School IT Research Articles

KERJA SAMA ANTAR GURU DI SMP ISLAM TERPADU BABUSSALAM KUALA KAPUAS

Ideally the relationship among teachers in a school is harmonious so that the teaching and learning process in the school can be well established. The purpose of this research was to determine the of cooperation among teachers, teachers perceptions on cooperative relationships in schools and the factors that affect the cooperative relationships among teachers in junior high school IT Babussalam Kuala Kapuas.This study used qualitative methods that took place in junior high school IT Babussalam Kuala Kapuas. The data sources consisted of 16 teachers, the selection of data sources were based on a purposive sampling technique. The results of this research showed that (1) in general the cooperation among PNS/GTD, GTY and GTT teachers at junior high school IT Babussalam Kuala Kapuas is adequately good, it could be seen through the teaching and learning process which has worked well all day and the other planned activities which have been implemented; (2) regarding the teachers perceptions on cooperation among teachers in junior high school IT Babussalam Kuala Kapuas, there are 12 teachers who have adequately good perception, two teachers who still have less perception, and two other teachers who have good perception; (3) the factors that affected the cooperation among GTD/PNS, GTY and GTT teachers at junior high school IT Babussalam Kuala Kapuas were communication, the existence of clear objectives, a sense of responsibility, mutual understanding, sincerity in work and mutual aids in performing the task, as well as trust among teachers. Key words: Teachers cooperation

Cost-saving strategies for school IT equipment

In this article, Anthony David looks at examples of cost-saving strategies when investing in new or updating school IT equipment.

Before You Flip, Consider This

Leaders of the flipped classroom movement say each teacher will have a different experience, but securing school leadership support, time, and IT resources will be important to every effort.

Making the most of school IT systems

Are you considering how your ICT systems are performing and where they can be adapted or improved? Paul Mew offers his advice.

Założenia i cele Projektu „Krok w przedsiębiorczość” dla nauczycieli szkół ponadgimnazjalnych

This article presents the rationale and purpose of the Project “Step in entrepreneurship” to the secondary school teachers. The main objective of the project is to design and pilot testing of implementation (in Małopolska and Podkarpackie voivodeships) an innovative program of development of entrepreneurial attitudes, IT and mathematics competence in upper secondary schools. The developed training program is based on the concept of creating a virtual company by the students. It is located on the Open Educational Platform created specifically for the Project and the students compete on the virtual market.

The ambiguous embrace: twenty years of IT (ICT) in UK primary schools

School inspection reports, at the end of the 20th Century, in both Scottish and English primary schools, clearly identify the use of ICT as the weakest aspect of professional practice. On this evidence, despite initial certainty of political purpose and considerable optimism regarding its effects on teaching and learning, ICT remains, after twenty years, a marginal force in the education of 5–12 year–olds. Though numerous research studies in the 1980’s and 1990’s seemed to have identified the conditions for the effective transfer of ICT into primary schools and repeated governmental initiatives invested heavily in both infrastructure and training, teachers have not embraced ICT within their core practice. This paper suggests that the adoption of exclusively rational, perhaps hyper–rational, methodologies, by researchers working in the mainstream of schools and teacher education institutions has resulted in a failure to understand the complex cultural, psychological and political characteristics of schools. Alternative avenues for research are proposed.

Implementation of new information technology in Bulgarian secondary schools

In this paper, the authors analyse technical software and human resources with regards to the implementation of new IT in Bulgarian secondary schools. Organisational contexts connected with that process are also described. Problems, solutions and perspectives in using computers in the schools are also shown.

Developing strategies for delivering music technology in secondary PGCE courses

For some years, music technology has been incorporated into the secondary music Post-Graduate Certificate in Education (PGCE) course at Kingston University. Student evaluations of this work have been supportive in the main, but identified continuing challenges in relation to establishing a sense of ease with its application in education. A range of course developments were devised in response, and closely monitored in 1997. The first half of this article outlines the rationale behind them. It draws upon a range of texts that document the reception of IT in schools and colleges, and on an interpretative response (based on theories of cognition), which the writer feels holds much relevance for music educators. The second half outlines course developments, and includes feedback from students and partner schools. Eighteen months on, the fundamental strategy is still in place, and staff have found it consistent with the requirements for ICT outlined in circular 4/98 by the DfEE.

Review of the Real Time Club report on IT in schools

Review of the Real Time Club report on IT in schools

Student IT capability within a school‐based primary ITT course

Abstract This study reports on a comparative survey of primary student teachers' use of IT in schools. Groups on a similar course but with different amounts of school placement were compared. Their changing attitudes and perceived competencies were identified. The level of support available in schools was also investigated. Whilst the support available in schools was usually limited by lack of equipment and teacher expertise, students on the more school‐based course were found to gain more experience of IT in schools and were more likely to have used a range of IT applications. The level of use of IT in schools is found to have a significant impact on students' confidence and attitudes towards IT. However, wide variation in students' experience is identified and strategies for overcoming this continuing problem are suggested.

