(R&DA 14) Using ICT to develop and support formative assessment practices in science amongst Initial
The Research and Development Award undertook to confirm the principles of formative assessment with students. Trainees were invited to use ICT to elaborate their practical and theoretical professional development in the area of assessment for learning by identifying, digitising and uploading to the web levelled examples of children’s science thinking to a virtual repository.
DNA, RNA, and Protein Extraction: The Past and The Present
This is a review article that provides an overview of the molecular techniques in DNA, RNA, and protein isolation, past and present. It discusses manual procedures and the accompanying difficulties involved. It discusses the advantages of automated procedures that can signifincatly increase efficiency and accuracy while minimizing cross-contamination.
Learning styles History
Learning styles History How do you manage learning to take account of different learning styles? Key stage 3, mainly history but related to all key stage 3. I have looked on teachernet, and general google searches of learning styles.
Whether you're a professional musician, play music with your friends on the weekends or just like to listen to CDs, music technology affects your life. In this unit, you will learn some of the basics of music technology, starting with what sound is, how it is created and how it travels.
Games and learning - A handbook from Futurelab
'Games and learning' is a Furturelab handbook that is readily and freely available as a PDF file. It reports upon the recent and current use of game-based resources. The key findings, that have the most impact upon teacher training, are the recommendations for educators to look beyond the game play to the rationale in terms of learning outcomes, opportunities and motivations. The report acknowledges and celebrates the effective use of computer-based games in a wide range of contexts through case
The effectiveness of different ICTs in the teaching and learning of English (written composition), 5
This TDA-supported systematic review (2006) using the EPPI protocol evaluates research into whether various forms of ICT are effective in the teaching and learning of writing in English for 5- to 16-year-olds.
The effect of ICT teaching activities in science lessons on students’ understanding of science ide
This is the second of three research reviews using on the effectiveness of information and communications technology (ICT) in teaching and learning the core curriculum. The review provides insights for science teachers, teacher trainers, continuing professional development (CPD) providers and policy makers. This review adopted the EPPI protocols. In this small sample, ICT simulations improved students’ basic understanding of science ideas and scientific approach. There was no significant impa
Teaching argumentative non-fiction writing to 7-14 year olds: A systematic review of the evidence of
A systematic review of studies, based largely in North America, identifying features of the conditions for successful practice and specific strategies that have contributed to successful practice in teaching and learning about argumentative writing with 7-14 year olds.
Designing for cross-cultural web-based knowledge building
This paper describes the iterative design of a web-based collaborative workspace used in educational practice, called WebReports. The systemâs unique feature is that it allows participants to discuss mathematical and scientific concepts using programmed animated and interactive models of their ideas. Rather than focusing on the specific features of the collaboration tool, we analyze it as part of a constructionist activity system. We describe the context in which the system was developed an
An analysis of the SRL potential of a Technology Enhanced Learning Environment based on the collabor
This report presents an analysis of the potential support to Self-Regulated Learning granted by a communication environment developed to support teachers' collaboration on Learning Objects. The analysis is made by applying a check-list developed within the European project TELEPEERS.,Research report
A Virtual Organisation for e-Learning
We present in this paper the results of an European funded project Diogene, finished in October 2004, whose aim has been the design and the development of a distributed e-learning system able to perform several automatic actions such as course customization and information retrieval on the Semantic Web. The Diogene architecture is based on a network of specialized Organizations each of which has been realized as an independent Web Service.
Internet Scout Project
The Geographic Information Systems page from the US Geological Survey gives an introductory look into the uses and workings of GIS. Through basic descriptions and GIS screen shots, users can follow the online learning exercise and come away with a good idea of the main concepts behind a powerful application that is growing in popularity in nearly every scientifically related pursuit.
WWG: a Distributed Infrastructure for Learning in Groups
This paper describes the experiences of learning and working in groups on the Computer Science studies at Virtual Campus of the Open University of Catalunya. Two communities have used a web based shared workspace tool to a) coordinate the task of tutors of a computer architecture course, and b) a problem based collaborative learning project with software engineering students. These experiences have lead to the design of WWG: a distributed infrastructure for distance learning in groups at Interne
Guide to the Records of the Kingsley Association, 1894-1980
The Kingsley Association was formed in 1893 by George Hodges as a Pittsburgh settlement house. The collection includes: administrative and annual reports, books, brochures, budget information, case studies, clippings, correspondence, directories, minutes, photos and surveys spanning intermittent years from 1894-1980.
Sci-tutors: Life Processes and Living Things: Cells and Cell Functions
The emphasis of this article is on the conceptual changes needed by learners (tutors, teachers and their pupils) to come to an understanding of living things. This covers the material useful at KS1-4, and provides access to the key ideas of the topic and provides suggestions for appropriate practical experiences to support learning.
The Early Years Foundation Stage (EYFS)
From September 2008 the EYFS will become the statutory framework for all schools and Early Years providers. It ‘sets the standards for learning, development and care of children from birth to 5' and will bring together previous statutory guidance which gave separate advice for children aged from 0 to 3, those aged from 3 to 5 and for those in day care or under the care of childminders.
What do pupils think about ICT?
This article from NFER's Topic (now PRE) online journal, explores the social impact of Information and Communications Technology (ICT) on teaching and learning within the primary school. It reviews a selection of the educational research literature on this topic and highlights some of the main findings.
Towards a social pedagogy of classroom group work
This article discusses the notion of social pedagogy in relation to group work and suggests that learning experiences will be more effective if planned strategically, with teachers taking account of the relationships between group size, interaction type and the nature of the intended learning task. It describes the background and theoretical underpinning to the SPRinG project.
Learning to Read the Phonics Way
The ESRC Society Today published an article on 23rd August 2007 entitled ‘Learning to read the phonics way’. Within this short article Martin Ince, a media fellow to the TLRP, outlines some of the key issues in the ongoing debate about teaching children to read using phonics.
Children’s Social Development, Peer Interactions and Classroom Learning
This research survey, one of a series of 32 interim reports from the Primary Review, discusses the educational significance of classroom interaction amongst children, and considers which factors seem to be the most important for their learning and cognitive development.