Teacher Education

This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; (b) one cannot generalize from a single case, therefore, the single-case study cannot contribute to scientific development; (c) the case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building; (d) the case study contains a bias toward verification; and (e) it is often difficult to summarize specific case studies. This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of a greater number of good case studies.

How does teachers' technological pedagogical content knowledge ("TPACK") inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers' planning, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in their planning processes.

Complete details: http://users.erols.com/ksciacca/MIannounce.htm
Registration is Open for the:
October 24, 25 & 26, 2016 Motivational Interviewing Training Seminar.
Contact: Kathleen Sciacca E-mail: [email protected]
The following includes Complete Details and Registration materials for October, 2016:
DATES: October 24, 25 & 26, 2016 - Three-Day Seminar.
PLACE: *Hotel Beacon, 2130 Broadway at W.75th Street, New York City.
FEE: * $598.00 prior to September 20, 2016; $698.00 after September 20, 2016.
Fee includes course materials, continental breakfast and refreshments daily.
Limited to Thirty Participants. 18 clock hours, NY State OASAS Certified; (NEW!) 18 CEU's NY State Social Work pre-approved; & Certificate of Course Completion awarded to all participants.
PRESENTER: Kathleen Sciacca, M.A.
Phone: 212-866-5935. FAX: 212-666-1942. E-mail: [email protected]
*Mail registration form and fee as per instructions or process credit card payment.

Theory, Practice and Skill Building in the Miller/Rollnick Model of Motivational Interviewing will be the focus of this three-day seminar. Includes New topics & MI3.

Motivational Interviewing provides effective strategies and skills for working with many forms of behavior change including: mental health, substance abuse, criminal justice-corrections, homeless services, domestic violence, veteran's administration, employee assistance programs, education, vocational rehabilitation, gambling, weight change and primary health care including HIV, Hepatitis C, Chronic care and more. It is effective for both adult and adolescent populations.

*Understand Motivational Interviewing (MI) theory, concepts, strategies, processes, techniques and spirit - MI3.
*Understand the contrasts between traditional interventions and Motivational Interviewing Strategies and Interventions.
*Learn the Correlates between Dual Diagnosis Treatment & MI.
*Learn the Stages of Change (Prochaska & DiClemente) and interventions.
*(New!) Learn to measure client' readiness and use worksheet to track progress.
* (New!) Learn the four processes of Motivational Interviewing including strategies and interventions - MI3.
*Learn the Key Elements of Motivational Interviewing: ^Change talk; ^Guiding; ^Providing information, advice and education; ^Expressing Empathy and more. Includes practice.
*Acquire Intervention and Communication Skills Utilizing Motivational Interviewing Five Strategies and Techniques "OARS." Includes empathic/reflective listening, change talk & practice in each strategy.
*Build Motivation for clients at various stages of readiness and motivation.
*Learn and Practice Strategies to Deal with Discord - Resistance.
*(New!) Understand how the Motivational Interviewing Treatment Integrity (MITI) scale and criteria are used to determine MI adherent interventions and competent MI practice. Includes MITI4
*Learn to Develop a Plan.
*(New!) Learn to administer and interpret an MI compatible Functional Analysis.
*(New!) Understand the elements of Cognitive Behavioral Therapy that are compatible with MI.
*Learn to use Motivational Interviewing Strategies in Groups.
*Learn Brief Intervention Strategies.

Course includes lecture, live demonstrations, experiential practice, video demonstrations, written exercises, question and answer segments and interactive discussion.

Kathleen Sciacca, M.A., is trained as a trainer of Motivational Interviewing; is a Member of the MINT since 1995. She is a forerunner in treatment interventions, program development and program materials for Dual Diagnosis; author of the MIDAA Service Manual; producer of the video Integrated Treatment/in Library of Congress. She has authored numerous articles/chapters/reports/documents and teaches in various media. She has thirty-six years of clinical experience in MH, SA, HIV, Corrections, Health Care, EAP, Homeless services, Veteran's administration. Thirty-one years as Dual Diagnosis consultant, trainer and program implementer includes numerous state-wide projects. Twenty years as educator/trainer, program developer, coach and supervisor of Motivational Interviewing.
Go to: Dual Diagnosis Website
New site: Motivational Interviewing Training

REGISTRATION

Recommended for service providers, administrators & educators for Mental Health, Substance Abuse, The Homeless, Criminal Justice-Corrections, Primary Health Care, The VA, HIV, Domestic Violence, Vocational Rehabilitation, EAP, Education, Gambling, Chronic Care and Residential Care. For adult and adolescent populations.

