scholarly journals Applying and Evaluating Understanding-Oriented ICT User Training in Upper Secondary Education

10.28945/3126 ◽  
2007 ◽  
Author(s):  
Cornelia Brodahl ◽  
Marit Fagernes ◽  
Said Hadjerrouit
Keyword(s):  
Training Method ◽  
User Training ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Constructivist Learning Environments ◽  
Teacher Students ◽  
Training Courses ◽  
Ict Training ◽  
First Time ◽  
Upper Secondary Schools

ICT training courses have recently undergone some important changes. These changes are made possible by new pedagogical approaches to ICT training. As a result, the focus has changed from memorizing, recall and reproduction of knowledge to conceptual understanding of the underlying software. One of these approaches is the Herskin’s understanding-oriented ICT training method. This paper assesses students’ learning when confronted with the task of implementing this method. More specifically, it addresses critical factors of success and potential obstacles when implementing the ICT training method in upper secondary schools. It also presents teacher students’ common misconceptions and simplifications when practicing the method for the first time. Finally, the article outlines a framework for rethinking ICT training within constructivist learning environments.

How did I become an abductive ethnographer? Reflections on a research journey

2017 ◽  
Vol 6 (2) ◽  
pp. 129-143 ◽  
Author(s):  
Lila Le Trividic Harrache
Keyword(s):  
Research Question ◽  
Research Process ◽  
Theoretical Research ◽  
First Year ◽  
Content Type ◽  
Peer Reviewing ◽  
Upper Secondary ◽  
First Time ◽  
Upper Secondary Schools ◽  
Initial Research

Purpose Drawing on part of a French doctorate research journey, the purpose of this paper is to illustrate how an initial research design gets to be questioned and deconstructed when confronted to fieldwork. Design/methodology/approach The paper reflects on the second year of the doctoral project when the theoretical research object that had been built during the first year was confronted to fieldwork, driving the author to reshape the initial research question. Findings The paper explains how doing ethnographic work helped the author to deconstruct the author’s own theoretical and epistemological assumptions. The author started to investigate on the uses of pupils’ “mental suffering” in French upper secondary schools and administration in order to understand the labelling process. The author explains how fieldwork, writing and peer-reviewing made the author realise that the author was not focussing on the appropriate categories. Throughout the reflection, the paper highlights the epistemological shift that this journey reveals. Originality/value This paper aims to contribute to methodological debates scrutinising the black box of the research process. It aims to be helpful to those experiencing for the first time the chaos of reformulating the research object.

scholarly journals Qualitative and Quantitative Changes of Upper Secondary Education in Poland

2016 ◽  
Vol 6 (2) ◽  
pp. 74-80 ◽  
Author(s):  
Michał Hnatiuk
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Educational System ◽  
Educational Management ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Fair Comparison ◽  
Quantitative Changes ◽  
Upper Secondary Schools ◽  
Qualitative Changes

Abstract The article presents the Polish educational system, its constituent part - upper secondary education, in particular. Describing the qualitative changes in the upper secondary schools (secondary schools of the second extent) the author singles out one significant document that has changed the direction of education, created the conditions for change of the educational management system and introduced the economic rules in educational activities. It also shows the structure of upper secondary education, which was formed in the final stage of the educational reforms. The peculiarities of the qualitative changes have been indicated. The previous system of assessing students’ knowledge was preserved; however, an external evaluation of the students’ achievements was introduced. The introduction of the external exams and assessments has enabled a fair comparison of the level of skills that the student has achieved to the skills that are required by the syllabus. Therefore, it is believed that the changes introduced have become one of the pillars of the reform of the educational system in Poland. The quantitative changes have been introduced along with the qualitative ones. Quantitative changes were compared in the period 2000-2015 and juxtaposed with the year 1990. On the basis of the gathered statistical data a trend was set (downward or upward) in Polish upper secondary education.

scholarly journals Små- og stordriftsfordeler i yrkesfaglige løp: Stedets betydning for opplæring i skole og bedrift

2019 ◽  
Vol 3 (3) ◽  
pp. 43-60
Author(s):  
Britt Karin Utvær ◽  
Ellen Saur
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Rural Schools ◽  
Vocational Teachers ◽  
Work Processes ◽  
Upper Secondary Education ◽  
School Counsellors ◽  
Local Labour ◽  
Upper Secondary ◽  
Upper Secondary Schools

