Towards a Digital Epistemology

This Open Access book explores the concept of digital epistemology. In this context, the digital will not be understood as merely something that is linked to specific tools and objects, but rather as different modes of thought. For example, the digital within the humanities is not just databases and big data, topic modelling and speculative visualizations; nor are the objects limited to computer games, other electronic works, or to literature and art that explicitly relate to computerization or other digital aspects. In what way do digital tools and expressions in the 1960s differ to the ubiquitous systems of our time? What kind of artistic effects does this generate? Is the present theoretical fascination for materiality an effect or a reaction to a digitization? Above all: how can early modern forms such as the cabinets of curiosity, emblem books and the archival principle of pertinence contribute to the analyses of contemporary digital forms

The Social Construction of Sexuality in Primary School Classrooms

Through qualitative interviews with primary school teachers, this research sought to uncover how heterosexual privilege is maintained in talk about sexuality. More specifically, this research sought to identify the strategies used by teachers in talking to their students about sexuality. These strategies took shape in the following: a reliance on scientific explanations, deferring to others, a reliance on faith and religion, and the presumption that children are innocent and asexual. This research determined that these strategies were used to produce, reproduce, and maintain heterosexism and heteronormativity. The implications of this research are that schools are missing an important opportunity to create a safe and inclusive environment for ga

ICT integration in the educational system of Philippines

Purpose - The paper aims highlight the state of ICT integration to the educational system of the Philippines, including the challenges, efforts, and possible solutions.   Design/Methodology/Approach - The study is a review of two scholarly works focusing on the case of ICT integration in the educational system of Philippines. The paper reviewed were the paper of Kubota, Yamamoto, and Morioka (2018) entitled, Promoting ICT education in developing countries: Case Study in the Philippine and the  research work of Bonifacio (2013) entitled, Developing Information Communication Technology (ICT) Curriculum Standards for K-12 Schools in the Philippines. Findings - The critical analysis of the reviewed papers revealed several policy actions to fully integrate ICT in education in the case of Philippines such as added trainings for teachers, provision of computer infrastructures, integration of ICT in the curriculum in a strategized manner, and lastly a strong leadership. Originality - The paper provided a lens both on the problematic situation on the actual school set-ups and also the possible key steps to be undertaken for improvement. It is a review of the selected academic papers which delves into the ICT-Integration in the Educational System of Philippines. The formal efforts of the government were also highlighted including the prime importance of ICT in education. The paper does not only embolden a problem of the inadequacy of the school facilities but it highlights how this problem affects the competitiveness of Filipinos in the job market and the backwardness of the standing of the country in technological advancement

Assessing College Students\u27 Understanding of Geologic Timescales

Geologic timescales are central to many concepts in the natural sciences, including evolution, climate change and plate tectonics. However, geologic time scales can be challenging to appreciate, especially for those who have not had exposure to such topics previously. During primary and secondary education (K-12) students are provided with foundational information about geology that is then further developed in specialized classes in college. Yet most students are not getting this foundation, which could arguably lead to deficits in their post-secondary education. Despite the importance of these concepts, especially for those interested in careers associated with geologic timescales, there have been few studies assessing undergraduate understanding of geologic timescales. This study sought to address the described knowledge gap with a survey of college undergraduates, of which a total of 92 students were surveyed. Survey results point towards undergraduates having misunderstandings when it comes to the chronological order of events in earth history and the time between said events and how long those events lasted. The prevalent gap in knowledge identified in this survey suggests an opportunity to include more coverage of geologic time in high school and college curricula, or creation of supplemental materials or activities. Of which either can help facilitate a deeper understanding of other core topics in natural sciences

A PLACE AMONG THE STARS? THE INFLUENCE OF RELIGION AND CREATIONISM ON ATTITUDES TOWARDS SPACE EXPLORATION AND BELIEFS IN EXTRATERRESTRIAL LIFE

Space exploration continues to expand humanity’s understanding of the universe. And, while Americans have widely favorable attitudes towards efforts to explore outer space, certain religious beliefs appear to be associated with more negative attitudes towards space exploration and the search for extraterrestrial life. The current study explored the role of religion and creationism on attitudes towards space exploration and the search for extraterrestrial life. Priming techniques were used to test whether increasing the accessibility of religious and creationist concepts led to more negative attitudes towards space exploration and beliefs about extraterrestrial life. Participants (N = 230) encountered an explicit prime of religion, creationism, or a control prior to completing a word fragment task and measures of attitudes towards space exploration and beliefs about extraterrestrial life. The results of Bayesian estimation and hypothesis testing did not support the prediction. However, exploratory analyses indicated very strong evidence of atheists having more positive attitudes towards space exploration and beliefs about extraterrestrial life than theists. These findings suggest that while priming religion and creationism did not appear to influence reported attitudes, attitudes towards space exploration and the search for extraterrestrial life may differ based on belief in god

Culture, Context, Curriculum: An Explosion of the Attitudes of Black Middle School Males Towards Art Education

