Understanding mobile digital worlds: how do Australian adolescents relate to mobile technology?     

Wan Ng  Howard Nicholas 《Technology, Pedagogy and Education》2013,22(4):513-528

ABSTRACT

Various responses to the ideas of a digital disconnect between home and school include the call for a more thoughtful exploration of the relationship between formal and informal uses of technologies. Studies have indicated the complex and interacting influences on patterns of technology use at home and at school, including patterns of Web 2.0 use that do not align with common assumptions about the characteristics of current students. Together, these studies indicate that we need more nuanced insights into how today’s students relate to available digital technologies if we are to build appropriately on their experiences in education. The current research investigates quantitatively mobile digital practices and literacy as well as attitudes in over 1140 school students in the first years (7–10) of secondary education in Australia in order to enrich insights into these students as learners in contemporary classrooms. The implications of the research for teaching are discussed.  相似文献   

There Is Water Everywhere: How News Framing Amplifies the Effect of Ecological Worldviews on Preference for Flooding Protection Policy     

Timothy K. F. Fung  Dominique Brossard  Isabella Ng 《Mass Communication and Society》2013,16(5):553-577

The purpose of this study is to examine the interactive effect of worldviews and media frames on policy preference. Using flooding as a case study, we examine the interplay of ecological worldviews and news framed as either emphasizing harmony with nature or mastery over nature on individuals' preference for flood protection policy. A total of 255 undergraduate students participated in a 2 (ecological worldviews: balance-with-nature vs. human-domination-over-nature) × 2 (media frames: harmony frame vs. mastery frame) between-subjects experiment. The findings indicate that both the balance-with-nature worldview and the human-domination-over-nature worldview have significant impacts on preference for flood protection policy. Furthermore, the harmony frame amplified the effect of the balance-with-nature worldview in supporting a natural approach to flood protection. In contrast, the mastery frame amplified the effect of the human-domination-over-nature worldview on the preference for a structural approach to flood protection. Implications are discussed.  相似文献   

Acculturation strategies, social support, and cross-cultural adaptation: a mediation analysis     

Ting Kin Ng  Kwok Kuen Tsang  Yi Lian 《Asia Pacific Education Review》2013,14(4):593-601

Previous acculturation research has established the influences of acculturation strategies and social support on cross-cultural adaptation. The present study attempted to elaborate these direct associations by proposing that social support and the use of the integration and marginalization strategies might affect psychological adaptation indirectly, via their influences on sociocultural adaptation. Two hundred and twelve Mainland Chinese students studying at a university in Hong Kong completed measures of psychological and sociocultural adaptation, the integration and marginalization strategies, and social support. Analyses using structural equation modeling (SEM) showed that sociocultural adaptation significantly mediated the effects of integration, marginalization, and social support on psychological adaptation. The direct impacts of social support and the two acculturation strategies on psychological adaptation were not significant. A multigroup SEM analysis revealed no gender differences in the full mediation model. Implications of the findings are discussed.  相似文献   

Rethinking the mission of internationalization of higher education in the Asia-Pacific region     

Shun Wing Ng 《Compare》2012,42(3):439-459

This article adopts the critical theory approach to reflect and analyse the impacts of globalization on the internationalization process of higher education in the Asia-Pacific region. It argues that globalization forces many of the higher education institutions in the region to follow global practices and ideologies of the Anglo-American paradigm without developing their own unique systems and honouring the rich cultures of their own countries. While higher education institutions are indulging in internationalization in terms of marketization and economic pragmatism, they have to ask themselves, ‘What is missing in the process of internationalization?’ This article argues that internationalization of higher education contributes to building more than economically competitive and politically powerful states. It represents a commitment to the development of an internationalized curriculum where the pursuit of global citizenship, human harmony and a climate of global peace is of paramount importance.  相似文献   

Learning the boss' way: ownership,power and learning in practice and in workplaces     

Kit Yoong Ng 《International Journal of Lifelong Education》2013,32(6):489-506

Discussions of learning in practice and in workplaces have been carried out within the various theories of learning. More recent discussions have unveiled the complexity inherent in learning in workplaces by acknowledging the presence of power relations in practice. However, the discussions fall short of an analysis on another more paramount power relation in practice – the relationship and effects of organizational ownership on learning in workplaces. Using the global phenomenon of concentrated media ownership, this paper presents a literature review to show that ownership is another higher form of power relation that shapes what and how professionals learn in practice.  相似文献   

