L Markauskaite (1999) Informacijos technologijos diegimo ir mokyklos tobulinimo vertinimas. In Mo... more L Markauskaite (1999) Informacijos technologijos diegimo ir mokyklos tobulinimo vertinimas. In Mokyklos tobulinimas informacijos amžiuje 2, 174-187
While computer modeling, productive failure, and contrasting cases have all been shown to support... more While computer modeling, productive failure, and contrasting cases have all been shown to support deep learning, the micro-level mechanisms supporting collaborative success in these processes remain relatively unknown. This paper reports on a detailed exploration of turning points in emerging understanding and misunderstanding in two dyads working through model-based learning activities in a productive failure learning design.
Siame straipsnyje nagrinejamos informacijos ir komunikacijos technologijos panaudojimo ugdymo pro... more Siame straipsnyje nagrinejamos informacijos ir komunikacijos technologijos panaudojimo ugdymo procese formos. Siekiama issamiai aptarti ivairias kompiuteriu. integravimo l bendrojo lavinimo mokyklas kryptis, metodus ir budus. Jame pateikiama issami sios srities problemas nagrinejancios mokslines literatoros ir tyrimu rezultatu apzvalga bei svietimo dokumentu analize. Straipsnyje analizuojamos triju informacijos technologijos integravimo i mokyma krypciu - informatikos mokymo, kompiuterizuoto mokymo ir informaciniu gebejimu ugdymo - savybes, privalumai bei trukumai. Daug demesio skiriama kompiuterizuoto mokymo metodu. analizei bei pateikiama ivairiu kompiuterizuoto mokymo taksonomiju. apzvalga. Paskutineje straipsnio dalyje pateikiama glausta dvieju pagrindiniu informacijos technologijos integravimo i ugdyma budu - formalaus ir integruoto - apzvalga. Remiantis Lietuvos bendrojo lavinimo mokyklos Bendruiu programu ir Bendrojo issilavinimo standartu analize, straipsnyje nagrinejama, kaip ivairios kompiuteriu taikymo formos yra idiegtos l Lietuvos bendraji lavinima
Matematikos ir informatikos instituto mokslinė bendradarbė, fizinių Straipsnyje nagrinėjamas " sė... more Matematikos ir informatikos instituto mokslinė bendradarbė, fizinių Straipsnyje nagrinėjamas " sėkmingos patirties" tyrimo metodologijos taikymas informacijos techno-logijos integravimo į ugdymą veiksmingumo analizei. Siekiant atskleisti pagrindinius šio tyrimo me-todo aspektus, pateikiamas ir analizuojamas Lietuvos bendrojo lavinimo mokyklose atliekamo tarp-tautinio tyrimo " Informacijos technologija mokyklose" koncepcinis modelis ir eiga. Pateikiamos išva-dos apie " sėkmingos patirties" tyrimo metodo taikymo pranašumus ir trūkumus bei šio tipo tyrimų rezultatų praktinę naudą.
The article presents results of the national survey on teaching and studying informatics at Grade... more The article presents results of the national survey on teaching and studying informatics at Grades 11 and 12 in the Lithuanian secondary school. This study explores the influence of different factors on students' achievements in informatics. The purpose of this work is to study the interaction between various characteristics of student, teacher and school, and factors of studying and teaching informatics and their joint influence on students' achievements in informatics. In addition , the article explores and contrasts the casual influence structures on the students' knowledge of two different branches of informatics: computer application and programming. To explore these interrelations, PLSpath analytic procedure has been used.
Beginning and well-seasoned researchers alike face significant challenges in understanding the co... more Beginning and well-seasoned researchers alike face significant challenges in understanding the complexities of research designs arising from both within and across methodological paradigms, and in applying them in ways that maximise impact on knowledge, practice, and policy. This volume aims to contribute to scholarship, policy and practice, by engaging readers in scholarly debate on re-interpretations of established research methodologies in light of contemporary conditions, and by examining some research approaches yet to gain general recognition. This chapter outlines some key challenges for contemporary research and provides an overview of the contributions in this volume that chart and analyse the conceptual and practical complexities of a variety of research designs for social and educational change. This collection, taken overall, aims to provide readers with the knowledge and understanding needed not only to design technically sound and coherent research studies, but also to develop methodologically innovative research projects that cross the boundaries between different methodological traditions to the benefit of scholarship, policy, and practice.
The primary topic of this chapter is methodological implications of digital data and eResearch in... more The primary topic of this chapter is methodological implications of digital data and eResearch in education and social policy. It argues that significant progress in solving conceptual and practical questions in these fields could be made by har-nessing the increasing volume, density and complexity of social data, embracing data-rich research methods and exploiting opportunities for research collaboration. By moving from the ontological roots of digital data and technical eResearch po-tential to culturally-shaped knowledge-production practices, the chapter aims to show some promising synergies and challenging tensions between eResearch and research for education and social policy. The chapter starts by introducing the key notions of digital knowledge and digi-tal research and then provides a brief exploration of the intellectual spaces in which eResearch methods have been created and advanced. It goes on to argue that eResearch is not a single method, but rather a broad family of research tech-niques and applications that enhance the entire cycle of knowledge production from data collection to dissemination. To illustrate some possibilities, the chapter then looks at some examples of educational data mining and video analysis and proceeds to outline three broad challenges for eResearch adoption in educational and social policy research: technological, cognitive-epistemological and social-cultural. Finally, it discusses some future digital extensions of social inquiry and proposes that, as the first step, educational and social policy research should move away from the prevailing hypothesis and theory-driven research towards more open data-rich exploration, and from traditional scientific publishing towards new models of research dissemination and knowledge co-construction.
