Central Washington University 2021-2022 Graduate Catalog

https://digitalcommons.cwu.edu/catalogs/1185/thumbnail.jp

Central Washington University 2020-2021 Graduate Catalog

https://digitalcommons.cwu.edu/catalogs/1183/thumbnail.jp

Atlas of Social Innovation. 2nd Volume: A World of New Practices

The Atlas of Social Innovation series provides a comprehensive overview of the multifaceted manifestations and practices of social innovation from a global perspective. This second volume brings together leading experts of the field. In 43 articles, the atlas gives new insights into current trends of social innovation research and its connection to other schools of thought and research traditions. The conceptual underpinnings of the contributions draw upon the experiences of a variety of disciplines contributing to the rich, multi-layered nature of the phenomenon. By building up a knowledge repository for a growing community of practitioners, policy makers and researchers, the book opens up new avenues to unfold the potential of social innovation

“Take the plunge and give it a try” : Primary school teachers’ perceptions of their role and pedagogical practices in technology-rich classrooms

The goal of this study is to shed light on how primary school teachers perceive their role in technology-rich learning environments and how they enact this role in their pedagogical practices. This thesis consists of an extended abstract and three articles. The extended abstract introduces the background and purpose of the study, research questions, the choice of theoretical framework and other relevant concepts, as well as prior research on the theme. The design of the study, methodological choices, and analysis are explained in detail in the method chapter, before discussing the main findings and their affordances at the end of the extended abstract. At the end of the thesis, the three articles delve into some of the main aspects of the study in greater depth and detail. The majority of previous research regarding the use of digital technologies in teaching and learning has been conducted in schools with no heightened focus on digital elements. In an attempt to make new discoveries, the study was conducted in a school that sets high priority to digital competence of their staff and pupils and takes advantage of the opportunities that digital technologies can offer. Therefore, framing the project as a case study was considered a well-founded approach. Furthermore, the case is defined as intrinsic, because the fundamental goal is to understand the case itself, without greater ambition to generalize from the results. In this context, it required an investigation of the case using several instruments, in order to gain a holistic understanding of how teachers with significant training and experience within digital technologies perceive their role and practice their profession. To have a comprehensive and versatile data base for the study, the project was designed as an exploratory sequential study (Creswell & Guetterman, 2021). In contrast to explanatory sequential design, where the cumulative data collection process proceeds from the quantitative to qualitative, an exploratory sequential design explores the case first through qualitative data. Quantitative data – collected in a survey – was thus used to extend and enrich the findings in qualitative data – individual interviews, observation, and focus group interviews. This step was undertaken to improve reliability of the study by confirming some of the qualitative findings and to develop new aspects of the qualitative findings (Creswell & Guetterman, 2021; Hesse-Biber et al., 2015). As the Norwegian educational system builds heavily on the principles of sociocultural learning, sociocultural views are used as the theoretical base for the study. Most importantly, this theoretical approach highlights that learning happens in interaction with others. This not only emphasizes the importance of communication but also the collective nature of learning: we learn best when we learn together. Vygotsky’s theory of zone of proximal development highlights this, as well as the role that the more knowledgeable other has in the interaction and learning processes. In this study, it was discussed how a teacher as the more knowledgeable other approaches their role managing the classroom and instructing pupils as someone who sets structure and helps pupils scaffold and construct new knowledge. Fruitful interaction and collaboration also require an inclusive learning environment where everyone feels safe and able to participate. This is also an obligation for Norwegian schools, stated in Norwegian national core curriculum and legislation. To create such an environment, a teacher needs to practice authoritative classroom management that ensures social, emotional, and academic growth for all learners. Differentiating instruction and promoting pupil participation are prerequisites for such work. There were many findings that partly confirmed findings from previous research, but also provided interesting new perspectives on the topic. The overall perception of the informants regarding how digital technologies influence teacher’s role and enactment of it in their pedagogical practices can be described as both positive and realistic. The informants were well aware of the ideals related to the new role and practices – such as having a more facilitating, exploratory, and