Be Skeptical, Save Time: Teaching Generation Z To Determine The Credibility Of Online Information

Ph.D

Best practices of virtual learning for K-5 students

With the increase in technology, virtual learning programs continue to grow in popularity within the United States. Before the coronavirus (COVID-19) pandemic, the kindergarten through fifth grade (K-5) virtual learning population has increased each year slowly since the late 1900s. However, due to the COVID-19 pandemic millions of K-5 students were engaged in virtual learning. However, the academic outcomes and learning loss that resulted from the school shutdowns caused many misconceptions regarding the educational and social developments of K-5 students enrolled in virtual classes. Yet, studies consistently prove synchronous virtual instruction can be as effective as traditional face-to-face learning. The purpose of this study was to examine the strategies and best practices that K-5 virtual educators use to maximize learning, challenges associated with teaching K-5 students virtually, how virtual educators define, measure, and track academic success, and recommendations that virtual educators have for pre-service teachers interested in teaching in highly technological environments. Data collection followed a qualitative phenomenological approach. The researcher interviewed 12 K-5 virtual educators or administrators to understand better how students in a virtual learning environment could achieve academic and social success comparable to students in a traditional classroom. Results suggest that engaging, synchronous instruction allows virtual educators to maintain student academic and social success through interactive resources and community-building activities. However, learning coach support, small group interventions, and immediate feedback also support students\u27 academic achievement. The findings of this study led the researcher to create a training course for pre-service or current K-5 brick-and-mortar educators to take before beginning a virtual teaching role called the Fundamentals of K-5 Virtual Learning. Implications of the findings and recommendations for future research are shared in hopes that this research contributes to the existing literature on virtual education

Children, media and regulation

Each new medium of communication that has emerged over the past century and more has generated concern over its alleged negative effect on children. This concern has (in most cases) generated a moral panic, involving campaigning by moral guardians and office spokespeople, calls for greater regulation and subsequent response from the government or designated regulators. Based on continued inconclusive media effects research and debates over adults' and children's rights, regulation has become increasingly problematic. Such questions as how far you should restrict and protect children and how it may be possible to balance protection with rights, are complex and fraught with practical difficulties. These are the kind of questions that regulators have currently to consider. In addition, media convergence and internet technology threaten traditional regulatory structures. Such developments pose a further regulatory quandary. How are regulators attempting to tackle these issues? The thesis attempts to examine this question by exploring how regulators have responded to panics over children's media and whether their attempts have resulted in robust regulatory systems. The regulation systems analysed embrace advertising and obesity, internet chat-rooms and grooming, video games and violence and cinema regulation (the 12A classification). Case studies of these particular areas of current concern show how regulation has developed and how it works in practice, assess whether such regulation is effective and if not, recommends ways in which it could be improved

Bowdoin Orient v.134, no.1-24 (2004-2005)

https://digitalcommons.bowdoin.edu/bowdoinorient-2000s/1005/thumbnail.jp

2011, UMaine News Press Releases

This is a catalog of press releases put out by the University of Maine Division of Marketing and Communications between January 3, 2011 and December 30, 2011

Bowdoin Orient v.139, no.1-26 (2009-2010)

https://digitalcommons.bowdoin.edu/bowdoinorient-2010s/1000/thumbnail.jp

Bowdoin Orient v.135, no.1-25 (2005-2006)

https://digitalcommons.bowdoin.edu/bowdoinorient-2000s/1006/thumbnail.jp

Their Own Voices: Vernacular Literacies in the Lives of Young People.

This research study explores the uses and meanings of vernacular literacy practices engaged in by Korean young people. Utilizing an ethnographic approach, the ways in which eleven adolescents integrate print and electronic media into their lives are demonstrated through participant observation, in-depth interview and the study of realia. In place of the traditional autonomous model of literacy conceptualising literacy as a set of decontextualised skills and competences, the central theoretical framework for this study is the ideological model of literacy, which acknowledges both the ideological nature of, as well as the power structures embedded in, literacy practices. The social approach adopted by this research is consistent with the ethos of New Literacy Studies. The multiplicity of literacy practices and the variety of forms of interpersonal interaction exhibited by them are presented and interpreted in order to show how young people learn to use unsanctioned literacy practices as communicative, expressive, and transformative tools for shaping their social worlds, their thoughts, and their identities. The power relations embedded in literacy practices, the ways in which the power dynamic is played out in home, school and church, and how people resist, negotiate and perpetuate power structures are all subjects which are discussed. There is an exploration of the relationship between literacy and gender and how gender identity and representation is treated in textual experience, with particular emphasis on texts used by young women. The study concludes that vernacular literacy is best understood as social practice and that it deserves much greater recognition and academic investigation in that it holds significant potential for a greater understanding of youth

Children’s public service broadcasters and their challenges in the online era: a comparison between the UK and Germany

This thesis aims to establish the differences and similarities in how publicly- funded public service broadcasters in the UK and Germany negotiate challenges and opportunities related to the transition from broadcasting to a multi-platform provision for children. The substantive subject of this research is the transition from public service broadcasting to public service multi- platform media for children under 13 years in the United Kingdom and Germany, where public service broadcasters offer content and services on multiple platforms, including traditional TV, audio, online and mobile media. The research focuses on the publicly-funded broadcasters SWR, BR (ARD), BBC and ZDF and ARD/ZDF’s joint children’s channel KiKA, while the original research further narrows the focus down to those services on new online and mobile platforms. The research applies a qualitative comparative approach based on a triangulation of literature study, document analysis and semi-structured expert interviews with broadcasters, producers and stakeholders in the policy-making process. The thesis consists of three parts and a conclusion. The thesis concludes that, although there are some similarities, the BBC and the German public service broadcasters under review differ in regard to how they understand the challenge of the multi-platform transformation, the main sources and characteristics of that challenge and the purpose of the multi-platform provision