Papers by Jocelyn Wishart
Computers & Education, 2007
The two separate projects described have examined how teachers exploit computer-based technologie... more The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in their lessons. The second study presented was part of the wider SET-IT project in Cambridge; 11 teachers in eight schools were observed using multimedia simulations, data logging tools and interactive whiteboards. Teachers were interviewed in all cases to elicit their pedagogical thinking about their classroom use of ICT.
Nurse Education Today, 2002
Students in both nurse and teacher training are now expected to learn to make effective use of IT... more Students in both nurse and teacher training are now expected to learn to make effective use of IT for their profession. However, they enter training with a variety of experience in IT which will affect how they respond to further IT skills training. In this survey, 154 nursing and 128 teacher training students reported on the uses they had made of computers and their attitudes towards them. Also, as a sense of being in control of the computer is important for becoming involved in its use, they completed a questionnaire to locate their locus of internal control. The teacher training students were more likely than the nursing students to have access to a home computer, to use computers more often and to have used a greater variety of software. However, this may be a gender effect as a greater proportion of the teacher trainees were male. For both teacher training and nursing students, having a more internal locus of control was correlated with more positive attitudes towards computers. This finding is important for those introducing students to the use of IT in their professions, so that appropriate software and teaching styles involving less open-ended tasks may be provided for the less internally controlled individuals. Interestingly, a much stronger relationship between being more internally controlled and being less scared of using a computer was found for teacher trainees than for nurse trainees. Thus for nurse trainees it is more likely that there are other individual factors predisposing them to fear using computers. & 2002 Published by
British Journal of Educational Technology, 2004
Andrew Presland is Assistant Head Teacher at the school involved in this research where he has ta... more Andrew Presland is Assistant Head Teacher at the school involved in this research where he has taught Science, Technology, and ICT for twenty-five years. Jocelyn Wishart was director of the PGCE in ICT at the Department of Education, Loughborough University at the time of the research and is now at the Graduate School of Education, Bristol University. Her published research is in the use of information and communications technologies for learning and teaching. Address for correspondence: Dr JM Wishart, Graduate School of ...
Recall, 2008
Abstract This study addresses the challenges faced by Modern Foreign Language teacher trainees wh... more Abstract This study addresses the challenges faced by Modern Foreign Language teacher trainees when asked to investigate the potential of a Personal Digital Assistant to support them both in their learning and in their teaching during their training year. Personal Digital Assistants (PDAs) such as the Windows Pocket PCs used in this study have previously been found supportive by trainees in other professions with a large information content. Modern Foreign Languages (MFL) was chosen as the subject for this investigation as a particularly ...
Fuel and Energy Abstracts
This study drew on data from two different initiatives in which groups of participants were asked... more This study drew on data from two different initiatives in which groups of participants were asked to work together to build knowledge. In the first initiative school students were asked to discuss ethical issues in science, using a moderated online discussion board and in the second, researchers in the field of Technology Enhanced Learning (TEL) used a wiki to develop a vision statement. Despite the different contexts and purposes of the initiatives, the outcomes were remarkably similar in terms of a) the extent and patterns of contributions and b) the quality of the contributions. In both, there was some level of success in that the intended outcome was reached. However, in both, there were fewer contributions than anticipated and the quality of a large proportion of the contributions was disappointing. It is suggested that the reasons for this are related to four factors; the socio-cultural setting, the nature of the knowledge that was being built, the tools used and the way the activity was set up (including setting shared goals).
Research in Science & Technological Education, 2007
Computers & Education, 2010
In this paper we report on the successes and challenges of using the online authoring tool 'Evolu... more In this paper we report on the successes and challenges of using the online authoring tool 'Evolution' to underpin a creative project linking museums and schools. The MuseumScouts project itself is EU Comenius 2.1 funded and involves teachers, teacher educators, museum staff, students and researchers from five European countries: Germany (Berlin and Munich), Lithuania (Vilnius), Portugal (Porto), Austria (Linz), and the UK (Bristol and London).
