Title:	PEDAGOGY AND E-LEARNING: IS THE CART BEFORE THE HORSE?
Author(s):	Anthony Jones
ISBN:	978-972-8924-83-6
Editors:	Miguel Baptista Nunes and Maggie McPherson (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen)
Year:	2009
Edition:	V II, 2
Keywords:	Classroom practice, Teacher professional development
Type:	Reflection Paper
First Page:	229
Last Page:	232
Language:	English
Cover:
Full Contents:	click to dowload
Paper Abstract:	Ideas and reflections about classroom pedagogy in an era when some aspects of traditional schooling appear to be turned on their heads are discussed. Today it is quite common for students to be more accomplished users of the new modes of electronic communications that either their parents or their teachers. The ideas presented arise from analysis and interpretation of strategies used by teachers when teaching with some form of information technology (IT). The data discussed were collected in several small-scale studies of teaching with various types of IT in both primary and secondary schools. An aim of the earliest study was to determine whether it was possible to categorise the pedagogical strategies employed by teachers using ICT as a series of distinct “lesson events”. This concept was an extension of the analysis of video-recorded lessons for the Third International Mathematics and Science Study (TIMSS3). In this and other studies researchers investigated the structure and components of secondary mathematics lessons. Starting with the characteristics identified in secondary mathematics lessons, several small research projects were undertaken in which lessons involving IT were video-recorded and some of the participating teachers were interviewed. Analysis of these lessons indicate that while some characteristic lesson events were identified and categorised, the diverse nature of student tasks and activities when ICT is involved means that lessons with ICT could not be as easily be divided into lesson events as secondary mathematics lessons. In relation to teachers planning to use ICT with students, the question about which is starting point, the pedagogical strategies to be employed or the technology to be engaged with, remains unanswered.
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