Discovery and Use of Online Learning Resources: Case Study Findings

Autor/inn/en	Recker, Mimi M.; Dorward, James; Nelson, Laurie Miller
Titel	Discovery and Use of Online Learning Resources: Case Study Findings
Quelle	In: Educational Technology & Society, 7 (2004) 2, S.93-104 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Science Teachers; Case Studies; Educational Resources; Mathematics Teachers; Teacher Attitudes; Instructional Materials; Use Studies; Teacher Motivation; Barriers; Middle School Teachers; Secondary School Teachers; Educational Technology; Computer Uses in Education; Internet; Electronic Libraries; Computer Software Evaluation; Programming; Search Strategies; Utah + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Bildungsmittel; Mathematics; Mathematik; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Benutzerschulung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Computernutzung; Digitale Bibliothek; Elektronische Bibliothek; Softwareanalyse; Programmierung; Suchstrategie
Abstract	Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called "learning objects." Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article describes a case study of mathematics and science teachers' practices and desires surrounding the discovery, selection, and use of digital library resources for instructional purposes. Findings suggest that the teacher participants used a broad range of search strategies in order to find resources that they deemed were age-appropriate, current, and accurate. They intended to include these resources with little modifications into planned instructional activities. The article concludes with a discussion of the implications of the findings for improving the design of educational digital library systems, including tools supporting resource reuse. (Contains 2 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10