Classroom dialogue and digital technologies: A scoping review

This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.     

A review of research exploring teacher preparation for the digital age

ABSTRACT

Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.     

数字化时代高校图书馆信息资源建设

载体多元化、信息无限化、传播快速化等重大变化是数字化时代图书馆信息资源与传统图书馆资源相比发生的巨大变化,图书馆的资源建设出现了新的特点,本文阐述了数字化时代图书馆信息资源建设的特点及应坚持的原则.     

Newton and the age of reason

During the spring semester of 1987 a mathematician and a physicist from Oberlin College went with twenty-one undergraduates to London to use the resources of England as the basis for a course with the above title. This unusual interdisciplinary course is described, with emphasis on its experimental, experiential nature and the challenges and satisfactions which it provided.Joseph L. Snider is Professor of Physics at Oberlin College. He received his undergraduate degree in physics from Amherst College in 1956 and his Ph.D. in experimental physics from Princeton University in 1961. He has taught and done research at Harvard University and at Oberlin College. His areas of interest are solar physics, astrophysics, relativity, and the history and philosophy of science. Recently he has become interested in working to improve the teaching of physics and astronomy to pre-college students.Bruce Pollack-Johnson is Assistant Professor of Mathematics at Oberlin College, where he is responsible for the operations research program. He received a B.A. in sociology with a minor in education from Brandeis University in 1975, an M.A. in mathematics from Temple University in 1979, and an M.S. and Ph.D. in operations research from the University of Pennsylvania in 1980 and 1983, respectively. He has published in the areas of human resource modeling, forecasting, educational planning, simulation, and project management, and his current research includes project scheduling and conflict resolution. He has helped develop new courses for liberal arts students on introductory computer science and educational philosophy, as well as the course described in this article, and is also Co-Director of the Lorain County Peace Education Project.     

Educational design as conversation: A conversation analytical perspective on teacher dialogue

The aim of this methodological paper is to expound on and demonstrate the value of conversation-analytical research in the area of (informal) teacher learning. The author discusses some methodological issues in current research on interaction in teacher learning and holds a plea for conversation-analytical research on interactional processes in teacher encounters. As an illustration, an analysis is presented of the way university lecturers manage intersubjective understanding in an inter-professional meeting. With a micro-analytical focus on the architecture of turns, turn taking and the sequential organization of the interaction, the analysis shows how intersubjectivity is reached interactionally by the participants.     

冷酷无情特质与大学生网络欺负行为的关系: 道德推脱的调节作用

为探讨负性生活事件对青少年网络欺凌行为的影响,以及愤怒反刍和网络去抑制在这一影响中的作用,采用青少年生活事件量表、愤怒反刍量表、网络欺凌行为问卷和网络去抑制量表对610名青少年进行问卷调查。结果表明：其一,在控制性别和年龄后,负性生活事件显著地正向预测青少年的网络欺凌行为。其二,愤怒反刍在负性生活事件与网络欺凌行为之间存在显著的中介作用。其三,网络去抑制在愤怒反刍与网络欺凌行为之间起到显著的调节作用;青少年的网络去抑制水平越高,愤怒反刍对网络欺凌行为的正向预测作用越强。这一研究结果对减少网络欺凌行为的干预措施提供了新的视角。

     

Educational disenchantment and the university student

In contrast to much of the research on contemporary university students of the post-activist generation, the study reported here rests on a model of the student as a quasi-citizen within the university political system. As a major political socialization environment for students, the university engenders feelings of academic disaffection among students. This study, based on a survey of 2,122 students enrolled at three mid-western universities in 1974, attempts to investigate the antecedents and consequences of felt academic disaffection for students. Five major findings emerge from this research. First, feelings of academic disaffection are relatively high among the students interviewed. Second, when the dimensionality of academic disaffection is investigated, these students typically express disaffection concerning the university and university administrators, with the latter group fostering most of the disaffection. Third, the students at the three universities surveyed generally differ regarding their evaluations of university functioning, their feelings of academic disaffection, and their desires for university reform, in each case with Southern Illinois University-Carbondale (SIU-C) students being significantly distinct from students at Northern Illinois University (NIU) and University of Kentucky (UK). Fourth, students' perceptions of authoritarian governance and an unsatisfactory academic environment at their universities tend to generate both university and administrative disaffection. Last, university and administrative disaffection result in a predilection among students for reform in the university, preferably devoid of administrative intervention.     