inclusive approach – while being realistic about the change and processes related to it being complex, timeconsuming, and ever-changing. The staff found that the school leadership advocated for and supported the development of teachers’ professional digital competence (PDC) and development of mutual practices at a high level, while they also encouraged teachers to experiment with new things without the fear of failing. This, together with close and systematic collaboration with colleagues, were found to be some of the key elements for finding success in exploring and developing their roles and practices. The results were viewed through the lenses of teacher’s role perception, inclusion, differentiated instruction, communication, and collaboration. One of the most interesting findings was that, in contrast to many previous findings from the field, these teachers experienced very little disruptive behaviour or other inappropriate behaviour related to pupils’ use of their personal devices. Not unexpectedly, but surprisingly clearly, given the overall digital profile of the school, teachers with formal education in PDC at a higher education level had a more positive perception of how digital technologies impact the learning environment. They found more advantages regarding the use of digital technologies and were less concerned about challenges, such as distractions or unexpected technology malfunction, than their colleagues with less formal training. Overall, the teachers found that their role had become that more of a facilitator than a traditional role where teacher is the primary source of knowledge. This was modelled in multiple examples, particularly amongst older learners, where the pupils had many opportunities for influencing the learning process and product. On several occasions, teachers modelled exploratory learning, which seemed to encourage pupils to have a somewhat more adventurous approach to the subject matter and activities, as well. Teachers, particularly in grade one, often focused on teaching and discussing strategies that supported pupils in becoming more independent and efficient learners, for instance in communication and collaboration. Despite high ambition and PDC level, the teachers and school leadership acknowledged that there is still a lot more to learn and develop – and there always will be. While digital technologies were weaved in to almost all aspects of teaching and learning and employed in a variety of ways, the pupils could have used some more guidance in developing their competences when given more autonomy in their learning processes. At grade level 1, there was less pupil participation in the learning designs but significantly more emphasis on learning different strategies. In grade level 5, teachers offered pupils multiple opportunities to participate and influence the learning designs and processes, but with less focus on how to refine and developed strategies learned in lower grades. This was evident, for example, in the collective production of multimodal representations of knowledge and approaches to collective learning models.NORSK SAMMENDRAG: Målet med denne studien er å kaste lys over hvordan lærere i barneskolen oppfatter sin rolle i teknologirike læringsmiljøer, og hvordan de utøver denne rollen i sin pedagogiske praksis. Denne avhandlingen består av en kappe og tre artikler. Kappen introduserer bakgrunnen og formålet med studien, forskningsspørsmål, valg av teoretisk rammeverk og andre relevante konsepter, samt tidligere forskning om temaet. Designet av studien, metodiske valg og analyse blir grundig forklart i metodekapittelet, før hovedfunnene og deres implikasjoner blir diskutert på slutten av kappen. Ved avhandlingens slutt går de tre artiklene mer grundig inn på noen av hovedaspektene ved studien. Det meste av tidligere forskning om bruk av digitale teknologier i undervisning og læring har blitt utført i skoler uten spesiell vekt på digitale elementer. I forsøket på å gjøre nye oppdagelser ble studien gjennomført ved en skole som høyt prioriterer digital kompetanse hos både ansatte og elever, og i stor grad utnytter mulighetene som digitale teknologier kan tilby. Det ble derfor ansett som hensiktsmessig å ramme prosjektet som en case-studie. Videre er «case» i denne studien definert som intrinsisk, da det grunnleggende målet er å forstå denne casen i seg selv, uten ambisjoner om å generalisere fra resultatene. I denne sammenheng betyr dette å undersøke casen ved hjelp av flere instrumenter for å oppnå en helhetlig forståelse av hvordan lærere med betydelig opplæring og erfaring innen digitale teknologier oppfatter sin rolle og utøver sitt yrke. For å ha et omfattende og allsidig datagrunnlag for studien, ble prosjektet designet som en utforskende sekvensiell studie (Creswell & Guetterman, 2021). I motsetning til en forklarende sekvensiell design, der den kumulative datainnsamlingsprosessen går fra kvantitativ til kvalitativ, fokuserer en utforskende sekvensiell design først på kvalitative data. Kvantitative data, samlet inn gjennom en spørreundersøkelse, ble dermed brukt for å utvide og berike funnene i de kvalitative dataene: individuelle intervjuer, observasjon og fokusgruppeintervjuer. Dette steget ble tatt for å forbedre studiens pålitelighet ved å bekrefte enkelte av de kvalitative funnene og bygge nye aspekter ved de kvalitative funnene (Creswell & Guetterman, 2021; Hesse-Biber et al., 2015). [...