PLACE: Hotel Beacon, 2130 Broadway at W.75th St. New York, NY. Excellent Location, 3 blocks to Central Park, Museum of Natural History, Planetarium, near Lincoln Center, Columbus Circle, The East side, Times Square Theater district, & attractions.

HOTEL RESERVATIONS CALL: 212-787-1100 ext. 2, or 800-572-4969, Mon.- Fri.
*Specify "Motivational Interviewing Seminar."
Special rates per night honored until September 23, 2016: King studios and Double/Double $295.00 per night (single/double occupancy). King Suites: One bedroom w/one King bed and queen sofa bed, $345.00 per night; all rooms w/kitchenette, 32" Flat screen TV, wireless internet and full amenities. Limited number of rooms held, reserve early, liberal hotel cancellation policy until 24 hours prior.
Hotel Information Go To: Hotel Beacon http://www.beaconhotel.com/

Seminar Hours: Day One registration: 8:30 AM. Seminar daily: 9 AM -5:00 PM. Includes Continental Breakfast daily at 8:30 AM.

TO REGISTER:
Mail registration form with payment to: Kathleen Sciacca, 299 Riverside Drive, 3E, New York, N.Y. 10025. Make check payable to: Kathleen Sciacca, in US Dollars - Or pay by credit card "Buy Now" button ($15.00 fee for credit card payments):
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REGISTRATION FORM MOTIVATIONAL INTERVIEWING TRAINING SEMINAR, Theory, Practice and Skill Building. October 24, 25 & 26, 2016. Limit - first thirty registrants. Registration payable to: Kathleen Sciacca, 299 Riverside Drive, 3E, New York, N.Y., 10025.

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We reserve the right to cancel this seminar. No refunds after 9/20/16. Fees cannot be transferred to future training except if emergency necessitates rescheduling this course.
Kathleen Sciacca has certificate as trainer of Motivational Interviewing; is a Member of the MINT since 1995; Is a Certified NYS OASAS Training provider & Faculty. CASAC, CCP & CPS credits pre-approved; and 18 NY State SW CEU's pre-approved.
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| Mr M, a patient with semantic dementia -a neurodegenerative disease that is characterized by the gradual deterioration of semantic memory -was being driven through the countryside to visit a friend and was able to remind his wife where to turn along the notrecently-travelled route. Then, pointing at the sheep in the field, he asked her "What are those things?" Prior to the onset of symptoms in his late 40s, this man had normal semantic memory. What has gone wrong in his brain to produce this dramatic and selective erosion of conceptual knowledge? m e m o ry s y s t e m s

The authors propose a model of the prosocial classroom that highlights the
importance of teachers’ social and emotional competence (SEC) and wellbeing
in the development and maintenance of supportive teacher–student
relationships, effective classroom management, and successful social and
emotional learning program implementation. This model proposes that these
factors contribute to creating a classroom climate that is more conducive to
learning and that promotes positive developmental outcomes among students.
Furthermore, this article reviews current research suggesting a relationship
between SEC and teacher burnout and reviews intervention efforts to support
teachers’ SEC through stress reduction and mindfulness programs. Finally,
the authors propose a research agenda to address the potential efficacy of
intervention strategies designed to promote teacher SEC and improved learning
outcomes for students.

iii PREFACE One of the most vexing problems facing middle and secondary school teachers today is that many students come into their classrooms without the requisite knowledge, skills, or disposition to read and comprehend the materials placed before them. In an effort to inform the U.S. Department of Education's Office of Educational Research and Improvement (OERI) on ways to improve the quality and relevance of education research and development, RAND convened 14 experts with a wide range of disciplinary and methodological perspectives in the field of reading. The RAND Reading Study Group (RRSG) was charged with proposing strategic guidelines for a long-term research and development program supporting the improvement of reading comprehension. This report is the product of that group's efforts and of the valuable commentary provided by various members of the reading research and practice communities.

This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition -what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition − grammar teaching and literacyare discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.

