No Proven Effectiveness, No Sustainable Change Proposal for strategic approach to the computerization of education on the basis of 30 years of experience Assessing the effects of ICT in education: Indicators, criteria and benchmarks for international comparisons Ispra, April 27-8 2009 Roni Aviram
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
No Proven Effectiveness, No Sustainable ChangeProposal for strategic approach to the computerization of education on the basis of 30 years of experienceAssessing the effects of ICT in education: Indicators, criteria and benchmarks for international comparisonsIspra, April 27-8 2009
Center for Futurism in Education
1. Concerning the desired framework for research, educational and change processes and discussions:
The ideal – template for defining any policy:
support for planning (self-regulation)
support for personalization
support for personalization
support for reflection (SRL)
support for reflection + monitoring (SRL)
support for self-regulation + personalization
Aceto, S., Dondi, C., Koskinen, T. & Kugemann, W. F. (Eds.) (2004). Technologies for the Knowledge Society & Lifelong Learning: Key Findings & Suggestions for Action. POLE Observatory for Lifelong Learning and Employability. Brussels: MENON Network EEIG.
Aceto, S., Dondi, C., Koskinen, T. & Kugemann, W. F. (Eds.) (2004). Lifelong Learning Policies & Practice: The drive of ICT. POLE Observatory for Lifelong Learning and Employability. Brussels: MENON Network EEIG.
Aviram, A. & Richardson, J. (2004) “Introduction: A Turtling Tale, From Papert to Present”, in: Aviram, A. & Richardson J. (eds.) (2004) Upon What Does the Turtle Stand? Rethinking Education for the Digital Age, 1-24, Kluwer Academic Publishers, Dordrecht, Netherlands.
Aviram, A. & Richardson, J. (2004) Upon What Does the Turtle Stand? Rethinking Education for the Digital Age (eds.), Kluwer Academic Publishers, Dordrecht, Netherlands.
Aviram, A. & Talmi, D. (2004) “The Merger of ICT and Education: Should it Necessarily be an Exercise in the Eternal Recurrence of the Reinvention of the Wheel?”, in: Hernandez, F., & Goodson, I. F. (eds.), Social Geographies of Educational Change, 123-42. London: Kluwer.
Aviram, A. & Talmi, D. (2005) “The Impact of Information and Communication Technology on Education: The missing discourse between three different paradigms”, E-Learning Journal 2,2, 169-91.
Aviram, A. (2000) “ICT and Education: From ‘Computers in the Classroom’ to Mindful Radical Adaptation by Education Systems to the Emerging Cyber Culture”, Journal of Educational Change 1,4, 331-352.
Aviram, A. (2002) “Will Education Succeed in Taming ICT?”, in: Sancho, J. (ed.) Proceedings of the II European Conference on Information Technologies in Education and Citizenship: A Critical insight, Barcelona, June 26-28, 2002.
Aviram, A. (forthcoming) Navigating through the Storm: Education in Postmodern Democratic Society, Sense Publishers, Rotterdam.
Aviram, A. (forthcoming) The Futuristic School, Sense Publishers, Rotterdam.
Balanskat, A., Blamire, R. & Kefala, S. (2006). projects:The ICT Impact Report: A review of studies of ICT impact on schools in Europe. Bruxelles: European Schoolnet.
Condie, R. el al. (2007) The impact of ICT in schools: a landscape review, Coventry: Becta.
Delrio, C. & Dondi, C. (Eds.) (2005). Understanding Change, Adapting to Change, Shaping the Future: Change Drivers, Trends & Core Tensions for European Learning Systems & Educational Policies. Brussels: MENON Network EEIG.
Dondi, C. (Ed.) (2002). Change in European Education and Training Systems related to Information Society Technologies. L-CHANGE Observatory on ICT related Change in Education and Training Systems. Yearly Report 2001/2002. London: Middlesex University Press.
Dondi, C. (Ed.) (2003). Change in European Education and Training Systems related to Information Society Technologies. L-CHANGE Observatory on ICT related Change in Education and Training Systems. Yearly Report 2003/2004. Brussels: MENON Network EEIG.
Elliot, D. (2007). Recent Trends in Online Teacher Training. IATEFL CALL Review, Summer 2007, 11-22.
Ertmer, P. A., Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-72.
Gaytan, J. (2007). Visions shaping the Future of Online Education: Understanding its Historical Evolution, Implications and Assumptions. Online Journal of Distance Learning Administration, 10,2.
Hutti, D. (2007). Online Learning, Quality, and Illinois Community Colleges. MERLOT Journal of Online Learning and Teaching, (3)1, 18-29.
Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates.
Mergel, B. (1998). Instructional Design and Learning Theory. Occasional Papers in Educational Technology. Retrieved January 22, 2008 from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
Meyer, J. W. & Rowan, B. (1992) “The Structure of Educational Organisations”, in J. W. Meyer, & W. R. Scott (eds.), Organisational Environments: Ritual and Rationality, 179-197. Newbury Park: Sage.
Morphew, C. C. & Huisman, J. (2002) “Using Institutional Theory to Reframe Research on Academic Drift”, Higher Education in Europe, 27(4), 491-506.
Müller, J. et al. (2007) “The socio-economic dimensions of ICT-driven educational change”, Computers & Education, 49,4, 1175-1188.
Nam, C. S., & Smith-Jackson, T. L. (2007). Web-Based Learning Environment: A Theory-Based Design Process for Development and Evaluation. Journal of Information Technology Education. Retrieved January 18, 2008 from http://jite.org/documents/Vol6/JITEv6p023-043Nam145.pdf
Pelgrum, W. J. (2008) “School Practices and Conditions for Pedagogy and ICT”, in: Law, N., Pelgrum, W. J. & Plomp, T. (Eds.) Pedagogy and ICT Use in Schools Around the World: Findings from the IEA Sites 2006 Study, Springer.
Punie, Y., Zinnbauer, D & Cabrera, M. (2006) A Review of the Impact of ICT on Learning, JRC Technical Notes. Seville: European Commission, Joint Research Centre.
Rowlands, I. et al. (2008) “The Google generation: the information behaviour of the researcher of the future”, Aslib Proceedings: New Information Perspectives, 60,4, 290-310.
Schunk, D. H. (2000). Learning theories: an educational perspective. Columbus, Ohio: Merrill.
Siegler, R. S. (1986). Children's thinking. New Jersey: Prentice Hall.
Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved January 9, 2008 from http://www.elearnspace.org/Articles/connectivism.htm
Southern Regional Education Board's Educational Technology Cooperative (2006). Standards for Quality Online Courses. Retrieved September, 17 2007 from http://www.sreb.org/programs/edtech/pubs/2006Pubs/06T05_Standards_quality_online_courses.pdf
Danny Glick, on the extent to which scientific papers on e-learning follow the positions they represent (BGU)
Yoav Armony, on why doesn’t IT happen (BGU)
Center for Futurism in Education