Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables

This chapter introduces the retrieve, revise, implement, and review (RRIR) ICT integration model, created by the author, to assist teachers in systematically planning lessons in information communication technologies (ICT). A case study design was used to collect data in two parts from Teachers in 30 primary schools in Trinidad and Tobago. The first part required the teachers to use the RRIR model log book for one school term. The second part used focus group sessions to inquire about the teachers' perceptions, pedagogical changes, and the factors influencing their decision to continue using the RRIR model log book. The data revealed four broad themes: support for pedagogical innovation, adaptability and intentional instructional changes, approaches to ICT integration, and school leadership. Overall, the teachers disclosed that the RRIR ICT integration model allowed them to plan their ICT integrated lessons reflectively. Concerning the school context, further research is needed to elucidate its impact since teachers reflected on barriers to the ICT integration process in schools.

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Innovative English Classroom Teaching Based on Online Computer Technology in Rural Middle and Primary Schools

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v13i10.9449 ◽

2018 ◽

Vol 13 (10) ◽

pp. 4

Author(s):

Yan Gong

Keyword(s):

Computer Technology ◽

Primary Schools ◽

Rapid Development ◽

Internet Technology ◽

Classroom Teaching ◽

Teaching Model ◽

Distance Teaching ◽

Positive Role ◽

Urban Rural ◽

English Classroom

The rapid development of information technology and Internet technology has played a positive role in enriching classroom teaching forms and improving teaching effectiveness. To study the effects of the innovative English classroom teaching in rural primary and middle schools, this paper adopts the iterature analy-sis method, case study method and observation method, theoretically ana-lyzes urban-rural distance teaching and establishes an urban-rural synchronous distance teaching model based on online computer technology. Then it gives de-tailed de-sign of the urban-rural synchronous distance teaching process based on online computer technology and uses a specific teaching case to investigate and analyze the effects of urban-rural synchronous distance teaching. The results prove that this teaching model can promote the effects of English classroom teaching in rural middle and primary schools, facilitate the urban-rural integrated teaching and en-riches the English classroom teaching froms in rural middle and primary schools.

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Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools

Ágora para la Educación Física y el Deporte ◽

10.24197/aefd.1.2018.46-67 ◽

2018 ◽

Vol 20 (1) ◽

pp. 46

Author(s):

Mitchell Hewitt ◽

Shane Pill ◽

Rebecca McDonald

Keyword(s):

Decision Making ◽

Skill Acquisition ◽

Primary Schools ◽

Developmental Stages ◽

Coordination Dynamics ◽

Complex Interplay ◽

Australian Curriculum ◽

Health And Physical Education ◽

Achievement Standards ◽

Practical Implications

The Game Sense approach (GSA) helps sport teachers adopt a pedagogical toolkit for the complex interplay of collective decision making in tennis that evolves from the dynamics of momentary configurations of play meeting the personal coordination dynamics of the players. This pedagogical toolkit emphasises game-based play to teach players how to perceive the game as “thinking players” capable of functional behaviours that answer the requirements of momentary configurations of play. This paper, therefore, builds on recent theoretical debate in the areas of skill acquisition, the complementarity of perception-decision making and personal coordination dynamics (techniques), complex learning theory and coaching pedagogy, to connect the constraints-perspective of skill acquisition and the pedagogy of the Game Sense approach to enable theoretically informed tennis teaching. Practical implications of game-based training will be explained using the example of the Tennis for Primary Schools program alignment with the developmental stages of the Australian Curriculum for Health and Physical Education (ACHPE), which are described as student achievement standards in this curriculum.

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The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia

Education Sciences ◽

10.3390/educsci9020078 ◽

2019 ◽

Vol 9 (2) ◽

pp. 78 ◽

Cited By ~ 14

Author(s):

Shengru Li ◽

Shinobu Yamaguchi ◽

Javzan Sukhbaatar ◽

Jun-ichi Takada

Keyword(s):

Professional Development ◽

Primary Schools ◽

Supporting Evidence ◽

Development Programs ◽

Ict In Education ◽

Ict Integration ◽

School Teachers ◽

Primary School Teachers ◽

Information And Communication ◽

Teachers Professional Development

This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.

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