This article reviews data-based research studies on preservice teacher preparation for multicultural schools, particularly schools that serve historically underserved communities. In this article, the author reviews 80 studies of effects of various preservice teacher education strategies, including recruiting and selecting students, cross-cultural immersion experiences, multicultural education coursework, and program restructuring. Although there is a large quantity of research, very little of it actually examines which strategies prepare strong teachers. Most of the research focuses on addressing the attitudes and lack of knowledge of White preservice students. This review argues that although this is a very important problem that does need to be addressed, it is not the same as figuring out how to populate the teaching profession with excellent multicultural and culturally responsive teachers.

Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice and inservice teachers, has focused on helping teachers overcome firstorder barriers (e.g., acquiring technical skills needed to operate a computer). More recently, training programs have incorporated pedagogical models of technology use as one means of addressing second-order barriers. However, little discussion has occurred that clar~es the relationship between these d~jerent types of barriers or that delineates effective strategies for addressing d~ferent barriers. If pre-and inservice teachers are to become effective users of technology, they will need practical strategies for dealing with the d~j:erent types of barriers they will face. In this paper, I discuss the relationship between first-and second-order barriers and then describe spec~c strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve technology integration.

There are two central questions determining the pedagogy of teacher education: (1) What are the essential qualities of a good teacher, and (2) How can we help people to become good teachers? Our objective is not to present a definitive answer to these questions, but to discuss an umbrella model of levels of change that could serve as a framework for reflection and development. The model highlights relatively new areas of research, viz. teachers’ professional identity and mission. Appropriate teacher education interventions at the different levels of change are discussed, as well as implications for new directions in teacher education.

Back cover text: If the new fin de siècle marks a recurrence of the real, Bent Flyvbjerg’s Rationality and Power epitomizes that development and sets new standards for social and political inquiry. The Danish town of Aalborg is to Flyvbjerg what Florence was to Machiavelli: a laboratory for understanding the real workings of power, and for grasping what they mean to our more general concerns of social and political organization. Politics, administration, and planning are examined in ways that allow  a rare, in-depth understanding. The reader witnesses, firsthand, the classic and endless drama which defines what modernity and democracy are and can be.

Teacher professional development a b s t r a c t A review of publications in Teaching and Teacher Education over ten years (2000e2010) on teacher professional development is the subject of the paper. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part, selects from the production nine articles for closer examination. The paper concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognisance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time.

Other McREL staff members who contributed to the development of this report include JAMES BAILEY, a former assistant district superintendent, high school principal and elementary principal; GREG CAMERON, a former elementary school principal and assistant principal; EVELYN CORTEZ-FORD, a doctoral candidate in educational leadership and former master teacher and teacher educator; MIKE GALVIN, a former teacher leader and elementary school principal; SANDRA GILPIN, a former secondary school mathematics teacher; and MONETTE MCIVER, a former elementary school teacher.

Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered selfreport questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were collected in two subsequent scholastic years. Structural equation modeling analyses corroborated a conceptual model in which teachers' personal efficacy beliefs affected their job satisfaction and students' academic achievement, controlling for previous levels of achievement.

In this article, the authors argue for making practice the core of teachers' professional preparation. They set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors caution that the bias against detailed professional training that often pervades common views of teaching as idiosyncratic and independently creative impedes the improvement of teachers' preparation for the work of teaching. They offer examples of what might be involved in teaching practice and conclude with a discussion of challenges of and resources for the enterprise.

Stephen M. Alessi is an Associate Professor at the University of Iowa, on Psychological and Quantitative Foundations Department. He received his Ph.D. in Educational Psychology form University of Illinois in 1979. His principal research interests are Educational Technology, Multimedia Design, Web-Based Learning and Instructional Simulation. Stephen M. Alessi is an active member of American Educational Research Association, Association for Educational Communications and Technology, European Association for Research on Learning and Instruction and System Dynamics Society.
Stanley R. Trollip is an Associate Professor at Capella University, Minneapolis. His main interests are Higher Education, Educational Assessment and Educational Technology. He has published more than 50 publications on topics like Computer based technology, Education methods and development, Classroom management, Educational Software. Stanley R. Trollip is an active member of American Educational Research Association, Association for Educational Communications and Technology

In this article, the authors provide an argument for future directions for teacher education, based on a re-conceptualization of teaching. The authors argue that teacher educators need to attend to the clinical aspects of practice and experiment with how best to help novices develop skilled practice. Taking clinical practice seriously will require teacher educators to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, the authors contend that teacher educators will need to undo a number of historical divisions that underlie the education of teachers. These include the curricular divide between foundations and methods courses, as well as the separation between the university and schools. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.

