Constructing classroom meaning with the integration of computer technology into teaching
Notice bibliographique
Résumé
This thesis was a study of how teachers construct classroom meaning with the integration of computer technology into their teaching. The study was triggered in response to the overriding hegemony of educational computing as teaching and aims to demonstrate the primacy of teachers' roles as mediators of teaching within the culture-building process, integrating computer technology. The research questions; ''How do teachers construct classroom meaning integrating computer technology?" and "How do teachers' beliefs influence this construction of classroom meaning integrating computer technology into teaching?" were the foci of this study. A unified theoretical framework derived from a critical review of the educational computing research literature and four key theories of meaning construction (the Curriculum enactment theory, the Social Interaction theory, the Sociocultural theory and the Social practice theory) enabled the researcher to interpret the teachers' teaching actions with the integration of computer technology. In order to investigate the research questions, the teaching actions integrating computer technology of six science teachers was examined over five months in the Republic of Singapore. Through a predominantly qualitative method (anthropological methods of field observations and interviews; and, the generation of narratives) the six science teachers' roles in constructing classroom meaning, integrating computer technology was investigated and theorised. The teachers themselves assumed the role of researchers by generating metaphorical statements that encapsulated their teaching with the integration of computer technology. Data consisted of field notes; transcripts of individual interviews, focus group interviews and classroom discourse; metaphorical statements; narratives; and teachers' metaphoric language identified within the interview and lesson transcripts. Data were analysed within a collaborative and participatory mode of interaction between researcher and participants throughout the five months of the study. Findings revealed that teachers' construction of classroom meaning integrating computer technology into teaching involved a complex process of negotiations and mediations of these negotiations through the use of psychological tools enacted within social contexts. Teachers' negotiations created activity structures that are mediated by teachers' psychological tools such that the negotiated components within the activity structures, including the computer technology, all converge onto the transfer of cultural templates. These negotiations and mediations are in tum influenced by the teachers' beliefs, extant and functioning within these social contexts. In this way the critical role played by teachers' beliefs and the complexity of teachers' roles is reinforced.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,015 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,003 |
| Communication savante | 0,006 | 0,007 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,029 | 0,008 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».