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"Loveless, Avril"
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Explorations in Narrative Research
This collection of work grows from a symposium organised to explore new directions in narrative research. What emerges is a fascinating, innovative and generative series of essays, generally exploring narrative enquiry and more specifically themes of culture and context, identity, teacher education and methodology.
eBook
The Interaction between Primary Teachers' Perceptions of ICT and Their Pedagogy
The paper presents a study which focuses on the interaction between primary teachers' perceptions of Information and Communication Technology (ICT) and their pedagogy. Their perceptions of ICT are explored in terms of their reported understandings of the nature and purpose of ICT in primary schools. A qualitative, case study approach was used to investigate the perceptions and pedagogy of a small group of teachers working within one school, Carberry Junior School in England. The study was carried out during an eighteen month period of significant change in primary schools responding to the UK Government's National Grid for Learning initiative and its impact on models of access to ICT resources and expectations in teaching and pupil achievement. The paper highlights the teachers' perceptions of ICT as a social and cultural phenomenon, as an ambiguous area constructed as a discrete subject, curriculum resource and higher-order capability, and as a 'new' field in primary schools.[PUBLICATION ABSTRACT]
Journal Article
EAIT special issue: Valuing individual and shared learning: The role of ICT
This special issue supports the conference ‘Valuing individual and shared learning: the role of ICT’ held by the Working Group 3.5 Informatics in Elementary Education in June 2008 in Prague, Czech Republic. The Editorial describes the focus and context of the conference. It draws attention to the wide variety of presentations by Czech colleagues, and the findings of two recent studies of policy and initiatives in Informatics education in the Czech Republic. The selected articles are described and represent the range of themes, including a theoretical model of teachers’ digital competence; a national study of the use of interactive whiteboards; a study of interactivity and dialogue with digital technologies in classrooms; dialogue in student teachers’ interactions with pupils in online environments; the use of virtual reality to support awareness of dyslexia; and a theoretical framework for the use of mediascapes in the curriculum.
Journal Article
Create-A-Scape: Mediascapes and curriculum integration
The paper is a theoretical reflection on a research study of ‘Create-A-Scape’, a software resource for making mediascapes to support learning in the primary and secondary school curriculum. Mediascapes are collections of location-sensitive texts, sounds and images that are geo-tagged or ‘attached to’ the local landscape, and learners use mobile technologies, such as PDAs, to roam in a space or landscape to detect and respond to these multimedia tags. The study, commissioned by Futurelab, was conducted in the summer of 2007 in England. Its aims were to investigate the Create-A-Scape resource and present insights into its use, perceptions of use, and the implications and potential of mediascape tools for learning, teaching and pedagogy. A survey of all who had downloaded the software outlined early perceptions and use of the resource. Five selected case studies were developed through visits, observations and interviews with teachers and pupils using the resources to create mediascape activities. A cross-case analysis articulated three distinctive theoretical perspectives, namely creativity, teacher knowledge and a sense of place. The paper presents the conduct and findings of the study, develops the discussion of the theoretical framework, and considers the potential of such resources for mobile technologies in curriculum integration, and supporting learning in meaningful physical places.
Journal Article
Backwards and Forwards
In July 2015, Jo and Charlie graduated with Honours and Qualified Teacher Status in the UK. They epitomized a cohort of student teachers taking their enthusiasm, expertise and commitment to the young people of the next generation in the 21st century. The sections in this volume each engage with issues raised by learning in this century and we trust that they will be of some help to Jo and Charlie in their professional lives.
Book Chapter
Information literacy: innuendo or insight?
There is discussion about the definition of literacy in the 'Information Age' and the nature of the experience, skills, knowledge and understanding that teachers will need to develop in continuing professional development. This paper discusses the context of policy and curriculum discussions; critiques an approach to information literacy; outlines the use of a framework of 'good practice' in using information technology in the classroom and illustrates the reflection of these ideas in a research project. It proposes that information literacy for teachers is more than competence and capability in information retrieval and presentation, but requires awareness of the ideological, cultural, epistemological and pedagogical practices in which these capabilities are developed. © 1998 IFIP, published by Chapman & Hall Ltd[PUBLICATION ABSTRACT]
Journal Article
Body and Soul
The ‘Body and Soul’ project is part of a wider narrative of myself as a teacher educator trying to understand the relationship between creativity and teacher knowledge. It written in the context of a popular interest in creativity, immersive focus, finding one’s element and developing craft in public discourse (Sennett, 2009, Gladwell, 2009, Robinson, 2010). There is a parallel discourse in teacher education. Current policies for the qualification of teachers in UK mainstream education describe sets of ‘standards’ for qualification in the education workforce which can promote an instrumental model of learning professionals.
Book Chapter
Quality of Women's Learning Experiences in the Digital age in Higher Education in Saudi Arabia
This paper reports on the on-going work of a PhD study, which aims at analysing the quality of Saudi female learning experience, and the learning tools and technologies in higher education (HE). This paper aims to: 1) provide an overview of the ways in which the Saudi female student learning experience in HE has been and is conceptualised; 2) provide an overview of how Saudi universities have used technologies (such as distance learning, e-learning, and live podcasting lectures, CCTV lecturers) in line with Saudi culture, religion and beliefs; and 3) discuss the methodological approach adopted to the on-going investigation into the Saudi female student learning experience. The paper presents broad and general discussion of female learning experience in Saudi universities including: learning environments, assessment and teaching, and curriculum. The project identified limited scientific studies using questionnaire methods, and elsewhere most of the reported information relating to Saudi females was based on commentary attempts. The paper concludes with a discussion of the uniqueness of this PhD study, and explanation of the stage this PhD study has reached.
Conference Proceeding
CHAPTER 7 Unlocking creativity with ICT
'Computers are useless. They can only give you answers.'
Book Chapter