School teachers, academics and other members of the computing community came together through the study to address growing concerns that the design and delivery of the ICT and computing curricula in schools is putting young people off further study of the subject. The survey focused on ICT and computing as a school subject in the 5–19 curriculum in Finland, Japan, USA (Massachusetts), Canada (Ontario), and Singapore. It found that in some educational systems the subject areas of ICT and computing are not represented in the curriculum. In some they are optional and in others mandatory. The use of ICT is included in the curriculum more commonly than the technical aspects of computing, such as programming. The age at which the teaching of ICT is expected by the curriculum varies, from introduction at or before age six in Ontario and Massachusetts to first introduction at the age of 12 in Singapore and 14 in Italy. There is evidence, however, that many students use ICT earlier than the curriculum implies. The introduction of more technical computing skills occurs later, typically from the ages of 12–14 upwards. Adapted from publisher's description, which includes further findings from the survey. The full report is available online.
Subject HeadingsTeaching and learning
Information and Communications Technology (ICT)
United States of America (USA)
This report examines the academic and civic behaviour outcomes of teenagers and young adults who have engaged deeply with the arts in or out of school. In several small-group studies, children and teenagers who participated in arts education programs have shown more positive academic and social outcomes in comparison to students who did not participate in those programs. Such studies have proved essential to the current research literature on the types of instrumental benefits associated with an arts education. From Introduction. The full report is available online.
Key Learning AreasThe Arts
Subject HeadingsEducational evaluation
Arts in education
For decades teachers have known that quality instruction requires a careful matching of materials to students. The goal is to select materials that are neither too difficult nor too easy for students. To ensure that students learn to read increasingly complex texts, teachers have to understand what makes a text difficult. This book focuses on the quantitative and qualitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. It also examines how close readings of complex texts scaffold students' understanding and allow them to develop the skills necessary to read like a detective. From distributor's description.
Teaching and learning
Libraries Unlimited, 2010
Choosing Web 2.0 Tools for Learning and Teaching in a Digital World provides practical strategies and examples to effectively integrate Web 2.0 tools to support the inquiry process in the school library program and the classroom curriculum. Targeted for school librarians, this book addresses the questions: What is digital literacy?; How is learning different in a digital world?; and the most important questions, what are the best strategies, resources, and tools to support effective teaching and learning in a digital environment? The first two chapters of the book provides the important context for school librarians: research on student learning behaviours in a digital environment, Web 2.0 background and characteristics, and alignment with the new AASL Standards for the Twenty-first Century Learner and the Stripling Inquiry Process. Grades 4–12. From publisher's description.
Subject HeadingsSocial media
Teaching and learning
Continuum, July 2011
The educational world is increasingly dominated by 'network rhetoric'; not only are teachers and learners seen as participants in networks, the availability of low-cost electronic devices, collaborative environments and new forms of data 'born digital' have changed the nature of education research. How can researchers and research-informed practitioners best engage in and with networks and develop effective networking practices? How might networks and networking be conceptualised in order to frame and support their work in and on networks? How do networks relate to existing organisational forms and how might new networking practices emerge? This book draws on extensive research into educational networks in schools, colleges and informal education settings to explore these questions. Adapted from publisher's description.
Subject HeadingsEducation research
The publication presents some outcomes of a major professional learning project undertaken by ALEA Tasmania which provided teachers with opportunities to design, monitor and implement research based on powerful, accessible ideas about reading comprehension in their own classrooms. From publisher's description.
Key Learning AreasEnglish
English language teaching