Research

== >> >> Our Research Process >>

This section is virtually our research process. It includes articles we looked at, the comments that we made about the relevance of these articles, as well as media we decided not to use in our main seminar. You may find it interesting to see how we developed our seminar, or to investigate topics of interest in more detail.
 * Further Readings **

An interesting article - - - Presents some summarised 'obstacles to integrating ICT in the classroom. Discusses case studies in the use of interactive whiteboards and digital learning objects in primary/secondary contexts

We are the change agents. media type="custom" key="18415644" align="none"

**A Place to Go**.
[|http://www.vln.school.nz]

[|Enabling e-Learning] A hub for ICT-related education resources and programmes in New Zealand

Michael K. Barbour, (2011) The Virtual Learning Network Community (VLNC) is a network of school clusters and educational institutions who collaborate to provide access to a broad range of curriculum and learning opportunities for students through online learning.(A Blended Learning Community) Barbour presents this Summary Report in relation to the Virtual Learning Network.(Optional Reading)[|Michael K Barbour.pdf]
 * Primary and Secondary e-Learning:**
 * Examining the Process of** **Achieving Maturity.**

** A Definition from **
http://www.elearnspace.org/doing/blended.htm

Blended learning is the integration of classroom learning with elearning. For example, an instructor might use the classroom to present critical concepts, and then use an online discussion forum to encourage student dialogue around the concept. Or, an online course might meet in a classroom or a lab to practice skills. Elearning is a tool...just like classroom learning. The intent of blended learning is to select the tool that is most suitable for a particular learning task. An instructor can then combine elearning and classroom learning to improve student learning. **Debate often rages on the effectiveness of classroom learning vs. online learning. This misses the point entirely. Some //aspects// of online learning are more effective than classroom learning...and vice versa. Blended learning takes the best of both worlds and creates an improved learning experience for the student.**

[|Classroom e-learning]

This paper discusses the use of ICTs in primary education in developing countries with a focus on Turkey being itself a developing country. The literature review is divided into the following sections:  First, it examines the definitions of ICTs, as well as some related pertinent issues.  The next section evaluates the different approaches to ICTs in some detail.  This section is followed by a definition of the “Digital Divide” and an assessment of literature on the “Digital Divide”.  Finally, a general overview of ICTs in developing countries with a focus on Turkey is provided. Has some relevance to what is trying to be achieved here in NZ

These levels might be interesting for participants to reflect on... where are we in our current context?.... what actions are required to move forward? http://www.teachingexpertise.com/articles/slict-how-to-integrate-ict-in-your-school-2495
 * Progressive levels of ICT development**
 * 1) Pre-emergent: ICT policy or practice that is forward-looking but which is in the early stages of development.
 * 2) Emergent: ICT policy or practice that demonstrates a clarity of purpose, meets the immediate needs of teachers and/or students and demonstrates some link with teaching and learning targets.
 * 3) Established: ICT policy or practice that shows a commitment to continuing improvement going beyond the merely good. This involves being self-critical, able to address weakness and build on strengths, with an understanding of self-evaluation and the ability to use it effectively in realising goals.
 * 4) Advanced: ICT policy or practice that represents the leading edge, involving teachers and/or students integrally in goal-setting, planning and curriculum delivery.

Jacqui Sharp... http://sharpjacqui.blogspot.co.nz/2009/02/teacher-integration-of-ict-into.html About me



[| Jacqui Sharp] I am an educational consultant who has worked in the field of computers in education since 1987. I am a trained teacher with 26 years experience teaching children and 11 years working with teachers

Teacher Integration of ICT into the Curriculum
Where are you on the continuum of ICT integration into the curriculum? Whenever I start Professional development in a new school I like teachers to identify where they are at on the Teacher level of integration.

 //**See the video at this link.**// http://www.slideshare.net/sharpjacqui/levels-of-ict-teacher-integration?type=powerpoint

A continuum of levels of integration.. http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CFMQFjAF&url=http%3A%2F%2Fpeak-ict.wikispaces.com%2Ffile%2Fview%2FThe%2BLevels%2Bof%2BICT%2BIntegration.pdf&ei=vKWCT5-3EaSziQfTy9T2CQ&usg=AFQjCNEQ9KOhUaT4fTKAAGmLsh-5j9OQcg&sig2=5RN3BPjrGUabu_xOKwDB7g



Discusses 'disruptive pedagogy' and it's implications for classrooms and organisations.
 * E-Learning futures**

Interesting, easy-read article on how faculty's can be transformational in shifting from an instructional to a learning paradigm.
 * Buckley - Pursuit of the Learning paradigm**