排序方式： 共有7条查询结果，搜索用时 0 毫秒
1
1.
2.
3.
The digital literacy debate: an investigation of digital propensity and information and communication technology 总被引：1，自引：0，他引：1
Angelique Nasah Boaventura DaCosta Carolyn Kinsell Soonhwa Seok 《Educational technology research and development : ETR & D》2010,58(5):531-555
Research suggests students’ use of information and communication technology (ICT) may be more a matter of digital literacy
and access rather than a generational trait. We sought to identify ICT preferences of post-secondary students (N = 580) through a Digital Propensity Index (DPI), investigating communication methods, Internet practices and the creation
of online content. Age, gender and socioeconomic status were examined as factors which might explain why students use ICT.
Results suggest age is a factor in ICT use but that it is not the most important consideration; the gender gap and gaps between
socioeconomic groups in terms of ICT use may be closing. The findings raise a variety of implications for institutions training
pre-service teachers, curriculum developers designing instructional materials and educational leaders developing ICT policy
for schools. 相似文献
4.
DaCosta LP 《国际体育史杂志》2001,18(3):181-196
This epilogue offers a critical overview of some current interpretations of modern sport's origins and evolution in Latin America by certain European and North American commentators. These analyses still adhere to the tradition of the New World's creation. They seldom refer to primary sources. Conclusions are often born out of patronizing compassion and exotic impression. Latin American sources, if any, are mostly quoted when they serve a pessimistic historical bias cultivated by outsiders. In fact, Latin American sport represents a mirror image of more developed areas and indeed a reinvention of sport in specific cases of community isolation and self-development. 相似文献
5.
6.
Ellina Chernobilsky Maria Carolina DaCosta Cindy E. Hmelo-Silver 《Instructional Science》2004,32(4):319-356
A sociocultural view of learning proposes that learning involves becoming enculturated into a community of practice. A step
along the way is learning to use the specialized language of such a community, as language is a crucial tool that regulates
participation, mediates cognition and plays a central role in the development of thought. Problem-based learning (PBL), with
its emphasis on collaborative discourse, provides opportunities for students to develop the conceptual language of a discipline,
which in turn affects cognition. In a problem-based undergraduate Educational Psychology course, many psychological theories,
concepts and principles are introduced to pre-service teachers. During the course, as students learn through problem solving,
they engage with new knowledge. This evolving knowledge requires new discourse structures that will allow students to express
their new ideas and that will ultimately structure students' ways of knowing. The content of group and individual artifacts
is analyzed to examine how PBL influences students' language and knowledge development over the course of the semester in
an Educational Psychology class (n = 34). The goal of this paper is to present these analyses and to discuss how the change affects students' language and knowledge. 相似文献
7.
Computer-Mediated Intersensory Learning Model for Students with Learning Disabilities 总被引：1，自引：0，他引：1
Soonhwa Seok Boaventura DaCosta Carolyn Kinsell John C. Poggio Edward L. Meyen 《TechTrends》2010,54(2):63-71
This article proposes a computer-mediated intersensory learning model as an alternative to traditional instructional approaches
for students with learning disabilities (LDs) in the inclusive classroom. Predominant practices of classroom inclusion today
reflect the six principles of zero reject, nondiscriminatory evaluation, appropriate education, least restrictive environment,
procedural due process, and parental and student participation. These practices guide the amended Individuals with Disabilities
Education Act (IDEA) of 2004. For nearly 35 years the act has championed for the rights of children with disabilities. The
act mandates that students with LDs are educated in the general education classroom (Hock, Deshler, & Schumaker, 1999). 相似文献
1