New publicationsYear 12 Curriculum Content and Achievement Standards
Australian Council for Educational Research (ACER),
February 2007
This report presents the results of a study of the content, curriculum and standards of Year 12 subjects across Australia in English, Mathematics, Physics, Chemistry and Australian History. It reveals that there is already a high degree of consistency in course content across the country in key subjects, increasing the feasibility of a common curriculum in at least some subjects. The report estimated that 90 per cent of the content of Advanced Mathematics courses, 85 per cent of the content of Physics courses, and 95 per cent of the content of Chemistry courses in the senior school was common across all Australian States and Territories. The study also found a high level of consistency in what subject experts considered ‘essential’ curriculum content in these three subjects. (Adapted from ACER media release, 2 February 2007). Julie Bishop, Australian Government Minister for Education, has commented on the report in her address to the Committee for the Economic Development of Australia. See her media release, 1 February 2007. See also article in The Australian and report in The Age, 2 February 2007. Key Learning AreasStudies of Society and EnvironmentScience Mathematics English Subject HeadingsMathematics teachingEnglish language teaching History Physics Chemistry Senior secondary education Federal-state relations Education policy Curriculum planning Critical Technology Issues for School Leaders
Corwin Press,
December 2006
The author considers critical technology issues for school leaders and outlines strategies to help schools keep pace with technological developments. Suggested strategies cover four key topics, with the importance of regular, effective use of technology in teaching and learning emphasised throughout. Under the topic of new literacies, the book outlines recent technological advances and methods for integrating them into schools. A section on students and teachers covers teacher professional development, class blogs and using ICT in distance learning. Infrastructure issues such as cost-management, software and network resources and the role of technology coordinators are discussed, followed by legal and safety issues such as copyright, plagiarism, home–school communication and Internet safety and security. Reflective questions and additional resources are listed throughout the book. (Adapted from publisher's description.)
Key Learning AreasTechnologySubject HeadingsSchool principalsSchool administration Information management Information and Communications Technology (ICT) The Cambridge Handbook of Multimedia Learning
Cambridge University Press,
October 2005
The publication provides an overview of research and theory in computer-based multimedia learning to date. Contributions seek to explore the various cognitive processes adopted when learning with multimedia to identify the most effective processes for specific situations. A range of multimedia environments are considered, including online instruction, interactive lessons, simulation games, virtual reality and computer-supported classroom presentations. The book begins by focusing on cognitive theories, models and principles of multimedia learning. A discussion of advanced principles considers the learner and learning situation, with articles on collaboration, prior knowledge, animation and navigation. One section focuses on multimedia learning across reading, second language learning, chemistry and other content areas, while another focuses on advanced computing situations, with articles on virtual reality, hypermedia, e-courses and games, simulations and microworlds. (Adapted from publisher's description.)
KLA Subject HeadingsElearningInformation and Communications Technology (ICT) Multimedia systems Integrating Information Technology into the Teacher Education Curriculum: Processes and Products of Change
The Haworth Press,
2004
The book argues that student teachers should not only know how to use computers but that they should also be taught to use technological tools to teach more effectively. The editors outline how specialist teams have led technology integration reforms at the education faculty of one US university. Readers are provided with advice on how to create their own similar teams, which involve instructors in general teacher education and those taking specific subject areas. Training and collaboration opportunities for integrating technology among staff are identified, along with ways to facilitate alignment within the university and with school districts and state systems. Case studies detail how individual instructors have incorporated technology into specific courses. (Adapted from publisher's description. Also available from DA Information Services.)
KLA Subject HeadingsTeacher trainingInformation and Communications Technology (ICT) Harnessing the Power of Video Games for LearningThe USA's National Summit on Educational Games 2005 brought together a range of stakeholders to discuss ways to harness and develop digital games for learning. Discussions focused on four key questions: aspects of learning inherent in gaming, research to identify appropriate gaming features and development difficulties specific to the education sector as well as appropriate pedagogy and school management practices to best utilise games in education. Key benefits, needs and challenges are identified in the report. Practical skills training, training for high-performance situations, complex decision making, skill reinforcement and team building were identified as some of the potential learning benefits linked to educational gaming. The report suggests that educational gaming may also improve performance in class in terms of time on task and motivation by providing practical experience of theoretical concepts and by scaffolding and personalising learning. It includes a call for further research to decide which gaming features are important for learning and suggestions for reducing the commercial risks currently faced by game suppliers. The report calls for ongoing evaluation of educational games to compare the potential advantages gaming offers over conventional instruction methods. Major recommendations for the US Government, business community and educational institutions are outlined. (Adapted from report summary.) Key Learning AreasTechnologySubject HeadingsAudiovisual educationComputer-based training Information and Communications Technology (ICT) Enabling the 21st Century Learner: an E-learning Action Plan for Schools 2006–2010
Learning Media Ltd,
2006
E-learning goals for New Zealand schools are outlined in this plan, along with details of the projects, tools and resources that are being developed to help schools address these goals. Alongside the work and priorities of schools and the Ministry of Education, the plan also incorporates recommendations from the National Library of New Zealand and other agencies. The e-learning goals are related to effective teaching and school leadership; family, whānau and community participation; evidence-based practice; infrastructure systems and standards; and administration and support systems. For each goal, a series of outcomes and related actions are provided. The report also identifies how the e-learning strategy will contribute to New Zealand’s Schooling Strategy over the next five years. (Adapted from report.)
Key Learning AreasTechnologySubject HeadingsNew ZealandElearning Information and Communications Technology (ICT) |