City and university in the knowledge age

The globalized economy remains deeply rooted in historically shaped territories, in opposition to the common-place image of a footloose economy of flows. Regions provide the market economy with immaterial resources essential to its development. This is strongly reinforced, in my opinion, by a range of complex effects primarly linked to the change in competition patterns in global markets. Firms are driven to adopt quality - and innovation-based strategies, and still are obliged to reduce costs. Traditional, rigidly fragmented, Taylorist production organization, highly efficient in a stable price-based competition environment, is becoming counterproductive in this new context. The competitivness of companies lies no longer in the mere intensification of work and traditional productivity effects. It results mainly from the density and the relevance of co-operation established between the different actors in a value chain. And this co-operation cannot be set up - this is the point I wish to emphasize - either by the decisionmaking of a more or less centralized technostructure or through sheer market forces. The ability to promote inter-firm co-operation and confidence, to share values and anticipations, the convergence of projects, the relevance of institutionnal frames and finally the quality of local public and private governance are the key factors of success, instead of traditional geographic location factors, more or less neutralized by the decrease of communication costs. In other words, the key resources for development are socially and politically built up,and not a given of nature, as in the past. Potentially, all regions and cities, whatever their size, stand to benefit from this.     

Eurocentrism and its Effects: A manifesto from Colombia

This manifesto was first made public in Bogotá, Colombia, on 4 January, 2001 with reference to local creativity and self-esteem. It had considerable regional repercussions. The present is a revised and updated version as a contribution to the current debate on Eurocentrism and its effects in the world. We are Colombian exponents of the natural and the social sciences who want to share our concern for certain types of distortions produced when there is not enough attention given to our contacts and scientific exchanges with colleagues from advanced countries. Our points of view are as follows.     

The worldly space: the digital university in network time

Abstract

This article considers the effect of information technology upon teaching, learning and research in the ‘digital university’. In less than a generation the university has become a business like any other. It does so in the determining context of neoliberal globalisation and the computer revolution. The university develops through what we may now see as a disastrous ‘category error’. The article argues that humans are analogue creatures who have constructed analogue worlds that they recognise in large measure, in nature. Digital logic is nowhere recognised in nature, and is ultimately alien to us. The university is the key institution for enabling us to understand who and what we are, yet it is being undermined through the suffusion of the market logic and the digital technologies that drive it from a past we look to less, to a present we dwell in more, and a future we are less able to shape.     

教育叙事与大学校史研究

校史本身的纷繁复杂,加上多重目标的现实服务需求,校史研究必须从多角度来解读,用多元化的方法来指导.以多样化的方武来呈现.将近年流行于国内外教育研究领域中的叙事研究引入校史研究,探讨教育叙事研究引入校史研究的可行性和有效性,尝试将教育叙事研究的一般方法转化为校史研究中行之有效的方法之一.以期有裨于校史研究的方法论建设.     

Educational opportunities and academic performance: A case study of university student mothers in Venezuela

The transformation of universities from elite to mass models in developing countries has given the opportunity to new social groups to participate in higher education. As a part of this process, diverse groups of students have benefited in different ways from the equal educational opportunities offered to them. In this paper, we approach the problem of institutional efficiency versus social inclusion in a developing country through the case study of the academic performance of a social group of recent participation in a public university in Venezuela, especifically that of student mothers in the Universidad de Los Andes. This work investigates how student mothers make use of the educational opportunities opened to them and how their academic performance is affected by their particular life circumstances. Evidence shows that the academic performance of student mothers is lower than that of other groups of university students. In practice, student mothers participate as part-time students, although this category is not officially recognized by most Venezuelan public universities. Almost all the life circumstances of student mothers negatively affect their academic performance. The only circumstance that contributes positively to the performance of a student mother is the help provided by her extended family in taking care of her children. The fact that student mothers are able to participate in higher education is mainly due to the help they receive from their extended family. This is a distinctive cultural feature associated to this social group in the context of a developing country such as Venezuela.