Academic literature on the topic 'Information literacy – Study and teaching (Secondary) – Botswana'
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Journal articles on the topic "Information literacy – Study and teaching (Secondary) – Botswana"
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Jorosi, B. N., and G. G. Isaac. "Teaching Information Literacy Skills in Community Junior Secondary Schools in Gaborone, Botswana." Information Development 24, no. 2 (May 2008): 123–34. http://dx.doi.org/10.1177/0266666908091126.
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Majid, Shaheen, Schubert Foo, and Yun Ke Chang. "Appraising information literacy skills of students in Singapore." Aslib Journal of Information Management 72, no. 3 (May 18, 2020): 379–94. http://dx.doi.org/10.1108/ajim-01-2020-0006.
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PurposeTo investigate information literacy (IL) skills of secondary students in Singapore after integration of these skills into school curriculum. The study also explored cyber wellness skills of the students.Design/methodology/approachA survey questionnaire was used to collect data from 14 secondary schools, located in different geographical zones of the country. A total of 3,306 secondary students participated in this survey. A scoring scheme was devised to assess IL skills of the students.FindingsThe students achieved an overall mean score of 52.6%, which is considered as a “middle” level of IL competency. The students obtained high mean scores for two IL skills: “defining information task and analysing information gaps” (60.5%) and cyber wellness (60.1%). Lowest scores were achieved for two IL skills: “selecting information sources” (47.4%) and “appraising the information process and product” (48.0%).Research limitations/implicationsThis study has not investigated IL knowledge of teachers, responsible for teaching IL components. Similarly, content analysis of school textbooks, integrating IL skills, could be useful.Practical implicationsIt appeared that integration of IL skills into school curriculum showed limited success in imparting these skills. This paper suggests measures for improving the integration of IL skills into school curriculum. Findings of this survey will be useful to curriculum planners, education administrators, instructors teaching IL skills and school librarians.Originality/valueThis study was unique as, in addition to standard IL skills, it also investigated cyber wellness skills. It was desirable as now social media have become a popular source for information seeking and sharing.
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Yeung, Alice H. W., Connie B. L. Chu, Samuel Kai-Wah Chu, and Charmaine K. W. Fung. "Exploring junior secondary students’ plagiarism behavior." Journal of Librarianship and Information Science 50, no. 4 (September 1, 2016): 361–73. http://dx.doi.org/10.1177/0961000616666625.
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Inquiry project-based learning is a contemporary focus area in curriculum development around the world. This new learning approach requires students to locate appropriate information from various sources in order to satisfy their information needs under strict anti-plagiarism requirements. However, technological advancement inadvertently allows convenient plagiarism opportunities. Students must learn how to enhance their academic integrity and not to copy information directly from readily available sources like the Internet. This study investigated junior secondary students’ standard of academic integrity. Data was collected through information literacy tests, plagiarism checks on student group projects and structured interviews. Poor information literacy and language abilities were found to be potential factors behind poor academic practice, and academic integrity teaching proved to be largely effective. Therefore, related teaching should be further included in the school curriculum starting at the junior secondary level. Including a statement of academic honesty as part of school policy could also heighten students’ awareness of academic integrity and bring about plagiarism-free learning to actualize genuine education.
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Pang, Lu. "Teaching Mode of Library Information Literacy Course Based on Hierarchical Embedded Service." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 27. http://dx.doi.org/10.3991/ijet.v15i10.13995.
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With the development of computer technology and network processing technology, information literacy competency has become an essential ability for contemporary college students. The traditional teaching mode of information literacy takes the form of library literature retrieval. The teaching content is relatively boring and dull, and the teaching form is backward, which makes many students lack interest in learning and produces an adverse effect on students’ improvement of information literacy required by their professional study. For this reason, in this paper, “hierarchical embedded service mode” was applied in the learning of information literacy course and an embedded information literacy teaching network composed of three elements, that is, teachers, learners and librarians, was built. After that, targeted information literacy teaching methods were designed from the perspectives of program, object, teaching content, teaching methods and teaching staff. On this basis, a teaching feedback mechanism for information literacy course with entrepreneurship and innovation as the goals was set up, which included 5 primary categories, course content, teaching design, interface design, media technology, and course management, and 25 secondary categories. It was found in a teaching experiment that the students have been greatly improved in terms of autonomous learning ability, learning interest, classroom activity and reading ability.
