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Selected Works

Secondary education

2005

Articles 1 - 3 of 3

Full-Text Articles in Education

What's In A Name? Why We Can't Learn With Mobile Phones, Elizabeth Hartnell-Young Jul 2005

What's In A Name? Why We Can't Learn With Mobile Phones, Elizabeth Hartnell-Young

Dr Elizabeth Hartnell-Young

A team from the University of Melbourne is exploring the potential of mobile camera phones to support learning in schools and TAFE colleges. This article discusses some of the findings of the study.

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Are Learning Technologies Making A Difference? A Longitudinal Perspective Of Attitudes, Katherine Dix May 2005

Are Learning Technologies Making A Difference? A Longitudinal Perspective Of Attitudes, Katherine Dix

Dr Katherine Dix

The call for quality research into the effectiveness of learning technologies is a common feature in much of the related literature and the broad question of how schools use technology to transform and improve the quality of student learning is one main area of concern. Projects like DECStech have flagged the need for research into student learning outcomes and the changes 'attributable to the use of learning technologies across the full spectrum of learning areas'. This three-year study involves nine schools that received support to embed ICTs throughout mainstream curricula and affords a unique opportunity to measure change. The resulting …

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Mathematics Teaching In The United States Today (And Tomorrow) : Results From The Timss 1999 Video Study, James Hiebert, James Stigler, Jennifer Jacobs, Karen Givvin, Helen Garnier, Margaret Smith, Hilary Hollingsworth, Alfred Manaster, Diana Wearne, Ronald Gallimore Dec 2004

Mathematics Teaching In The United States Today (And Tomorrow) : Results From The Timss 1999 Video Study, James Hiebert, James Stigler, Jennifer Jacobs, Karen Givvin, Helen Garnier, Margaret Smith, Hilary Hollingsworth, Alfred Manaster, Diana Wearne, Ronald Gallimore

Dr Hilary Hollingsworth

The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examined eighth-grade mathematics teaching in the United States and six higher-achieving countries. A range of teaching systems were found across higher-achieving countries that balanced attention to challenging content, procedural skill, and conceptual understanding in different ways. The United States displayed a unique system of teaching, not because of any particular feature but because of a constellation of features that reinforced attention to lower-level mathematics skills. The authors argue that these results are relevant for policy (mathematics) debates in the United States because they provide a current account of what …

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