| 0:00:02 | technologies role in education reform |
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| 0:00:05 | findings from a national study of innovating schools |
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| 0:00:09 | september nineteen ninety five barber means that the al |
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| 0:00:13 | prepared for the office of educational research an improvement us department of education many individuals |
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| 0:00:21 | contributed to the research |
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| 0:00:23 | analysis |
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| 0:00:24 | and thinking on which this report is based |
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| 0:00:27 | this tree site visit teams who prepared the case study reports that provided the foundation |
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| 0:00:32 | for the conclusions |
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| 0:00:34 | hypothesis |
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| 0:00:36 | technology can support constructivist learning activities that the classroom level and into the practical |
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| 0:00:43 | organisational factors promote technology implementations within schools |
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| 0:00:49 | this study aims |
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| 0:00:51 | you promote in understanding of how technology can support constructivist teaching at the classroom level |
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| 0:00:58 | section understanding requires both the framework relating technology used to desired student learning outcomes and |
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| 0:01:05 | multiple |
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| 0:01:06 | really describe concrete examples of good instructional uses of technology |
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| 0:01:12 | to describe and analyze technology implementation factors |
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| 0:01:17 | what promotes or inhibits affective implementations of technology |
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| 0:01:24 | study questions |
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| 0:01:25 | how technology and waveform fit together the broad research questions addressed by this study were |
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| 0:01:32 | does technology facilitate the transition to more emphasis on constructivist project based learning |
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| 0:01:39 | what's the points are required to make technology an effective tool for constructivist approach is |
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| 0:01:46 | in a critical mass of classrooms within a school what are the impact on students |
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| 0:01:51 | and teachers when technology is introduced along with constructivist learning activities |
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| 0:01:57 | research nineteen for schools were selected to person evaluation teams of is in each of |
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| 0:02:04 | the nine sites for a period of three to eight days over a two year |
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| 0:02:08 | period each side |
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| 0:02:10 | initial brief observations of a broad range of classrooms in order to pick two classrooms |
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| 0:02:16 | for more intensive observation and videotaping criteria for choosing his classrooms where combination of the |
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| 0:02:24 | theoretical and the pragmatic from the early discussions with administrators and teachers |
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| 0:02:30 | classrooms were selected that were using technology into like ways to support |
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| 0:02:36 | research the researchers interviewed individual students or small groups as they developed or exhibited their |
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| 0:02:43 | technology based work are demonstrated how they use particular pieces of software observed and videotaped |
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| 0:02:50 | classes school activities feature meetings and training |
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| 0:02:55 | and other key events related to technology using these classrooms |
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| 0:03:00 | interview with a wide range of other school respondents including principles project coordinators |
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| 0:03:07 | and school technology coordinators |
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| 0:03:10 | interview representatives of other institutions that for a pivotal on the schools reform effort |
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| 0:03:16 | findings the search output then was organized into six major categories |
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| 0:03:22 | technology implementation technology conducts curriculum content and technology uses |
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| 0:03:29 | we form features of technology you lose |
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| 0:03:32 | feature training and outcomes student outcomes |
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| 0:03:36 | findings |
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| 0:03:38 | student benefits from technology in the classroom |
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| 0:03:41 | adding to the students perception that their work is authentic and important |
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| 0:03:46 | increasing the complexity with which students can deal successfully |
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| 0:03:50 | dramatically enhancing student motivation and self esteem |
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| 0:03:55 | creating a multiplicity of rules |
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| 0:03:58 | instigating greater collaboration |
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| 0:04:01 | feature benefits from technology in the classroom an increase in their technology and pedagogical scales |
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| 0:04:08 | greater collaboration within their own school |
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| 0:04:11 | contact in collaboration with external school reform and research organisations |
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| 0:04:17 | involvement in training and professional conferences |
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| 0:04:23 | is highly improbable at the united states educational system will take advantage of these activities |
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| 0:04:29 | described in this case study unless the private sector engages actively over the long term |
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| 0:04:36 | research considers technology in the classroom to be a benefit but it is coupled with |
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| 0:04:41 | the realisation that without financial help in teacher training that it is an uphill |
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