Beyond traditional literacy: Learning and transformative practices using ICT     

Therese?KeaneEmail author  William?F.?Keane  Aaron?S.?Blicblau 《Education and Information Technologies》2016,21(4):769-781

Educators, government bodies and employers have acknowledged the need for modern learners to acquire 21st century skills using information and communication technologies, to personalise student learning. Students need broader skills than the 3Rs (reading, writing and arithmetic) to operate in the 21st century. These broader skills known as the 4Cs include: creativity, communication, collaboration and critical thinking. The use of information and communication technologies is crucial in developing the 4Cs in conjunction with understanding how learning takes place. However, simply using technology does not guarantee that deep learning will occur. The use of technology needs to align and adapt with our knowledge of learning to be able to operate in a transformative space. This paper is designed to link the understandings of deep learning, 21st century skills and appropriate use of information and communication technologies to provide direction to educators who wish to lead in a technological environment of change.  相似文献   

Cognitive Techniques as a Means for Facilitating Supervisee Development     

Aaron Kindsvatter  Darcy Haag Granello  Jill Duba 《Counselor Education & Supervision》2008,47(3):179-192

During periods of uncertainty or psychological distress, a supervisee may encounter or develop rigid or unhelpful thinking patterns that could delay development by promoting discouraging realities and experiences. Such cognitive experiences often are so subtle that they occur outside of the supervisee's immediate awareness. This article explores how the cognitive model of counseling could be used in supervision as a guide to help the supervisor and supervisee discover and modify negative thought processes.  相似文献   

From the Editor     

Zahava D. Doering 《Curator: The Museum Journal》2012,55(3):249-250

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Disclosure and secrecy in adolescent-parent relationships   总被引：3，自引：0，他引：3  

Smetana JG  Metzger A  Gettman DC  Campione-Barr N 《Child development》2006,77(1):201-217

Beliefs about parents' legitimate authority and adolescents' obligations to disclose to parents and actual disclosure and secrecy in different domains were examined in 276 ethnically diverse, lower middle-class 9th and 12th graders (Ms=14.62 and 17.40 years) and their parents (n=249). Adolescents were seen as more obligated to disclose prudential issues and less obligated to disclose personal than moral, conventional, and multifaceted issues; parents viewed adolescents as more obligated to disclose to parents than adolescents perceived themselves to be. Adolescents disclosed more to mothers than to fathers, particularly regarding personal issues, but mothers overestimated girls' disclosure. Greater trust, perceived obligations to disclose, and, for personal issues, more parental acceptance and psychological control predicted more disclosure and less secrecy.  相似文献   

An Integrative Approach to Portfolio Evaluation for Teacher Licensure   总被引：3，自引：0，他引：3  

Pamela A. Moss  Aaron M. Schutz  Kathleen M. Collins 《Journal of Personnel Evaluation in Education》1998,12(2):139-161

The purpose of our overall research agenda is to develop and evaluate a methodology for the assessment of teachers in which experienced teachers, serving as judges, engage in dialogue to integrate multiple sources of evidence about a candidate to reach a sound conclusion. The project that provides the venue for this research agenda is the Interstate New Teacher Assessment and Support Consortium (INTASC), which is developing a portfolio assessment system to assist participating states in making a decision about teacher licensure. To develop the theoretical foundation necessary to support and evaluate such dialogic and integrative assessment practices, we turn, in part, to the tradition of philosophical hermeneutics, as a complement to psychometrics. In this article, we characterize and assess the processes in which judges, trying out an integrative approach to portfolio evaluation for the first time, engage as they collaboratively construct and document their conclusions, and we locate this work in the larger research agenda. The premise of this project, which is being carefully evaluated in the course of inquiry, is that these integrative practices cannot only lead to an epistemologically sound evaluation of teaching but also promote an ongoing professional dialogue of critical reflection on teaching practice.  相似文献   

ACKNOWLEDGMENTS     

Samuel M. Taylor  Zahava D. Doering  Vani Hardev 《Curator: The Museum Journal》2002,45(4):333-334

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Celebrating 50 Years of Curator: The Museum Journal     

Zahava D. Doering 《Curator: The Museum Journal》2007,50(1):5-7

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A Note of Gratitude     

Zahava D. Doering 《Curator: The Museum Journal》2010,53(1):1-3

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Exploring the Questions in This Issue     

Peter Linett  Zahava Doering 《Curator: The Museum Journal》2013,56(1):1-2

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ACKNOWLEDGMENTS     

Samuel M. Taylor  Zahava Doering  Kay Larson 《Curator: The Museum Journal》2003,46(4):443-444

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