高职语言文化类专业学生新媒体素养调查——以苏州农业职业技术学院为例

对苏州农业职业技术学院语言文化类专业学生新媒体素养的随机调查表明,学生对新媒体的识别和理解能力、对新媒体信息的判断和质疑能力较强,参与新媒体的能力和新媒体技术的创造和传播能力都较弱,利用新媒体进行学习和娱乐的能力较强。新媒体辅助教学既有利也有弊。加强新媒体网络基础和技术建设,加强教师和学生新媒体的应用,有助于教学效果的提高。     

Empowering Student Voice through Interactive Design and Digital Making

Over the last two decades online technology and digital media have provided space for students to participate and express their voices. This paper further explores how new digital technologies, such as humanoid robots and wearable electronics, can be used to offer additional spaces where students' voices are heard. In these spaces, young students are invited to shape the design of digital tools and artifacts through the inclusion of their unique perspectives. The authors argue that involving youth in the design and use of tools contributes not only to the creation of meaningful learning experiences but also to the future potential of youth as producers of digital learning technologies.     

新媒体时代大学生网络安全问题对策探讨

数字化校园信息平台的快速发展,在丰富现代化教育手段、提高学生学习兴趣的同时,也使当代大学生成为网络上最活跃的群体.校园网络安全问题亦日益突显,如何提高学生网络信息素养,增强学校网络文化安全,已成为迫切需要解决的问题.重点阐述了新媒体时代,大学生存在的网络安全问题并探讨了学校应该采取的相应对策.     

论三分屏课件的合理性及其缺陷

近年来,随着我国网络教育的蓬勃发展,三分屏课件成为了一种比较流行的网络课件形式,不仅在网络教育中使用,在企业培训中也广泛使用,现有的68所教育部现代远程教育试点学校几乎是不约而同地使用了三分屏课件作为网络课程的传输媒介。这种大规模、有选择地使用三分屏课件现象引起了学术界的关注和兴趣。该文从教学交互、学生学习和技术制作三个角度探讨三分屏课件的合理性及其缺陷,并提出了一些改进性意见。     

Parental Attitudes toward Videogames at School

Despite research having highlighted the positive outcomes of the use of videogames to learn, their integration into school contexts remains rare. Literature recognizes the importance of user’s technology acceptance to predict the intention to use and the adoption of new technology in several settings. So far, investigations have primarily focused on students’ and teachers’ opinions, while only a few studies have considered the role of parents. This study aimed to investigate the role of the dimensions of the technology acceptance model on parental preference (254 Italian parents) for the adoption of videogames in primary or secondary schools. Results revealed that 71% of the variance of parental acceptance of videogames is explained by perceived usefulness, perceived ease of use, learning opportunities, and parental game expertise. Initiatives aimed to increase parental understanding of videogames as educational tools are encouraged.     

Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences,risks and threats

The paper presents the complex problems of preparation of pedagogy students to work as teachers in the context of their readiness to use ICT in the didactic process. The complexity of this subject matter has been proved by the current, ongoing, discussion about the direction of the expected transformations of contemporary schools and the prospective teachers education system in the age of prevalent digitization. Considering the complexity of conditions, the main research problem has been formulated as follows: Conditions of what type affect the preparation of prospective teachers to use new media in learning and teaching process?. Thus, the empirical analysis conducted in the paper focuses on the following issues: the style of using new media by students, identification of students’ attitudes towards media, subjective (from the students’ point of view) assessment of how university level schools are prepared to shape modern media competences among their students and self-evaluation of media and IT competences in the group of prospective teachers. Czech and Polish students, despite being the so called digital natives, do not present homogeneous styles of using new media. They also reveal different attitudes toward applying digital solutions to the didactic process. Factors such as: low evaluation of one’s own competences or lack of evaluation in this area, lack of creative approach to the use of new media, lack of education in the area of new applications, lack of skills necessary to handle basic digital tools (e.g. interactive board, e-learning platforms) negatively affect, in most cases, the attitude toward the active use of ICT tools in future didactic work. On the basis of the gathered empirical data and inductive qualitative analysis a typology of students attitudes toward new media was developed. It consists of four categories: techno-optimist, techno-realist, techno-pessimist and techno-ignorant. The whole of analyses has the character of comparative research and involves two neighboring countries of the Visegrad Group: Poland (N?=?466) and Czech Republic (N?=?168).     

To be Hypermedia‐literate is to be Liberated: Reading,Writing, Arithmetic and Hypermedia Literacy as Basic Skills

Abstract

This paper deals with the ability to access, analyse, create and evaluate information through a variety of media. This ability is considered part of different kinds of literacy

The paper argues that the use of interactive hypermedia CD‐ROMs and networked services in society and in the classroom influences the way in which students acquire and retain both basic and high‐level literacy skills.

