Marilyn Leask

Learning to Teach Using Ict in the Secondary School

From the Publisher: This book is a starting point for exploring the possibilities which ICT offers to teacherrs and pupils. The focus is a on applying the new techonologies in the classroom andd exploring and the poosiblilties every teachers has within reach.

Communal constructivist theory: information and communications technology pedagogy and internationalisation of the curriculum

Abstract This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. The authors review the research outcomes from several international ICT projects in the light of communal constructivist learning theory, which provides a rationale and explanations for some of their findings exploring the effectiveness of new pedagogical practices emerging in ICT-rich innovative learning environments. They argue that the term ‘communal constructivism’ conveys a meaning that captures specific elements of the additional value that various forms of ICT bring to learning environments, specifically the different forms of virtual and real community building, as well as the different ways in which knowledge is constructed, shared and reconstructed, published and republished by both teachers and learners alike. The aim of the article is to start the debate about communal constructivism as a unifying theory for aspects of ICT pedagogy, and to identify some of the characteristics of ICTrich learning environments where the authors suggest communal constructivist pedagogy is in operation.

Learning to Teach Using ICT in the Secondary School: A companion to school experience

Learning to Teach Using ICT in the Secondary School offers teachers of all subjects a comprehensive, practical introduction to the extensive possibilities that ICT offers pupils, teachers and schools. Under-pinned by the latest theory and research, it provides practical advice and guidance, tried-and-tested examples, and covers a range of issues and topics essential for teachers using ICT to improve teaching and learning in their subject. The third edition has been fully updated in light of rapid changes in the field of both ICT and education and includes six brand new chapters. Key topics covered include: Theories of learning and ICT Effective pedagogy for effective ICT Using the interactive whiteboard to support whole class dialogue Special needs and e-inclusion Literacy and new literaciesNEW Multi-play digital games and on-line virtual worldsNEW Mobile learningNEW e-Safety Supporting international citizenship through ICTNEW Linking home and school ICT tools for administration and monitoring pupil progressNEW Tools for professional development. Including case studies and tasks to support your own learning, as well as ideas and activities to use with all your students, Learning to Teach Using ICT in the Secondary School is a vital source of support and inspiration for all training teachers as well those looking to improve their knowledge. If you need a guide to using ICT in the classroom or for professional support, start with this book.

National models for continuing professional development: the challenges of twenty-first-century knowledge management

If teacher quality is the most critical factor in improving educational outcomes, then why is so little attention drawn to the knowledge and evidence base available to support teachers in improving the quality of their professional knowledge? This paper draws together findings from a range of sources to propose national models for continuing professional development (CPD). It examines the unacknowledged problem of providing a sustained approach to improving the quality of and access to the evidence base underpinning teachers’ CPD. In the twenty-first century, through the use of digital technologies, the research and evidence base underpinning educational practice surely could be made accessible. The quality of the knowledge base and teacher access to this is rarely if ever acknowledged in the discourses about school and system improvement. The lack of access to the latest research is further compounded by the fact that research published in journals is not generally designed around questions teachers want answered. In short, the knowledge that is produced and the management of it within the education sector lack systemic organisation and dissemination. This paper outlines opportunities for low-cost inter-linked national and international e-infrastructures to be developed to support knowledge sharing and building.

Improving the Professional Knowledge Base for Education: using knowledge management and Web 2.0 tools

Improving education systems is an elusive goal. Despite considerable investment, international studies such as the Teaching and Learning International Survey (TALIS) project of the Organisation for Economic Cooperation and Development (OECD) and the McKinsey Report, How The Worlds Best Performing Schools Come Out On Top, indicate that improving teacher quality is more important than increased financial investment. Both reports challenge governments, academics and practitioners to adopt new ways of sharing and building knowledge. This article makes the case for national education systems to adopt tried and tested knowledge management and Web 2.0 tools used by other sectors, and highlights the neglected potential of teacher educators as agents for improvement.

The European schoolnet. an online European community for teachers? a valuable professional resource?

Abstract This article reports on selected issues emerging from research being undertaken through ‘The Learning School’ Project – part of the European Schoolnet (EUN) Multimedia Project (MM1010). The EUN is funded jointly by the European Commission, the Ministries of Education of 20 European Countries, and the participating universities and organisations. The final report of ‘The Learning School’ project is available on the EUN website (http://www.eun.org). This article introduces some of the major issues emerging from the research on the Learning School Project, regarding pedagogy, demands on teachers, pupil learning styles and understanding change as a multi-faceted process with technology interfacing each of these components. A key purpose of the EUN is to provide an electronic network linking national networks giving added European value to the curriculum experienced by pupils in Europe and providing opportunities for teacher professional development in the European context.

The Search for Quality: Planning for Improvement and Managing Change

PART ONE: DEFINING QUALITY The Elusive Ideal Quality in Education The Current Context PART TWO: LESSONS FROM HISTORY A History of Change Change Today The Managerial Phase PART THREE: IMPROVING QUALITY THROUGH UNDERSTANDING DEVELOPMENT The Development Process Learning Managing Multiple Initiatives Evaluation and Accountability The Proactive and Consciously Developing School PART FOUR: PROPOSALS FOR THE FUTURE Learning from Experience Principles of Change

Integrating Computer-Assisted Language Learning in Saudi Schools: A Change Model

Computer-assisted language learning (CALL) technology and pedagogy have gained recognition globally for their success in supporting second language acquisition (SLA). In Saudi Arabia, the government aims to provide most educational institutions with computers and networking for integrating CALL into classrooms. However, the recognition of CALL’s efficacy does not translate into easy acceptance and integration in English as a Second Language or English as a Foreign Language (ESL/EFL) classrooms in Saudi schools, particularly where teaching of both English language and information and communication technologies (ICT) is subject to religious and cultural constraints. There are other barriers that impede native Arabic speakers from learning English. Accordingly, the research question addressed in this paper is an exploration of the overt and covert factors that affect CALL use and integration in Saudi Arabian secondary schools. A case study approach using mixed methods was employed to interview and observe a sample of teachers and school inspectors in urban and rural secondary schools. Results were supplemented with an online questionnaire and analysed using both descriptive statistics and thematic analysis.

Implementing learning platforms in schools and universities: lessons from England and Wales

This article is based on research funded by the British Educational Communications and Technology Agency in 2009, to examine how new knowledge regarding the pedagogic uses of learning platforms has been developed by practitioners in universities and schools. The research found major differences in the levels of learning platform use between schools and universities, with practice more embedded in universities, because university staff have access to just-in-time support and training, enabling the rapid building of a critical mass of staff users. The research reported here focused on 12 case study sites and found that schools were at a much earlier stage of development than universities and that development is inhibited as school staff do not usually have access to dedicated training and support. The learning platform training and support that local authorities in the sample offered to schools was not equal to that offered within universities. Major findings were that teachers want and need continuing professional development (CPD) in relation to their knowledge of learning platform uses both technically and pedagogically, but this support and training is patchy and not always available at the time of need, in contrast to provision in universities. With respect to barriers: inter-operability problems between commonly used management information systems and the learning platforms were reported as hindering development of practice. In university/school partnerships, a key finding is that access rights to university platforms by school partners and to school learning platforms by university partners are limited, which is an issue surrounding the successful outworking of learning platforms.

Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative

MESH is a part of a research project applying knowledge management principles which are well known in other sectors, public and private, to the education sector (Leask, 2011, 2012; Leask and Younie 2013, Leask and Preston 2012). The goal is to develop and test out the new ways of working now possible with digital technologies which can address long standing improvement challenges faced by education sectors in all countries.