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Article: Mathematics and science teachers' pedagogical orientations and their use of ICT in teaching

TitleMathematics and science teachers' pedagogical orientations and their use of ICT in teaching
Authors
Keywords21st century learning outcomes
Connectedness
Impact of ICT use
Lifelong learning
Pedagogical orientation
Issue Date2009
PublisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1360-2357
Citation
Education And Information Technologies, 2009, v. 14 n. 4, p. 309-323 How to Cite?
AbstractThe key concern driving policy and community interest in the pedagogical integration of ICT is the premise that ICT is important for bringing changes to classroom teaching and learning, so as to foster the development of students' 21st century skills. An important concept underpinning the design of the SITES 2006 study is the pedagogical orientation of the teacher, which can be broadly conceptualized as traditionally important or 21stcentury oriented. The latter can be further differentiated into lifelong learning and connectedness oriented. Indicators were created to measure teachers' pedagogical orientation based on their espoused curriculum goals, teacher practices and student practices. Results from this study shed light on whether there is evidence that 21st century pedagogy as identified in the literature and in innovative practices can be found more generally in random samples of teachers in countries participating in SITES 2006. Relationship between ICT use and pedagogical practice in mathematics and science classrooms is reported and the associated policy implications are discussed. © 2009 Springer Science+Business Media, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/125475
ISSN
2015 SCImago Journal Rankings: 0.528
References

 

DC FieldValueLanguage
dc.contributor.authorLaw, Nen_HK
dc.date.accessioned2010-10-31T11:33:34Z-
dc.date.available2010-10-31T11:33:34Z-
dc.date.issued2009en_HK
dc.identifier.citationEducation And Information Technologies, 2009, v. 14 n. 4, p. 309-323en_HK
dc.identifier.issn1360-2357en_HK
dc.identifier.urihttp://hdl.handle.net/10722/125475-
dc.description.abstractThe key concern driving policy and community interest in the pedagogical integration of ICT is the premise that ICT is important for bringing changes to classroom teaching and learning, so as to foster the development of students' 21st century skills. An important concept underpinning the design of the SITES 2006 study is the pedagogical orientation of the teacher, which can be broadly conceptualized as traditionally important or 21stcentury oriented. The latter can be further differentiated into lifelong learning and connectedness oriented. Indicators were created to measure teachers' pedagogical orientation based on their espoused curriculum goals, teacher practices and student practices. Results from this study shed light on whether there is evidence that 21st century pedagogy as identified in the literature and in innovative practices can be found more generally in random samples of teachers in countries participating in SITES 2006. Relationship between ICT use and pedagogical practice in mathematics and science classrooms is reported and the associated policy implications are discussed. © 2009 Springer Science+Business Media, LLC.en_HK
dc.languageengen_HK
dc.publisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1360-2357en_HK
dc.relation.ispartofEducation and Information Technologiesen_HK
dc.subject21st century learning outcomesen_HK
dc.subjectConnectednessen_HK
dc.subjectImpact of ICT useen_HK
dc.subjectLifelong learningen_HK
dc.subjectPedagogical orientationen_HK
dc.titleMathematics and science teachers' pedagogical orientations and their use of ICT in teachingen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1360-2357&volume=14 &issue=4&spage=pp309&epage=323&date=2009&atitle=Mathematics+and+science+teachers’+pedagogical+orientations+and+their+use+of+ICT+in+teachingen_HK
dc.identifier.emailLaw, N: nlaw@hku.hken_HK
dc.identifier.authorityLaw, N=rp00919en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s10639-009-9094-zen_HK
dc.identifier.scopuseid_2-s2.0-77949261643en_HK
dc.identifier.hkuros180956en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77949261643&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume14en_HK
dc.identifier.issue4en_HK
dc.identifier.spage309en_HK
dc.identifier.epage323en_HK
dc.identifier.eissn1573-7608-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridLaw, N=7005934146en_HK
dc.identifier.citeulike4847409-

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