Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy

This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines.     

教育技术的资源观--对教育技术资源内涵的重新审视

本文针对教育技术资源短缺的现状,对教育技术研究的对象之一———资源进行深入论述,介绍了教育技术的传统资源观,并深入分析这些认识的不全面性。教育技术要适应新时代教育的需要,必须要有自身的新资源观,依据各界对人力资源的重视,本文进一步论述了教育技术资源中人力资源的重要性,以引起教育技术界对教育技术资源中人力资源开发与利用的高度重视。     

Leadership for Literacy: A Framework for Policy and Practice

This article provides a framework for practitioners and policy actors that links leadership and literacy. The focus is on the specification of research-anchored scaffolding that can assist school administrators and policy players in their quest to strengthen student performance in reading. The framework itself isbuilt frommaterial culled from4 lines ofempirical investigation: quality instruction, effective reading programs, school effects, and educational leadership. The analysis represents an important dimension of what we refer to as second-generation work on instructional leadership.     

A Conceptual Framework for Emergent Digital Literacy

As we progress in the 21st century, children learn to become proficient readers and writers of both digital and non-digital texts. Knowledge, skills, and understandings of literacy emerge through sociocultural interactions with non-digital tools (e.g., paper-printed books) and digital tools (e.g., touch screen tablets). However, debate is ongoing over the role that digital experiences play in emergent literacy development. Researchers have voiced the need to conceptualise a common framework for literacy development that considers the emergence of digital literacy skills alongside conventional literacy skills and how these skills might interact during development. This is particularly important in light of the increasing use of digital texts used by young children, such as E-books and digital games. Therefore, this paper proposes a framework that might guide research and practice by examining the relationships between emergent literacy skills, emergent digital literacy skills, and proficiency in reading and writing.     

教育技术专业人才媒介素养培养途径探析

信息时代的发展要求媒介素养成为大众必备的一种素养,而教育技术专业的双重属性和教育技术人的多重身份,使得加强教育技术专业人才的媒介素养培养的要求更为突出.论文在分析教育技术人才媒介素养培养的必要性和特殊性的基础上,针对教育技术人才的特点提出了媒介素养培养的内容与定位,进而探析教育技术人才媒介素养培养的途径.     

视觉文化研究与教育技术创新

本文论述了视觉文化研究与教育技术创新之间的历史渊源与现代关联,提出在读图时代和全球化背景下,以信息技术为支撑,传承民族文化,提高视觉素养,培养教育技术人才新素质的理论思路,并对业已开展的视觉文化研究、实践与探索进行了反思与总结。     

Structured Word Inquiry: A Critical Literacy Framework for Educators

Interchange - In this essay, we reinterpret critical literacy through our engagement with structured word inquiry (SWI). By reflecting upon our experiences within a literacy practicum for educators...     

教育技术专业人才培养质量标准体系的建构:核心素养视角

文章先探讨了核心素养的概念及其对人才培养质量标准建设的意义,再基于核心素养视角,结合对教育技术专业人才培养标准的分析,分别从课程体系维、实践体系维及评价体系维三个维度建构教育技术专业人才培养标准体系,并探讨体系的构建策略。     

体验学习研究框架--与娱教技术结合的视角

本文从娱教技术的视角,对技术支持的基于社会场景的体验学习进行研究。文章从整体框架、学习理论、教学实践、技术支持等角度,阐述了体验学习的研究内容和思路。     

Technological Literacy: A Framework for Teaching Technical Communication Software Tools

Understanding technological literacy for technical communicators is crucial for effective pedagogy in technical and professional communication. Challenges of teaching technical communication students the functions and concepts of workplace software include the number of rapidly changing applications, a desire to focus on education over training, limited faculty expertise in software, limited resources for teaching software, and a desire to focus on technical communication principles. To address these challenges, the authors explore how to use a four-level framework of technological literacy along with existing resources to design a course to help students use, understand, and evaluate technical communication technology.     

A Conceptual Framework for Evaluating Supervision Effectiveness

The authors attempt to bridge the gap between the research literature on supervision and its application to evaluating individual supervisor effectiveness. A conceptual framework is presented for making decisions about evaluation. In this framework the decision maker is directed to consider three issues—the purpose of evaluation, the developmental stage of the counselor, and the focus of evaluation—in selecting measures of effectiveness. Within this context, some promising measures of supervision effectiveness are discussed, and methods for linking changes in supervisee functioning to supervisor interventions are considered.     

A Proposed Framework for Evaluating Alignment Studies

Evaluating the multiple characteristics of alignment has taken a prominent role in educational assessment and accountability systems given its attention in the No Child Left Behind legislation (NCLB). Leading to this rise in popularity, alignment methodologies that examined relationships among curriculum, academic content standards, instruction, and assessments were proposed as strategies to evaluate evidence of the intended uses and interpretations of test scores. In this article, we propose a framework for evaluating alignment studies based on similar concepts that have been recommended for standard setting (Kane). This framework provides guidance to practitioners about how to identify sources of validity evidence for an alignment study and make judgments about the strength of the evidence that may impact the interpretation of the results.     

论教育技术与教育活动的整合

教育技术作为社会发展的产物,它已不是单纯物质层面的工具,而是包含作为有形的物质手段和作为无形的精神理念在内在的有机统一。在当今一个以信息为支撑点的开放环境中,从系统科学理论和我国的现状出发,可得出教育技术要同教育整合;从历史唯物主义、教育技术本身以及初步的物质条件可得出两者能整合;整合后对教育有重要意义;最后指出整合过程中会遇到的问题以及对策。     

Epistemic Progress: A Construct for Understanding and Evaluating Inquiry

In this essay Clinton Golding introduces a new construct and area of research — epistemic progress — and argues that it can shed new light on educational inquiry. By clearly distinguishing progress through developing better ideas (epistemic progress) from progress through developing better inquiry skills (procedural progress), teachers and students can better understand, participate in, and evaluate inquiry. In addition, epistemic progress complements other epistemic constructs, such as “knowledge,” and could provide new insights about different kinds of inquiry or research, as well as about the diverse disciplines and areas of study.     

A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education

ABSTRACT

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.     

论教育技术人员视觉文化素养的培养

随着大众传播媒体的迅速发展,图像成为当代的日常生活资源,信息、知识、艺术乃至生活愈来愈多的以视觉化的方式呈现出来。为了给学习者提供优质的视觉形象,教育技术人员应提高自身的视觉文化素养。该文介绍了视觉传播的兴起和发展,分析了视觉传播在教育技术中的作用,提出从视觉思维和视觉语言创作两个方面来提高教育技术人员的视觉文化素养。