The double-edged sword: Critical reflections on traditional and modern technology in outdoor education

The outdoor education experience continues to be influenced by a proliferation of modern technological innovations, most of which have been accepted and even embraced by educators with little inquiry. Seldom do instructors of outdoor programmes consider the impact that modern techniques and equipment can have upon students' learning. This paper argues that in an unexamined adoption of this technology, some of the potential positive impacts for participants can be compromised, including a direct and meaningful connection to the natural world. As such, modern technology has become a possible mediating influence for participants in outdoor education programmes. The paper examines some of the pedagogical issues of modern technology as a mediator of experience as well as several elements of educating in the outdoors with traditional technology. Woven into the discussion is the question of whether modern technology encourages more people to become involved in outdoor activities or merely works toward the separation of humans from the rest of nature.     

Fiction,history and pedagogy: a double-edged sword

There are many areas of overlap between history and fiction. Teachers of history have long recognized this connection and used a range of fictional accounts in their teaching. In this article, we argue that fiction is a double-edged sword that must be handled carefully. On the one hand, it presents compelling characters and accounts that provide powerful connections with the past often missing from school history. On the other hand, the narrative force that draws the reader in and connects him or her to the experience of the characters also mitigates against alternative readings of the situation, undercutting the reader’s ability to understand the past in complex and critical terms. We contend that in the hands of effective teachers, the double-edged sword of fiction can be a valuable and effective tool in the teaching of history. We begin by exploring three scholarly conversations around the nature of history, history education and learning theory. We then discuss the general relationship between history and fiction, move on to describe two broad categories of fiction and their particular connections to history and history teaching and consider some of the tensions between history and fiction. Finally, we investigate pedagogical implications for effective use of fiction in the teaching of history.     

Adventure Learning: Transformative hybrid online education

Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real‐world issues through authentic learning experiences within collaborative learning environments. This article defines this online distance education approach, outlines an AL framework, and showcases an AL archetype. In AL environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. AL online spaces are collaborative spaces where students, teachers, subject experts, and AL team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students' roles transform due to the flexibility and design of the AL learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching.     

The Great Logo Adventure

No abstract available for this article.     

The Adventure in the Zoo

课堂上,...…阅埃小助手: Nowl’11 ask some students to te!1 us what they did on New Year’5 Da丫现在我要请几位同学说一说他们的元旦是怎样过的。榷纂黔龚密襄派赫印} Then wLat did you do?舞振趣咧犯‘一/浏勺翻灯副玖,sD卿玖元旦〕知t/汀.衣袋,慈醉冒险,胃险经历     

The Adventure in the cat Kingdom

i}7}:猫王国历险记晦,我叫t)_那个绒着恶心的猫咪帽子,站在许F动物中I的男孩拢是人。此恃此景,半下J时前的我也不会担列占价·....书时我和我的约,杰克,:1在} ,、·怎么了,杰克?”二吐,c子滑稽的猫啊!”我挤!我拉!人醉一!J门曰名月叭月七一、a.边戈一The Adve     

Factors and conditions promoting academic resilience: a TIMSS-based analysis of five Asian education systems

It is well documented that academic achievement of students from families of low socioeconomic status (SES) tends to be below their more socially advantaged peers. Several studies have identified factors and conditions that facilitate academic success for disadvantaged students (i.e., promote academic resilience). However, one of the main criticisms of this body of research is in the set of variables that explain academic success for low-SES students and which is not very different from the variables that would explain academic success for all students. The objectives of this article are dual: firstly, to identify factors and conditions associated with academic success, regardless of student SES, and secondly, to identify factors and conditions associated with academic resilience, that is, exclusively for low-SES students. To this end, we used data from Singapore, South Korea, Hong Kong, Chinese Taipei, and Japan in the Trends in International Mathematics and Science Study (TIMSS) 2011. The study sample covered 23,354 students in 720 schools in the five countries. The strategy for analysis was driven by fit of logistic regression models, first predicting the probability of academic success and then subsequent identification of variables significant as predictors for success within the pool of low-SES students. Results indicated that variables, such as positive student attitude to mathematics, teacher confidence in student performance and the test language being spoken at home, were associated with greater chances of academic success. High academic expectations and time spent on mathematics at home demonstrated a differential effect between disadvantaged and non-disadvantaged students in Singapore. In Korea, being male (gender) and in Taipei, low levels of bullying at school, increased the likelihood of resilience. Results suggested that interventions impacting behavior reflected in differentially associated variables could help disadvantaged students to become academically resilient.     

