应用技术培养反思性学习者

本文首先介绍了什么是反思性学习——它的优点以及如何改变教师和学生的角色,接着阐述了这种方法应用于网上学习所需的三种技术,即学习内容、博客、即时信息。论文以英国开放大学的硕士课程为例,分析了这些技术的应用。评价表明,学生们认为这种学习尽管费力,但很刺激。让学生自己决定学习内容也受到一些学习能力强的学习者的欢迎。所有学习者在体会到反思性学习方法的优点之前,都需要获到一些支持,也需要经过一段时间的适应。博客是一种常用的反思载体,即时信息也常被用于社会的交往联系。尽管这些课程的教学完全是通过网络进行的,但随时可以获得在线教师的辅导也是学生们取得良好学习成效的必要条件。     

Inclusive Pedagogy: Teaching Methodologies to Reach Diverse Learners in Science Instruction

This study used quantitative and qualitative methods to examine the use of inclusive pedagogy by science, technology, engineering, and mathematics (STEM) faculty at three community colleges. The purpose was to identify barriers to the adoption of inclusive teaching methods for diverse learners and students with disabilities and to propose ways to break down these barriers. Two hundred and eleven community college STEM faculty members in Western Massachusetts were sent a questionnaire that was administered electronically, and 11 faculty members were interviewed, 9 of whom also were observed in the classroom. The most significant among the barriers reported were the lack of an inclusive mindset, lack of knowledge about pedagogy, high teaching loads, and lack of time for instructional development. Implications for practice and research are discussed.     

Using Interactive Radio to Enhance Classroom Learning and Reach Schools,Classrooms, Teachers,and Learners

This article provides a case study of the development of the Open Learning Systems Education Trust's “English in Action” programme in South Africa from 1993 to the end of 2004. It describes the programme's development from a model focused on enhancing learner involvement and learner gains to a model of distance education and open learning focused on promoting teacher and learner gains through school, classroom, and teacher support, and through in‐service teacher training. It documents the expansion of schools, teachers, and learners involved in the programme over a 12‐year period. It also points out the implications and limitations of the use of radio to enhance teacher and learner involvement in open learning, in terms of the renewed interest in radio learning which has taken place over recent years in developing countries, as well as more broadly internationally.     

Promoting Early Literacy for Diverse Learners Using Audio and Video Technology

Practical applications of multimedia technologies that support early literacy are described and evaluated, including several variations of recorded books and stories, utilizing mainstream audio and video recording appropriate for libraries and schools. Special emphasis is given to the needs of children with disabilities and children who are acquiring a second language.     

开放教育学员运用现代教育技术学习能力的培养

本文以从事现代远程教育辅导工作的教师角度，对如何培养开放教育学员运用现代教育技术进行学习做了较深入的探讨。     

Using Interactive Digital Television to Support Basic Skills Learners

This paper outlines why television, and especially interactive digital television, is an effective medium for reaching people with basic skill learning needs. It describes the Upgrade2000 project, which developed a series of interactive television programmes for use in the home, workplace and training environments, together with a supportive learning surround. The programmes are being broadcast under the series title Give It A Go! The paper particularly focuses on: emerging digital television technologies; the project's framework for structuring learning content; the potential for using digital interactive television in education, highlighting opportunities and constraints     

利用虚拟学习社区对远程学习者进行情感支持

对远程学习者进行持续性关注和情感支持,可以有效地维持学习者孤独学习环境下的学习兴趣,使其更有信心克服困难,顺利完成学业。在分析了成人远程学习者的学习情感现状之后,提出了虚拟学习社区中进行情感支持的具体策略及建议。     

Using Hypermedia to Assist Language Minority Learners in Achieving Academic Success

No abstract available for this article.     