Teachers' deliberative inquiry into their own practices and continuous knowledge-building are ess... more Teachers' deliberative inquiry into their own practices and continuous knowledge-building are essential contributors to the sustainable high-quality Information and Communication Technology (ICT) use in everyday teaching and learning. This conceptual paper aims to outline a framework that provides a foundation for refocusing teacher education on ICT-enhanced innovation, inquiry and research. Initially, it explores the nature of educational innovation, the function of ICT and the role of teachers in educational innovation. Then, the paper delineates three essential elements of the framework: (a) knowledge and skill-base teachers need to effectively innovate with ICT; (b) key aspects of design-based practitioner inquiry model and (c) software architecture for supporting teachers and broader educational communities in their inquiry-oriented innovation practices. It concludes by discussing the importance of the " hybrid culture " that merges educational practice and research for sustainable and transferable educational innovation. The area of learning and teaching has recently been changing rapidly. Moving away form the one-size-fits-all approach, schools are increasingly aspiring to personalise learning and adapt instruction to the needs of subgroups and individual students (OECD, 2006). Rather than focussing exclusively on teaching of what is known, teachers need to guide learner-inspired processes of knowledge-building (Bereiter, 2002b; Fisher et al., 2006; Hargreaves, 2006). To succeed in supporting students in this open and intrinsically unpredictable process, teachers cannot rely on existing domain and pedagogical knowledge, but instead need to be knowledgeable designers and investigators of their own instructional practices (Bereiter, 2002b; Hakkarainen et al., 2004; van den Dool, Kirschner, 2003). Teachers need to be able to create and adapt their instructional practices, use robust methods of systematic inquiry, engage in knowledge-building dialogues with professional instructional designers and university researchers, and participate in advancements of their domain. In other worlds, teachers need to work as professional (a) innovators, who design and create new pedagogical practices, (b) researchers, who inquiry and assess their innovations, and (c) knowledge-builders, who contribute to the knowledge-base of their professional community. This is particularly the case when using ICT for teaching and learning. Although the presence of ICT is now commonplace in schools, its use varies greatly between teachers in quantitative terms (e.g., time); and the quality of technology use for learning is generally low (Fishman et al., 2004). While ICT-enhanced innovations brought to schools by professional designers and researchers may be initially accepted, but sustaining them beyond the time when designers have left the school, and scaling up innovations beyond the local contexts are still hard to achieve. Fishman et al. (2004) identify " usability " as a success factor: " innovation is usable if a school organization can adapt the innovation to local context, enact the innovation 'successfully', (…) and sustain the innovation " (p. 51). A variety of other potential reasons have been identified, some of which include: teacher capabilities, technology infrastructure, school culture, and organisational constraints. Given that each of these factors has been found to affect ICT and innovation uptake, the conclusion ought to be that the causes are systemic: they are embedded not in individual aspects, but in the interdependencies of different factors and different levels that make up the educational system as whole. The systemic nature of ICT-based innovations is also evident in success stories on technology integration in schools (Kozma, 2003; Means et al., 1993). Further, this argument is congruent with the literature on educational and organisational change and innovation (Senge, 2000; van de Ven, Hargrave, 2004). Therefore, in order for innovative technologies and innovative pedagogies to become usable and sustainable in classrooms, schools themselves must become more like innovation systems (Fullan, 2005) or innovation networks (Hargreaves, 2003). In particular, teachers should be able, committed, encouraged and supported to engage in systematic disciplined innovations and systematic inquiry into their own practices. In this paper we argue that, in order to make further progress with effective ICT integration, the focus needs to shift
This paper identifies ways in which conceptual, methodological and technical developments in e-re... more This paper identifies ways in which conceptual, methodological and technical developments in e-research can contribute to solutions of key questions in learning science research and, in particular, design-based research (DBR). The paper focuses on DBR issues in three major areas: methodology, research process, and dissemination. By mapping DBR issues to the conceptual and technological features of e-research, and illustrating those features with concrete examples from a range of research domains, the paper demonstrates how e-research approaches and tools could enhance present DBR practices as well as open avenues for new research questions and new ways of doing research. It concludes by discussing potential challenges and outlining some critical elements for the uptake of e-research in learning science.
Cross-national information and communication technology policies and practices in education, 2009
Markauskaite, L. (2009). National policies and practices in ICT for education in Lithuania. In T.... more Markauskaite, L. (2009). National policies and practices in ICT for education in Lithuania. In T. Plomp, R. E. Anderson, N. Law & A. Quale (Eds.), Cross-national information and communication technology policies and practices in education (Revised Second Edition ed., pp. 477-495). Greewich, CT: Information Age Publishing Inc.
Learning is a complex process involving knowledge acquisition, transformation, and creation. This... more Learning is a complex process involving knowledge acquisition, transformation, and creation. This paper focuses on how students’ beliefs about and use of learning scaffolds relate to their characteristics, and the specific context in which they are expected to use these labels. An asynchronous text-based online environment with built-in learning scaffolds (called “knowledge labels”) was the context in this study. Hierarchical regression revealed a range of factors accounting for a significant amount of variance in the students’ beliefs about the usefulness and usage of labels. Their beliefs about the usefulness of labels correlated with factors describing a deeper learning approach, more positive course learning experiences, and deeper engagement with online learning discourse. Answers about using labels were mainly related to greater participation in online learning and the students’ deeper engagement in online learning discourse. This finding suggests a need for deep investigations into the complex interaction between students’ personal characteristics and learning processes to understand the value of learning scaffolds.
The provision of schools (K-12) with appropriate digital educational resources and the integratio... more The provision of schools (K-12) with appropriate digital educational resources and the integration of information and communication technologies (ICT) across curricula is a complicated issue for ICT policy in almost all countries. This issue is particularly apparent in small linguistic communities and developing states. In 2002-2004, a national strategy and some other policy documents for the development of digital educational resources and integration of ICT across curricula were developed in Lithuania. Their development was based on extensive research and proposed tactical principles and measures were carefully tailored to the peculiarities of this small developing country. This paper discusses the key strategic approaches of Lithuanian policy. It reviews recent progress and speculates about the problems that could inhibit effective resource development and ICT integration in the future.
A dynamic model of Information and Communication Technology (ICT) literacy is proposed. It is bas... more A dynamic model of Information and Communication Technology (ICT) literacy is proposed. It is based on a " blended " approach to ICT literacy, which integrates general problem-solving and ICT-related technical capabilities. The model covers not only present level of ICT literacy, but also situational and longitudinal sustainability and transferability of ICT-related capabilities into the professional domain. A theoretical framework is presented, which was used in the construction of an instrument for the self-assessment of ICT literacy for trainee teachers.
