http://www.nesse.fr/nesse These are the search results for the site for the query, showing results 0 to 15. http://www.nesse.fr/nesse/activities/research-mapping/educational-governance/experts/tiana No publisher thibert education governance curriculum, pedagogy and assessment 2010-09-27T13:15:30Z expert http://www.nesse.fr/nesse/activities/research-mapping/teachers-and-teaching/experts/altrichter No publisher thibert education governance teachers, teaching and teacher education 2010-09-27T13:11:05Z expert http://www.nesse.fr/nesse/activities/research-mapping/teachers-and-teaching/experts/gaber No publisher thibert education governance curriculum, pedagogy and assessment teachers, teaching and teacher education 2010-09-27T13:10:42Z expert http://www.nesse.fr/nesse/activities/research-mapping/curriculum-pedagogy-and-assessment/experts/horn No publisher thibert education governance curriculum, pedagogy and assessment 2009-09-03T15:05:58Z expert http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/experts/baron No publisher thibert digital technologies 2009-07-16T13:07:16Z expert http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/bibliography/Bruillard2006b No publisher thibert 2009-07-16T13:07:16Z Incollection Reference http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/bibliography/Slater2005 No publisher thibert 2009-07-16T13:07:16Z Techreport Reference http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/bibliography/GuriRosenblit2005 No publisher thibert 2009-07-16T13:07:16Z Article Reference http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/bibliography/Cousin2004 From our analysis of narratives gathered from a range of actors, this paper argues that pedagogical, technological, cultural, and organisational dimensions are closely interrelated in the university system, so that the deployment of technology creates changes or, at least, the need for them in the other dimensions. In order appropriately to capture and help clarify the complexity of implementation, this paper explores ideas around an analytic framework with sufficient explanatory power to: i) identify the variation and commonality arising from the narrative data which our research has gathered ii) address the distinctive issues that occur at differing levels of implementation, from individual agency through to teams, faculties, institutions and the wider policy environment iii) provide some indication of why implementation proves more troublesome in some contexts than in others. This paper offers an analysis of the data and presents emerging findings from the thematic analysis of our narrative data. From this, we will identify a set of generative questions to inform e-learning implementation. No publisher thibert 2009-07-16T13:07:16Z Misc Reference http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/bibliography/Condie2007 "The impact of ICT in schools report was commissioned by Becta on behalf of the Department for Education and Skills (DfES) to analyse the impact of ICT on the schools sector across the United Kingdom. Over 350 published literature sources were consulted, ranging from policy documents, professional journals, research reports, reviews and digests to commercial publications. These have been listed in the bibliography although not all are referred to explicitly within the body of the report. This summary sets out the key messages from the literature, focusing firstly on the infrastructure to support the use of ICT, secondly on the impact on learning and teaching and, thirdly, on the extent to which ICT supports communication and links within and across schools and into the wider community. It concludes by drawing out several issues for further exploration and research." No publisher thibert 2009-07-16T13:07:16Z Techreport Reference http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/bibliography/OCDE2006a Avec la fin du boom de la « nouvelle économie », en 2000, l'enthousiasme autour de la cyberformation a laissé place au scepticisme. Mais dans les faits, où en sommes-nous ? Pourquoi et comment différents types d'établissements d'enseignement supérieur s'engagent-ils dans la cyberformation ? Selon eux, quels sont les impacts pédagogiques de la cyberformation dans ses différentes formes, et quel est son coût ? Quelles peuvent être les implications de la cyberformation sur le recrutement et la formation du personnel enseignant ? Cet ouvrage tente de répondre entre autres à ces questions. L'étude se fonde sur une étude qualitative menée par le Centre pour la recherche et l'innovation dans l'enseignement (CERI) de l'OCDE sur les pratiques et stratégies mises en place par 19 établissements d'enseignement supérieur originaires de 11 pays membres de l'OCDE ? Allemagne, Australie, Canada, Espagne, États-Unis, France, Japon, Mexique, Nouvelle-Zélande, Royaume-Uni et Suisse - et de 2 pays non membres - Brésil et Thailande. Cette étude qualitative est complétée par les résultats d'une étude quantitative sur la cyberformation dans l'enseignement supérieur réalisée par l'Observatory on Borderless Higher Education (OBHE) dans certains pays du Commonwealth. No publisher thibert 2009-07-16T13:07:16Z Book Reference http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/bibliography/Chaptal2007 La question des pratiques pédagogiques des TICE est une question complexe qui peut - et doit - s'analyser selon de multiples approches. L'objet de ce texte n'est pas de les développer toutes mais de remettre en perspective les usages des TICE (technologies d'information et de communication pour l?enseignement) par les enseignants du scolaire en analysant des contradictions affectant les divers discours officiels et en mettant en évidence des paradoxes caractérisant cette question. Cet article est également l'occasion de préciser l?état actuel de la situation francaise en l?éclairant par des considérations issues d?expériences étrangères, américaines ou britanniques, qui ne doivent cependant, en aucun cas, être prises pour modèle.(Résumé de l'auteur). No publisher thibert 2009-07-16T13:07:16Z Article Reference http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/bibliography/Balanskat2006 "The use of ICT in education and training has been a priority in most European countries during the last decade, but progress has been uneven. There are considerable differences of ?e-maturity1? within and between countries, and between schools within countries. A small percentage of schools 2 in some countries have embedded ICT into the curriculum, and demonstrate high levels of effective and appropriate ICT use to support and transform teaching and learning across a wide range of subject areas. Most schools in most countries, however, are in the early phase of ICT adoption, characterised by patchy uncoordinated provision and use, some enhancement of the learning process, some development of e-learning, but no profound improvements in learning and teaching. Such progress has been achieved at considerable cost. All EU countries have invested in ICT in schools: equipment, connectivity, professional development and digital learning content. What does the research and evaluation tell us about the return on investment in ICT? A number of recent studies begin to provide evidence of the return on investment and this study, carried out in the framework of the European Commission?s ICT Cluster work, addresses the question of what have been the concrete results or impact of ICT investment and integration in schools in two major areas: - Learning outcomes and learners - Teaching methodologies and teachers." No publisher thibert 2009-07-16T13:07:16Z Techreport Reference http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/bibliography/SteveChing2006 Ce livre met en évidence les relations entre le E-learning, l'édition numérique, et la culture informationnelle. No publisher thibert 2009-07-16T13:07:16Z Book Reference http://www.nesse.fr/nesse/activities/research-mapping/digital-technologies/bibliography/Pelgrum2004 Cet ouvrage traite des principaux problèmes et questions que soulève l?application des technologies de l?information et de la communication (TIC) à l?école. Il met clairement en évidence le potentiel que représentent les TIC et la contribution qu?elles peuvent apporter aux réformes des programmes scolaires. Il dresse un bilan des résultats obtenus et présente les commentaires des enseignants et leurs attentes. Les auteurs proposent des solutions et des suggestions aux planificateurs et aux administrateurs afin de les guider dans le processus d?introduction des TIC à l?école. Ils soulignent que l?installation des ordinateurs en classe ne peut se concevoir qu?au service d?objectifs pédagogiques m\^urement réfléchis. No publisher thibert 2009-07-16T13:07:16Z Book Reference