Comparing Role-playing Activities in Second Life and Face-to-Face Environments

This study compared student performances in role-playing activities in both a face-to-face (FTF) environment and a virtual 3D environment, Second Life (SL). We found that students produced a similar amount of communication in the two environments, but the communication styles were different. In SL role-playing activities, students took more conversational turns, but have shorter exchanges compared to the FTF environment. Students generated an equal amount of topic-related concepts in the two environments. They also reported role-playing activities in SL as more interesting and less formal. The educational implications for this study are discussed

Teachers\u27 Technological Pedagogical Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed

In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedagogy, content and context as interdependent aspects of teachers’ knowledge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based “activity types,” rooted in previous research about content-specific activity structures, as an alternative to existing professional development approaches and explain how this new way of thinking may authentically and successfully assist teachers’ and teacher educators’ technology integration efforts

TPCK/TPACK Research and Development: Past, Present, and Future Directions

Scholarship addressing technological pedagogical content knowledge (TPCK or TPACK) has examined how to develop, apply, and assess it in diverse educational settings and content areas. During the last 12 years, multiple ways to understand this knowledge and support its development have emerged, generating approximately 1,200 publications that utilise the construct, impacting the practice of postsecondary faculty, administrators, and others invested in meaningful educational uses of technology. Perhaps inevitably, TPACK’s enthusiastic reception and rapid dissemination have generated multiple points of divergence, which in turn need further study; especially the construct\u27s accurate measurement and validation; how to assist preservice and in-service teachers\u27 TPACK development; contextual influences upon teachers\u27 TPACK; and the relationship of TPACK-based knowledge to teachers\u27 decision-making and action. Given the widespread diffusion of TPACK, research focusing on these and related issues will help to determine the direction of future postsecondary learning and teaching with technologies. Therefore, this special issue of AJET addresses future directions in TPCK/TPACK research and development

¿Qué son los Saberes Tecnológicos y Pedagógicos del Contenido (TPACK)?

This paper describes a teacher knoledge framework for technology integration called technological pedagogical content knowledge (originall TPCK, now knows as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shilman’s (1986, 1987) construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief instroducction to the complex ill structure nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is drescribed in detail as a complex interacction among three bodies of knowledge: content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully intregrate technology use into teaching.Este artículo describe un marco de saberes docente para la integración de la tecnología denominado  “Conocimiento Tecnológico y Pedagógico del Contenido”(originalmente TPCK, conocido como TPACK, Tecnología, Pedagogía y Conocimiento del Contenido). Este marco se basa en la construcción de Lee Shulman (1986, 1987) sobre Contenidos del Conocimiento Pedagógico (PCK) para incluir conocimientos tecnológicos. El desarrollo de TPACK por parte de los y las docentes es crítico para la enseñanza efectiva con tecnología. Este artículo comienza con una breve introducción a la compleja y débilmente estructurada naturaleza de la enseñanza. Se considera también la naturaleza de las tecnologías (ambas análogas y digital) como así también cómo la inclusión de la tecnología en la pedagogía complejiza la enseñanza. El marco TPACK para conocimientos docentes es decripto en detalle como una compleja interacción entre tres cuerpos de conocimientos: del contenido a enseñar, pedagógico y tecnológico. La interacción de estos tres cuerpos de saberes, tanto en teoría como en la práctica, produce el tipo de conocimiento flexible necesario para integrar exitosamente el uso de la tecnología en la enseñanza

Fragmentation and inefficiencies in US equity markets: Evidence from the Dow 30

Using the most comprehensive source of commercially available data on the US National Market System, we analyze all quotes and trades associated with Dow 30 stocks in calendar year 2016 from the vantage point of a single and fixed frame of reference. We find that inefficiencies created in part by the fragmentation of the equity marketplace are relatively common and persist for longer than what physical constraints may suggest. Information feeds reported different prices for the same equity more than 120 million times, with almost 64 million dislocation segments featuring meaningfully longer duration and higher magnitude. During this period, roughly 22% of all trades occurred while the SIP and aggregated direct feeds were dislocated. The current market configuration resulted in a realized opportunity cost totaling over $160 million, a conservative estimate that does not take into account intra-day offsetting events

2D Semiconductor Nonlinear Plasmonic Modulators

A plasmonic modulator is a device that controls the amplitude or phase of propagating plasmons. In a pure plasmonic modulator, the presence or absence of a pump plasmonic wave controls the amplitude of a probe plasmonic wave through a channel. This control has to be mediated by an interaction between disparate plasmonic waves, typically requiring the integration of a nonlinear material. In this work, we demonstrate the first 2D semiconductor nonlinear plasmonic modulator based on a WSe2 monolayer integrated on top of a lithographically defined metallic waveguide. We utilize the strong coupling between the surface plasmon polaritons, SPPs, and excitons in the WSe2 to give a 73 percent change in transmission through the device. We demonstrate control of the propagating SPPs using both optical and SPP pumps, realizing the first demonstration of a 2D semiconductor nonlinear plasmonic modulator, with a modulation depth of 4.1 percent, and an ultralow switching energy estimated to be 40 aJ

Practitioner\u27s Guide to Technology, Pedagogy, and Content Knowledge (TPACK): Rich Media Cases of Teacher Knowledge

The goal of the TPACK Practitioners Guide is simple--to offer exemplary cases of technology integration efforts that result in curriculum-based student learning in each of the following nine content areas and grade level contexts: Elementary Science, Elementary Math, Elementary Social Studies, Elementary Reading, Middle School Language Arts, Secondary Science, Secondary Math, Secondary Social Studies, and, Secondary English.https://scholarworks.wm.edu/book/1000/thumbnail.jp

Creation of an NCI comparative brain tumor consortium: informing the translation of new knowledge from canine to human brain tumor patients

On September 14–15, 2015, a meeting of clinicians and investigators in the fields of veterinary and human neuro-oncology, clinical trials, neuropathology, and drug development was convened at the National Institutes of Health campus in Bethesda, Maryland. This meeting served as the inaugural event launching a new consortium focused on improving the knowledge, development of, and access to naturally occurring canine brain cancer, specifically glioma, as a model for human disease. Within the meeting, a SWOT (strengths, weaknesses, opportunities, and threats) assessment was undertaken to critically evaluate the role that naturally occurring canine brain tumors could have in advancing this aspect of comparative oncology aimed at improving outcomes for dogs and human beings. A summary of this meeting and subsequent discussion are provided to inform the scientific and clinical community of the potential for this initiative. Canine and human comparisons represent an unprecedented opportunity to complement conventional brain tumor research paradigms, addressing a devastating disease for which innovative diagnostic and treatment strategies are clearly needed