Technology, Pedagogy and Education, 2007
Personal Digital Assistants (PDAs) or handheld computers have been shown to support teachers in t... more Personal Digital Assistants (PDAs) or handheld computers have been shown to support teachers in the management of course information, pupil assessment information, knowledge acquisition, task organisation and communication (Becta, 2003). The latest PDAs now come with internal cameras and mobile phones allowing the user to communicate via voice and text as well as accessing the internet. This paper stems from a trial at the Graduate School of Education in the
Recent changes in UK science curricula mean that it is now expected that pupils are taught about ... more Recent changes in UK science curricula mean that it is now expected that pupils are taught about socio‐scientific applications and implications of science; however, finding time to incorporate associated discussions and to set up forums for debate is challenging for teachers. This paper reports on a project to investigate different approaches to engaging students in argument and discussion including online debate outside lesson time. The project involved incorporating different types of discussion into sixth form (students aged ...
This paper will present the results of a small-scale project, funded by the UK Teacher Developmen... more This paper will present the results of a small-scale project, funded by the UK Teacher Development Agency, where 13 teachers and 3 trainee teachers in one secondary school science department were given handhelds (Personal Digital Assistants or PDAs) with cameras and internet access for the academic year. The aims were:
ABSTRACT This article describes,the evaluation,of the BioEthics Education,Project (http://www. be... more ABSTRACT This article describes,the evaluation,of the BioEthics Education,Project (http://www. beep.ac.uk), a web-based science-teaching resource with associated,online discussion boards. The BEEP website,was,produced,in an Engaging Science project designed,to support the changing,UK science,curriculum,with its increased,emphasis,on socio-scientific issues. Feedback,from the 22 biology teachers and 112 students,who,took part in the evaluation was,very supportive. Students and teachers really liked the design,and ease of use of the
Fourteen initial teacher training students studying to become science teachers have been given in... more Fourteen initial teacher training students studying to become science teachers have been given internet enabled PDAs in a pilot study to assess whether PDAs have the potential to support them in their own teaching and learning, and in their role as trainee teachers.
Computers & Education, 2007
The two separate projects described have examined how teachers exploit computer-based technologie... more The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in their lessons. The second study presented was part of the wider SET-IT project in Cambridge; 11 teachers in eight schools were observed using multimedia simulations, data logging tools and interactive whiteboards. Teachers were interviewed in all cases to elicit their pedagogical thinking about their classroom use of ICT.
Computers & Education, 2004
Concern has arisen for the safety of children using the Internet to support their education outsi... more Concern has arisen for the safety of children using the Internet to support their education outside the school context. Inappropriate material such as pornography, inflammatory and racist writings can be accessed both by accident and with deliberate intent to view. Children are also perceived to be at risk from approaches by strangers, particularly in web-based chat rooms.
The two separate projects described have examined how teachers exploit computer-based technologie... more The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in their lessons.
Abstract Given the rapid advances of science, it is ever more important to raise young people's a... more Abstract Given the rapid advances of science, it is ever more important to raise young people's awareness of the ethical dilemmas such knowledge brings, so that they can make informed decisions on issues that will affect them. As a result, the UK science syllabus for ages 11-18 has changed to include ethical issues. But science teachers are uncomfortable teaching ethics and many are unpractised in the necessary teaching techniques. The Bioethics Education Project (BEEP http://www. beep. ac.
Page 1. Audit of Internet Safety Practices in English Schools Final Report August 2002 Dr JM Wish... more Page 1. Audit of Internet Safety Practices in English Schools Final Report August 2002 Dr JM Wishart ([email protected]) Department of Information Science Loughborough University LE11 3TU 01509 223082 Naomi Dungworth ([email protected]) Department of Information Science Loughborough University LE11 3TU 01509 223074 Dr Debbi Smith [email protected] Department of Information Science Loughborough University LE11 3TU 01509 223074 Page 2.
Published by ESCalate HEA Subject Centre for Education University of Bristol Graduate School of E... more Published by ESCalate HEA Subject Centre for Education University of Bristol Graduate School of Education 35 Berkeley Square Bristol BS8 1JA Email: heacademy-escalate@ bristol. ac. uk www. escalate. ac. uk © The Authors and ESCalate April 2011 ESCalate production team-Teresa Nurser Permission is granted to copy and distribute this document in unaltered form only, for the purposes of teaching, research, private study, criticism and review, provided that the original author and publisher is acknowledged.
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Papers by Jocelyn Wishart