363 research outputs found
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Acceptance or challenge? A review of "The Curriculum in the Classroom" edited by Hugh Barr and Peter Gordon (1995)
No full textBring Your Own Device (BYOD) and Teacher pedagogy in a New Zealand primary school
No full textThe practice of students bringing their own mobile devices (BYOD) to school is increasingly being used to leverage digital learning opportunities in New Zealand schools. This paper presents a summary of the findings from a case study that explored the experiences of three primary school teachers as they introduced BYOD into their classrooms for the first time. The aim of the study was to understand the impact BYOD had upon their pedagogical practices and to identify factors that influenced these practices. The paper includes recommendations for schools and teachers who may be considering implementing BYOD in the future
A common core for a common culture? The introduction of a general education curriculum
No full textAt a time when there is potential for much debate about the 'proper' constitution of a national curriculum for New Zealand schools, it is useful to reflect upon the origins of our current core curriculum and the reasons for its introduction. This paper argues that, coinciding with the election of the first Labour government, there was increasing official agitation for post-primary school curricula to be substantially revised. Departmental officials and some prominent post-primary educators began to assert that an extensive general education (core) curriculum ought to be devised and made more readily available to pupils, and that curricular reform should take greater account of the full range of vocational opportunities available to adolescent boys and girls. The Thomas committee, set up in 1942 to consider these (and other) matter, concluded in favour of introducing a core curriculum common to all pupils regardless of either the type of post primary school they attended or the vocation they intended to pursue. Mason and Beeby - the Minister and Director of Education respectively - lent their full support to the committee's recommendations, and confidentially expected school teachers to view the report sympathetically. This paper concludes that in post war New Zealand teachers did not promptly endorse the committee's education philosophy. The overwhelmingly high public demand for the School Certificate qualification, which led to general education studies often being displaced by vocational subjects, did not assist the cause. These factors, taken together, ensured that curricular reform proceeded less smoothly and more slowly than some of its advocates had anticipated
Devices, distractions and digital literacy: ‘Bring your own device’ to polytech
No full textThe purpose of this study is to investigate the ways polytechnic students use personal mobile devices to support their learning. This study used purposive sampling and mixed methods to generate data about student ownership and use of mobile digital devices within a single institution. Findings reveal patterns of device ownership, insights into how students use devices in class, and a comparison between student and tutor perceptions, including both conflicting assumptions and shared concerns. Implications are suggested for managing devices and distractions, enhancing digital literacy for both students and teachers, and pedagogical development