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In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers—helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn with and about technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community. 相似文献
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Helle Pia Laursen 《Cambridge Journal of Education》2019,49(4):457-476
Based on data from a researcher-generated activity and with the overall objective to gain insight into how students talk about themselves as readers, the study examines how, in a conversation with two classmates and a research assistant, 12–13-year-old students embrace or reject different figured worlds related to literacy. The analysis demonstrates how a number of figured literacy worlds with different chronotopic contours that include different value systems and offer different options for actions and identity can be identified in the students’ narratives. In addition, the analysis shows how the interview situation constitutes a space in which literacy-in-school as a chronotope dialogically merges with other chronotopic literacy worlds outside school. Findings from the study indicate a need for analytical attention to dialogical and narrative symbolic aspects in and youths’ investment processes regarding literacy, if we are to understand how literacy worlds contribute to shaping the ways in which children and youths engage in different literacy activities and invest in literacy acquisition. 相似文献
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Manipulation of magnetic beads plays an increasingly important role in molecular diagnostics. Magnetophoresis is a promising technique for selective transportation of magnetic beads in lab-on-a-chip systems. We investigate periodic arrays of exchange-biased permalloy microstripes fabricated using a single lithography step. Magnetic beads can be continuously moved across such arrays by combining the spatially periodic magnetic field from microstripes with a rotating external magnetic field. By measuring and modeling the magnetophoresis properties of thirteen different stripe designs, we study the effect of the stripe geometry on the magnetophoretic transport properties of the magnetic microbeads between the stripes. We show that a symmetric geometry with equal width of and spacing between the microstripes facilitates faster transportation and that the optimal period of the periodic stripe array is approximately three times the height of the bead center over the microstripes. 相似文献
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Henriksen Øyvind H. Paulsen Jan Merok 《Educational Research for Policy and Practice》2021,20(3):349-365
Increased attention has been paid to school superintendents and their role in school reforms. Still, there are few studies on dialogue meetings between actors at different levels in the school hierarchy. The current paper investigates how a superintendent balances between trust and control while supporting school development through dialogue meetings. Drawing on interviews, reflection notes, and longitudinal observational data from dialogue meetings, comprising a superintendent, subordinated school leaders, and team leaders, this action research study provides insight into requirements for productive dialogue meetings. We argue that superintendent leadership through regular dialogue meetings can foster trust-building, empowerment, and professional commitment.
相似文献36.
Sperlich B Zinner C Krueger M Wegrzyk J Achtzehn S Holmberg HC 《Journal of sports sciences》2012,30(9):851-858
We test the hypothesis that breathing oxygen-enriched air (F(I)O(2) = 100%) maintains exercise performance and reduces fatigue during intervals of maximal-intensity cycling. Ten well-trained male cyclists (age 25 ± 3 years; peak oxygen uptake 64.8 ± 6.2 ml · kg(-1) · min(-1); mean ± s) were exposed to either hyperoxic or normoxic air during the 6-min intervals between five 30-s sessions of cycling at maximal intensity. The concentrations of lactate and hydrogen ions [H(+)], pH, base excess, oxygen partial pressure, and oxygen saturation in the blood were assessed before and after these sprints. The peak (P = 0.62) and mean power outputs (P = 0.83) with hyperoxic and normoxic air did not differ. The partial pressure of oxygen was 4.2-fold higher after inhaling hyperoxic air, whereas lactate concentration, pH, [H(+)], and base excess (P ≥ 0.17) were not influenced. Perceived exertion towards the end of the 6-min periods after the fourth and fifth sprints (P < 0.05) was lower with hyperoxia than normoxia (P < 0.05). These findings demonstrate that the peak and mean power outputs of athletes performing intervals of maximal-intensity cycling are not improved by inhalation of oxygen-enriched air during recovery. 相似文献
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