5 research outputs found

    Improving Emergency Plans through Public Engagement

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    Emergency plans are fundamental for the speedy and effective response in disaster situations. Plans are often constructed by teams of experts, who apply their knowledge to define response procedures, but lack part of location-specific knowledge that can be very relevant to make decisions during responses. Such knowledge is, however, in the minds of people who use those spaces every day, but are not involved in the planning processes. In this paper, we advocate for citizens' involvement in emergency plan elaboration via Public Participation, a mechanism long time used in other areas of e-government. We define a process for the elicitation of citizen's knowledge via public participation, and present the results of a study on its potential impact, where individuals used different collaborative tools to volunteer knowledge to be used in emergency plan improvement.Penadés Gramage, MC.; Vivacqua, AS.; Borges, M.; Canos Cerda, JH. (2011). Improving Emergency Plans through Public Engagement. http://hdl.handle.net/10251/1133

    Digital writing technologies in higher education : theory, research, and practice

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    This open access book serves as a comprehensive guide to digital writing technology, featuring contributions from over 20 renowned researchers from various disciplines around the world. The book is designed to provide a state-of-the-art synthesis of the developments in digital writing in higher education, making it an essential resource for anyone interested in this rapidly evolving field. In the first part of the book, the authors offer an overview of the impact that digitalization has had on writing, covering more than 25 key technological innovations and their implications for writing practices and pedagogical uses. Drawing on these chapters, the second part of the book explores the theoretical underpinnings of digital writing technology such as writing and learning, writing quality, formulation support, writing and thinking, and writing processes. The authors provide insightful analysis on the impact of these developments and offer valuable insights into the future of writing. Overall, this book provides a cohesive and consistent theoretical view of the new realities of digital writing, complementing existing literature on the digitalization of writing. It is an essential resource for scholars, educators, and practitioners interested in the intersection of technology and writing

    IPADS IN THE SECOND LANGAUGE CLASSROOM: AN EXAMINATION OF IPAD USE BY TEACHERS THROUGH TPACK AND TEACHER PERCEPTION LENSES.

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    Research indicates a need for teacher education programs which include embedded computer assisted language learning (CALL) to support teachers’ technological pedagogical and content knowledge (TPACK) of how to employ technology in classroom settings. Researchers also indicate a need to better understand the knowledge-base of language teacher education (LTE), including a teacher’s possible 40 year career through ever changing technology. This mixed-method case study examines the use of iPads by four teachers, who represent maximum variation in their teaching and technology experience, in two mostly homogenous schools. The study looks specifically at how teachers’ perceptions of 1) teaching, 2) technology, 3) using technology and 4) their students shape the way they use iPads with English language learners. It also examines what supports facilitate the use of iPads for instructional purposes in second language classrooms. I focus on the use of iPads in a one-to-one implementation in a technologically embedded context because iPads are a relatively new innovation in classrooms, with the potential of changing instruction. Such changes may contribute to the challenges and benefits of being an effective teacher in the English language teaching (ELT) classroom. Research on the use of iPads in classrooms has been previously limited to mostly suggestions for use and has given little guidance in how this disruption will assist and challenge teachers. TPACK is used as a powerful construct based in a reconceptualization of the language teacher education (LTE) knowledge-base, indicating influences of context, teachers and their perceptions, identity and agency and activities in the classroom. These factors suggest ways which classroom technology and teacher, student, administrative and contextual influences may mediate the activities of teaching and learning in the classroom. The data show a correlation between teachers’ practices with iPads and their previous experiences using technology in the classroom. Teacher groupings demonstrated differences in teaching based on their experience using technology and teaching. Schools showed differences only in terms of some choices made by the administration. Students’ effects on the use of iPads is minimal, except for instances of how student behavior affected the classroom
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