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Kaļva-Miņina, Inga, and Sandra Murinska. "THE IMPORTANCE OF MEDIA LITERACY AND TEACHING METHODS IN SECONDARY SCHOOLS OF LATGALE." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 50. http://dx.doi.org/10.17770/er2019.2.4375.
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The article analyzes how students and teachers value media literacy and its activities, and which are the most appropriate methods and study subjects for implementing media literacy in schools. Based on the results of a survey of secondary school students and teachers, the role of media literacy in education is evaluated and solutions for media literacy activities introduced in schools are provided.The results of the survey show that students and teachers seem to be interested in the topic of media literacy, and although there is enough information, there are certain topics on which they would like to talk / learn more. Respondents also emphasize the essential role of practical activities in mastering the topic of media literacy.
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Chang, Yun-ke, Xue Zhang, Intan Azura Mokhtar, Schubert Foo, Shaheen Majid, Brendan Luyt, and Yin-leng Theng. "Assessing students’ information literacy skills in two secondary schools in Singapore." Journal of Information Literacy 6, no. 2 (November 17, 2012): 19. http://dx.doi.org/10.11645/6.2.1694.
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Appropriately measuring information literacy skills is essential to understand their educational impact as well as exploring pedagogies to improve teaching of these skills. This paper reports findings of a baseline study to understand the information literacy level of secondary school students in Singapore. A comprehensive instrument encompassing a new dimension of ethical usage of information as well as major IL principles and guidelines was developed for data collection. A total of 298 responses were gathered through the online survey. The findings indicate that overall there was a scope to improve students’ IL skills. That stated, higher order IL skills (such as information use, synthesis, and evaluation) demand more attention, as comparatively lower levels of proficiency were observed in this study.
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Thammasaeng, Patcharapon, Phadungchai Pupat, and Sawat Phetchaboon. "Needs Assessment of Information and Communication Technology Literacy (ICT Literacy) of Students in Secondary Educational Service Area." International Journal of Emerging Technologies in Learning (iJET) 11, no. 12 (December 8, 2016): 9. http://dx.doi.org/10.3991/ijet.v11i12.5798.
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The objectives of this research were (1) to study authentic situations of Information Communication Technology literacy of students in secondary educational service area (2) to compare situations of ICT literacy of students in secondary educational service area, divided in each levels (3) to examine need assessment of ICT literacy of students in secondary educational service area (4) to prioritise needs assessment of ICT literacy of students in secondary educational service area. The sample consisted of 340 ICT teachers, teaching in Grade 7 to 9 from schools in secondary educational service area in 2015. The sampling group was drawn from 2,343 ICT teachers by using multi-stage sampling technique. Data were collected by using questionnaire, in order to collect data of expected and authentic situations of students understanding about ICT. The questionnaires include 76 questions from 7 components in which the questionnaires were approved content validity from experts at level of 0.98 and 0.99, respectively. The statistics were used to analyse the data as follows: mean (M), standard deviation (SD), one-way ANOVA, Matrix analysis, priority needs index modified (PNI modified). The study revealed that (1) authentic situation of ICT literacy of students in secondary educational service area was found at “Moderate” level (2) authentic situation of ICT literacy of students in secondary educational service area, divided in levels was found “No different” (3) authentic situation of need assessment in 7 aspects (Define, Access, Manage, Evaluate, Integrate, Create and Communicate) fell in the third quadrant, in which means “Need to be improved” (4) prioritise need assessment from the most necessary to the least was found as follows: Manage, Evaluate, Create, Define, Access, Integrate and Communicate, respectively.