A framework for sustainable mobile learning in schools     

Wan Ng  Howard Nicholas 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):695-715

While there are studies that have looked at the implementation of mobile learning in educational institutions, particularly the identification of issues encountered, few studies have explored holistically the elements that sustain mobile learning. This study dissects the findings of a longitudinal study of a secondary school adopting a personal digital assistant programme and proposes a person‐centred sustainable model for mobile learning.  相似文献   

课前指导与补充指导对学生网络学习的影响     

Richard Ng  Ahtar Kaur  Ramli Balbroom  王惠云 《天津电大学报》2009,13(2):17-22

马来西亚开放大学（OUM）90％以上的学生为在职人员。这些成年学生离开学校至少已经5年,而且大多数人的数学基础不好。因此,仅是在线学习加少量面授辅导的教学模式对他们来说还不能完全解决学习困难。学校试用了“课前指导工作室”与“补充指导”的教学方法,探讨了这一方法对学员的在线参与程度及考试结果的影响,运用源于探究团体模式的34项量表对在线论坛的内容进行了分析,结果表明,学员参加工作室与否同他们的期末考试成绩有很大关系。参加指导老师工作室及补充指导的学员与那些参加指导老师常规指导的学员相比,前者的在线参与程度及期末考试的平均分都存在着很大的差异。两组学员的数学探究团体模式平均分表明,两组学员在教学存在和认知存在方面有差异,但在社会存在方面基本相同。  相似文献   

Perceptions and Experiences of International Trainees in Counseling and Related Programs     

Kok-Mun Ng  Shannon D. Smith 《International journal for the advancement of counseling》2009,31(1):57-70

International counseling trainees (ICTs) can play a critical role in multicultural training and enrich the lives of domestic trainers and trainees. However, they face unique barriers. This inquiry examined 14 areas related to their training and stay in the US. Findings largely correspond with those already in the literature (e.g., Ng, International Journal for the Advancement of Counseling, 28:1–19 2006a). Results indicate significantly higher mean scores for ICTs (n = 56) in 10 areas (e.g., English proficiency problems, experiencing discrimination in their learning environment) compared to domestic trainees (DTs) (n = 82). ICTs further reported a high level of confidence in their contribution to their programs and a strong belief in their performance, although these levels did not differ significantly from DTs. Findings also revealed there were no program-level differences among the ICTs in all the study areas. Compared to the master’s trainees as a whole, however, the doctoral trainees combined reported higher degrees of experiencing cultural adjustment problems and conflicts with Western understanding and approaches to treating mental health. Implications and recommendations are outlined. Findings in this study were represented at the 2008 Eastern Educational Research Association Conference in Hilton Head, South Carolina, United States of America.  相似文献   

Towards a segmentation of science parks: A typology study on science parks in Europe     

Wei Keat Benny Ng  Rianne Appel-Meulenbroek  Myriam Cloodt  Theo Arentze 《Research Policy》2019,48(3):719-732

Although science parks are established globally for decades as an innovation policy instrument to foster growth and networking, there is limited attention given towards research into possible types within these real estate objects. Prior attempts in categorising science parks are characterised by the limited number of cases and/or variables. Science parks are believed to enhance innovation, entrepreneurship, and economic value for firms and regions. Past academic research showed mixed results on these performances and it is reasoned that distinct types within science parks exist that might explain these unclear results. We argue that before we can grasp what science parks can do, we should know what they are. Therefore, a survey on science park characteristics was completed by 82 science park managers in Europe. A cluster analysis was conducted which grouped the 82 participating science parks in three types; ‘research’, ‘cooperative’, and ‘incubator’ locations. Next, differences and similarities of these three types within science parks in Europe were analysed as a basis for advancing the academic debate. The types provide further understanding of science parks and offer researchers, practitioners, and policy-makers a means to compare, market, and benchmark science parks more adequately.  相似文献   

Educational research for innovation and quality in education: a report of the Asia-Pacific Educational Research Association (APERA) conference 2008     

Pak Tee Ng 《Educational Research for Policy and Practice》2009,8(1):73-77

This is a report of the Asia-Pacific Educational Research Association (APERA) 2008 conference, held at the National Institute of Education, Singapore (NIE), from 26 to 28 November 2008.  相似文献