成功学习者和不成功学习者英语阅读策略使用现状调查

社会发展速度加快,学生就必须通过大量的阅读来了解更多的信息,这样才能面向世界,展望未来。要进行阅读就必然要用到一些阅读策略,然而学生们使用阅读策略的状况却不尽人意,特别是一些不成功学习者。为了进一步了解不成功学习者使用阅读策略的情况,该文对成功学习者和不成功学习者使用英语阅读策略的情况进行了调查,希望为英语阅读教学提供一些教学启示。     

Using Stories in the Young Learners Classroom

The essay refers to appropriate young learners theories of teaching and learning and exemplifies a lesson with storytelling. It is intended to highlight the importance of storytelling and how it is adopted in young learners classroom. The practical implication of this lesson is to help English teachers to better use of storytelling as effective teaching materials.     

Using Music to Support the Literacy Development of Young English Language Learners

Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development (Peregoy and Boyle, Reading, writing, and learning in ESL. Pearson, Boston, 2008; Saricoban and Metin, Songs, verse and games for teaching grammar. Internet TESL J, 2000). This article describes the benefits of incorporating musical experiences into daily instruction and provides practical activities for classroom implementation, e.g., reading, writing, and singing songs for language skill development, reading fluency, and writing progress. Despite a teacher’s level of aesthetic appreciation and musical training, the value of fostering creativity and enhancing literacy instruction through music is vital in today’s diverse early childhood classrooms. Music can transform classrooms into positive learning environments where children thrive academically, socially, and emotionally. Providing children with structured and open-ended musical activities, creating an atmosphere of mutual trust and respect, and sharing the joy of creativity with each other all are foundational to bases for the growth and development of the early childhood learner.     

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.     

利用弹性预算管理,从目标成本走向目标管理

如何在预算执行中进行风险规避,如何在预算管理中不丢失市场机会?这就需要在预算管理中加入"柔"性,即弹性预算管理.目标成本只是大企业管理的一部分,如何从公司的整体出发,从目标成本这一个单纯的管理方面走向目标管理也是本文阐述的重要内容.     

Documentation: A Hard to Reach Place

Some educators experience difficulty documenting young children’s work in early childhood settings because of a limited understanding of the importance of documentation, what or how to document, and the effective use of documentation; limited resources (time, tools, and assistance); or predetermined curricular guidelines. Some teachers, especially inexperienced early years teachers, have trouble engaging with children and documenting simultaneously, revealing a crucial misunderstanding about the purpose of documenting. Teachers at Reggio Emilia-inspired schools throughout the United States use many forms of documentation to enhance the qualities of children’s experiences in preschool classrooms. This article addresses the dilemmas teachers face in implementing documentation in order to assist them as they move from standards-based teaching and teacher-determined content to a more constructivist approach to teaching. Ideas for using documentation shared by the authors will allow young children to construct their own knowledge and curiosity, making learning more meaningful to them and more visible to others.

让技术为学生提供更强大的参与经验——访哈佛大学学习技术专家克里斯·德迪博士

访谈者:德迪博士您好,非常感谢您在繁忙的工作之余能够接受我们的访谈.请首先谈谈您是好如何进入学习技术这个领域的?     

Using Clicker 5 to Enhance Emergent Literacy in Young Learners

Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between children’s early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target five key emergent literacy skills. The rapid rise in the breadth and depth of educational technology, including computer software, is offering early childhood education professionals new and powerful tools in teaching early literacy. This paper offers a brief review of best practices in emergent literacy, notes the growth of technology in this instruction, and examines the potential contributions of one specific software program, Clicker 5, in helping diverse emergent literacy learners acquire and practice initial reading and writing skills.     

Digital Storytelling: Using Technology to Spark Creativity

Abstract

For any curriculum area that entails writing, digital storytelling could transform students’ perceptions of and their actual abilities to express themselves through the written word. The use of two Web sites has helped the students of one school go from staring apprehensively at blank pages to eagerly publishing stories.     

Using Web Surveys to Reach Community College Students: An Analysis of Response Rates and Response Bias

This study was designed to examine response rates and bias among a sample of community college students who received a district-wide survey by standard mail or e-mail. Findings suggest that predictors of response and types of responses are not appreciably different across paper and online mail-out samples when these samples are “matched” in terms of key demographics. Rates of response, however, differ by mode of survey administration, gender, and race/ethnicity.