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Smith, Lauren N. "School libraries, political information and information literacy provision: findings from a Scottish study." Journal of Information Literacy 10, no. 2 (December 1, 2016): 3. http://dx.doi.org/10.11645/10.2.2097.
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This paper presents the findings of research which explored Scottish school libraries’ information provision and information literacy (IL) support in the run-up to two major political events: the 2014 Scottish Independence Referendum (SIR) and the 2015 General UK Parliamentary Election (GE). To do this, the project identified, through an online survey, what political information seeking secondary school students engaged in through school libraries, what information provision and IL support was available to students relating to political issues and events, and what barriers school libraries faced in providing these aspects of political education. It also identified what information seeking students engaged in, what levels of information provision and IL support relating to politics are provided by school libraries, and to explore the perceptions and experiences of library staff relating to work in this area. Analysis of the results indicates that there are mixed levels of provision across school libraries in Scotland and that this variation may be influenced by inconsistent policies from local councils and individual schools themselves, as well as variations in the experience and views of library staff. Key activities to support young people’s political education are identified, and several reasons library staff do not engage in political work are discussed. The findings are linked to previous research, with a discussion of the need to encourage and support school library staff to contribute to the political education of students alongside teaching staff. Several recommendations for schools and library staff are made, relating to a consideration of the role of school libraries, how they can provide relevant political information, the importance of clear policies around political information provision and the support required for school library workers.
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Yu, Halida, A. Abrizah, Rafedzi E.R.K, and Siti Nurul Maryam Abdullah. "Reinforcing information literacy development through a subject-focused resource-based project." Journal of Librarianship and Information Science 50, no. 4 (September 15, 2016): 386–98. http://dx.doi.org/10.1177/0961000616667799.
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This paper discusses the findings of research investigating the implementation of a resource-based school history project in Malaysian secondary schools. It seeks to understand how the project contributes towards students’ information literacy development. The study took place in selected secondary schools in Kuala Lumpur, Malaysia. A total of 23 students and 5 teachers from four schools participated in the study, employing (a) student focus group interviews, (b) teacher individual interviews, (c) observation, and (d) document analysis as the data collection techniques. In general, although the history project is considered a “research” project by teachers and students, it is found to be a cursory information-gathering and information-compilation type of assignment, which is fully guided by the project guidelines or instructions. While teachers employ a mixture of teaching approaches in the project instruction, the efforts are concentrated on subject matter-related issues such as subject content and project instructions fulfillment. The larger learning experience such as information literacy and learning skills development, as well as research and report writing enhancement, appear to be overlooked in the instructions. The findings also show that (a) information literacy is loosely defined, (b) the “information gathering and information compilation” of the project task is of a superficial nature, and (c) inadequate guidance from teachers has resulted in low information literacy development among students. This study highlights the critical need to address information literacy in the education system, design resource-based assignments with a clear information literacy focus, and the importance of support from teachers for successful development. It provides a foundation for further research on the development of information literacy-focused resource-based school project assignments.
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Glaze, Amanda. "Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science." Education Sciences 8, no. 1 (January 12, 2018): 12. http://dx.doi.org/10.3390/educsci8010012.
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It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field.
Dissertations / Theses on the topic "Information literacy – Study and teaching (Secondary) – Botswana"
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Spielmann, Christopher David. "Information literacy of high school students in Kenya : the impact of teacher training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193546.
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This study investigated the Information Literacy levels of High School students in Kenya and has examined the relationship between these and the frequency of access to ICT and the internet. The level of teacher training in ICT and its impact on Information Literacy was also explored.
An Instrumental case study approach was used to assess the Information Literacy levels of students in 4 High schools in the North Rift of Kenya. Teachers from each school outlined their training and the extent of their ICT use with the students.
