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Ekaterina Tour 《Technology, Pedagogy and Education》2017,26(2):179-192
It is widely acknowledged that to be able to teach language and literacy with digital technologies, teachers need to engage in relevant professional learning. Existing formal models of professional learning are often criticised for being ineffective. In contrast, informal and self-initiated forms of learning have been recently recognised as meaningful and relevant but little is known about these authentic learning experiences for professional purposes. This article investigates three teachers’ self-initiated professional learning about digital technologies through their Personal Learning Networks. The analysis identified that the participants’ everyday digital literacy practices provided opportunities for a range of professional practices that supported learning about digital technologies: information retrieval and resources aggregation, cooperation, collaboration, reflections and socialising. It also revealed that the teachers considered this form of learning as valuable. The article concludes by discussing how knowledge about self-initiated professional learning might be used to draw out some implications for teachers’ professional development. 相似文献
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目的:观察长期耐力性训练和急性力竭训练对大鼠心肌肌浆网钙调控蛋白SERCA2、PLN和RyR2基因表达的影响,探讨心脏运动适应的分子机理。方法:4月龄雄性SD大鼠,分为安静对照组、急性运动组和长期运动组。运动组适应练习2周后,长期组进行16周耐力训练(20 m/min,跑60 min,坡度0,每周5次),急性组以20 m/min速度跑至力竭,训练后检测SERCA2、RyR2和PLN的mRNA表达水平。结论:16周耐力运动使心脏重量/体重比增加(P<0.05),提示长期耐力运动可能导致心肌肥大;16周耐力运动使心肌SR的SERCA2 mRNA表达水平增加,提示长期耐力训练提高了心肌肌浆网摄取钙离子的能力;16周耐力运动导致心肌SR的PLN mRNA表达水平增加,这可能是发生运动性心律徐缓的机制之一;16周耐力运动不能改变心肌SR的RyR2 mRNA表达水平,提示运动性心肌肥大与RyR2没有关联;急性力竭运动不能改变心肌SR的SERCA2、PLN和RyR2 mRNA的表达水平(P>0.05)。 相似文献
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《Literacy》2017,51(1):11-18
In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self‐initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers' self‐initiated professional learning. Contributing to the debates about learning online, this article explores three teachers' self‐initiated professional learning about digital technologies through their Personal Learning Networks. It reports the findings from a larger qualitative project and examines how the participants' digital literacy practices shaped their deliberate professional learning. The analysis identified several attributes of the participants' learning which, according to them, made professional learning appealing and effective: social, personalised, active and reciprocal, ongoing and blended. The article concludes by discussing how these findings can be used to draw out implications for teachers' professional learning. 相似文献
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