New media, new opportunities? The developing role of the school library in teaching and learning

Delivered at the International Association of School Librarians Annual Conference in July, 1995, at Worcester, UK, this paper comprises the 1995 Weston Woods Lecture. School libraries are facing tremendous changes in their operating context, particularly with regard to the impact of networked information resources for teaching and learning. The totality of information technology, including the Internet, television, CD‐ROM have created great opportunities. Using IT has become an essential element in school curricula. Links to other information providers, especially public libraries, are now being developed, while methods of accessing information are changing. The role of children in introducing IT within the home is also significant and IT in schools is becoming pervasive, from information to support planning through to classroom and library developments. Experience in the US, the UK, Australia and Canada has highlighted similar opportunities and also problems. Less developed countries have, however, lagged behind in developing IT in schools. The balance between old and new media, between books and IT, now has to be addressed worldwide. Ensuring that children are able to discriminate between information on the networks and within other sources remains an important role for librarians.

School IT no preparation for industry

School IT no preparation for industry

IT in Primary Schools—the opportunities of the National Curriculum

This paper examines the demands made by the National Curriculum on the IT skills of primary teachers and concludes that these demands are, in the short term, quite impossible to meet. However, a longer term view examines the reasons why primary education is, potentially, a very fertile environment for the effective use of IT in education. The stumbling blocks to progress are shortages of resources; hardware, software, technical support and INSET. Suggestions are offered to overcome these, particularly the final two, in the current climate of financial constraint.

Microcomputer maintenance in schools‐a survey of current practice

Abstract This paper is an outline report of larger study dealing with the topic of computer maintenance in schools. It examines the responses to surveys of schools, a maintenance firm and English LEAs. The results of these surveys are given showing, in the main, that maintenance is a neglected aspect of the introduction of IT in schools. It is argued that this has implications for both teaching and resource use.

POWER AND SOLIDARITY IN “INTERRUPTION”: A CRITIQUE OF THE SANTA BARBARA SCHOOL CONCEPTION AND ITS APPLICATION BY ORCUTT AND HARVEY (1985)

The simplistic conception of interruption employed in conversation analysis and survey research reports of male monopoly must be elaborated to include other social meanings in addition to violation of a speaker's rights if it is to account for conversational order or deviance. With no reason to suppose that the narrow, technical sense of interruption and the implacably negative evaluation conversation analysts make about interruption are generally shared throughout the rest of American culture, answers to questions in surveys about interruption cannot be assumed to refer to the category termed interruption in conversation analysis. Dissensus about coding instances of the category are reported and other situated meanings of interruption suggested.

SCHOOL REJECTION AND ITS AMELIORATION

Summary Some results from a survey carried out among a nationally representative sample of 4,000 pupils, most of whom had passed the school leaving age, and 1,200 teachers in the Republic of Ireland are summarized. About a third of the pupils seemed to be disenchanted with school, and larger proportions were unhappy with certain school subjects and with schools’ ability to achieve some of their main goals. By their own admission most teachers do not do much to work towards the educational goals which most teachers, pupils, parents and ex‐pupils believe to be the most important. On the other hand they are not entirely convinced of the value of the goal they work hardest to reach, which is examination attainment. They believe that this confers few benefits on their pupils other than the ability to enter a better job. It is argued that the data suggest that teachers do not work towards the goals they themselves believe to be most important and that they do little to tackle the problem of disenchantment becau...

WHAT CHEMISTRY SHALL BE TAUGHT IN HIGH SCHOOL AND HOW IT SHALL BE CORRELATED WITH COLLEGE CHEMISTRY1

School Science and MathematicsVolume 23, Issue 7 p. 665-671 WHAT CHEMISTRY SHALL BE TAUGHT IN HIGH SCHOOL AND HOW IT SHALL BE CORRELATED WITH COLLEGE CHEMISTRY1 Louis W. Mattern, Louis W. Mattern Chemical Department McKinley Technical High School, Washington, D. C.Search for more papers by this author Louis W. Mattern, Louis W. Mattern Chemical Department McKinley Technical High School, Washington, D. C.Search for more papers by this author First published: October 1923 https://doi.org/10.1111/j.1949-8594.1923.tb07371.x 1 Read before the section of Chemical Education, American Chemical Society, at Pittsburgh, September, 1922. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume23, Issue7October 1923Pages 665-671 RelatedInformation

HOW MUCH CHEMICAL THEORY SHALL BE TAUGHT IN THE HIGH SCHOOL AND HOW SHALL IT BE PRESENTED? A PAPER AND AN OUTLINE*

School Science and MathematicsVolume 6, Issue 4 p. 273-283 HOW MUCH CHEMICAL THEORY SHALL BE TAUGHT IN THE HIGH SCHOOL AND HOW SHALL IT BE PRESENTED? A PAPER AND AN OUTLINE* Milo S. Baker, Milo S. Baker Lowell High School, San FranciscoSearch for more papers by this author Milo S. Baker, Milo S. Baker Lowell High School, San FranciscoSearch for more papers by this author First published: April 1906 https://doi.org/10.1111/j.1949-8594.1906.tb00966.x * Paper read before the Pacific Coast Association of Chemistry and Physics Teachers at its winter meeting, December 26, 1905. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume6, Issue4April 1906Pages 273-283 RelatedInformation