It was found that the frequency of access that students had to ICT and to the internet had a positive impact on their ability to evaluate information and its sources critically. This correlation was found to be stronger if the access was outside of school. However, students with more frequent access were not better at retrieving information efficiently or at determining the nature and extent of information needed.
The 4 schools involved in the study all had at least one teacher with advanced ICT training such as a computer science degree, however the majority of teachers at these school had only received training in the use of software packages or had not received any formal ICT training. The study found that there was a strong correlation between the level of teacher training and the extent to which they allowed students to use ICT in their lessons.
The need for teacher training in pedagogic techniques for ICT was highlighted, as was the need for Information Literacy to be explicitly taught within the Kenyan High School Curriculum.published_or_final_version
Education
Master
Master of Science in Information Technology in Education
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Mugabe, Mover M. "Information resources, information skills and education : an exploratory study of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10927.
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Bibliography: leaves 155-160.One of the fundamental challenges of the information era is how to ensure that the majority of the members of a given society are information literate in order to deal with problems of inequitable access to and use of information as an empowerment tool for socio-economic progress. A variety of educational and training strategies have been developed and tried in different parts of the world to address this challenge. This study investigates the nature of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries in such a process.
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Revelle, Carol L. "Constructing Transformative Experiences Through Problem Posing in a High School English Research Project." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9919/.
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This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.
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Tai, Tsz-mei, and 戴子薇. "A study of teacher usage of the internet as preparation for developinginformation literacy in students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B39848681.
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Ottati, Daniela F. "Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1851.
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The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption.
In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II.
The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS.
The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge.
The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.
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Dube, Sibongakonke. "The role of public libraries in enhancing information literacy skills (ILS) of senior secondary school students in the Central District in Botswana." Diss., 2018. http://hdl.handle.net/10500/24930.
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Modern day society is characterised by the availability of technology and the abundance of information in all formats that require all individuals using it to poses information literacy skills (ILS).ILS enable people the ability to locate, analyse, evaluate access and retrieve the desired information to satisfy a need. Research on IL in academic and school libraries has gained momentum in the field of Information Science where as little has been documented concerning public libraries and IL. This therefore calls for more research on IL in public libraries. Public libraries serve a wide and diverse community of which students are a part. In instances where school libraries are either non-existent or not developed, students seek assistance from the public library within their community. This study sought to investigate the role of public libraries in enhancing the ILS of senior secondary school students in the Central District in Botswana. The fact that school libraries in Botswana are underdeveloped to produce competent and confident students equipped with ILS that could be used in the work environment and continuous lifelong learning, motivated the study. A concern that there exists a gap in research concerning public libraries and IL within the Botswana context necessitated this study.
The study used a survey research design where both quantitative and qualitative research approaches were adopted. This involved the collection and analysis of quantitative and qualitative data. The purpose of a mixed methods approach was based on the idea that qualitative results could assist in explaining and interpreting the findings of a quantitative study. Data collection involved three sets of closed ended questionnaires and observations in all schools and public libraries. The population of the study consisted of public librarians, teacher librarians and students. Quantitative data were analysed using the Statistical Packages for Social Sciences (SPSS) to generate statistics.
The findings of the study revealed that the public libraries in the Central District in Botswana are above average in terms of materials and use. It brought to light that senior secondary school students use the public libraries for school purposes and get assistance when they seek for it. Public librarians do not have special classes aimed at enhancing the ILS of students. The public libraries offer IL in the form of computer training, they do this as, and when students register, just like the other members of the community. The library’s contribution to enhancement of the students’ ILS, (study skills, reading skills and use of reference works) is somewhat limited. Limited resources, lack of reading culture, low budgets, and lack of support from government negatively challenge the full potential impact of IL enhancement.Information Science
M. Inf. Sc.
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Sedisa, Kitso Nkaiwa. "The use of information technology in improving decision making and planning in the management of Senior Secondary Schools in Botswana." Thesis, 2002. http://hdl.handle.net/10500/849.
