerable position with regard to contact with people who may take advantage of them. The Byron Review in the UK makes explicit the steps that need to be taken to protect internet users. Based upon research across four United Kingdom higher education institutions, recommendations are made regarding the support for e‐safety provision in initial teacher education. The data collection includes: the expert evaluation of a number of e‐safety resources; development of an online form for evaluation of resources; presenting e‐safety sessions to 400 trainee teachers; presenting further resources online and capturing over 73,000 words of comments. Some trainee teachers expressed degrees of naivety with regard to e‐safety, both positive and negative comments were made and a range of trainee attitudes were expressed. The report concludes that there is a need for e‐safety training within teacher training programmes. The DVD ‘Jenny’s Story’ proved to be a most stimulating resource and some revisions to make the narrative focus upon trainee teachers’ needs are recommended. It is recommended that e‐safety tuition in initial teacher training programmes is designed: to be delivered face to face in small groups; with resources to remediate absenteeism; to include direct reference to authoritative and statutory requirements and to be fully integrated into and considerate of the other pressures of training.

Evaluation of asynchronous E-learning in the geography curriculum: enriching learning quality in Saudi high schools

The impacts of emerging ICT into educational curricula Asynchronous discussion forum Discussion groups via e-learning environment Posting questions and comments Self-efficacy in asynchronous e-learning Web community participation Collaborative learning can be fostered Positive impacts on objectives of educational curriculum