ABSTRACT CULTURE, CONTEXT AND CURRICULUM: AN EXPLORATION OF THE ATTITUDES OF BLACK MIDDLE SCHOOL MALES TOWARDS ART EDUCATION by Rita Baker The level of participation and interest in visual arts education demonstrated by Black male students falls consistently lower than that of their White counterparts which manifests itself in under performance and disruptive behaviors. Previous research has explored how views within the Black community towards art education and art related careers have impacted high school and college students. However, those explanations may not be pertinent to middle school, and the scarcity of literature dedicated to how the valuation of art within this racial group influences middle school males suggests the need for inquiry in this area. Based on a constructivist and constructionist epistemological framework grounded in social learning theories, this case study was conducted at a predominantly Black middle school outside of a major southern city. The participants in the study were six eighth grade Black male students between the ages of 13-16 enrolled in a nine-week art class. Initial data collection procedures involved observations in the neighborhood, school, and classroom, a focus group session, individual interviews, member checking, art analyses and a follow up discussion with the teacher. The data analysis was conducted utilizing content analysis, open coding, and axial coding. The findings revealed that opinions were equally divided between students who enjoyed art class throughout the term, and those who expressed boredom. The findings suggest that students’ opinions were shaped by a myriad of factors within the culture, learning context and curriculum. Further, the data implies that goal setting and student interest were connected to students’ participation in art class, while interest in art making diminished between the elementary and middle school years. Perceptions of art class, parental preferences, and the curricular focus of the class proved to be factors which influenced student attitudes towards art instruction. The data advances areas for future scholarship, and recommendations for art educators

Technology education for Hong Kong in the twenty first century: Curriculum change and teacher education

Purpose: Technology is widely recognised as one of the major contributing factors to the cultural, social and economic development of a nation. Technology education is also being considered vital for students to learn, live and work in a technological society in the 21" Century. The primary purpose of this study was to investigate what and how technology education could contribute to the personal needs of Hong Kong students and that of Hong Kong's society. The objectives of the study were to (1) identify the status and roles of technology education in Hong Kong, (2) identify and analyse major factors that would facilitate or impede the implementation of technology education into the Hong Kong secondary school curriculum, (3) the professional knowledge, skills and attitudes that newly qualified teachers of technological subjects need to possess for effectively educating students of all traits, and (4) implications of the above changes on technology teacher education programmes. Method A stakeholder survey and follow-up interviews were used to collect data from secondary school administrators and technological subject teachers. A seven-section questionnaire was developed to measure the extent of agreement of the administrators and teachers regarding their perceptions towards (a) technology education, (b) technology education curriculum elements, (c) and (d) factors that would facilitate or impede the implementation of technology education in schools, (e) competences desirable for newly qualified teachers of technological subjects, and (f) technology teacher education programmes. Findings Evidence provided in the study showed that technology education in Hong Kong is shifting from a trade-oriented curriculum towards one that emphases technological literacy for all. Factors facilitating the implementation of technology education in schools being identified were adequate financial support, quality instructional materials and teaching resources, availability of necessary facilities, and appropriate professional development activities for teachers. School administrators and technological subject teachers differed in their perceptions on barriers to successful implementation of technology education in schools. High on the administrators’ priority, list were lack of teacher expertise and leadership in schools; whilst those for the teachers were relating to school administrators' unfavourable decisions made on technology education programmes, lack of understanding of technology education from the school administration, and lack of appropriate facilities and resources. A set of desirable competences for newly qualified teachers of technological subjects were also being identified. Findings from this study support the notion that technological subject teachers need more than just subject matter knowledge. Initial teacher education programmes must therefore ensure that student teachers have sufficient depth and breadth in subject matter knowledge, and help them transform this into pedagogical content knowledge so that they can teach confidently and effectively. Conclusions and Implications: This thesis is a status study of technology education in Hong Kong. The study has added to the growing body of literature on technology education, technology teacher education, and curriculum change. The results of the study provide essential information about technology education in Hong Kong as regards to its historical development, status, and processes of implementation in secondary schools. Outcomes of this study can inform policy-makers and curriculum developers about stakeholders' expectations on technology education, and assist in goal setting, planning, resourcing, and professional development provisions for teachers and other key change agents. It is anticipated that some of the problems confronting the adaptation and implementation in Hong Kong would be useful for education systems of similar social context or stage of economical development. Besides, the set of desirable competences for newly qualified teachers of technological subjects being identified will be useful as a guide for developing teacher competence framework and initial and in-service teacher education programmes in future

Straight Talk | Crooked Thinking: Reflections on Transforming Pacific Learning and Teaching, Teachers and Teacher Education for the 21st Century

Transforming Pacific learning, teaching and teacher education requires rethinking. This paper is premised on the ideal of educational reform focused on achieving sustainable Pacific societies. It offers a futures-thinking approach to the rethinking of quality Pacific education centralizing the role of the teacher and teacher education. At the core of this discussion are local approaches to teaching and learning and the significance of research in understanding and improving teacher performance. It argues that a review of teacher standards and attributes is necessary covering issues such as aptitude, literacies and competencies required for teaching in the 21st Century Pacific. It is postulated that education for sustainable Pacific societies must begin with an education system that brings together the best of both worlds inclusive of mainstreaming western knowledge systems and philosophies and Pacific indigenous education ideologies and approaches. The onus will be on Teacher Education providers to ensure that the Pacific teacher is one who is confident in his or her identity, armed with the necessary set of values, attitudes and skills to be agents of change. A Pacific transformative learning theory is presented as an example of ways by which we may begin to rethink teacher preparedness as well as reconstruct what we assume to know about the way we teach and learn