The article discusses the national policy for provision of Lithuanian general education with appr... more The article discusses the national policy for provision of Lithuanian general education with appropriate educational software and content. Initially, the paper provides a general review of Lithuanian " Strategy of Schools' Provision with Computer Teaching Aids " and secondary legislation for its implementation. Then, it focuses on peculiar aspects of Lithuanian strategy and supplementary documents that are not common for similar policy documents of other countries. The paper investigates and substantiates the most specific policy decisions.
The paper analyses the main present issues of the provision of Lithuanian general education with ... more The paper analyses the main present issues of the provision of Lithuanian general education with appropriate educational software and the introduction of these modern aids into teaching and learning. The introductory chapter describes the importance of the issue, explores its close relation with the national context and describes the analytical framework of the research. The second chapter provides the definition of the term “educational software”. The third chapter analyses the national background of schools’ provision with educational software: policies and state of art of ICT in education, and the structure of Lithuanian educational software market. The fourth and fifth chapters conduct comprehensive analysis of external and internal factors that influence the provision of schools with educational software. The last three chapters provide a discussion and conclusions about the main aims and challenges of the introduction of modern learning aids into schooling practices.
Informacinėms technologijoms (IT) vis intensyviau įsiliejant į visuomeninį ir socialinį gyvenimą,... more Informacinėms technologijoms (IT) vis intensyviau įsiliejant į visuomeninį ir socialinį gyvenimą, bendrąją žmonijos kultūrą, kompiuterinio raštingumo sąvoka tampa fundamentali, neatsiejama nuo bendrojo raštingumo ir visos ugdymo koncepcijos. Išnagrinėjus daugelį mokslinių darbų, strateginių dokumentų, straipsnių švietimo politikos klausimais, parengtas sintetinis straipsnis, kuriame, atsižvelgiant į bendrąsias raštingumo ir IT diegimo švietime teorijas, analizuojama Lietuvoje susiformavusi kompiuterinio raštingumo samprata. Supažindinama su kompiuterinio raštingumo (IKT raštingumas vartojamas sinonimiškai) metaforos ištakomis, jo vieta bazinio ir generinio raštingumo paradigmose. Apžvelgiamas daugialypis kompiuterinio raštingumo pobūdis: sąlytis su kritiniu mąstymu, tarpasmenine kompetencija, vertybinėmis nuostatomis, sociokultūrine patirtimi, autonomine ir ideologine raštingumo samprata. Po to nagrinėjama kompiuterinio raštingumo vieta informacinių ir komunikacinių technologijų (IKT) diegimo paradigmose ir IKT diegimo etapuose.
This article analyses the landscape of research on information and communication technology (ICT)... more This article analyses the landscape of research on information and communication technology (ICT) in education. It reviews the theory and practices of ICT research. The first chapter of the article investigates general theoretical research methods. The second chapter analyses the main peculiarities of ICT implementation analysis. The article presents the main concepts and definitions of research theory, it discusses possible evaluation aspects of ICT use in education, classical features of ICT research frameworks and their main components. While analysing the elements of research frameworks, structure and peculiarities of education system are discussed briefly. The article also reviews the main types of research of ICT use in education and analyses evaluation problems of ICT implementation into education.
Informacijos ir komunikacijos technologija (IKT) Lietuvos bendrojo lavinimo mokyklose paradeta di... more Informacijos ir komunikacijos technologija (IKT) Lietuvos bendrojo lavinimo mokyklose paradeta diegti maždaug prieš 20 metu, kai 1985 metais buvo ivestas privalomas informatikos dalykas. Per ta laikotarpi iš esmes pasikeite bendri IKT diegimo švietime siekiai, ne karta buvo keiciami ir informatikos mokymo tikslai bei programos. Pastaruoju metu pastebimos kelios aiškios IKT integravimo i ugdym a ir informatikos mokymo tendencijos: 1) IKT siekiama integruoti i visas gyvenimo mokykloje sritis; 2) IKT taikymo igudžiu siekiama išmokyti vis jaunesnio amžiaus vaikus. Išryšk˙ejo ir dar viena nauja IKT diegimo kryptis: siekiant integruoti moderni asias technologijas i visus ugdymo ir ugdymosi aspektus, bendrojo lavinimo mokyklose prad˙etos kurti virtualiosios mokymosi aplinkos (VMA). Šiuo metu VMA idiegimas yra prioritetinis IKT diegimo i bendraji lavinima uždavinys daugelyje Europos valstybiu [5]. Lietuvos vyriausyb˙e, taip pat neatsilieka nuo šiu pasauliniu tendenciju: igyvendindama mokyklu tobulinimo programa, skirta Lietuvos tukstantmeciui, ji taip pat ketina šalies pagrindinese mokyklose sukurti VMA ir tam planuoja skirti 1,3 mln. lit u [6]. Šis straipsnis nagrineja saryšius tarp VMA diegimo ir informatikos mokymosi tikslu Lietuvos bendrojo lavinimo pagrindin˙eje mokykloje. Aptariamos keturios pagrindin˙es Lietuvos Bendrosios informatikos dalyko programos [3] ir Išsilavinimo standartu [2] dalys: 1) informatikos mokymosi paskirtis, tikslai ir uždaviniai; 2) didaktin˙es nuostatos; 3) informacinio ugdymo strukt¯ura ir ryšiai su kitais dalykais; 4) privalomo informatikos dalyko turinys. Kiekvienoje dalyje VMA ir informatikos mokymosi s aryšis analizuojamas iš dvieju priešingu perspektyvu: 1) kaip VMA idiegimas pagrindin˙eje mokykloje galetu paeti igyvendinti informatikos bendrosios programos siekius ir 2) kaip informatikos mokymasis galetu padeti veiksmingiau pritaikyti VMA siekiant kitu ugdymosi tikslu.
L Markauskaite (1999) Informacijos technologijos diegimo ir mokyklos tobulinimo vertinimas. In Mo... more L Markauskaite (1999) Informacijos technologijos diegimo ir mokyklos tobulinimo vertinimas. In Mokyklos tobulinimas informacijos amžiuje 2, 174-187
While computer modeling, productive failure, and contrasting cases have all been shown to support... more While computer modeling, productive failure, and contrasting cases have all been shown to support deep learning, the micro-level mechanisms supporting collaborative success in these processes remain relatively unknown. This paper reports on a detailed exploration of turning points in emerging understanding and misunderstanding in two dyads working through model-based learning activities in a productive failure learning design.
