University of Illinois Urbana-Champaign

Technology in Docklands Education: Using Scenarios as Guides for Teaching and Research

Bruce, Bertram C.; Reynolds, Abigail

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https://hdl.handle.net/2142/9759

Description

Title
Technology in Docklands Education: Using Scenarios as Guides for Teaching and Research
Author(s)
  • Bruce, Bertram C.
  • Reynolds, Abigail
Issue Date
2010-02
Keyword(s)
  • ICT
  • Education
  • Information literacy
  • Literacy
  • digital literacy
  • school
  • cooperative/collaborative learning
  • improving classroom teaching
  • interdisciplinary projects
  • media in education
  • pedagogical issues
  • teaching/learning strategies
Abstract
Educators today are concerned with how to effectively implement whole school e-learning strategies, encompassing technical support, digital resources, and professional development. This paper reports the findings of a project, Technologies in Docklands Education (TIDE), in which we investigated the use of technology to support learning in 24 disadvantaged, primary and post-primary schools in the Dublin Docklands area schools. Using a mixed methodology of face-to-face interviews with principals and teachers, classroom observations, and an on-line questionnaire, we analyzed the current situation in these schools, focusing on the key needs identified by principals. We used scenario-based analysis initially as a method to further discussions with schools, and later as a way to organize our findings and recommendations. Scenarios also became a way to share good practice and to make practical recommendations to schools. The study confirmed previous research regarding the major factors contributing to the successful integration of technology in schools, such as the need for technical support and professional development. However, there were unexpected findings regarding the range of digital technologies in use and what leads to effective teaching with technology.
Publisher
Taylor & Francis
ISSN
  • 1465-3400 (electronic)
  • 0305-5698 (paper)
Type of Resource
text
Language
en
Permalink
http://hdl.handle.net/2142/9759

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