Media and computer literacy are new forms of literacy which have arisen as the result of the increasing use of electronic mass media and computer technology. Currently, media and computer literacy are evolving into a new form of literacy designated ‘hypermedia literacy’. Hypermedia literacy is considered to be the ability to use hypermedia CD‐ROMs and networked services as versatile problem‐solving tools and as a means of communication.     

Preparing schools to accommodate the challenge of Web 2.0 technologies

With laptops, mobile phones, tablets and broadband wireless access becoming more widely available, Web 2.0 is now entering schools. This changes the way students work and communicate, altering their relationship with knowledge, and generating new objectives for media literacy in the digital society. Thus, schools face new challenges and this paper aims at highlighting four of them. A first challenge relates to trust. Web 2.0 opens the classroom to the world and educators have to face new dangers and irrelevant uses, while bringing their students to gain better access to information and culture. The second challenge relates to teachers’ professional identities. The role of teachers is changing as Web 2.0 tools are being used by students, and policymakers should take this into account. A third challenge relates to a growing need to control working time, timetable organization and rhythm in schools. The fourth challenge that we underline is the need for common rules that allow students to benefit from the opportunities offered by Web 2.0 to develop their autonomy and to foster ethical practices.     

娱教技术在中学信息技术教学中的应用研究

娱教顾名思义就是把娱乐和教育相结合,是学生在愉悦的环境下掌握新的知识,使学生感到学习不再是枯燥乏味的。那么娱教技术就是实现娱乐教学理念的媒介,其技术性主要体现在把学生们的生活体验及乐趣同学习的目的及手段相互有效的融合在一起。通过分析娱教技术及中学信息技术教学内容的特点,探讨一下如何将娱教技术运用到中学信息技术教学中来。     

Implications of social network sites for teaching and learning. Where we are and where we want to go

This conceptual paper deals with some of the implications that the use of social network sites, though not originally developed and conceived for learning purposes, have for schools and academic activities when they are used as tools able to modify and innovate teaching/learning practices and academic culture. Beside the differences that characterize the two contexts, the attention that social network tools are progressively gaining in schools and higher education practices and pedagogies requires adjustments in learning and teaching that should be constantly considered by educators and policy makers. These environments are also presenting new and crucial opportunities for teacher training and teachers’ professional development. The purpose of the study is to reflect on some significant challenges and opportunities offered by social network sites, and how to exploit the latter, in relation to a number of themes. These themes have been identified as those that deserve better comprehension and further research investigation: communication between students and teachers and appropriate professional behaviours; pedagogical and technological challenges related to incorporating social networking practices into teaching and academic practices; how social networking can be exploited for teachers’ professional training and development. The study also provides some implications for policy and practice.     

Developing Digital Literacy in the Middle School Classroom

Students are growing up in a digital world where technology is constantly changing and evolving. However, their use of these technologies is often more social rather than academically as a way to advance their understanding of key concepts or skills as it relates to instructional content. Teachers know how to teach, and our students are definitely not afraid of digital tools, so our job as teachers is to merge good, sound teaching practices with media that helps students tap into the digital world in which they live. This article shares the process that was followed as 36 Grade 7 and Grade 8 students participated in a 9-week digital media course. The framework of the course used a highly scaffolded format that incorporated various technology tools while also exposing students to aspects of language arts and process writing. Throughout the 9-week course, the role of teacher and students constantly shifted as new roles were taken on by “experts” (the students) who emerged as part of the process.     

Fish out of water: refugee and international students in mainstream Australian schools

In this paper, the authors combine Pierre Bourdieu's concept of hysteresis (the ‘fish out of water’ experience) with the discourse historical approach to critical discourse analysis (CDA) as a theoretical and analytical framework through which they examine specific moments in the schooling experiences of one refugee student and one international student, both enrolled in post-compulsory education in Australian mainstream secondary schools. We examine specific moments – as narrated by these students during interviews – in which these students can be described as ‘fish out of water’. As such, this paper takes up the concerns of researchers who call for an examination of the lived geographies and the everyday lives of individual students in mainstream schools. We find that our students' habitus, conditioned by their previous schooling experiences in their home countries, did not match their new Australian schools, resulting in frustration with, and alienation from, their mainstream schools. However, we also note that schools, too, need to adapt and adjust their habitus to the new multicultural world, in which there are international and refugee students among their usual cohort of mainstream students.     

