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S. Young Lee Ronald J. Pedone Frederick Williams Geraldine Van Wart Monty Stanford 《Communication Booknotes Quarterly》2013,44(5)
Public Telecommunications Review (bi-monthly at $12.50 per year in the U.S., Canada and Mexico, $17.00 Elsewhere) and Volume I:1 appeared in August 1973 S. Young Lee and Ronald J. Pedone's Summary Statistics of Public Television Licensees Fiscal Year 1972 (Washington: Corporation for Public Broadcasting, 1973—no price listed, paperback) Frederick Williams, Geraldine Van Wart and Monty Stanford's Carrascolendas: National Evaluation of a Spanish/English Educational Television Series (Austin, Texas: School of Communication, Center for Communication Research of the University of Texas, June 1973—$6.00, paper) Children's Television Workshop offers its 1973 Annual Report (1 Lincoln Plaza, N.Y. 10023) which discusses developments in Sesame Street, Electric Company 相似文献
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Aska Monty 《Inter-Asia Cultural Studies》2013,14(1):123-128
Abstract This article tackles J‐pop as a result of diverse influences from Western music. Its strength stems from its capacity to ‘tame the exotic’, i.e. assimilate and recreate from styles that were uncommon for Asian cultures by integrating elements of rock, reggae, hip hop, etc and labelling these J‐rock, J‐reggae, J‐rap. This assimilation and indigenization process in J‐pop creation could be seen as a way to resist against competitors from other places of music production. The article also attempts to identify the specificities and assets of J‐pop in the music scene in general. It elaborates on J‐pop's coolness, and the reason why it could expand throughout East‐Asia. Pop music and pop culture flows in East‐Asia could be regarded then as a means to trigger a sense of community and togetherness through the consumption of pop culture products. Throughout the analysis on J‐pop, the article will rely on one musical example, Def Tech and Micro, as this artist tends to explore various musical genre and intermingles them, so as to create a specific style, coined ‘Jawaian reggae’. 相似文献
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W. Monty Jones Shaunna Smith Jonathan Cohen 《Journal of Research on Technology in Education》2017,49(3-4):134-148
This qualitative study examined preservice teachers' beliefs about using maker activities in formal educational settings. Eighty-two preservice and early-career teachers at three different universities in the United States took part in one-time workshops designed to introduce them to various maker tools and activities applicable to K–12 educational environments. Data were collected from 16 focus groups conducted during the workshops in spring 2016. Researchers analyzed the data using the Theory of Planned Behavior (Ajzen, 1985, 1991) to better understand the teachers' attitudes, subjective norms, and perceived behavioral control related to making activities, with the ultimate goal of using this information to assist teacher preparation programs in preparing their students to implement maker tools and strategies in their future classrooms. Participants expressed favorable attitudes toward implementing maker activities in their future classrooms and noted these tools and activities aligned with instructional strategies encouraged in their teacher preparation programs, including problem-based learning, inquiry learning, and hands-on learning activities, but noted several perceived barriers such as access to resources and working with reluctant peers and administrators. 相似文献
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Use of dynamic links from subject-based finding aids to records for electronic resources in the OPAC is suggested as one method for by-passing the OPAC search interface, thus making the library's electronic resources more accessible. This method simplifies maintenance of links to electronic resources and aids instruction by providing a single, consistent access point to them. Results of a usage study from before and after this project was completed show a consistent, often dramatic increase in use of the library's electronic resources. 相似文献
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ABSTRACTThis ethnography, based on fieldwork in Dili, Timor-Leste between 2015 and 2017, adopts an orthodox sociological theorising of agency to investigate the ways in which people in Dili negotiate the numerous interacting structural barriers to digital education. Having identified a lack of attention to learner agency in the literature on the promotion and adoption of MOOCs and OER in the Global South (King, Pegrum, and Forsey [2018]. ‘MOOCs and OER in the Global South: Problems and Potential’. International Review of Research in Open and Distance Learning 19 (5): 2–20. doi:10.19173/irrodl.v19i5.3742), the paper addresses Connell’s [(2008). Southern Theory: The Global Dynamics of Knowledge in Social Science. Crows Nest: Allen & Unwin] influential criticism of the imbalances in global knowledge production, and explores the parallels in technologically enhanced learning. A new concept- Southern agency- is developed through the stories of three Timorese students and their engagement with digital education, focussing on the influences of local infrastructure, family, literacies and the colonial legacy. The paper highlights the need for more extensive research into local practices of learning with technologies and advocates Southern agency as a heuristic device to gain valuable insights into the lived experience of Southern learners. 相似文献
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Aska Kouadio 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):147-167
This article examines the pedagogical and institutional challenges in Africa in the area of technical and professional education facing the partnership between schools and the world of work. It is based on the study of monographs, seminar reports and various other written sources, as well as on the author's own experience with regard to this cooperation. Having identified various existing forms of cooperation, the author highlights some of the major obstacles, such as lack of regulatory documents and the existence of contradictory interests. 相似文献
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There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences. 相似文献
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This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses. 相似文献