Qualitative Analysis of Information Communication Technology Use on Teaching-Learning Process.

Autor/in	Akahori, Kanji
Titel	Qualitative Analysis of Information Communication Technology Use on Teaching-Learning Process.
Quelle	(2002), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Computer Assisted Instruction; Computer Literacy; Computer Mediated Communication; Computer Uses in Education; Educational Technology; Elementary Education; Information Technology; Learning Activities; Skill Development; Student Motivation; Teaching Methods; Technology Integration + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Computerkonferenz; Computernutzung; Unterrichtsmedien; Elementarunterricht; Informationstechnologie; Lernaktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper describes some of the features of Information Communication Technology (ICT) and its uses in the teaching-learning process in elementary schools. In most schools, it is difficult for ICT to be used effectively in the teaching-learning process. The author observed many classes using ICT in elementary schools. Qualitative data, such as interviews with teachers and observation of student conversations and behaviors were analyzed. The research findings were based on ethnographic case studies and are summarized as statements. The findings were summarized and are presented as a causal relation graph. The main results were: (1) Basic computer operating skills, such as typewriting depend largely on the classroom teacher's attitude and computer literacy; (2) most computer operation skills, such as file saving, and design skills, such as designing and developing a homepage were mastered through reciprocal teaching and modeling among children; (3) the teacher's advice helps children to search and access information related to their topics. It was further found that ability to access topic relevant information was the result of a comprehensive understanding of the information domain, rather than operational skills; (4) learning motivation was highly promoted by collaborative and competitive group activities; (5) integration of synchronized systems, such as videoconferencing into classes requires professional technical support. (Contains 15 references and 2 figures.) (Author/AEF)
Anmerkungen	Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01