The Adventure in the Cat Kingdom

译文:猫王国历险记“怎么会这样?我变成了二好人列哪儿去!’“任之是怎么回事‘?”‘总而言之你们就只好交成猫或者一辈子都截着这顶帽子。定姚于我们!”··一只猫!”“嘿,尾巴不错嘛!”“别担心!你们是不会变成猫的。”“你比他,这是我的魔法。如果你们通过了考试,就可以离开猫王国。如果没通过,那”“一辈子!.’“那么说定了:你们通过明天的考试.我就让你们走。”‘·胜利一二募、吮千l寿氛The Adventure in the Cat Kingdom@阿呜@Jeanne~~     

The Adventure in the Fairy Tale Kingdom

译文:童话王国历险记从前,有位皇后生了一位公主。国王请来了所有的仙女给小公主送祝福。可是,国王忘记邀请了一位仙女。于是这位仙女很生气。\"公主16岁生日那天会被纺锤扎到手指而死去。\"幸好,最后一位仙女没有送出她的祝福。\"她不会死去,而只是会昏睡一百年。\"\"这是《睡美人》的故事。我们得快点儿找到星彩,否则……\"     

The Adventure in the Fairy Tale Kingdom

反护.叫妇租补尸I艳}声叫已入怜，卜冬自暇.口日..，台Gol buddies!译文:“哼.先J放退。”‘·小红!刁、红啊!你要去叨卜里?”“看你往叨l:儿跑?”，‘门.晒哪琦私扮棍火么戳丫了，.含翻刹关翻们乍分尹月3岁旷愈川巴节谭七七惫二万Oh，she’s waking uP.译文:“不要啊!我才醒来半天啊!”“醒醒，赫尔伽。”‘，奥，她醒过来了。”“看，一地变回那个善良的赫尔伽了!、’心O心.译文:“我虽然不知道是怎么回事，不过还是谢谢你们了。，、“噢!”“可是我们怎么回去呢?”“看!”14译文:“‘记得回来看我们啊!”“再和琪琪终于回到了他们的世…     

The Adventure in the Fairy Tale Kingdom

译文:童话王国历险记在城里……"咦,我们现在已经进到城堡里了吗?""城堡里的人都睡着了。""第一页我们就进到城堡里了,你们不觉得太顺利了吗?""不好吗?我看赫尔珈只是吓唬我们的。"     

The Adventure in the Fairy Tale Kingdom

j’ve朽naljy Put right a tale. Hey，15 this a right Way?腿软魏郑撒夔翼婴薰{鬃馨】! ; l篡蒸黯摹翼黝鬃!l彝羹{瓶撇髦襄译文:童话王国历险记“总算纠正了一个故事。喂，这条路对吗?”“我可是无所不知的。相信我吧.你的朋友就在附近。”“你没有脚，不用走路。但我已经走了半天了。”端孤碳蕙黔蒙麟瓤鬓鬓凳夔澎蒸翼摧每非瓢黝黔梦谬卫蠢暴黔爹黔r茹翼蘸黔篡馨翼徽毓典嗽鹭攫动l’m 50 hungry!l haven’th日d anything for days. Are you( be hung are!Th1SJ my月)K?YOu must !即，。ere you 15 PrePared for lrandma.译文:“好俄…