This study is a part of the larger Qualities in Education project, in which three upper secondary schools in Mid-Norway—an urban and two rural schools—with seemingly stark differences in quality are compared to identify possible reasons for such differences. Quality in upper secondary education in Norway is measured primarily according to students’ performance and throughput. In our study, we investigated factors connected to their geographical context that could inform quality in Norwegian upper secondary schools for students in vocational tracks. The school’s collaboration with the local labour market and its access to equipment relevant to in-depth vocational study module has been of particular interest. From interviews, we accessed the opinions of vocational teachers, heads of vocational departments and school counsellors, whereas we collected responses from 277 students in various vocational programmes by administering a survey. Our results reveal that, despite seemingly major differences in quality, the rural schools have much in common; all students become involved with the working lifestyle and tasks early on and compared to students at the urban school, most significantly agreed that vocational training as well as involvement with the working lifestyle and tasks early on work well. School counsellors particularly highlighted the benefits of using so-called “tailor seam” and “sharp assignments” for examining how they organised work processes to suitably pair students and workplaces as well as for facilitating students’ motivation and the experience of meaning. Overall, the urban and rural schools pose different benefits and challenges related to ensuring the quality of their upper secondary education.

The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education

2017 ◽  
Vol 12 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Marianne Dovemark ◽  
Inger Erixon Arreman
Keyword(s):  
Public Schools ◽  
Young People ◽  
Secondary School ◽  
Special Focus ◽  
Economic Productivity ◽  
Upper Secondary Education ◽  
Exchange Value ◽  
Upper Secondary ◽  
Marketing Material ◽  
Upper Secondary Schools

Sweden has, like most countries, transformed its educational system with the aim of increasing the economic productivity of its citizens. Nowadays, it has one of the world’s most market-oriented school systems, including few hindrances for new free-school actors. Swedish students have thus become commodities in a competitive school market. The aim of the article is to study students’ exchange value in relation to choice of different schools and study paths with a special focus on the introductory programmes within the Swedish upper secondary school. Traditionally, Swedish upper secondary schools offered vocational and academic programmes, channelling young people into skilled jobs or higher education. Introductory programmes are recent innovations, aimed at the 13% of young people who do not qualify for vocational or academic programmes. This group includes those who have failed to complete compulsory school for a variety of reasons, including those who are recent arrivals in the country. Through observations, formal and informal interviews as well as reading of national and local documents and marketing material, we conclude that introductory programme students do not seem to be sufficiently ‘profitable’ to warrant investment by free schools. Public schools are obliged to help this group of students attain additional qualifications, investing heavily in their education so that they may become part of the mainstream school market.

scholarly journals VET Teachers’ Interpretations of Individualisation and Teaching of Skills and Social Order in two Nordic Countries

2019 ◽  
Vol 18 (3) ◽  
pp. 355-375 ◽  
Author(s):  
Elsa Eiríksdóttir ◽  
Per-Åke Rosvall
Keyword(s):  
Vocational Education ◽  
Social Order ◽  
Environmental Issues ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Educational Goals ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Upper Secondary Schools ◽  
And Training

The age at which young people leave education for the labour market has increased in recent decades, and entering upper secondary education has become the norm. As a result, the diversity of the student population has increased, for instance in terms of students’ academic merits and achievements at school. Increased diversity seems to affect vocational education and training more than tracks preparing students for higher education, because entry into vocational education and training (VET) programmes is rarely selective. In this article we analyse a series of interviews with VET teachers regarding VET practices in upper secondary schools in Sweden and Iceland. We examine how policy plays out in practice in VET by looking at how VET teachers navigate the sometimes-conflicting educational goals of employability and civic engagement, while simultaneously teaching a highly diverse group of students. In both countries, pedagogic practices are dominated by individualisation with a focus on task-related skills. Those practices are important in VET, but can exclude broader understandings of civil and workplace life, because general knowledge about areas such as ethics, democracy, equality, and environmental issues is difficult to obtain if education gives students few opportunities to interact with others, such as through group work or classroom discussions.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Caracterrsticas de la Oferta de la Educaciin Media en Colombia (Upper Secondary Education in Colombia)

2017 ◽  
Author(s):  
Sandra Garcia ◽  
Darro Maldonado ◽  
Marcela Acosta ◽  
Nicolas Castro ◽  
David Granada ◽  
...  
Keyword(s):  
Secondary Education ◽  
Upper Secondary Education ◽  
Upper Secondary
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