科技媒体对大学生思想政治教育的影响

随着科学技术水平不断提高,科技媒体技术的应用逐渐深入到人们的日常生活当中。而大学生作为社会中的一个群体,不仅迅速接受了这种新型媒体传播技术,而且在日常生活中已经得到广范运用。现代社会中科技媒体不仅服务于大学生的日常学习生活,对大学生的思想政治教育工作也有着深远的影响。本文分析科技媒体对大学生思想政治教育的影响及科技媒体技术给现今高校大学生思想政治教育带来的机遇与挑战。     

A logic of appropriation: enacting national testing (NAPLAN) in Australia

This paper explores how the strong policy push to improve students’ results on national literacy and numeracy tests – the National Assessment Program, Literacy and Numeracy (NAPLAN) – in the Australian state of Queensland influenced schooling practices, including teachers’ learning. The paper argues the focus upon improved test scores on NAPLAN within schools was the result of sustained policy pressure for increased attention to such foci at national and state levels, and a broader political context in which rapid improvement in test results was considered imperative. However, implementation, (or what this paper describes more accurately as ‘enactment’) of the policy also revealed NAPLAN as providing evidence of students’ learning, as useful for grouping students to help improve their literacy and numeracy capabilities, and as a stimulus for teacher professional development. Drawing upon the sociology of Pierre Bourdieu, the paper argues that even as more political concerns about comparing NAPLAN results with other states were recognised by educators, the field of schooling practices was characterised by a logic of active appropriation of political concerns about improved test scores by teachers, for more educative purposes. In this way, policy enactment in schools is characterised by competing interests, and involving not just interpretation, translation and critique but active appropriation of political concerns by teachers.     

“Two Perspectives” on Teaching Crime Films

Due to the media, many students enter undergraduate Criminal Justice programs with biased and/or entertainment-based perceptions about justice generally, and the Criminal Justice system in particular. As a result, many instructors may be compelled to do regular “myth busting” in order to instill a more realistic understanding of Criminal Justice. However, these “myths” hold potential as learning tools in a specific course that confronts and deconstructs them head on. The current paper is about the use of popular media (specifically produced films) as the primary focus of a Criminal Justice course. While such courses tend to be very popular with students, and are potentially very useful in a comprehensive curriculum, there are many considerations when implementing them effectively. Using both student and faculty perspectives, we present the major concerns that need to be considered and addressed when implementing courses that focus solely on Criminal Justice within the popular media.     

The Habits of Mind Necessary to Generate New Ways of Teaching in a Career of Constant Change

In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how “little-r” revolutions in teaching and learning, i.e., technology facilitated revolutions specific to individual classrooms and contexts, are used to introduce our students to the thinking patterns of designers and innovators. This is accomplished by an overlapping emphasis on learning by design, trans-disciplinary creative cognitive tools, innovative technology, and reflective practice. In this environment, we also transition our students from acting as consumers of educational media to being producers of educational experiences. That is, not only do the students construct new educational media, they consider the aesthetic and affective implications of technology use for teaching and learning. Finally, given the rapid evolution of educational technologies, we support students as they establish a foundational vision for the interplay of education and technology that will serve them into the future, as they, and their learners, adapt tonew and emerging digital environments.     

Counselling in the Faculty of Education of Ahmadu Bello University: Progress report 1980

Summary Many teachers in our secondary schools, colleges and universities are aware of the developmental needs and concerns of the students. But they are unable to assist the students adequately in meeting their emotional, social, physical and educational needs because they are pre-occupied with teaching the academic school subjects for as many as five or six classes, each composed of thirty to fourty or more students. There is a great need for secondary schools colleges, and universities in Nigeria to run a genuinely comprehensive counselling service with qualified and responsible personnel. The needs, concerns of the students in particular, the changes in the institutions of learning, and the needs and concerns of our developing nation in general should be vitally considered when developing, extending and managing such a service. A functional school-, college- or university-wide counselling unit, with appropriate support from the administration, staff, students and the communities will help the individual student feel more competent to deal with his or her educational, vocational, social, personal and emotional concerns.Ahmadu Bello UniversityPaper presented at the Ninth International Round Table for the Advancement of Counselling. Thessaloniki, Greece, April 1980.     

Mobile phone use in two secondary schools in Tanzania

Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning.     

校园新兴媒体——高校学生工作的助推剂

随着时代的变迁与科技的进步,新兴媒体作为更高效、便捷的人际沟通媒介,被大众广泛接受。高校学生作为接触前沿科技与思想的特殊群体,更易接受新兴媒体,也更易受到新兴媒体的影响。通过分析新兴媒体迎合高校学生的特征,介绍几种目前被大学生广为接受的新兴媒体,并提出对高校新兴媒体的创新,探讨如何利用这些媒体更好地为高校学生工作服务。     

The possibilities and limitations of applying ‘open data’ principles in schools

Large quantities of data are now being generated, collated and processed within schools through computerised systems and other digital technologies. In response to growing concerns over the efficiency and equity of how these data are used, the concept of ‘open data’ has emerged as a potential means of using digital technology to democratise data access and use within whole school communities. Drawing on participatory design research in two Australian secondary schools, this paper explores the possibilities of making existing school data openly available in digitised form for teachers, administrators and students to access, interpret and use. The results of these interventions – while only partially successful – provide valuable insights into the technical, informatic, organisational and social issues surrounding the use of data in schools. The paper concludes by considering the practical and theoretical limitations of attempting to democratise data engagement within school settings.