A number of validated survey instruments for assessing technological pedagogical content knowledge (TPACK) do not accurately discriminate between the seven elements of the TPACK framework particularly technological content knowledge (TCK) and technological pedagogical knowledge (TPK). By posing simple questions that assess technological,…

Much of the current focus on maximizing the potential of ICT to enhance teaching and learning is on learning tasks rather than the technology. These learning tasks increasingly employ a constructivist, problem-based methodology especially one based around authentic learning. The problem-based nature of history provides fertile ground for this…

The paper looks at the ways in which policymakers in the UK have attempted to get student teachers to use new technology effectively in their subject teaching over the past decade. During this period, there have been changes in the competence frameworks for validating student teachers' ability to use ICT in their subject teaching, and the UK…

In many ways assessment drives the curriculum and often pedagogy at all levels of education. In a world where it is more important what you can do with what you know rather than just what you know, it is critical that practical performance is assessed in reliable and valid ways that are also cost-effective. Increasingly the use of digital…

This paper describes a developmental model that can be used to evaluate and guide teacher reflection ond progress along a continuum in order to maximise the potential learning benefits afforded by interactive whiteboards. The model was developed using classroom observations and semi-structured interviews with eight teachers over o period of…

Effective integration of learning technologies into classrooms is a continuing issue, with many instances of new technologies making minimal impacts on classroom practice. Reports on the introduction of interactive whiteboards into UK schools over the past decade have revealed that their impact on both pedagogy and learning is at best neutral.…

Digital video is an exciting emerging technology that can be used in schools to support, extend, or change pedagogy and curriculum outcomes. In particular, student-generated digital video has potential to enhance or change pedagogy. In this paper, we review relevant literature in this area and outline results from a recently completed research…

Reviews literature relating to educational courseware evaluation and the need for context-bound evaluations. Highlights include the promise of educational technology; implications for online learning; technological developments, including use of the Internet in education; comparing modes of delivery; examples of context-bound evaluations; and the…