Collaborative Learning in the Scottish Curriculum for Excellence: The Challenges of Assessment and Potential of Multi-Touch Technology

Autor/inn/en	McKechan, Sandra; Ellis, Jennifer
Titel	Collaborative Learning in the Scottish Curriculum for Excellence: The Challenges of Assessment and Potential of Multi-Touch Technology
Quelle	In: Education 3-13, 42 (2014) 5, S.475-487 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2012.717959
Schlagwörter	Foreign Countries; National Curriculum; Educational Policy; Cooperative Learning; Semi Structured Interviews; Elementary School Curriculum; Elementary School Teachers; Teacher Attitudes; Curriculum Implementation; Online Surveys; Educational Practices; Teaching Methods; Educational Strategies; Instructional Effectiveness; Grouping (Instructional Purposes); Student Evaluation; Evidence; Role Perception; Achievement Gains; Achievement Rating; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Kooperatives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Unterrichtserfolg; Grouping; Gruppenbildung; Schulnote; Studentische Bewertung; Evidenz; Role conception; Rollenverständnis; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung
Abstract	Scottish educational policy advocates the benefits of collaborative learning as a way of developing critical life skills, across the primary curriculum. In this paper, the rationale for collaborative learning, and specifically the Critical Skills (CS) approach, is considered along with an account of the perspectives of primary teachers implementing the methodology in their classroom. Based on the results of semi-structured interviews and an electronic survey, this article considers teachers' opinion on the effectiveness of the CS approach, and highlights challenges relating to attaining, effectively retaining and analysing the evidence of impact gained via collaborative learning. It concludes that the latest technologies, including multi-touch technology, present scope to ease the challenge of assessing the collaborative process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10