Making Meaning with Multimedia in Secondary English Language Arts: A Multiple Case Study

The purpose of this multiple case study was to learn about how secondary English language arts (ELA) teachers help students to make meaning with multimedia. The study focused on how and why teachers plan and implement meaning-making learning experiences. The cases represent the experiences and perspectives of five ELA teachers who use digital and non-digital multimedia texts to help their students develop skills in meaning making. The results of this study define a set of principles that the teachers use to guide planning and implementation processes that focus on authentic, student-centered learning. The teachers value learning that has relevance to the students’ interests, goals, and lived experiences outside of the classroom. Adaptable planning, a focus on the needs of students, mitigating barriers through accessing outside resources, and setting learning goals that go beyond content-area standards characterize the teachers’ approaches to helping students make meaning. Multimedia texts were an embedded and pervasive aspect of students’ learning experiences

Living and Leading in a Digital Age: A Narrative Study of the Attitudes and Perceptions of School Leaders about Media Literacy

Students graduating from K-12 education need media literacy skills to engage, participate, and learn in a world in which literacy must keep pace with rapidly changing technologies. Given the significant roles school administrators play in providing leadership and vision to their schools, this narrative study addresses the research question: What are school administrators’ perceptions of, and attitudes about, media literacy? Through the stories of six K-12 school administrators, we highlight the connections of their experiences and attitudes to the actions they take to support media literacy learning, and their visions for technology, instruction, and learning in their schools

Effects of an adapted physical activity program in a group of elderly subjects with flexed posture: clinical and instrumental assessment

<p>Abstract</p> <p>Background</p> <p>Flexed posture commonly increases with age and is related to musculoskeletal impairment and reduced physical performance. The purpose of this clinical study was to systematically compare the effects of a physical activity program that specifically address the flexed posture that marks a certain percentage of elderly individuals with a non specific exercise program for 3 months.</p> <p>Methods</p> <p>Participants were randomly divided into two groups: one followed an Adapted Physical Activity program for flexed posture and the other one completed a non-specific physical activity protocol for the elderly. A multidimensional clinical assessment was performed at baseline and at 3 months including anthropometric data, clinical profile, measures of musculoskeletal impairment and disability. The instrumental assessment of posture was realized using a stereophotogrammetric system and a specific biomechanical model designed to describe the reciprocal position of the body segments on the sagittal plane in a upright posture.</p> <p>Results</p> <p>The Adapted Physical Activity program determined a significant improvement in several key parameters of the multidimensional assessment in comparison to the non-specific protocol: decreased occiput-to-wall distance, greater lower limb range of motion, better flexibility of pectoralis, hamstrings and hip flexor muscles, increased spine extensor muscles strength. Stereophotogrammetric analysis confirmed a reduced protrusion of the head and revealed a reduction in compensative postural adaptations to flexed posture characterized by knee flexion and ankle dorsiflexion in the participants of the specific program.</p> <p>Conclusion</p> <p>The Adapted Physical Activity program for flexed posture significantly improved postural alignment and musculoskeletal impairment of the elderly. The stereophotogrammetric evaluation of posture was useful to measure the global postural alignment and especially to analyse the possible compensatory strategies at lower limbs in flexed posture.</p

Instrumented gait analysis: a measure of gait improvement by a wheeled walker in hospitalized geriatric patients

Background In an increasing aging society, reduced mobility is one of the most important factors limiting activities of daily living and overall quality of life. The ability to walk independently contributes to the mobility, but is increasingly restricted by numerous diseases that impair gait and balance. The aim of this cross-sectional observation study was to examine whether spatio-temporal gait parameters derived from mobile instrumented gait analysis can be used to measure the gait stabilizing effects of a wheeled walker (WW) and whether these gait parameters may serve as surrogate marker in hospitalized patients with multifactorial gait and balance impairment. Methods One hundred six patients (ages 68–95) wearing inertial sensor equipped shoes passed an instrumented walkway with and without gait support from a WW. The walkway assessed the risk of falling associated gait parameters velocity, swing time, stride length, stride time- and double support time variability. Inertial sensor-equipped shoes measured heel strike and toe off angles, and foot clearance. Results The use of a WW improved the risk of spatio-temporal parameters velocity, swing time, stride length and the sagittal plane associated parameters heel strike and toe off angles in all patients. First-time users (FTUs) showed similar gait parameter improvement patterns as frequent WW users (FUs). However, FUs with higher levels of gait impairment improved more in velocity, stride length and toe off angle compared to the FTUs. Conclusion The impact of a WW can be quantified objectively by instrumented gait assessment. Thus, objective gait parameters may serve as surrogate markers for the use of walking aids in patients with gait and balance impairments