Paper - Refereed

Digital technologies were integrated into a New Zealand year 12 geography classroom to help students construct an understanding of urban processes within their own urban setting and Sao Paulo. This involved the use of an online learning environment, student developed blogs, interactive quizzes and an interactive whiteboard. The aim was to help students to construct their understanding of geographical concepts. This paper explores the responses of the students to the use of the digital technologies to construct knowledge and the impact this had on their learning.
Interactive whiteboards are appearing in schools across the country, but are they the best investment in the education of upper secondary students? Tablet computers provide a cheaper and more flexible option, but can they do the job? The research team includes two practicing teachers who used tablet computers as teaching tools in their senior Mathematics and Physics classes in 2007. The pedagogies trialled in the project exploited digital pen technology using a single tablet computer wirelessly connected to a data projector in each classroom.
It is now more than two decades since Sendov (1986) asked
A review of the literature about student use of ICT and the impact of ICT use on learning reveals a complexity of rationales and terminology that underwrite ICT initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration such as teacher ICT confidence, expertise and beliefs about the potential for ICT to make a difference to student learning; teacher professional development; school technological infrastructure and support; and the need for ICT leadership (Jamieson-Proctor, Burnett, Finger, & Watson, 2006).
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ACCE Partners