A Multidimensional Analysis of the Disability Digital Divide: Some Evidence for Internet Use     

María Rosalía Vicente  Ana Jesús López 《The Information Society》2013,29(1):48-64

Over the last few years, information and communication technologies have become an essential part of daily life, affecting education, employment, and leisure, among other activities. Nonetheless, many individuals still reap few or no benefits from these technologies, and there are resilient gaps in their use. Within this larger context, the authors examine the Internet digital divide between people with and without disabilities from a multidimensional approach. Rather than analyzing the gap in terms of “haves” and “have-nots,” a range of Internet-related dimensions—affordability, motivation and attitudes, skills, usage, and others—is taken into account.  相似文献   

Innovation and Resistance to Change in Bolivian Schools     

Talavera  María Luisa 《Prospects》2002,32(3)

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Impact of a computer-based intervention in Chilean children at risk of manifesting reading difficulties / Impacto de una intervención basada en ordenador en niños chilenos con riesgo de manifestar dificultades lectoras     

Ricardo Rosas  María-Paz Ramírez  Alejandra Meneses  Alejandra Guajardo 《Infancia y Aprendizaje》2017,40(1):158-188

Reading difficulties have reached a prevalence of 3–10% in school-age children. Those who present these difficulties avoid reading and benefit very little from school-based learning opportunities, resulting in maladjustments, dropping out of school and having to repeat grades. Presented here are the results of an intervention based on a computer game intended for explicit phonic training in first-grade school children at risk of possessing reading difficulties. Fifty-six children from a low socioeconomic status (SES) and 31 children from a high socioeconomic status, divided into two groups (control and experimental), participated in the study. After the intervention, participants from the low-SES experimental group had enhanced their skills regarding letter sound recognition, whereas the high-SES experimental group had improved their naming speed. The results are discussed in light of the impact of interventions based on computer games and of the importance of the development of sublexical skills in children at risk of manifesting reading difficulties in transparent orthographies.  相似文献   

Relative Effects of English Proficiency on General Admissions Tests Versus Subject Tests   总被引：1，自引：0，他引：1  

Pennock-Román  María 《Research in higher education》2002,43(5):601-623

The increasing linguistic diversity of the United States student population has brought to the forefront problems in the interpretation of test scores for non-native speakers of English in graduate admissions. The degree to which test scores reflect English proficiency was studied using data on N = 451 students whose native language was Spanish. They had taken the GRE, English proficiency tests, and the PAEG, a test in Spanish used for admission to graduate schools in Puerto Rico. Regression analyses revealed that the proportion of variance explained by the English proficiency terms (independent of developed skills measured in Spanish) was highest for the GRE verbal test (34%), lowest for the quantitative test (8%) and intermediate for the analytical test (16%), the Psychology (18%) and Biology (17%) Subject tests. These findings are discussed in light of efforts to increase access to higher education for Hispanic students.  相似文献   

Pre-service teachers’ perceptions of social media data privacy policies     

Victoria I. Marín  Jeffrey P. Carpenter  Gemma Tur 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):519-535

Matters of data privacy related to social media are increasingly relevant for educators as happenings such as the 2018 Cambridge Analytica scandal have attracted public attention. Many educators use social media for professional purposes, including with their students and should, therefore, be knowledgeable regarding data privacy issues that impact education. This research explores this issue from an interpretive paradigm based on a mixed-methods approach derived from survey data from an international sample of 148 pre-service teachers who were studying education courses at three universities. Data suggest that pre-service teachers see both educational and distracting potential in social media, but lack knowledge regarding relevant policies and regulations, which reflects trends in the broader population. Attitudes toward educational social media use were not correlated with awareness of data privacy policies. However, comfort with companies’ use of personal and student data and faith in governments’ capacity to regulate social media companies were correlated. We discuss our findings in relation to the use of social media and related data privacy considerations and the need for data literacy training in teacher education programs. We include recommendations in light of the findings.  相似文献   

Learning design and learning analytics in mobile and ubiquitous learning: A systematic review     

Gerti Pishtari  María J. Rodríguez-Triana  Edna M. Sarmiento-Márquez  Mar Pérez-Sanagustín  Adolfo Ruiz-Calleja  Patricia Santos  Luis P. Prieto  Sergio Serrano-Iglesias  Terje Väljataga 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1078-1100

Mobile and Ubiquitous Learning (m/u-learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u-learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u-learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.  相似文献   

Critical thinking,executive functions and their potential relationship     

María Luisa Sanz de Acedo Lizarraga  María Teresa Sanz de Acedo Baquedano  Oscar Ardaiz Villanueva 《Thinking Skills and Creativity》2012,7(3):271-279

The central issue of this paper is to review the possible relationships between the constructs of critical thinking and executive functions. To do this, we first analyse the essential components of critical thinking from a psychological and neurological point of view. Second, we examine the scope of the cognitive and neurological nature of executive functions. Third, we propose a model for comparing or mapping between the most important processes of both constructs. Fourth, we offer some conclusions on the relational path between the two concepts based on the studies reviewed and suggest possible lines of investigation that will undoubtedly facilitate the understanding of shared features and key differences between critical thinking and executive functions.  相似文献   

Molecular thermodynamics for cell biology as taught with boxes     

Mayorga LS  López MJ  Becker WM 《CBE life sciences education》2012,11(1):31-38

Thermodynamic principles are basic to an understanding of the complex fluxes of energy and information required to keep cells alive. These microscopic machines are nonequilibrium systems at the micron scale that are maintained in pseudo-steady-state conditions by very sophisticated processes. Therefore, several nonstandard concepts need to be taught to rationalize why these very ordered systems proliferate actively all over our planet in seeming contradiction to the second law of thermodynamics. We propose a model consisting of boxes with different shapes that contain small balls that are in constant motion due to a stream of air blowing from below. This is a simple macroscopic system that can be easily visualized by students and that can be understood as mimicking the behavior of a set of molecules exchanging energy. With such boxes, the basic concepts of entropy, enthalpy, and free energy can be taught while reinforcing a molecular understanding of the concepts and stressing the stochastic nature of the thermodynamic laws. In addition, time-related concepts, such as reaction rates and activation energy, can be readily visualized. Moreover, the boxes provide an intuitive way to introduce the role in cellular organization of "information" and Maxwell's demons operating under nonequilibrium conditions.  相似文献   

Community and the myth of the ideal school: Circulation and appropriation of the Hamburg Gemeinschaftsschulen in Spain (1922–1933)     

María del Mar del Pozo Andrés 《Paedagogica Historica: International Journal of the History of Education》2014,50(5):599-614

The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as Gemeinschaftsschulen.

This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the “grass-roots” educators who wished to change schools “from below”, starting with classroom practices. On the other hand we will take a look at the representatives of “high pedagogy”, who were intent on formulating a pedagogical theory on which to base a political–ideological model that would serve to change the school “from above”. Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term Gemeinschaftsschulen, led to the different groups appropriating the concept in different ways. The evolution of the term Gemeinschaftsschulen, from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article.  相似文献   

Urban middle school students' reflections on authentic science inquiry     

María S. Rivera Maulucci  Bryan A. Brown  Salina T. Grey  Shayna Sullivan 《科学教学研究杂志》2014,51(9):1119-1149

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