New technologies to support teaching for understanding

In this era of rapid change, educators increasingly recognize that students must learn how to develop and apply knowledge creatively, not simply remember what they have been told. To meet these demands, teachers need professional development opportunities that support them in a transformational process. New technologies appear to hold promise in overcoming the traditional limitations of professional development. In this chapter, we describe and analyze a program designed to provide such professional development. We begin by summarizing recurrent challenges and promising approaches to professional development organized around a set of qualities that characterize effective learning. Next, we use these qualities to describe a program that explicitly incorporates a model of teaching for understanding into the design of an online learning environment and professional development activities for educators. Finally, our analysis of this program emphasizes the Internet's unique advantages, as well as some remaining issues to resolve in online professional development for educators.In this era of rapid change, educators increasingly recognize that students must learn how to develop and apply knowledge creatively, not simply remember what they have been told. This goal requires shifting from traditional lessons based on transmitting information toward approaches that help learners build robust and flexible understanding. Such transformation of curriculum and pedagogy is a complex process for teachers who must develop new knowledge, skills and beliefs.To meet these demands, teachers need professional development opportunities that support them in a transformational process. Unfortunately, most learning opportunities for teachers fall short. They tend to be short-term workshops, focused on general topics rather than deep knowledge of subject matter and pedagogy, inattentive to teachers’ individual interests, disconnected from specific classroom practices, and isolated from ongoing support by coaches and colleagues. Formal professional development activities are often the antithesis of what is known to promote effective learning.New technologies appear to hold promise in overcoming the traditional limitations of professional development. The World Wide Web, with its rich trove of multimedia resources, interactive tools, and telecommunication facilities, accessible from anywhere on the planet, seems full of potential as a facilitator of teacher learning. Yet we know that mere access to technical resources is not sufficient to generate learning or to change practice. How might the Internet be used to support communities of reflective practitioners committed to teaching for understanding?     

New technologies and education: challenging disappointment

In the present article, I intend to look at information and communication technologies (ICTs), and their use in education, from the perspective of someone who has experienced both their advantages and disadvantages. Notwithstanding some reasonable scepticism about their theoretical miracles, I have decided to commit myself to applying them to my teaching; that is why here I will also give an account of a web project on English grammar I am actually implementing, the main aim of which is to benefit from the potential of new technologies, as long as students are ready to take responsibility for their own learning process.Nouvelles technologies et éducations, un défi à la déception. Dans cet article, j'ai l'intention d'´etudier les technologies de l'information et de la communication (TICs) et leur usage dans l'éducation dans la perspective de quelqu'un qui a fait l'expérience de leurs avantages et désavantages. Bien qu'ayant quelques septicismes raisonnables sur leurs miracles théoriques, j'ai décidé de les utiliser dans mon enseignement. Ainsi je vais rendre compte d'un projet sur le web concernant la grammaire anglaise que je mets en ce moment en oeuvre, dont l'objet principal est de tirer avantage des nouvelles technologies aussi longtemps que les ´etudiants sont prêts à assumer la responsabilité de leur propre processus d'apprentissage.Neue Techniken und Bildung, herausfordernde Enttäuschung. Mit diesem Artikel beabsichtige ich, mir Informations- und Kommunikationstechnologien (ICTs) und ihre Verwendung im Bildungsbereich aus der Sicht eines, der sowohl ihre Vorteile als auch Nachteile erfahren hat, anzusehen. Trotz einer vernünftigen Skepsis gegenüber ihren behaupteten Wundern habe ich beschlossen, mich darauf festzulegen, sie auf meine eigene Lehre anzuwenden. Deshalb werde ich hier auch einen Bericht über ein Netzprojekt über englische Grammatik geben, das ich gerade durchführe, dessen Hauptziel es ist, von den Stärken der neuen Technologien zu profitieren ist, solange jedenfalls, wie Studenten bereit sind, Verantwortung für ihren eigenen Lernprozeß zu übernehmen.     

