PDAs as lifelong learning tools: an activity theory based analysis     

Jenny Waycott  Eileen Scanlon 《Learning, Media and Technology》2005,30(2):107-130

This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools changed the ways that they carried out their learning or their work. It is argued that there are two key strengths in using an activity theory framework in this context. The first strength is the emphasis activity theory places on tools, including computer artefacts, as mediators of activity. This emphasis focuses attention on the activity itself rather than, for example, simply the interaction between the human and the computer. The focus is on the learner or user’s objectives and activities and the computer is the tool through which the user achieves her objectives. The second strength was referred to briefly above. The AT perspective also enabled analysis of an interactive dynamic process of users or learners and their tools—in this case personal digital assistants (PDAs). It revealed a two way process in which the user adapts the tools they use according to their everyday practice and preferences in order to carry out their activities; and how, in turn, the tools themselves also modify the activities that the user is engaged in. Three case studies illustrate these processes. The first case study is of distance learners’ use of e‐books on PDAs, to supplement their access to other static media such as books and computers. The second case study investigated how mobile workers in the energy industry used mobile devices to access information when away from the office. The third and final case study investigated the use of mobile devices in an art gallery. The paper concludes with a discussion of the information access needs that are apparent in each of these learning contexts, and highlights the pertinent issues in the use of mobile technologies to support lifelong learners’ information needs.  相似文献   

单词找一找     

Jenny 《英语辅导》2017,(7)

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Towards a theory of instruction in the 1980s     

Jenny L. Covill-Servo  Ron Hein 《Instructional Science》1983,12(4):301-319

The purpose of this article is to provide a historical perspective on the contributions of learning and instruction to instructional theory and to discuss some of the major obstacles currently inhibiting the growth of “Instructional Theory.” Some suggestions for future development of this discipline are provided. In clarifying the impediments to instructional theories' development, heavy reliance is placed upon the process of theory construction as perceived by philosophers of the natural and social sciences. Some comments are made regarding the appropriate use of instructional theory in developing nations.  相似文献   

Located in the thin of it: Young children’s use of thin moral concepts     

Jennifer Cole Wright  Trisha Sedlock  Jenny West  Kelly Saulpaugh  Michelle Hopkins 《Journal of moral education》2016,45(3):308-323

One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic (‘thin’) evaluative concepts (good, bad, right and wrong), which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s (and their parents’) use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as well as, less frequently, to highlight relevant standards, expectations and rules—they did not use right and wrong. In contrast, a sample of US written and spoken public conversation revealed that adults did. Reasons for this are discussed, along with the frequency of different types of moral evaluations, differences between children and their parents, and age-related trends.  相似文献   

A PERSONAL CONSTRUCT APPROACH TO EVALUATING TEACHING PRACTICE     

Paul Rolph  Jenny Rolph 《Assessment & Evaluation in Higher Education》1982,7(1):41-53

During 1976, one of us decided to investigate the use of Kelly's personal construct theory and the triadic form of his repertory grid in enhancing understanding between a supervisor and a student‐teacher, when evaluating that student's teaching. An account of the procedure is given. In discussion, the student and supervisor agreed that the procedure, although long and demanding, led to a greater understanding of their own and each other's perspectives of the lesson evaluated. But it was admitted that the particular procedure employed and the use of the triadic form of the repertory grid are both time consuming and tiring. A rating form of the repertory grid in a simpler procedure was then explored in a similar teaching situation. An account of this second approach is also given. It was agreed that this approach was much simpler than in the original investigation and both student and supervisor (who were common to both investigations) found that it led to a greater understanding of their own and each other's perspectives. The authors therefore suggest that a rating form of the repertory grid (and the accompanying theory) can be used to enhance understanding between student‐teachers and their supervisors. They also propose that this would be a useful procedure in other educational contexts when an evaluation takes place.  相似文献   

Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers     

Singleton JL  Morgan D  DiGello E  Wiles J  Rivers R 《Journal of deaf studies and deaf education》2004,9(1):86-103

The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners.  相似文献   

CAN THERE BE QUALITY IN TEACHER EDUCATION WITHOUT SPIRITUALITY?     

Jenny Rolph 《Assessment & Evaluation in Higher Education》1991,16(1):49-55

In this paper the need for ensuring the inclusion of the spiritual dimension in Teacher Education courses is considered. This dimension is included in both the 1944 and 1988 Education Acts, but no definitions or guidelines are given. The research of Hardy and Hay is drawn upon to underline the significance of the spiritual aspect of human nature, and the writings of Berger and Hull to demonstrate its repression in modem life. Despite the problems involved in finding an acceptable definition of spirituality, a case is argued for its inclusion in Teacher Education courses. Some questions are proposed for influential parties such as Course Leaders and validators to use when evaluating courses.  相似文献   

Play-based Occupational Therapy     

Sylvia Rodger  Jenny Ziviani 《International Journal of Disability, Development & Education》1999,46(3):337-365

In this paper, we will provide an overview of how occupational therapists view play, illustrate how occupational therapists' view of play has evolved, generating a shift in focus for intervention, introduce a model of play as occupation to illustrate how children's ability to play may be influenced by developmental disabilities, outline occupational therapy assessment and treatment using play as the basis for intervention, and finally, identify aspects of best practice. The term developmental disabilities refers to a heterogeneous group of disorders. It is not within the scope of this paper to provide detailed discussion of play-based occupational therapy intervention for all the children who comprise this group. Therefore, we have chosen to illustrate various points made with examples of different types of children with various types of disability.  相似文献   

Literacy Assessment and Student Diversity: An Australian case study     

Christina E. Van Kraayenoord  Jenny Barnett  David Roberts  Karen B. Moni 《International Journal of Disability, Development & Education》1999,46(1):51-70

This article describes the reported practices in literacy assessment, recording, and reporting in 12 Australian schools characterised by populations of diverse learners. The findings indicate the problems and challenges teachers face in providing socially just and inclusive literacy assessment in heterogeneous classrooms. We make a number of suggestions related to enhancing assessment, recording, and reporting at the classroom level and argue for systemic support for teachers.  相似文献   

School discipline and the building of values in the daily life of secondary schools     

Ana María Cerda  Jenny Assaél 《Prospects》1998,28(4):571-585

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