Deep Impact: A Study of the Use of Hand-Held Computers for Teacher Professional Development in Primary Schools in the Global South

Autor/inn/en	Leach, Jenny; Patel, Rakhee; Peters, Alexis; Power, Thomas; Ahmed, Atef; Makalima, Shumi
Titel	Deep Impact: A Study of the Use of Hand-Held Computers for Teacher Professional Development in Primary Schools in the Global South
Quelle	In: European Journal of Teacher Education, 27 (2004) 1, S.5-28 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Educational Technology; Foreign Countries; Professional Development; Elementary Education; Elementary School Teachers; Interviews; Teacher Attitudes; Cooperation; Computers; Teaching Methods; Egypt; South Africa + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Ausland; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Lehrerverhalten; Co-operation; Kooperation; Digitalrechner; Teaching method; Lehrmethode; Unterrichtsmethode; Ägypten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The Digital Education Enhancement Project (DEEP) is investigating the ways in which new technologies can improve the teaching of literacy, numeracy and science in primary schools in Egypt and South Africa. Forty-eight primary teachers (24 in each country) have been carrying out a sequence of classroom-focused professional development activities, using a range of new technologies. Each teacher has been provided with a hand-held computer and pocket camera for use throughout the project. This study reports on the use made of these devices by teachers and students over a 12-month period. The data drawn on include pre- and post-project questionnaires and teacher interviews, together with observations of teachers and students using the hand-held computers. The findings of the study indicate that use of the hand-held computers has: (1) Enhanced teacher professional capability by: widening opportunities for professional planning; extending their range of pedagogic practices and subject knowledge; permitting new forms of teacher-to-teacher cooperation; (2) Improved teacher professional development in relation to: the way students view their teachers; the way local communities perceive the school; teachers' aspirations for future personal development; (3) Varied in relation to context, particularly with respect to: teacher access to adjacent technologies; geographical location; local educational and cultural practices; home language. The study suggests that future research and development should exploit the potential for improvement and the conditions in which such outcomes can be realized, and further investigate the potential of state of the art technologies for contributing to teacher education in developing contexts. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10