College Senate Minutes May 18, 2019

Minutes for the meeting of the College Senate on May 18, 2017

Break, Make, Retake: Interrogating the Social and Historical Dimensions of Making as a Design Practice

Making and digital fabrication technologies are the focus of bold promises. Among the most tempting are that these activities and processes require little initial skill, knowledge, and expertise. Instead, they enable their acquisition, opening them up to everyone. Makerspaces and fab labs would blur the identities between professional and amateur, designer and engineer, maker and hacker, ushering in a broad-based de-professionalization. Prototyping and digital fabrication would unite design and manufacturing in ways that resemble and revive traditional craftwork. These activities and processes promise the reindustrialization of places where manufacturing has disappeared. These promises deploy historical categories and conditionsexpertise, design, craft production, manufacturing, post- industrial urbanismwhile claiming to transform them. This dissertation demonstrates how these proposals and narratives rely on imaginaries in which countercultural practices become mainstream by presenting a threefold argument. First, making and digital fabrication sustain supportive environments that reconfigure contemporary design practice. Second, making and digital fabrication simultaneously reshape the categories of professional, amateur, work, leisure, and expertise; but not always in the ways its proponents suggest. Third, as making and digital fabrication propagate, they reproduce traditional practices and values, negating much of their countercultural and alternative capacities. The dissertation supports these claims through a multi-sited and multinational ethnographic investigation of the historical and social effects of making and digital fabrication on design practice and the people and places enacting. The study lies at the intersection of science and technology studies, human-computer interaction, and design research. In addressing the argument throughout this scholarship, it explores three central themes: (1) the idea that making and digital fabrication lead to instant materialization of design while re-uniting design with manufacturing; (2) the amount of skill and expertise expected for participation in these practices and how these are encoded in rhetoric and in practice; and (3) the material and social infrastructures that configure making as a design practice. The dissertation demonstrates that that the perceived marginality of making, maker cultures, digital fabrication allows for its bolder promises to thrive invisibly by concealing other social issues, while the societal contributions of this technoculture say something different on the surface

Perspectives and research on play for children with disabilities: collected papers

This book includes eight chapters reflecting various approaches towards the theme of play for children with disabilities that characterised the work of the members of the COST Action TD1309 "LUDI-Play for Children with Disabilities". Alongside these multifaceted points of view, some theoretical aspects emerged as a common background: the ICF-CY theoretical perspective, the vision of "play for the sake of play" and play as a fundamental right

Perspectives and research on play for children with disabilities. Collected papers

This book includes eight chapters reflecting various approaches towards the theme of play for children with disabilities that characterised the work of the members of the COST Action TD1309 “LUDI–Play for Children with Disabilities”. Alongside these multifaceted points of view, some theoretical aspects emerged as a common background: the ICF-CY theoretical perspective, the vision of “play for the sake of play” and play as a fundamental right

Central Washington University 2020-2021 Undergraduate Catalog

https://digitalcommons.cwu.edu/catalogs/1184/thumbnail.jp

Integrated adaptive skills program model (IASP)

Integrated Adaptive Skills Program Model (IASP) is designed to offer supportive services to disabled students seeking to integrate into a local after-school program. IASP Model focuses on teaching adaptive skills to disabled students that would prepare them to be fully included into an after-school program with their same age peers. The program offers support, training, and consultation to the students and staff involved in the program. A variety of research-methods and assessment screening tools are used to determine eligibility and program implementation. The IASP Model was piloted during the 2011-2012 school year, in California, United States, but due to limited local and state funds the program could not continue. Students with disabilities deserve to be involved in the community and should not be excluded based on funds. Teaching and educating others on how to integrate students with disabilities into programs will minimize and/or eliminate exclusion of participating in recreation programs within residing communities.https://scholar.dominican.edu/books/1179/thumbnail.jp