The study determined the effects of cooperative, competitive and individualistic classroom interaction patterns on the performance of secondary school students in Physics. It also examined the moderating effect of gender on dependent measure. The study adopted the pretest, posttest, control group quasi experimental design. The sample consisted of 214 senior secondary school I students (104 males and 110 females) from four intact classes randomly selected in two local government areas of Ogun State using the cluster sampling technique. The classes were randomly assigned to one control group and three experimental groups. The experimental groups were Cooperative Interaction Pattern (COIP), Competitive Interaction Pattern (CMIP), and Individualistic Interaction Pattern (IDIP) while the Conventional Method of Teaching (CVMT) served as the control group. The instrument titled “Physics Achievement Test (PAT)” was used to collect data for the study. Data collected were analysed using t-test and F-statistics. The results showed that the academic performance of secondary school students in Physics was significantly influenced by each of the classroom interaction patterns of Cooperative (t= 23.04, p< 0.05); Competitive (t= 18.18, p< 0.05) and Individualistic (t= 16.10, p< 0.05). The results also showed that there was no significant difference between the performance of male and female students taught using each of the interaction patterns of Cooperative (t= -0.531, p>0.05); Competitive (t= -0.278, p>0.05), and Individualistic (t=0.523, p>0.05). The results further showed that there was significant effect of COIP (t=6.77, p<0.05) and IDIP (4.02, p<0.05) on students’ retention ability but there was no significant effect of CMIP (t=0.98, p>0.05) and CVMT (t=1.23, p>0.05) on the retention ability of the students. The study concluded that the cooperative classroom interaction pattern should be used in Physics classroom as it could improve students’ learning in Physics.

Despite momentous developments in the sociopolitics of the teaching of English worldwide, targets have generally remained tied to nativespeaker norms. This paper argues that although this orientation is often recognized as inappropriate and counter-productive, it persists because discussions about 'global English' on the meta-level have not been accompanied by a necessary reorientation in linguistic research: very little empirical work has so far been done on the most extensive contemporary use of English worldwide, namely English as a lingua franca, largely among 'non-native' speakers. The paper seeks to demonstrate that this lack of a descriptive reality precludes us from conceiving of speakers of lingua franca English as language users in their own right and thus makes it difficult to counteract the reproduction of native English dominance. To remedy this situation, a research agenda is proposed which accords lingua franca English a central place in description alongside English as a native language, and a new corpus project is described which constitutes a first step in this process. The paper concludes with a consideration of the potentially very significant impact that the availability of an alternative model for the teaching of English as a lingua franca would have for pedagogy and teacher education.

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA) candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.

Reflective practice has an allure that is seductive in nature because it rings true for most people as something useful and informing. However, for reflection to genuinely be a lens into the world of practice, it is important that the nature of reflection be identified in such a way as to offer ways of questioning taken-for-granted assumptions and encouraging one to see his or her practice through others' eyes. The relationship between time, experience, and expectations of learning through reflection is an important element of reflection, and to teach about reflection requires contextual anchors to make learning episodes meaningful. This article examines the nature of reflection and suggests how it might become effective reflective practice that can be developed and enhanced through teacher preparation programs.

Abstract: Does teacher education influence what teachers feel prepared to do when they enter the classroom? Are there differences in teachers ’ experiences of when they enter through different programs and pathways? This study examines data from a 1998 survey of nearly 3000 beginning teachers in New York City regarding their views of their preparation for teaching, their beliefs and practice, and their plans to remain in teaching. The findings indicate that teachers who were prepared in teacher education programs felt significantly better prepared across most dimensions of teaching than those who entered teaching through alternative programs or without preparation. Teachers’ views of their preparation varied across individual programs, with some programs graduating teachers who felt markedly better prepared. Finally, the extent to which teachers felt well prepared when they entered teaching was significantly correlated with their sense of teaching efficacy, their sense of responsibi...