Siame straipsnyje nagrinejamos informacijos ir komunikacijos technologijos panaudojimo ugdymo pro... more Siame straipsnyje nagrinejamos informacijos ir komunikacijos technologijos panaudojimo ugdymo procese formos. Siekiama issamiai aptarti ivairias kompiuteriu. integravimo l bendrojo lavinimo mokyklas kryptis, metodus ir budus. Jame pateikiama issami sios srities problemas nagrinejancios mokslines literatoros ir tyrimu rezultatu apzvalga bei svietimo dokumentu analize. Straipsnyje analizuojamos triju informacijos technologijos integravimo i mokyma krypciu - informatikos mokymo, kompiuterizuoto mokymo ir informaciniu gebejimu ugdymo - savybes, privalumai bei trukumai. Daug demesio skiriama kompiuterizuoto mokymo metodu. analizei bei pateikiama ivairiu kompiuterizuoto mokymo taksonomiju. apzvalga. Paskutineje straipsnio dalyje pateikiama glausta dvieju pagrindiniu informacijos technologijos integravimo i ugdyma budu - formalaus ir integruoto - apzvalga. Remiantis Lietuvos bendrojo lavinimo mokyklos Bendruiu programu ir Bendrojo issilavinimo standartu analize, straipsnyje nagrinejama, kaip ivairios kompiuteriu taikymo formos yra idiegtos l Lietuvos bendraji lavinima
Matematikos ir informatikos instituto mokslinė bendradarbė, fizinių Straipsnyje nagrinėjamas " sė... more Matematikos ir informatikos instituto mokslinė bendradarbė, fizinių Straipsnyje nagrinėjamas " sėkmingos patirties" tyrimo metodologijos taikymas informacijos techno-logijos integravimo į ugdymą veiksmingumo analizei. Siekiant atskleisti pagrindinius šio tyrimo me-todo aspektus, pateikiamas ir analizuojamas Lietuvos bendrojo lavinimo mokyklose atliekamo tarp-tautinio tyrimo " Informacijos technologija mokyklose" koncepcinis modelis ir eiga. Pateikiamos išva-dos apie " sėkmingos patirties" tyrimo metodo taikymo pranašumus ir trūkumus bei šio tipo tyrimų rezultatų praktinę naudą.
The article presents results of the national survey on teaching and studying informatics at Grade... more The article presents results of the national survey on teaching and studying informatics at Grades 11 and 12 in the Lithuanian secondary school. This study explores the influence of different factors on students' achievements in informatics. The purpose of this work is to study the interaction between various characteristics of student, teacher and school, and factors of studying and teaching informatics and their joint influence on students' achievements in informatics. In addition , the article explores and contrasts the casual influence structures on the students' knowledge of two different branches of informatics: computer application and programming. To explore these interrelations, PLSpath analytic procedure has been used.
Beginning and well-seasoned researchers alike face significant challenges in understanding the co... more Beginning and well-seasoned researchers alike face significant challenges in understanding the complexities of research designs arising from both within and across methodological paradigms, and in applying them in ways that maximise impact on knowledge, practice, and policy. This volume aims to contribute to scholarship, policy and practice, by engaging readers in scholarly debate on re-interpretations of established research methodologies in light of contemporary conditions, and by examining some research approaches yet to gain general recognition. This chapter outlines some key challenges for contemporary research and provides an overview of the contributions in this volume that chart and analyse the conceptual and practical complexities of a variety of research designs for social and educational change. This collection, taken overall, aims to provide readers with the knowledge and understanding needed not only to design technically sound and coherent research studies, but also to develop methodologically innovative research projects that cross the boundaries between different methodological traditions to the benefit of scholarship, policy, and practice.
The primary topic of this chapter is methodological implications of digital data and eResearch in... more The primary topic of this chapter is methodological implications of digital data and eResearch in education and social policy. It argues that significant progress in solving conceptual and practical questions in these fields could be made by har-nessing the increasing volume, density and complexity of social data, embracing data-rich research methods and exploiting opportunities for research collaboration. By moving from the ontological roots of digital data and technical eResearch po-tential to culturally-shaped knowledge-production practices, the chapter aims to show some promising synergies and challenging tensions between eResearch and research for education and social policy. The chapter starts by introducing the key notions of digital knowledge and digi-tal research and then provides a brief exploration of the intellectual spaces in which eResearch methods have been created and advanced. It goes on to argue that eResearch is not a single method, but rather a broad family of research tech-niques and applications that enhance the entire cycle of knowledge production from data collection to dissemination. To illustrate some possibilities, the chapter then looks at some examples of educational data mining and video analysis and proceeds to outline three broad challenges for eResearch adoption in educational and social policy research: technological, cognitive-epistemological and social-cultural. Finally, it discusses some future digital extensions of social inquiry and proposes that, as the first step, educational and social policy research should move away from the prevailing hypothesis and theory-driven research towards more open data-rich exploration, and from traditional scientific publishing towards new models of research dissemination and knowledge co-construction.
