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Pedagogical Reasoning: Issues and Solutions for the Teaching and Learning of ICT in Secondary Schools

Pedagogical Reasoning: Issues and Solutions for the Teaching and Learning of ICT in Secondary Schools,MARY E. WEBB

Pedagogical Reasoning: Issues and Solutions for the Teaching and Learning of ICT in Secondary Schools   (Citations: 15)
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Confusion has developed over the role of ICT in schools as a result of conflicting messages from government-led initiatives and changes in the technology. Amidst the ongoing debate about the purpose and rational for ICT in schools a subject has evolved called ICT (Information and Communications Technology), IT or Informatics. Whilst the nature and content of the subject has been fairly clearly defined with significant agreement between specifications from a range of countries, the pedagogy is still unclear. The analysis that I present here of the pedagogical reasoning process as it applies to ICT teachers who are implementing the ICT curriculum in England reveals the basis of the difficulties in teaching ICT and leads to the identification of issues for the development and integration of theories and practices for learning and teaching ICT. These issues are discussed in relation to developments in pedagogy in other curriculum areas, notably science, and an agenda for developing a pedagogy for ICT is proposed.
Published in 2002.
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    • ...There are many other perceptions of technology’s transformational impact on education such as student-centred, constructivist and higher order learning (Coupal, 2004; Pearson & Somekh, 2006; Webb, 2002), enriching learning experiences and possibilities (Bruce, 2004; Coupal, 2004), enhancing and transforming the curriculum (Bruce, 2004; Jamieson-Proctor, Burnett, Finger, & Watson, 2006) and raising standards (Reynolds, Treharne, & Tripp, 2003)...

    Hao Yang. ICT in English schools: transforming education?

    • ...When teachers design teaching strategies, they undertake a reasoning process in which they analyse a combination of factors to make decisions concerning their teaching strategies (Fang 1996; Webb 2002)...

    Winnie Wing Mui Soet al. Influence of teachers’ perceptions of teaching and learning on the imp...

    • ...Our analysis relates to previous research conducted in this area, including studies of pedagogical reasoning in teaching information and communication technologies (ICTs) in secondary schools (Webb 2002), teacher's pedagogical reasoning in the digital age (Starkey 2010), and the principles that guide media educators decisionmaking about the fair use of copyrighted materials in education (Hobbs, Jaszi, and Aufderheide 2009)...

    Olli Vesterinenet al. Media Educational Situations and Two Primary School Teachers' Practica...

    • ...Teachers’ knowledge (Webb 2002 ;W ebb and Cox2004) and existing pedagogical beliefs and values (Fenstermacher 1986; Dwyer et al. 1991; Higgins and Moseley 2001; Pickering 2002) are important in shaping their use of technology...
    • ...The variable effects of ICT introduction on teachers’ pedagogies in this research is consistent with studies in other contexts where researchers have found that the extent of change of teachers’ pedagogical practice when ICT is introduced depends on teachers’ beliefs and a range of contextual factors (Webb 2002, 2005; Cox et al. 2004)...

    Ling Huet al. Integrating ICT to higher education in China: From the perspective of ...

    • ...Yet, as thedevelopment ofnew scientifictechnologiesaccelerates,researchintotheuseofthese technologies in the school curriculum lags (Webb 2002 ;Y an2006; Papastergiou 2005)...

    Vasiliki Spiliotopoulou-Papantoniouet al. Visual representations of the internet in greek school textbooks and s...

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