FCC汽油脱硫新技术

介绍了国内外最新的流化催化裂化（FCC）汽油的脱硫技术，包括催化裂化过程中加脱硫剂、选择性加氢脱硫、水蒸汽催化脱硫、生物脱硫、氧化脱硫、吸附脱硫等。吸附法脱硫具有低投资、低操作成本的优点。化学吸附具有高硫脱除率的优势，可以将汽油中的硫含量降至100μg／g以下，是一种很有发展前途的脱硫技术。     

New directions for lifelong learning using network technologies

The requirements placed on learning technologies to support lifelong learning differ considerably from those placed on technologies to support particular fragments of a learning lifetime. The time scales involved in lifelong learning, together with its multi‐institutional and episodic nature are not reflected in today’s mainstream learning technologies and their associated architectures. The article presents an integrated model and architecture to serve as the basis for the realisation of networked learning technologies serving the specific needs and characteristics of lifelong learners. The integrative model is called a ‘Learning Network’ (LN) and its requirements and architecture are explored, together with the ways in which its application can help in reducing barriers to lifelong learning.     

New technologies in engineering education: biomedical engineering

Almost everybody involved in engineering education has, at some time or another, been faced with the alternative of broad spectrum engineering education versus specialized education. It seems as though, at least in Europe, the trend has been towards the first solution. The point is to first generate an engineer and then let him get an outlook on feasible options at a pregraduate level. Afterwards, either with the use of postgraduate education or professional experience, he may be able to deepen into specialized knowledge using the basis he was previously taught. It is a rational solution in a society where the rate of technological innovations is tremendous and where solutions must be given to very complex and interdisciplinary problems in a context of socio-economic crisis.     

New media,old media: The technologies of international development

The research, theory and practice of educational technology over the past 75 years provide convincing evidence that this process offers a comprehensive and integrated approach to solving educational and social problems. The use of media and technology in development has shifted from an emphasis on mass media to personal media. A variety of electronic delivery systems are being used and are usually coordinated by centralized governmental agencies. There are no patterns of use since the problems vary and the medium used is responsive to the problem. Computers are used most frequently and satellite telecommunication networks follow. The effective use of these and other technologies requires a long-term commitment to financial support and training of personnel. The extension model of face-to-face contact still prevails in developing nations whether in agriculture, education or rural development. Low-cost technologies are being used in local projects while major regional and national companies use radio, film and related video technologies. The use of all available and cost-effective media and technologies make possible appropriate communications for specific goals with specific audiences. There appears to be no conflict among proponents of various media formats. Development in education and other sectors has much to gain from old and new communication technologies and has hardly been tapped. Several new educational technology developments are discussed as potential contributors to formal and nonformal education.     

New Zealand management students’ perceptions of communication technologies in correspondence education

Nearly 1,000 management students enrolled in New Zealand's Technical Correspondence Institute during 1980‐1982 were mailed a questionnaire and followup letters from March ‐‐ July, 1983. Response rate was 76.9% (N=724). Did dropouts (3.43%) differ from persisters in their preferences for supplementary or alternative educational technologies? Dropouts were more receptive to telephone and audio taped communications and seminars. Audio tape and seminar variables were among surviving predictors of dropout after extensive multiple linear regression analyses. Distance education institutions should consider using multiple communication channels in order to cater to diverse student learning styles.     

New technologies,new multimodal literacy practices and young children's metacognitive development

This paper discusses concepts of learning through ‘collaborative multimodal dialogue’. It draws on an ESRC‐funded study (RES‐000‐22‐2451) investigating 3‐ and 4‐year‐old children's encounters with literacy as they engage with a range of printed and digital technologies at home and in a nursery. The study goes beyond analysis of spoken language, giving a more complete understanding of literacy learning processes through detailed analysis of how children use multiple communicative modes as they experience literacy in different media. These experiences underpin metacognitive development and are crucial to children's abilities to act strategically in future situations. Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children's literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice.     

Living technologies

The animal kingdom provides cues for many technological innovations. Some of the very recent, animal-motivated, technological pursuits are discussed in this article.     

中国干旱环境中土遗址保护关键技术研究新进展

土遗址是指人类历史上以土为主要材料而建造的具有历史、艺术和科学价值的文化遗产.土自身的物理力学性质和建造工艺决定了土遗址的脆弱性,再加上长期的自然营力作用及人为等多重因素的影响,这些土遗址发育了各种病害.本文结合正在开展的国家十一五科技支撑计划土遗址保护关键技术研究课题,分析了我国干旱环境下土遗址保护研究现状和存在的主要问题,就干旱环境土遗址保护关键技术研究的最新研究成果和进展进行了初步总结,其中包括土遗址风化机理及病害评估研究、土遗址加固材料研发、土遗址锚固灌浆加固技术研究、土遗址保护加固技术规范和土遗址保护信息平台等几个方面的最新研究成果和进展.