Futurelabis yet to be learned concerning effective ways to incorporate digital ecms into effective pd environments. digital ecms in this study were refined through multiple field tests with in-service teachers (callahan et al. three specific suggestions for research on the uptake and use of digital technologies in primary and secondary school are provided: (1) the outcomes of technology use in relation to different levels in the educational system, e. as curriculum coach, kate was a designated mentor for the department; however, she was not an expert in social studies pedagogy. another point is that the use of digital technologies in different informal contexts creates an even larger divide between the digital culture of the youth and the institutional culture that often exists in school. sipilä (2010), on the other hand, claims that the uptake of digital technologies in school is a process that is mediated by teacher characteristics, technological framework and the conditions within the school. according to sipilä’s findings, based on quantitative data collected by the use of an online questionnaire, providing teachers with laptops can be a way of enhancing the teachers’ use of digital technologies both at work and in their spare time. moreover, pd tends to be ineffective even when founded upon widely recognized best practices: a strong content focus, inquiry based, and consistency with a school system’s curriculum and policies (desimone, 2009; hiebert & morris, 2012; hill, beisiegel, & jacob, 2013; penuel, fishman, yamaguchi, & gallagher, 2007). the second theme, “uptake and use of digital technologies in relation to school organization and school leadership”, seems to be problematic in relation to the readiness of primary and secondary schools to implement and take advantage of the technologies in everyday practice. this article contributes to the understanding of this information gap by focusing on research on the uptake and use of digital technologies in primary and secondary schools. the qualitative, design-based research experiment asked, “can sustained, collaborative professional development experiences with digital educative curriculum materials help in-service social studies teachers develop professional teaching knowledge? in this article, we argue that we need to unpack the discrepancy between the overall policy, the hope for change in school that is driven by digital technologies and the real state of technology use in teaching and learning. they argue that teachers who understand the use of digital technologies and the subsequent benefits to teaching and learning are probably more willing to learn, try new things and move away from more traditional classroom practices (see also herrington, herrington, hoban, and reid, 2009; haydn & barton, 2008). here only content characteristics were deemed to be important, and no other considerations, such as nationality, discipline, journal or the sex of the authors, were taken into account. digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. they ask the following rhetorical questions: is it improvements in traditional processes and knowledge that might emerge from the use of digital technologies, or are practitioners looking for new reasoning and new knowledge? digital technologies embrace several terms, such as computers, information- and communication technology (ict), learning management systems (lms) and digital media like, for example, wikis, blogs, social media and podcasts (davies & merchant, 2009). for stakeholders such as industry, there is an interest in creating and upholding the picture of potential benefits with digital technologies in schools, even though such benefits may not always exist. their data was collected by means of a survey study focusing on the relation between teacher trainees’ thinking processes and the potential level of uptake of digital technologies in chinese schools. even so, it is declared that higher learning outcomes from the use of digital technologies are expected, but that the potential advantage of digital technologies in schools has not yet been fulfilled.
Digital Libraries - Wikiversityalso substantially modified the design of the digital ecms, reducing the number of educative links embedded in the materials. in his explorative and discussion-oriented article, williams (2008) emphasizes the role of school leaders at a time of rapid growth of digital technologies. influence from the digital ecms was evident as josephine presented her students an open-ended question that presented a societal concern (i. teachers’ professional development is also in focus and is often related to the use of digital technologies in specific school subjects, as well as in relation to the initial teacher education for developing the pedagogical skills, ideas, visions and attitudes that favour the uptake and use of digital technologies in schools. and conclusionsthis article has focused on the uptake and use of digital technologies in primary and secondary schools. in terms of uptake and use, the final focus in this theme concerns how digital technologies differ in different age groups and school-stages. two strategies are used in this research review: (1) identify research themes that might reveal important lessons to be learned in relation to the uptake and use of digital technologies in primary and secondary schools, and (2) based on these lessons provide some suggestions for future research as to which knowledge-gaps still need to be closed. in the study, e-learning nordic 2006 (ramböll, 2006), it is indicated that digital technologies do have a positive effect on the change and improvement of the school organization and also on students’ learning. participants, individually and on their own time, explored a second and third set of digital ecms. using results from an exploratory case study, including observation and interview data, they argue that student teachers who make very good use of ict also reflect on the contribution that digital technologies make. the review includes studies researching different digital technology tools and terms, such as filters for analyzing the problem of “uptake and use”. then, we reread all data through the lens of our conceptual framework (pbhi) and looked for evidence to suggest that participants’ may have used the digital ecms to develop ptk. supporting in-service teachers’ professional teaching knowledge with educatively scaffolded digital curriculum.. state to find a secondary social studies department agreeable to a 13-month-long commitment to pd centered around planning and implementing lessons (a) designed collaboratively, (b) informed by digital educative curricula, and (c) featuring visual documents in a wise-practice, inquiry-based approach. accessuptake and use of digital technologies in primary and secondary schools – a thematic review of researchavanders d. for example, we asked participants to respond not only to the digital ecms’ critical-thinking questions but also to their colleagues’ responses. keywords: digital technology, literature review, primary school, secondary school, uptake and use, policy, school leadership, teacher professional development. different aspects and issues concerning the uptake and use of digital technologies in primary and secondary schools are focused on, also at policy level. for instance, sutherland, armstrong, barnes, brawn, breeze, gall, matthewman, olivero, taylor, triggs, wishart and john (2004) make the point that the use of digital technologies further contributes to the complexity in schools and creates challenges and creative tensions between an out-of-school use of digital technologies and institutionalized knowledge, tasks and teaching methods. the procedure was then to read through the titles and abstracts of the 386 articles found, with a focus on articles that specifically embraced aspects of and were concerned with the uptake and use of digital technologies in primary and secondary schools.
