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Pupil authors and teacher innovators

journal contribution
posted on 2023-06-08, 05:20 authored by John Parry
This article explores three aspects regarding the supporting of teaching and learning through ICT. First, the use and value of storyboarding as a preferable technique prior to the creation of a pupil-authored CD-ROM by children aged 9 and 14. Second, responses to the innovation by practising teachers. Third, lessons learned from trying to incorporate the CD-ROM within UK teacher training. The article ends with suggestions regarding future ICT training approaches. The content of the CD-ROM was centred on environmental education and the use of local wildlife sites in the UK. In summary, the paper suggests that there are considerable learning gains to be had from enabling children to create their own multimedia sequences but that institutional constraints make these difficult to achieve. School-based teacher education in the UK currently restricts the opportunity for experimentation and innovation, which, in turn, impacts on the full potential of teaching and learning through ICT.

History

Publication status

  • Published

Journal

European Jounal of Teacher Education

ISSN

0261-9768

Publisher

Taylor & Francis

Issue

1

Volume

27

Page range

83-98

Pages

16.0

Department affiliated with

  • Education Publications

Notes

Global Environmental Change was a major ESRC-funded research programme. Parry undertook a doctorate linked to the programme. The research in schools generated a CD-ROM of pupil authored materials which Parry then evaluated within the Post Graduate Certificate of Education programme. This refereed journal article provides a critique of the contextual factors in schools which limited the development of the use of such materials within school-based teacher education.

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2012-02-06

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