Teachers' deliberative inquiry into their own practices and continuous knowledge-building are ess... more Teachers' deliberative inquiry into their own practices and continuous knowledge-building are essential contributors to the sustainable high-quality Information and Communication Technology (ICT) use in everyday teaching and learning. This conceptual paper aims to outline a framework that provides a foundation for refocusing teacher education on ICT-enhanced innovation, inquiry and research. Initially, it explores the nature of educational innovation, the function of ICT and the role of teachers in educational innovation. Then, the paper delineates three essential elements of the framework: (a) knowledge and skill-base teachers need to effectively innovate with ICT; (b) key aspects of design-based practitioner inquiry model and (c) software architecture for supporting teachers and broader educational communities in their inquiry-oriented innovation practices. It concludes by discussing the importance of the " hybrid culture " that merges educational practice and research for sustainable and transferable educational innovation. The area of learning and teaching has recently been changing rapidly. Moving away form the one-size-fits-all approach, schools are increasingly aspiring to personalise learning and adapt instruction to the needs of subgroups and individual students (OECD, 2006). Rather than focussing exclusively on teaching of what is known, teachers need to guide learner-inspired processes of knowledge-building (Bereiter, 2002b; Fisher et al., 2006; Hargreaves, 2006). To succeed in supporting students in this open and intrinsically unpredictable process, teachers cannot rely on existing domain and pedagogical knowledge, but instead need to be knowledgeable designers and investigators of their own instructional practices (Bereiter, 2002b; Hakkarainen et al., 2004; van den Dool, Kirschner, 2003). Teachers need to be able to create and adapt their instructional practices, use robust methods of systematic inquiry, engage in knowledge-building dialogues with professional instructional designers and university researchers, and participate in advancements of their domain. In other worlds, teachers need to work as professional (a) innovators, who design and create new pedagogical practices, (b) researchers, who inquiry and assess their innovations, and (c) knowledge-builders, who contribute to the knowledge-base of their professional community. This is particularly the case when using ICT for teaching and learning. Although the presence of ICT is now commonplace in schools, its use varies greatly between teachers in quantitative terms (e.g., time); and the quality of technology use for learning is generally low (Fishman et al., 2004). While ICT-enhanced innovations brought to schools by professional designers and researchers may be initially accepted, but sustaining them beyond the time when designers have left the school, and scaling up innovations beyond the local contexts are still hard to achieve. Fishman et al. (2004) identify " usability " as a success factor: " innovation is usable if a school organization can adapt the innovation to local context, enact the innovation 'successfully', (…) and sustain the innovation " (p. 51). A variety of other potential reasons have been identified, some of which include: teacher capabilities, technology infrastructure, school culture, and organisational constraints. Given that each of these factors has been found to affect ICT and innovation uptake, the conclusion ought to be that the causes are systemic: they are embedded not in individual aspects, but in the interdependencies of different factors and different levels that make up the educational system as whole. The systemic nature of ICT-based innovations is also evident in success stories on technology integration in schools (Kozma, 2003; Means et al., 1993). Further, this argument is congruent with the literature on educational and organisational change and innovation (Senge, 2000; van de Ven, Hargrave, 2004). Therefore, in order for innovative technologies and innovative pedagogies to become usable and sustainable in classrooms, schools themselves must become more like innovation systems (Fullan, 2005) or innovation networks (Hargreaves, 2003). In particular, teachers should be able, committed, encouraged and supported to engage in systematic disciplined innovations and systematic inquiry into their own practices. In this paper we argue that, in order to make further progress with effective ICT integration, the focus needs to shift
This paper identifies ways in which conceptual, methodological and technical developments in e-re... more This paper identifies ways in which conceptual, methodological and technical developments in e-research can contribute to solutions of key questions in learning science research and, in particular, design-based research (DBR). The paper focuses on DBR issues in three major areas: methodology, research process, and dissemination. By mapping DBR issues to the conceptual and technological features of e-research, and illustrating those features with concrete examples from a range of research domains, the paper demonstrates how e-research approaches and tools could enhance present DBR practices as well as open avenues for new research questions and new ways of doing research. It concludes by discussing potential challenges and outlining some critical elements for the uptake of e-research in learning science.
Cross-national information and communication technology policies and practices in education, 2009
Markauskaite, L. (2009). National policies and practices in ICT for education in Lithuania. In T.... more Markauskaite, L. (2009). National policies and practices in ICT for education in Lithuania. In T. Plomp, R. E. Anderson, N. Law & A. Quale (Eds.), Cross-national information and communication technology policies and practices in education (Revised Second Edition ed., pp. 477-495). Greewich, CT: Information Age Publishing Inc.
Learning is a complex process involving knowledge acquisition, transformation, and creation. This... more Learning is a complex process involving knowledge acquisition, transformation, and creation. This paper focuses on how students’ beliefs about and use of learning scaffolds relate to their characteristics, and the specific context in which they are expected to use these labels. An asynchronous text-based online environment with built-in learning scaffolds (called “knowledge labels”) was the context in this study. Hierarchical regression revealed a range of factors accounting for a significant amount of variance in the students’ beliefs about the usefulness and usage of labels. Their beliefs about the usefulness of labels correlated with factors describing a deeper learning approach, more positive course learning experiences, and deeper engagement with online learning discourse. Answers about using labels were mainly related to greater participation in online learning and the students’ deeper engagement in online learning discourse. This finding suggests a need for deep investigations into the complex interaction between students’ personal characteristics and learning processes to understand the value of learning scaffolds.
The provision of schools (K-12) with appropriate digital educational resources and the integratio... more The provision of schools (K-12) with appropriate digital educational resources and the integration of information and communication technologies (ICT) across curricula is a complicated issue for ICT policy in almost all countries. This issue is particularly apparent in small linguistic communities and developing states. In 2002-2004, a national strategy and some other policy documents for the development of digital educational resources and integration of ICT across curricula were developed in Lithuania. Their development was based on extensive research and proposed tactical principles and measures were carefully tailored to the peculiarities of this small developing country. This paper discusses the key strategic approaches of Lithuanian policy. It reviews recent progress and speculates about the problems that could inhibit effective resource development and ICT integration in the future.
A dynamic model of Information and Communication Technology (ICT) literacy is proposed. It is bas... more A dynamic model of Information and Communication Technology (ICT) literacy is proposed. It is based on a " blended " approach to ICT literacy, which integrates general problem-solving and ICT-related technical capabilities. The model covers not only present level of ICT literacy, but also situational and longitudinal sustainability and transferability of ICT-related capabilities into the professional domain. A theoretical framework is presented, which was used in the construction of an instrument for the self-assessment of ICT literacy for trainee teachers.
The article discusses the national policy for provision of Lithuanian general education with appr... more The article discusses the national policy for provision of Lithuanian general education with appropriate educational software and content. Initially, the paper provides a general review of Lithuanian " Strategy of Schools' Provision with Computer Teaching Aids " and secondary legislation for its implementation. Then, it focuses on peculiar aspects of Lithuanian strategy and supplementary documents that are not common for similar policy documents of other countries. The paper investigates and substantiates the most specific policy decisions.
