Drawing from ethnographic research data and couched in critical care research, the author introduces the concept of ‘interruptive caring’ – a critical approach to caring that both transforms deficit-oriented school practices and challenges the underlying ideologies that inform and rationalize the inequitable power imbalances that operate within a school system. The author examines the concept o...

Current studies on media tablets illustrated that mobile technology may improve learning when truly integrated into learning settings. The question remains what truly integrated means, how it might be operationalized. In a study of Scandinavian classrooms, the question was how teachers adopt and integrate media tablets in their teaching practices in order to provide learning opportunities for t...

The primary goal of this study is to explore and identify indicators of best practices in technology integration by the teacher education faculty at The University of Northern Colorado. This is a qualitative study involving seven teacher education faculty members who participated in the University’s federally funded grant, Preparing Tomorrow’s Teachers to Use Technology (PT3). Interviews with f...

The importance of content knowledge on proficiency in teaching practices is well documented (Borko et al., 1992; Shulman, 1986). But is this statement completely unimpeachable? Are there drawbacks for teaching that are specifically due to subject matter expertise? In this paper we draw on evidence from mathematics and language arts education to show ways that advanced knowledge in a content are...

This paper illustrates the factors affecting the use of ICT in the classroom in a large scale language development project in Bangladesh. The project, called English in Action (EIA) provides ICT materials along with print based materials for the teachers as well as face-to-face training to bring changes in primary and secondary classroom practices. On-going monitoring data showed that the use o...

The purpose of this study was to document typical use and configuration of 1:1 computing in two schools focusing on the added value and unique challenges these uses present.Aqualitative case study design was used in two middle schools (sixth, seventh and eighth grade) in the southeastern United States purposefully selected for their 1:1 computing programmes. Data were collected through formal a...

This paper aims to define the knowledge base of teaching in linguistically diverse secondary schools in England. Based on extensive interviews with the teachers across two schools, the paper identifies a range of good practices centred on flexibility and differentiation. These include, for example, diversifying teaching resources by using bilingual materials and dialogic tasks, as well as makin...