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Mutungi, Benjamin Kasyoki. "The status of school libraries in Kenya : the case of public secondary schools in Nairobi County." Diss., 2012. http://hdl.handle.net/10500/8765.
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For school libraries to sufficiently contribute to better information skills’ development and creation of a culture of lifelong learning among students, they require backing through well articulated policies both at national and individual school level. This study investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68% for school principals and 66% for school librarians, this study established that although the majority of the schools had school libraries, these were individual schools’ efforts. There were no government policies on school libraries and most of the schools lacked explicit library policies. Additionally, they had not embraced contemporary trends in technology and the major impediment was lack of financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should come up with national policies that will entrench school libraries in the education system.Information Science
MA (Information Science)
Books on the topic "Information literacy – Study and teaching (Secondary) – Botswana"
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Lisa, Churchill, and Mason Lucy 1944-, eds. Teaching & testing information literacy skills. Worthington, Ohio: Linworth Pub., 2005.
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Fiona, Hunt, ed. Hands-on information literacy activities. New York: Neal-Schuman Publishers, 2003.
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Steph, Capra, ed. Information literacy toolkit. Chicago: American Library Association, 2001.
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Steph, Capra, ed. Information literacy toolkit. Chicago: American Library Association, 2001.
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Iannuzzi, Patricia. Teaching information literacy skills. Boston: Allyn and Bacon, 1999.
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Education, Durham Board of. Information and electronic literacy: A curriculum for the information age. Whitby, Ont: The Board, 1997.
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Michael, Eisenberg. Teaching information & technology skills: The Big6 in secondary schools. Worthington, OH: Linworth Pub., 2000.
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A, Lowe Carrie, Spitzer Kathleen L, and Spitzer Kathleen L, eds. Information literacy: Essential skills for the information age. 2nd ed. Westport, Conn: Libraries Unlimited, 2004.
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Jane, Birks, ed. More hands-on information literacy activities. New York: Neal-Schuman Publishers, 2008.
Find full textBook chapters on the topic "Information literacy – Study and teaching (Secondary) – Botswana"
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Angeli, Charoula, and Nicos Valanides. "A Socio-Technical Analysis of Factors Affecting the Integration of ICT in Primary and Secondary Education." In Information Communication Technologies, 1590–610. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch111.
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We live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of socio-technical systems. Specifically, teachers’ knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed.
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Gyaase, Patrick Ohemeng, Samuel Adu Gyamfi, Alfred Kuranchie, and Faustina Scholarstica Koomson. "The Integration of Information and Communication Technology in Pre-University Education in Ghana." In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 109–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch009.
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Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.
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Bledsoe, Christie, and Jodi Pilgrim. "Challenge-Based Learning Using iPad Technology in the Middle School." In Student Engagement and Participation, 709–32. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch036.
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Instructional models such as Challenge-Based Learning (CBL) reflect changes in traditional methods of teaching. CBL, developed by Apple, promotes problem-based learning, where collaboration and hands-on learning are key elements in the process (Larmer, Ross, & Mergendoller, 2009). Today's learners must develop information literacy and media literacy skills to communicate by way of 21st century tools, and new instructional models reflect these changes. The integration of technology in the classroom has affected education models in elementary and secondary schools across the nation. This chapter presents a mixed-methods study of a middle school involved in a one-to-one iPad initiative. In order to promote student-centered instruction through the use of technology, the middle school adopted a CBL model of instruction. This examination of teachers' concerns with pedagogy and technology depicts readiness for integration and implications of new innovations. The process of change and technology integration is addressed in this chapter.
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Bledsoe, Christie, and Jodi Pilgrim. "Challenge-Based Learning Using iPad Technology in the Middle School." In Tablets in K-12 Education, 238–61. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6300-8.ch014.