the significant modifications we made to the structural features of this, the third, generation of our digital ecms seemed to better promote a participatory teacher-curriculum relationship. this could also be understood from another point of view, namely that digital technologies increase the complexity in schools.” kate reiterated, “let’s make this lesson more like this” [pointing to laptop’s screen displaying the digital ecms lesson]. similarly, when framing the uptake of digital technologies in a context of managing change in schools, and building on data collected from a large-scale questionnaire, wong and li (2008) report that perceived changes in student learning towards a constructivist paradigm were mediated through pedagogical and organizational interventions. although a growing body of research on digital technology use in education seems to confirm this experience (erstad & hauge, 2011), we still need to learn more about how digital technologies affect the education system and educational practices at different levels. for instance, oecd (2009) put forth that digital technologies have the potential to change education and teaching in schools, while the european commission (2008) claims that digital technologies can improve and change the core activities in educational settings. an emergent problem is the challenge of dealing with the complexity of the educational context: in research and when to implement digital technologies. the larger societal surrounding seems to have an impact on the uptake and use of digital technologies and indeed also frames the possibilities and patterns of their use in primary and secondary schools. one crucial issue is whether consensus can be reached on the uptake and use of digital technologies to such an extent that “good enough use” can be specifically defined. in addition, school leaders need to consider how to steer or support the uptake of digital technologies and to acknowledge that the social context and institutional culture in their school are vital to successful implementation. despite our inability to isolate key variables and analyze them individually, data suggested that sustained experiences with digital ecms helped participants begin to develop ptk for pbhi. teacher thinking about curriculum and instruction: a case study of a secondary social studies teacher. in the research, a discrepancy is sometimes implied between policy-makers, school and ambitions when it comes to digital technologies. third theme, “uptake and use of digital technologies in relation to teachers and teachers’ professional development”, is just as complex as the two previous themes. new technology and digital worlds: analyzing evidence of equity in access, use, and outcomes. participants also seemed to interpret structured differently from the digital ecm’s intent. through a survey of 570 teachers from 53 different primary schools, they examine the actual uses of digital technologies in line with the competencies outlined by the flemish government. supported by the responses to their questionnaires, vanderlinde and van braak (2010) call this the e-capacity of a school, understood as a school’s ability to create and optimize sustainable conditions at school and teacher levels in order to bring about effective change through digital technologies. they also argue that becoming familiar with digital technologies cannot be perceived as a linear process. they identify factors that obstruct the use of digital technologies in subject teaching, such as lack of time, difficulty in accessing enough computers for the students and the availability of data projectors in ordinary classrooms.
international journal of mathematical education in science and technology, 44(7), 972-983. digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. further, there appears to be a need for continuing research into teacher beliefs regarding the uptake and use of digital technologies in classrooms and on teachers’ related professional development (cf. well-designed digital technologies can support teaching and learning (manfra, 2014; swan & hofer, 2008) and help learners develop new meaning-making skills (säljö, 2010). according to mcgarr, there is still a lack of research that clearly shows that the uptake and use of digital technologies in school practices also changes the school structure and the theories used to enhance or facilitate teaching and learning. each phase consisted of participants (a) as learners, experiencing an activity modeling pbhi; (b) in small groups, exploring digital ecms; (c) collaboratively planning and implementing an activity informed by our pd program; and (d) together, debriefing each activity’s implementation. sixth member of the social studies department was the curriculum coach, kate. according to the results of the study it seems as though a process-oriented learning environment and an intensive use of digital technologies supported the development of student expertise. they present a model claimed to be effective for improving teachers’ digital technology skills and their ability to integrate and use digital technology in practice. article advances a continuing line of inquiry into the potential of digital educative curriculum materials to support teachers’ development of professional teaching knowledge. the participants’ then explored a set of digital ecms, and callahan facilitated a discussion of its four educative features. the first theme, “uptake and use of digital technologies in relation to policy”, seems to represent a struggle or discrepancy between the focus and ambition expressed at policy level and actual practices in schools. educative curriculum materials to develop social studies teachers’ professional teaching knowledge. the relation between digital technologies and how they are used in different school subjects is another prominent focus of research on this theme.. arenas of implementation and realization, (2) digital practices that are longitudinal and information-rich and that go beyond existing knowledge, and (3) initiatives for a renewal of theoretical and methodological approaches when designing and analyzing studies within the field. an important conclusion drawn is that structural and cultural school characteristics are relevant for promoting educational change in general and the uptake of digital technologies in particular. the final focus in this theme concerns the challenging issue for school leaders to live up to, or deal with, expectations from the surrounding society in relation to the use of digital technologies in school. in view of this we decided to employ “uptake and use” as “a phrase to simultaneously address both aspects of digital technologies, something in use and something about to be used in perhaps new and changing contexts”. in their overview of us research on digital technologies, warschauer and matuchniak (2010) highlight the importance of embracing cultural conditions and, according to them, research into the uptake and use of digital technologies and change should preferably be related to socioeconomic status (ses), student diversity and cultural differences in school. if a collegial exchange of experiences using digital technologies in educational contexts is found to foster pedagogical innovations and improve school effectiveness, then policy-makers and school administrators should pay more attention to both the institutional culture and the social context.