Effective Strategies for Information Technology in Teacher Education: the use of an evolving permeation model     

Dave Pratt 《Technology, Pedagogy and Education》2013,22(1):53-61

ABSTRACT

This paper examines the debate in recent years about the most effective strategy for establishing the use of information technology in teacher training establishments in the United Kingdom. Evidence is presented to support the notion that efforts should continue to permeate the use of information technology throughout the courses of such establishments. However, the paper suggests that staff development and the degree of permeation of information technology within the culture develop alongside each other. As one of these variables change, it feeds the development of the other; neither is an independent variable though both are influenced by external factors. Recognising this as a relatively slow process, the paper proposes a model of evolutionary permeation.  相似文献   

Perspectives on continuing professional development in and through information and communications technology     

Steve Kennewell 《Technology, Pedagogy and Education》2013,22(1):1-3

This paper considers the role and development of meaningful dialogue in digitally mediated learning (DML) in UK higher education for teachers. It argues that more research is vital in the field of meaningful dialogue if we are to avoid the risk that pedagogic values in DML become increasingly driven by market forces toward ‘data vending’ without sufficient contextualisation of learning as social practice. Three data collection sources are interpreted. The first is the narrativised experiences of a DML development team transforming an MA Education award; the second is some key reflections on the experiences of MA participants on a newly transformed DML module and the third is a brief analysis of student results and evaluations. The key focus for the paper is how important and challenging it can be to nurture a dialogic academic community online that clearly supports and nurtures the professional development of teachers across the education sector. Using a methodological approach incorporating Ulrich’s notion of ‘reflective competence’, the paper considers the pitfalls of transforming face-to-face modules into DML, arguing that both staff and participant preparation for DML must be at the forefront of such transformations. The paper concludes with a consideration of the vital role in DML of pedagogies which promote emotional engagement and ‘kindness’.  相似文献   

从女性主义角度解读网络穿越小说     

汤小红 《湖南第一师范学报》2013,13(2):104-106

网络穿越小说的创作是女性作家面对自身的生存和生活压力向外界突围的一种方式,在这些小说中,创作者赞美女性,批判男性,体现了女性的心理诉求和价值追求。  相似文献   

全国排球联赛福建女排发球与一传效果的对比分析     

沈健 《Journal of Zhangzhou Technical Institute》2013,(2)

运用文献资料法、现场观察法、数理统计法、比较分析法,通过对2011—2012年中国女子排球联赛福建女排主场7场比赛的发球与一传技术效果进行统计、比较与分析,并得出结论：福建女排在发球环节,稳定性不足,攻击性不强,遇强劲对手时,队员的心理抗压能力不足,失误较多;在一传环节,接跳发球的经验不足,调攻与无攻次数较多。福建女排需不断完善发球和一传的技术。  相似文献   

远程教育在线教学辅导模式设计研究     

李强  黄正明 《中国轻工教育》2013,(2):81-86

本文通过对国内远程教育在线教学辅导实施过程的回顾,对在线教学辅导的优劣势、教师角色定位等内容进行了分析,提出构建远程教育在线教学辅导模式等设计思路,重点分析了＂兴趣激发＂、＂时间优化＂两个控制因子的作用机理。开创性地提出了构建在线教学辅导模式的研究思路,从整体高度提升远程教育在线教学辅导能力与交互效率,为学生支持服务质量的全面提升提供了保障。  相似文献   

新媒体与传统文学文本     

曹龙  何彬 《长治学院学报》2013,(3)

随着新媒体技术的不断发展,文学通过新媒体进入新的平台,文本形式也由单纯的传统纸质文本向电子文本等新的文本形式发展。同时,媒介传播方式也在不断变化,但这种变化是全方位的,传统意义上的文学正在经历着非传统方式的变革。文章主要以传播学为理论基础,试图探索新媒体对文学本身的创作及其文本存在形式构成的影响。  相似文献   

Using blogs in qualitative educational research: an exploration of method     

《International Journal of Research & Method in Education》2013,36(3):324-343

When compared with wider social research, qualitative educational research has been relatively slow to take up online research methods (ORMs). There is some very notable research in the area but, in general, ORMs have not achieved wide applicability in qualitative educational contexts apart from research that is inherently linked to the Internet, for example, research on educational technologies or students' online behaviour. This paper demonstrates how ORMs can be useful in qualitative research projects. It describes how on-going, reflective, qualitative data were collected using a popular, community-based online tool – blogs. The research project that utilized this approach aimed to trace how a group of international students in the United Kingdom responded to their new environment over six months. This article attempts to provide a new understanding on the use of blogs as a tool for data collection.  相似文献   

ARTICLE WITHDRAWN: Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies     

《Studying Teacher Education》2013,9(3):272-293

ABSTRACT

This article focuses on what we learned as online teachers about relational contexts in our online courses using a self-study of teacher education practices methodology. Using the curriculum commonplaces of teacher, learner, subject matter, and milieu, we inquired into the design and implementation of our online courses. A responsive audience at the 2018 international self-study conference moved our work forward. We consider the ways the curriculum commonplaces interact and inform each other. A significant aspect was the shaping of milieu across distance. The ontological basis of Self Study of Teacher Education methodology resides in attention to practice and relationship, which clearly supports a focus on the relational in this online teaching context.  相似文献   

Student support in e-learning courses in higher education – insights from a metasynthesis “A pedagogy of panic attacks”     

《Africa Education Review》2013,10(3):483-503

Abstract

E-learning includes the use of the internet for accessing learning materials, interacting with learning content and with instructors and students to obtain support during the learning process in order to gain knowledge and personal meaning and to grow. It occurs when students have electronic access to resources and where they are in regular online contact with their peers and tutors. The primary objective of the metasynthesis was to analyse primary qualitative research studies on learner support in online courses to establish a guideline for e-learning support.

The metamethod entailed thoughtful examination of the manner in which the methodological approach was used to gather and interpret the data. The metadata analysis involved reinterpretations of the actual findings from the primary qualitative studies. Lastly, the metatheory consisted of an examination of theories leading the primary researchers’ topics, frameworks and research questions.

Conducting a metastudy from a constructivist perspective as in this research meant that I functioned as the interpreter of primary research studies, translating what has been written by other researchers for the purpose of revealing similarities and differences, and developing practice guidelines or theoretical concepts on a specific phenomenon. I identified three main themes regarding student support in e-learning in higher education, technical problems (infrastructure and access), a panic attack (pedagogy) and a human contact (human factors).  相似文献   

An Experimental Study of Scheduling and Duration of “Tier 2” First-Grade Reading Intervention     

《Journal of research on educational effectiveness》2013,6(3):208-230

Abstract

This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2 sessions per week, 16 weeks; n = 62) schedules. All at-risk readers, identified through screening followed by 8 weeks of oral reading fluency (ORF) progress monitoring, received the same Tier 2 reading intervention in groups of 2 to 4 beginning in January of Grade 1. Group means were higher in word reading and ORF at the final time point relative to pretest; however, the groups did not differ significantly on any reading outcome or on rates of adequate intervention response. Of potential covariates, site, age, free lunch status, program coverage rate, and tutor were significantly related to student outcomes; however, the addition of these variables in multivariate models did not substantially change results. Rates of adequate intervention response were lower than have been reported for some first-grade interventions of longer duration.  相似文献