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Instructional models such as Challenge-Based Learning (CBL) reflect changes in traditional methods of teaching. CBL, developed by Apple, promotes problem-based learning, where collaboration and hands-on learning are key elements in the process (Larmer, Ross, & Mergendoller, 2009). Today's learners must develop information literacy and media literacy skills to communicate by way of 21st century tools, and new instructional models reflect these changes. The integration of technology in the classroom has affected education models in elementary and secondary schools across the nation. This chapter presents a mixed-methods study of a middle school involved in a one-to-one iPad initiative. In order to promote student-centered instruction through the use of technology, the middle school adopted a CBL model of instruction. This examination of teachers' concerns with pedagogy and technology depicts readiness for integration and implications of new innovations. The process of change and technology integration is addressed in this chapter.
Conference papers on the topic "Information literacy – Study and teaching (Secondary) – Botswana"
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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.
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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.
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Tomori, Tímea, Tibor Koltay, and Vincas Grigas. "Középiskolai tanárok információs műveltségi attitűdjei egy nemzetközi kérdőíves vizsgálat eredményeinek tükrében." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.300.
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A nemzetközi szakirodalom azt mutatja, hogy a tanárok szerepe rövid idő alatt drámai változáson ment keresztül, beleértve a digitális kompetenciák egyre növekvő jelentőségét. Ez igaz az információs műveltségre is, bár úgy tűnik, hogy a követelményeket erőteljesebben befolyásolja a digitális kompetenciák előtérbe kerülése, ami az információs műveltség fogalmával kapcsolatosan tapasztalható zavart is megmagyarázhatja. Több empirikus kutatás az mutatja, hogy számos középiskolai tanár nem ismeri ezt a kifejezést, és következetlenek a meghatározásában is, sőt van, aki tanítja az információk keresését, szűrését és értékelését, de az információs műveltség megemlítése nélkül teszi ezt. A fentieket figyelembe véve, kutatásunkkal arra kívántuk felhívni a figyelmet, hogy az információs műveltségnek van létjogosultsága az iskolapedagógiai gyakorlatban, ugyanakkor sok problémát kell még ezen a területen megoldani. Kutatásunk közvetlen célja az volt, hogy felmérjük az információs műveltség fejlesztésének gyakorlatát Magyarországon, Lengyelországban és Litániában, összehasonlítva az ezekben az országokban dolgozó középiskolai (9-12. évfolyamon tanító) tanárok ez irányú ismereteit és attitűdjét. A feltett kérdésekre kapott válaszok azt mutatják, hogy a vizsgálatba bevont pedagógusok többsége túlbecsüli az információs műveltséggel kapcsolatos készségeit és tudását. Többnyire rövid projektek során valósítottak meg az információs műveltséggel kapcsolatos programokat, amelyek azonban nem voltak alkalmasak arra, hogy akár csak magukat a tanárokat is szakszerűen felkészítsék a kommunikáció- és médiatudomány, illetve az információk felhasználásának, kezelésének, valamint azok tanításának elméletére és gyakorlatára. ----- Information literacy attitudes of secondary school teachers in the light of the results of an international questionnaire ----- The literature shows that the role of teachers has changed dramatically in a short period of time, including the growing importance of digital competencies. This is also true for information literacy, although requirements appear to be more strongly influenced by the rise of digital competencies, which may also explain the confusion surrounding the concept of information literacy. Several empirical studies show that many teachers, working in secondary education are unfamiliar with this term and use its definition inconsistently. Some of them teach how to search for, filter, and evaluate information, but do so without mentioning information literacy. In view of the above, our research aimed to draw attention to the fact that information literacy has a raison d'être in school pedagogical practice, but many problems still need to be solved in this area. The direct aim of our research was to assess the practice of developing information literacy in Hungary, Poland and Lithuania by comparing the knowledge and attitudes of secondary school (teachers in grades 9-12) working in these countries. The answers to the questions asked show that the majority of teachers involved in the study overestimate their skills and knowledge in information literacy. Most of the time, information literacy programs were implemented as short projects, which, however, were not suitable to train even the teachers themselves in the theory and practice of communication and media science and the use, management and teaching of information.