Drawing on earlier research into structuring features of classroom practice and more recent studies of technology integration, it develops a conceptual framework intended to make these facets visible and analysable. Towards naturalistic study of technology integrationġThis paper focuses on some crucial but largely overlooked facets of the incorporation of new technologies into classroom practice. I am grateful also to the E & D reviewers for their helpful suggestions. Particular thanks are due to the teacher colleague featured in the case study to Rosemary Deaney who carried out the fieldwork for it and to the UK Economic and Social Research Council which funded the associated research project. This demonstrates how the framework illuminates the professional adaptation on which technology integration into classroom practice depends Inicio de página To illustrate a holistic application of this conceptual framework, it is used to analyse the practitioner thinking and professional learning surrounding an investigative lesson incorporating use of dynamic geometry. From consideration of a wider literature base, this paper develops a conceptual framework that identifies key structuring features of classroom practice, showing how they relate to technology integration: working environment, resource system, activity format, curriculum script, and time economy. In this light, recent British and French studies have developed and validated a model of secondary mathematics teachers’ ideals for classroom use of computer-based tools and resources, and identified the crucial role of craft knowledge in realising these ideals in practice. The circle should enclose the whole triangle while connecting all three vertices.Understanding the challenges of incorporating new technologies into classroom practice calls for the development of naturalistic perspectives that situate their adoption and use within the everyday work of teaching.
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