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New publicationsLearning on the Move, Mobile Technologies in Business and Education
Australian Flexible Learning Framework,
August 2005
This report provides an overview of the current and potential usage of mobile technologies across business and education in Australia. The report outlines how M-learning can be used to meet current demands for self-directed learning that is unconstrained by time, place and formal structures. M-learning is highly cost-effective, and being readily accessed by the public; 88 per cent of young Australians currently own a mobile phone. While 'early adopter' students and teachers have used smart phones and PDAs in classroom learning, the rate of adoption has been slower than that in the business sector. Reasons for this include age and knowledge of teachers, costs, and lack of suitable hardware and software for the education sector. M-learning also offers a level of interactivity, and has the potential to support new, constructivist learning opportunities. According to the report, M-users also tend to have advanced information-searching and evaluation skills which should be accommodated by appropriate M-based pedagogy. Collaborative learning and success with disadvantaged and disengaged students are some of the other benefits provided by M-learning. (Adapted from news release and report.)
KLA Subject HeadingsInformation managementInformation and Communications Technology (ICT) One Child at a Time: Making the Most of Your Time with Struggling Readers, K-6
Stenhouse Publishers,
2006
The author draws on her experience as a literacy specialist, classroom teacher and consultant to present a framework for teachers to help struggling readers. Through the four-step framework, teachers focus on each student’s specific behaviours, needs and learning history. The book shows teachers how to use theoretical and practical approaches to analyse each student’s learning, design targeted instruction, and then assess and refine the teaching in conferences with the child. Examples of actual student conferences show how to intervene, instruct and assess at the right time, while follow-up assessment and analysis examples for following days and weeks are also included. The various examples presented show how to use the framework with a range of different learners, including early years, ESL and senior primary students experiencing literacy difficulties. (Adapted from distributor's description.)
Key Learning AreasEnglishSubject HeadingsEnglish language teachingReading 'Problem' Girls: Understanding and Supporting Troubled and Troublesome Girls and Young Women
Routledge Falmer,
2005
A collection of contributions explore the school experience of girls, covering their classroom behaviour, experiences of poverty, race and gender, mental health problems, violence, sexuality and related topics. The book aims to show how existing stereotypes of ‘good girls’ and ‘bad boys’ lead to increased stigma for girls who have difficulties at school. However, the editor avoids categorising ‘problem’ girls, instead examining pressures that may cause problems for all girls. One chapter on classroom processes explores how girls are excluded by high-status, masculine boys. Another chapter discusses how poverty often excludes girls from full participation in school. (Adapted from review by Jean Kane in Gender and Education, vol 18, no 5, September 2006, pp 561–565.)
KLA Subject HeadingsGirls' educationSchool Choice: The Three Essential Elements and Several Policy OptionsThis report seeks to address recent debates over school zoning, performance-based pay for teachers and school operation grants in KLA Subject HeadingsSchools financeSchools School administration Taking Science to School: Learning and Teaching Science in Grades K–8
National Academies Press,
2007
Science Learning: Kindergarten through Eighth Grade is a three-year research study exploring the quality of science learning for K–8 students in the Key Learning AreasScienceSubject HeadingsScience teachingScience literacy A Teacher Librarian Advocate's Guide to Building Information Literate School Communities
ASLA,
2006
The guide outlines the role of libraries and librarians in developing critical information literacy skills for life and learning. It is designed to show teacher librarians and library advocates how they can demonstrate the value of information literacy skills and the role of school libraries and librarians, and create partnerships with government, education, business and other sectors. Ways to expand existing programs to incorporate information literacy skills across the curriculum are also outlined. In a section covering the communications plan, the guide outlines goals, key messages and how these are best conveyed to various target audiences across the community. Other sections outline key messages and talking points, explaining information literacy and making the case for the role of libraries and teacher librarians in today's society. Sample questions and answers on the issues are included along with a student learning matrix and listings of information literacy resources and organisations. Sample publicity materials include a news release, a public service announcement, a newspaper article and a speech. The Australian School Libraries Association (ASLA) has adapted an original Guide from the American Library Association (ALA). (Adapted from Introduction.) KLA Subject HeadingsTeacher-LibrariansSchool libraries Information services Information literacy Libraries |