The paper analyses the main present issues of the provision of Lithuanian general education with ... more The paper analyses the main present issues of the provision of Lithuanian general education with appropriate educational software and the introduction of these modern aids into teaching and learning. The introductory chapter describes the importance of the issue, explores its close relation with the national context and describes the analytical framework of the research. The second chapter provides the definition of the term “educational software”. The third chapter analyses the national background of schools’ provision with educational software: policies and state of art of ICT in education, and the structure of Lithuanian educational software market. The fourth and fifth chapters conduct comprehensive analysis of external and internal factors that influence the provision of schools with educational software. The last three chapters provide a discussion and conclusions about the main aims and challenges of the introduction of modern learning aids into schooling practices.
Informacinėms technologijoms (IT) vis intensyviau įsiliejant į visuomeninį ir socialinį gyvenimą,... more Informacinėms technologijoms (IT) vis intensyviau įsiliejant į visuomeninį ir socialinį gyvenimą, bendrąją žmonijos kultūrą, kompiuterinio raštingumo sąvoka tampa fundamentali, neatsiejama nuo bendrojo raštingumo ir visos ugdymo koncepcijos. Išnagrinėjus daugelį mokslinių darbų, strateginių dokumentų, straipsnių švietimo politikos klausimais, parengtas sintetinis straipsnis, kuriame, atsižvelgiant į bendrąsias raštingumo ir IT diegimo švietime teorijas, analizuojama Lietuvoje susiformavusi kompiuterinio raštingumo samprata. Supažindinama su kompiuterinio raštingumo (IKT raštingumas vartojamas sinonimiškai) metaforos ištakomis, jo vieta bazinio ir generinio raštingumo paradigmose. Apžvelgiamas daugialypis kompiuterinio raštingumo pobūdis: sąlytis su kritiniu mąstymu, tarpasmenine kompetencija, vertybinėmis nuostatomis, sociokultūrine patirtimi, autonomine ir ideologine raštingumo samprata. Po to nagrinėjama kompiuterinio raštingumo vieta informacinių ir komunikacinių technologijų (IKT) diegimo paradigmose ir IKT diegimo etapuose.
This article analyses the landscape of research on information and communication technology (ICT)... more This article analyses the landscape of research on information and communication technology (ICT) in education. It reviews the theory and practices of ICT research. The first chapter of the article investigates general theoretical research methods. The second chapter analyses the main peculiarities of ICT implementation analysis. The article presents the main concepts and definitions of research theory, it discusses possible evaluation aspects of ICT use in education, classical features of ICT research frameworks and their main components. While analysing the elements of research frameworks, structure and peculiarities of education system are discussed briefly. The article also reviews the main types of research of ICT use in education and analyses evaluation problems of ICT implementation into education.
Informacijos ir komunikacijos technologija (IKT) Lietuvos bendrojo lavinimo mokyklose paradeta di... more Informacijos ir komunikacijos technologija (IKT) Lietuvos bendrojo lavinimo mokyklose paradeta diegti maždaug prieš 20 metu, kai 1985 metais buvo ivestas privalomas informatikos dalykas. Per ta laikotarpi iš esmes pasikeite bendri IKT diegimo švietime siekiai, ne karta buvo keiciami ir informatikos mokymo tikslai bei programos. Pastaruoju metu pastebimos kelios aiškios IKT integravimo i ugdym a ir informatikos mokymo tendencijos: 1) IKT siekiama integruoti i visas gyvenimo mokykloje sritis; 2) IKT taikymo igudžiu siekiama išmokyti vis jaunesnio amžiaus vaikus. Išryšk˙ejo ir dar viena nauja IKT diegimo kryptis: siekiant integruoti moderni asias technologijas i visus ugdymo ir ugdymosi aspektus, bendrojo lavinimo mokyklose prad˙etos kurti virtualiosios mokymosi aplinkos (VMA). Šiuo metu VMA idiegimas yra prioritetinis IKT diegimo i bendraji lavinima uždavinys daugelyje Europos valstybiu [5]. Lietuvos vyriausyb˙e, taip pat neatsilieka nuo šiu pasauliniu tendenciju: igyvendindama mokyklu tobulinimo programa, skirta Lietuvos tukstantmeciui, ji taip pat ketina šalies pagrindinese mokyklose sukurti VMA ir tam planuoja skirti 1,3 mln. lit u [6]. Šis straipsnis nagrineja saryšius tarp VMA diegimo ir informatikos mokymosi tikslu Lietuvos bendrojo lavinimo pagrindin˙eje mokykloje. Aptariamos keturios pagrindin˙es Lietuvos Bendrosios informatikos dalyko programos [3] ir Išsilavinimo standartu [2] dalys: 1) informatikos mokymosi paskirtis, tikslai ir uždaviniai; 2) didaktin˙es nuostatos; 3) informacinio ugdymo strukt¯ura ir ryšiai su kitais dalykais; 4) privalomo informatikos dalyko turinys. Kiekvienoje dalyje VMA ir informatikos mokymosi s aryšis analizuojamas iš dvieju priešingu perspektyvu: 1) kaip VMA idiegimas pagrindin˙eje mokykloje galetu paeti igyvendinti informatikos bendrosios programos siekius ir 2) kaip informatikos mokymasis galetu padeti veiksmingiau pritaikyti VMA siekiant kitu ugdymosi tikslu.
What does it take to be a productive member of a multidisciplinary team working on a complex prob... more What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional.
People who are flexible in respect to different ways of knowing can be said to possess epistemic fluency – they are adept to combine different kinds of specialised and context-dependent knowledge and enact their knowing in solving problems encountered in the world.
This book, by combining sociocultural, material, cognitive and embodied perspectives of human knowing, offers a new and powerful conceptualisation of professional epistemic fluency – a capacity that underpins professional knowledgeable action and innovation. Using results from empirical studies it sheds light on practical ways in which the development of epistemic fluency can be recognised and supported – in higher education and in the transition to work
Markauskaitė, L. (1999). Informaciniai gebėjimai humanitarinių ir tiksliųjų mokslų sanglaudoje [I... more Markauskaitė, L. (1999). Informaciniai gebėjimai humanitarinių ir tiksliųjų mokslų sanglaudoje [Information capabilities in the conjunction of liberal arts and exact sciences]. Information Sciences. (Research Papers, in Lithuanian), 10, 38–51.
