33,355 research outputs found
Communities of Designers: Transforming a Situation into a Unified Whole
A new player, digital technology, has entered into the already variegated
and often contentious world of teaching and teacher education. This new player
promises to disrupt existing practices in some as yet undefined way. It is not
surprising that its eventual impact on learning or on educational equity is
uncertain, when there is still great uncertainty around basic questions such as
which digital tools ought to be considered or what they cost.
The previous chapters in this book make a major contribution to the
conversation about (digital) technology in education. They address three large
questions: How should we integrate technology into learning? What happens
when we do? How do we learn to do it (possibly better than before)?published or submitted for publicationnot peer reviewe
A Review of the "Digital Turn" in the New Literacy Studies
Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The article engages with the central theoretical, methodological, and pragmatic challenges in the tradition of New Literacy Studies, while highlighting the distinctive trends in the digital strand. It identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. It examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century
Sustainability in the theology curriculum
This is the author's PDF version of a book chapter available in Sustainability education: Perspectives and practice across higher education. Edited by Paula Jones, David Selby, and Stephen Sterling. London: Earthscan, 2010. This book chapter was reproduced with the kind permission of EasthScan.This book chapter discusses how theology has the potential to contribute to education for sustainable development
Virtual pedagogical model: development scenarios
info:eu-repo/semantics/publishedVersio
weSPOT: a cloud-based approach for personal and social inquiry
Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers
Whispers in the Classroom
Part of the Volume on Digital Young, Innovation, and the UnexpectedOnline backchannel chat rooms offer the potential to transform classroom learning in unexpected and powerful ways. However, the specific ways in which they can influence teaching pedagogy and learning opportunities are less well understood. Activities in a backchannel may include the dissemination of ideas, knowledge building, asking and answering questions, engaging in critical discourse, and sharing information and resources. This chapter describes a backchannel chat room that has taken place over multiple years in a large university student community. It explores unforeseen and exciting opportunities, as well as possible limitations, for designing teaching and learning practices to leverage this communication medium. With a deeper understanding of the opportunities and limitations of the backchannel, educators and instructional designers could transform the classroom experience from a passive lecture model to one of active, collaborative, and engaged knowledge production
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