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Implications of social network sites for teaching and learning. Where we are and where we want to go
This conceptual paper deals with some of the implications that the use of social network sites, though not originally developed and conceived for learning purposes, have for schools and academic activities when they are used as tools able to modify and innovate teaching/learning practices and academic culture. Beside the differences that characterize the two contexts, the attention that social network tools are progressively gaining in schools and higher education practices and pedagogies requires adjustments in learning and teaching that should be constantly considered by educators and policy makers. These environments are also presenting new and crucial opportunities for teacher training and teachers’ professional development. The purpose of the study is to reflect on some significant challenges and opportunities offered by social network sites, and how to exploit the latter, in relation to a number of themes. These themes have been identified as those that deserve better comprehension and further research investigation: communication between students and teachers and appropriate professional behaviours; pedagogical and technological challenges related to incorporating social networking practices into teaching and academic practices; how social networking can be exploited for teachers’ professional training and development. The study also provides some implications for policy and practice. 相似文献
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This study investigated how the participants of an online learning course employed figurative language to express their emotions and feelings during the learning experience. Textual analysis was carried out in the social and metacognitive discussion areas as those related to the expression of the social dimension. Its aim was to analyze the distribution of figurative language across the course, to understand if figurative language elicited the creation of new figurative language, and to classify recurring types of conceptual categories. Results show that figurative language use increased in coincidence with crucial, social events; it did not necessarily encourage the production of further figurative language; and it allowed participants to represent their affective domain and to conceptualize the learning environment in an original manner. 相似文献
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The paper deals with the investigation of gender differences in performances in mathematics for Italian students at the end of lower secondary school. The study is based on a new large-scale assessment test developed and administered by the National Evaluation Institute for the School System. Given the evidence in the literature which favors males, performances of female and male students are compared using different approaches. Scores proposed by educational experts based on item subgroups were considered, while a model-based approach was used within item response theory. The results revealed a significant advantage to males in overall performance, while no meaningful differences were observed with respect to item domain and type. An interpretable item map was developed crossing expert opinions with IRT abilities, and plausible proficiency levels were defined. According to the map-based student classification, a relatively lower percentage of females fell into the highest proficiency groups with respect to males. 相似文献
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ABSTRACT Along with the dramatic expansion of private tutoring around the world, a significant body of literature has been produced to understand this phenomenon. While many studies consider the issue of geographic location, the spatial dimension tends not to be a central focus of private tutoring studies. In contrast, the present essay applies mobility theory to research from Cambodia, where private tutoring is essential to student success. It does so in order to place private tutoring provision into a broader perspective that includes but moves beyond the economic dimensions of supply and demand and the sociological dimensions of economic, cultural, and social capital to include consideration of how private tutoring provision is constrained by a multidimensional spatial field of possibilities and how private tutoring participation is enabled by one’s position and abilities in relation to that field. The paper argues for increased attention to ‘spatial capital’ in studies of private tutoring and education generally. 相似文献
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Stefania Ciocia 《Children‘s Literature in Education》2009,40(4):320-332
Mark Haddon’s The Curious Incident of the Dog in the Night-Time, the first novel to be published simultaneously for the UK adult and children’s market, exemplifies the phenomenon of crossover
literature better perhaps than the “Harry Potter” series, whose appeal to a dual-aged audience had caught the publishing industry
by surprise. This article identifies Haddon’s engagement with the genre of detective fiction as one of the reasons for the
novel’s crossover success: while the mystery plot offers a compelling narrative “hook” for children and adults alike, the
postmodern twists on the detective formula open up deeper levels of satisfaction, without alienating the less experienced
members of the audience. Analysed within the context of contemporary crime fiction, Curious Incident also appears to be tapping into a relatively recent literary trend that sees detective novels focusing on young characters
as victims, witnesses and even perpetrators of crimes—itself a reflection of our changing attitudes towards the Romantic view
of childhood as an age of innocence. 相似文献
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Gloria Bordogna Alessandro Campi Giuseppe Psaila Stefania Ronchi 《Information processing & management》2012
In this paper, we face the so called “ranked list problem” of Web searches, that occurs when users submit short requests to search engines. Generally, as a consequence of terms’ ambiguity and polysemy, users engage long cycles of query reformulation in an attempt to capture relevant information in the top ranked results. 相似文献
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Amedeo D'Angiulli Linda S. Siegel Stefania Maggi 《Learning disabilities research & practice》2004,19(4):202-213
Socioeconomic gradients and growth‐mixture model trajectories of word‐reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy‐intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and word reading was significant in two of the three subgradients identified in English‐language learners (ELL), and in the only gradient identified in children with English as first language (L1). With more instruction, SES effects progressively disappeared and ELL and L1 gradients became identical. The trajectories showed that ELL and L1 children of middle‐SES level improved similarly as they progressed through Grade 5. However, at the lowest and highest end of the SES spectrum, the ELL children improved more than the L1 even though in kindergarten they were the most at risk for reading failure. The results suggest that the literacy‐intensive program may have reduced the negative influence of SES on word‐reading development. 相似文献