Markauskaite, L. (2003). Virtualiųjų mokymosi aplinkų diegimo ir informatikos mokymosi sąsajos Li... more Markauskaite, L. (2003). Virtualiųjų mokymosi aplinkų diegimo ir informatikos mokymosi sąsajos Lietuvos pagrindinėje bendrojo lavinimo mokykloje (virtual learning environments, installation and computer learning link in the main Lithuanian general education schools) in Lithuanian. Lietuvos Matematikos Rinkinys, 43(3), 265-271.
This paper reports on study that investigated the use of two different learning technologies, Age... more This paper reports on study that investigated the use of two different learning technologies, Agent-Based Models (ABMs) and video-based visualizations, for learning nanoscience. The design of the study was informed by an embodied cognition perspective. In order to help students learn important nanoscience concepts related to size-dependent property, two different treatment conditions were developed: (a) working with two different ABMs, and (b) watching two video-based visualizations. The paper describes the theoretical rationale for the treatment conditions, the study, learning outcomes, and implications of this research for learning challenging scientific ideas about nanoscience. Objectives We propose that the use of ABMs to learn nanoscale concepts fits under the umbrella of embodiment theory of cognition. In particular, we argue that using ABMs to learn nanoscience phenomena may provide an embodied cognitive experience through manipulating individual objects (agents) for hypothesis testing, and from which students can develop inferences, test those inferences and revise their expectations to evaluate concepts. In order to explore whether the use of ABMs to learn scientific concepts; (a) is engaging in embodied cognitive processes, and (b) helps students demonstrate deep understanding of nanoscale concepts, we conducted an empirical study to investigate the impacts of the use of two different learning technologies, ABMs and video-based visualizations, on students' learning nanoscience. Based on the literature of embodiment theory of cognition in cognitive science and neuroscience, we propose three indicators to compare these two learning approaches: (a) perspective taking (
Collaborative learning and problem solving are important aspects of engineering professional prac... more Collaborative learning and problem solving are important aspects of engineering professional practice that need to be addressed in preparing competent engineering graduates and forming their professional identities. Taking the learning as becoming a professional perspective, we illustrate the diversity of engineering practices in a collaborative decision-making episode, where students' participation in the activity is mediated by their use of web search. We present how our development of the implied identity approach could help to understand how technology mediates collaborative sense making in relation to professional practices and identities. We illustrate this by providing examples of ways in which students use web information to justify their decision making.
The rapid evolution of technology shifts our understanding of ICT literacy. Different approaches ... more The rapid evolution of technology shifts our understanding of ICT literacy. Different approaches about the ways of enhancing students' ICT literacy exist around the world. In some countries, ICT skills are taught as a separate subject, in others they are integrated across the curricula. This research aims to study the policy for the development of well-rounded students' ICT literacy in Lithuania. It investigates a progression from learning about ICT to learning with ICT. The paper focuses on three key policy aspects: (1) the evolution of an information technology subject; (2) the introduction of ICT across the national curricula; and (3) a strategy for the provision of schools with appropriate educational software and other content tools. The focal point of this research is the specific challenges that are encountered in small developing countries. The rapid evolution of technology shifts our understanding of Information and Communication Technology (ICT) literacy; and the concepts of this term are constantly being redrawn. Today, the following definition proposed by the International ICT Literacy Panel is the most widely used: " ICT literacy is using digital technology, communication tools, and/or networks to access, manage, integrate, evaluate and create information in order to function in a knowledge society " (ETS, 2002). ICT literacy has two underlying dimensions: cognitive proficiency (problem solving, visual literacy, etc.) and technical proficiency (knowledge of hardware, software, networks, etc.). Only the integration of cognitive and technical skills constitutes well-rounded ICT proficiency. Different approaches about the ways of enhancing students' ICT literacy exist around the world. For example, UNESCO identifies four curriculum areas of ICT proficiency enhancement tied to four stages of ICT development in a school: (1) ICT literacy, where ICT skills are taught during special ICT lessons; (2) application of ICT in various separate subjects; (3) infusion of ICT across the curricula; and (4) specialization in ICT (Anderson, Weert, 2002). The first stage of the development can be characterized as a 'learning about ICT', as ICT is the main object of teaching and learning, while the last three stages can be grouped under the single heading 'learning with ICT', as ICT is integrated or embedded into education. Various learning with ICT methods are more effective for the development of students' well-rounded ICT literacy than learning about ICT (Andersen, Weert, 2002). Embedded forms of ICT literacy development are already common in many K-12 schools in developed countries (see Plomp et al., 2003). Meanwhile, in schools of small developing states, especially with small national linguistic communities, they are much less widespread. There are many external and internal reasons for this difference. For instance, students in developed countries have more ICT-based curricula tools, they can access computers and the Internet at school and outside it more regularly. Therefore, less developed countries cannot adopt the same models of ICT literacy development. Rather, they must adapt foreign experience and knowledge to fit their national situations. They need to find a balance between various forms of ICT literacy enhancement, in
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- savybes, privalumai bei trukumai. Daug demesio skiriama kompiuterizuoto mokymo metodu. analizei bei pateikiama ivairiu kompiuterizuoto mokymo taksonomiju. apzvalga. Paskutineje
straipsnio dalyje pateikiama glausta dvieju pagrindiniu informacijos technologijos integravimo i ugdyma budu - formalaus ir integruoto - apzvalga. Remiantis Lietuvos bendrojo lavinimo mokyklos Bendruiu programu ir Bendrojo issilavinimo standartu analize, straipsnyje
nagrinejama, kaip ivairios kompiuteriu taikymo formos yra idiegtos l Lietuvos bendraji lavinima
The chapter starts by introducing the key notions of digital knowledge and digi-tal research and then provides a brief exploration of the intellectual spaces in which eResearch methods have been created and advanced. It goes on to argue that eResearch is not a single method, but rather a broad family of research tech-niques and applications that enhance the entire cycle of knowledge production from data collection to dissemination. To illustrate some possibilities, the chapter then looks at some examples of educational data mining and video analysis and proceeds to outline three broad challenges for eResearch adoption in educational and social policy research: technological, cognitive-epistemological and social-cultural. Finally, it discusses some future digital extensions of social inquiry and proposes that, as the first step, educational and social policy research should move away from the prevailing hypothesis and theory-driven research towards more open data-rich exploration, and from traditional scientific publishing towards new models of research dissemination and knowledge co-construction.
