NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866482
Record Type: Journal
Publication Date: 2009-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0305-5698
Technology in Docklands Education: Using Scenarios as Guides for Teaching and Research
Bruce, Bertram C.; Reynolds, Abigail
Educational Studies, v35 n5 p561-574 Dec 2009
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 online questionnaire, we analysed 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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland (Dublin)