Energy consumption in hosting Internet services is becoming a pressing issue as these services scale up. Dynamic server provisioning techniques are effective in turning off unnecessary servers to save energy. Such techniques, mostly studied for request-response services, face challenges in the context of connection servers that host a large number of long-lived TCP connections. In this paper, we characterize unique properties, performance, and power models of connection servers, based on a real data trace collected from the deployed Windows Live Messenger. Using the models, we design server provisioning and load dispatching algorithms and study subtle interactions between them. We show that our algorithms can save a significant amount of energy without sacrificing user experiences.

Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures in the areas of teacher skill (technology competency and technology integration), teacher morale, and perceived student learning (impact on student content acquisition and higher order thinking skills acquisition). Stepwise regression resulted in models to explain each of the five dependent measures. Teacher technology competency was predicted by teacher openness to change. Technology integration was predicted by teacher openness to change and the percentage of technology use with others. Teacher morale was predicted by professional development and constructivist use of technology. Technology impact on content acquisition was predicted by the strength of leadership, teacher openness to change, and negatively influenced by teacher non-school computer use. Technology impact on higher-order thinking skills was predicted by teacher openness to change, the constructivist use of technology, and negatively influenced by percentage of technology use where students work alone. Implications for the adoption and use of school technologies are discussed. #

With changing patterns of education delivery from face-to-face to online, course content, nature of learner, and organizational structures, the concept of quality has become an inherent component of the educational process for its success. Globally various bodies have been established to develop guidelines for quality products and services; and their maintenance. The globalization of education, migration of students from one community to other, one country to another, provides adequate causes for concerns to the educationists and administrators. Total Quality Management (TQM) in Education is a timely tool, which must be clearly understood, adopted and implemented as soon as possible. The book under review discusses various concepts, issues, processes, models and implementation strategies for TQM in educational settings. The book has consulted heavily the research conducted in the field by various researchers and scholars and thus gives an authentic touch to the quality movement in the schools.

In this article, Django Paris and H. Samy Alim use the emergence of Paris's concept of culturally sustaining pedagogy (CSP) as the foundation for a respectful and productive critique of previous formulations of asset pedagogies. Paying particular attention to asset pedagogy's failures to remain dynamic and critical in a constantly evolving global world, they offer a vision that builds on the crucial work of the past toward a CSP that keeps pace with the changing lives and practices of youth of color. The authors argue that CSP seeks to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change. Building from their critique, Paris and Alim suggest that CSP's two most important tenets are a focus on the plural and evolving nature of youth identity and cultural practices and a commitment to embracing youth culture's counterhegemonic potential while maintaining a clear-eyed critique of the ways in which youth culture can also reproduce systemic inequalities.

Official pressure for reforms in the teaching of mathematics overlook a key factor: the psychological foundations of the practice of teaching mathematics, including the teacher's knowledge, beliefs and attitudes. Research on teaching and teacher education also under emphasises this area, which Shulman (1986b) terms the 'missing program' in research on teacher cognitions. The present paper addresses this lack by proposing an analytic model of the different types of knowledge, beliefs and attitudes of the mathematics teacher, and their relationship with practice. Of particular note is the importance accorded to the teacher's practical knowledge of the teaching of mathematics (both pedagogical and curricular knowledge), knowledge of classroom organisation, and knowledge of the school context. Also notable is the importance ascribed to the teacher's beliefs concerning the nature of mathematics, and concerning the processes of teaching and learning mathematics. The model has implications for teacher education, and these are discussed at the end of the paper.

This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a two-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers' own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers' conversations around video developed over a twoyear period.

This paper examines how secondary teachers of the core subjects of English, Mathematics and Science have begun to integrate information and communication technology (ICT) into mainstream classroom practice in English schools. It draws on an analysis of 18 focus group interviews with core subject departments. The analysis culminated in a thematic model of professional thinking about how the integrated use of ICT can support subject teaching and learning. Evident commitment to incorporating ICT was tempered by a cautious, critical approach and the influence of external constraints operating. Teacher accounts emphasised both the use of ICT to enhance and extend existing classroom practice, and change in terms of emerging forms of activity which complemented or modified practice. A gradual process of pedagogical evolution was apparent; teachers were developing and trialling new strategies specifically for mediating ICT-supported learning. In particular, these overcame the potentially obstructive role of some forms of ICT by focusing pupils' attention onto underlying learning objectives.