metu pastebimos kelios aiškios IKT integravimo i ugdym a ir informatikos mokymo tendencijos: 1) IKT siekiama integruoti i visas gyvenimo mokykloje sritis; 2) IKT taikymo igudžiu siekiama išmokyti vis jaunesnio amžiaus vaikus. Išryšk˙ejo ir dar viena nauja IKT diegimo kryptis: siekiant integruoti moderni asias technologijas i visus ugdymo ir ugdymosi aspektus, bendrojo lavinimo mokyklose prad˙etos kurti virtualiosios mokymosi aplinkos (VMA). Šiuo metu VMA idiegimas yra prioritetinis IKT diegimo i bendraji lavinima uždavinys daugelyje Europos valstybiu [5]. Lietuvos vyriausyb˙e, taip pat neatsilieka nuo šiu pasauliniu tendenciju: igyvendindama mokyklu tobulinimo programa, skirta Lietuvos tukstantmeciui, ji taip pat ketina šalies pagrindinese mokyklose sukurti VMA ir tam planuoja skirti 1,3 mln. lit u [6]. Šis straipsnis nagrineja saryšius tarp VMA diegimo ir informatikos mokymosi tikslu
Lietuvos bendrojo lavinimo pagrindin˙eje mokykloje. Aptariamos keturios pagrindin˙es Lietuvos Bendrosios informatikos dalyko programos [3] ir Išsilavinimo standartu [2] dalys: 1) informatikos mokymosi paskirtis, tikslai ir uždaviniai; 2) didaktin˙es nuostatos; 3) informacinio ugdymo strukt¯ura ir ryšiai su kitais dalykais; 4) privalomo informatikos
dalyko turinys. Kiekvienoje dalyje VMA ir informatikos mokymosi s aryšis analizuojamas iš dvieju priešingu perspektyvu: 1) kaip VMA idiegimas pagrindin˙eje mokykloje galetu paeti igyvendinti informatikos bendrosios programos siekius ir 2) kaip informatikos mokymasis galetu padeti veiksmingiau pritaikyti VMA siekiant kitu ugdymosi tikslu.
- savybes, privalumai bei trukumai. Daug demesio skiriama kompiuterizuoto mokymo metodu. analizei bei pateikiama ivairiu kompiuterizuoto mokymo taksonomiju. apzvalga. Paskutineje
straipsnio dalyje pateikiama glausta dvieju pagrindiniu informacijos technologijos integravimo i ugdyma budu - formalaus ir integruoto - apzvalga. Remiantis Lietuvos bendrojo lavinimo mokyklos Bendruiu programu ir Bendrojo issilavinimo standartu analize, straipsnyje
nagrinejama, kaip ivairios kompiuteriu taikymo formos yra idiegtos l Lietuvos bendraji lavinima
The chapter starts by introducing the key notions of digital knowledge and digi-tal research and then provides a brief exploration of the intellectual spaces in which eResearch methods have been created and advanced. It goes on to argue that eResearch is not a single method, but rather a broad family of research tech-niques and applications that enhance the entire cycle of knowledge production from data collection to dissemination. To illustrate some possibilities, the chapter then looks at some examples of educational data mining and video analysis and proceeds to outline three broad challenges for eResearch adoption in educational and social policy research: technological, cognitive-epistemological and social-cultural. Finally, it discusses some future digital extensions of social inquiry and proposes that, as the first step, educational and social policy research should move away from the prevailing hypothesis and theory-driven research towards more open data-rich exploration, and from traditional scientific publishing towards new models of research dissemination and knowledge co-construction.
metu pastebimos kelios aiškios IKT integravimo i ugdym a ir informatikos mokymo tendencijos: 1) IKT siekiama integruoti i visas gyvenimo mokykloje sritis; 2) IKT taikymo igudžiu siekiama išmokyti vis jaunesnio amžiaus vaikus. Išryšk˙ejo ir dar viena nauja IKT diegimo kryptis: siekiant integruoti moderni asias technologijas i visus ugdymo ir ugdymosi aspektus, bendrojo lavinimo mokyklose prad˙etos kurti virtualiosios mokymosi aplinkos (VMA). Šiuo metu VMA idiegimas yra prioritetinis IKT diegimo i bendraji lavinima uždavinys daugelyje Europos valstybiu [5]. Lietuvos vyriausyb˙e, taip pat neatsilieka nuo šiu pasauliniu tendenciju: igyvendindama mokyklu tobulinimo programa, skirta Lietuvos tukstantmeciui, ji taip pat ketina šalies pagrindinese mokyklose sukurti VMA ir tam planuoja skirti 1,3 mln. lit u [6]. Šis straipsnis nagrineja saryšius tarp VMA diegimo ir informatikos mokymosi tikslu
Lietuvos bendrojo lavinimo pagrindin˙eje mokykloje. Aptariamos keturios pagrindin˙es Lietuvos Bendrosios informatikos dalyko programos [3] ir Išsilavinimo standartu [2] dalys: 1) informatikos mokymosi paskirtis, tikslai ir uždaviniai; 2) didaktin˙es nuostatos; 3) informacinio ugdymo strukt¯ura ir ryšiai su kitais dalykais; 4) privalomo informatikos
dalyko turinys. Kiekvienoje dalyje VMA ir informatikos mokymosi s aryšis analizuojamas iš dvieju priešingu perspektyvu: 1) kaip VMA idiegimas pagrindin˙eje mokykloje galetu paeti igyvendinti informatikos bendrosios programos siekius ir 2) kaip informatikos mokymasis galetu padeti veiksmingiau pritaikyti VMA siekiant kitu ugdymosi tikslu.
People who are flexible in respect to different ways of knowing can be said to possess epistemic fluency – they are adept to combine different kinds of specialised and context-dependent knowledge and enact their knowing in solving problems encountered in the world.
This book, by combining sociocultural, material, cognitive and embodied perspectives of human knowing, offers a new and powerful conceptualisation of professional epistemic fluency – a capacity that underpins professional knowledgeable action and innovation. Using results from empirical studies it sheds light on practical ways in which the development of epistemic fluency can be recognised and supported – in higher education and in the transition to work