A social perspective on teaching and learning in the context of computer-mediated communication in teacher education

Abstract

In a context where ever greater emphasis is placed on the need to exploit the potential of information and communications technology, this article argues the need for a theoretical underpinning to such developments. In higher education, the emphasis is often placed on the assumed improved cost-effectiveness associated with ‘flexible’ and ‘independent’ student learning as one of the major benefits, although such notions as flexible and independent learning tend to be taken for granted. It is argued further that even where benefits to learning are emphasised, these are often founded on relatively impoverished views of learning. Often such views fit with a technocentric and positivist perspective on learning, emphasising as they do individualism, information delivery and a limited role for the tutor. This article outlines an alternative theoretical perspective based upon Vygotskian social psychology, activity theory and social practice. Such a perspective is characterised by an emphasis on interaction, communication and collaboration. Learning itself is seen as an aspect of participation in communities of practice, in which the human relationships between teachers and students are seen as fundamental. The theory is exemplified with reference to the use of computer-mediated communication in teacher education using FirstClass computer conferencing software.     

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools

The paper presents an evaluation of student and tutor experiences in the introductory module of a European Masters programme in e‐Learning, Multimedia and Consultancy. The aims and outline of the Masters programme are described, together with the pedagogical approach adopted in the introductory module which explores open and flexible learning environments with students and tutors from four European countries. The second part of the paper evaluates the success of the teaching and learning that occurred in this unit, from the perspective of both the students and tutors. Data collected include student and tutor written evaluations, reflections on the authors’ own roles in the programme, and analysis of the products contained in the environment. The paper concludes by detailing future developments in the Masters programme that have been influenced by this cycle of evaluation.     

Strategies for mentoring pedagogical knowledge

Fundamental for mentoring a preservice teacher is the mentor’s articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for teaching. Mentoring is haphazard; consequently, mentors need a pedagogical knowledge framework and a repertoire of pedagogical knowledge strategies to guide a preservice teacher’s development. Yet, what are strategies for mentoring pedagogical knowledge practices? This qualitative research investigates mentoring strategies assigned to pedagogical knowledge from 27 experienced mentor teachers. Findings showed that there were multiple strategies that can be linked to specific pedagogical knowledge practices. For example, mentoring strategies associated with planning for teaching can include co-planning, verbally reflecting on planning with the mentee and showing examples of the mentor teacher’s planning (e.g. teacher’s plans, school plans, district and state plans). This article provides a bank of practical strategies for mentoring pedagogical knowledge practices to assist a preservice teacher’s development.     

保护好孩子的梦想

美国马萨诸塞州小男孩詹姆斯做梦都想拥有一套乐高"绿宝石午夜火车"玩具。他用了整整两年时间攒够了钱款,却失望地发现这款玩具已经停卖了,而无论是网上的少量存货还是二手转卖,它们的标价对詹姆斯来说都是天文数字。于是小男孩给乐高玩具写了一封信询问,却得知这款玩具已经停产。让人内心温暖的是,在詹姆斯11岁生日时,他收到了乐高悄悄寄来了这份惊喜。你一定想分享詹姆斯的快乐,小男孩脸上欢呼雀跃的表情,是不是也让你感动呢?这让我不禁联想起同样让人内心温暖的一个小女孩。当得知妈妈吃光了她的万圣节糖果时,小女孩红着眼眶,挤出笑容安慰妈妈说:妈妈我不生你的气,我只是有点伤心……吃那么多糖果会让你头痛,你应该多喝水……下一个万圣节我就不会伤心了,但你不能没有跟我商量就吃掉我的糖果,明年我们一起分享好吗?其实这只是父母们的一个万圣节恶作剧,还有很多小朋友也得到了同样的"噩耗",孩子们天真的各种抓狂让人捧腹,还有小女孩的"next Halloween we can share my candy"让人感动。我相信小女孩长大后,她如果听说有个小朋友特别渴望得到心中的"乐高",她也一定会帮助实现。瞧,正能量就是这样传播和积聚的。     

Approaches to the storage of low use and last copy research materials

This paper draws together the issues regarding the retention of print collections for academic libraries in a digital environment. The discussion focuses on a fundamental mission of academic libraries – ensuring ongoing access to older research material; leaving the discussion of the other key mission, providing current and relevant publications, to be discussed in other forums.The paper incorporates a review of approaches from the literature and from the authors' own experiences. Issues discussed include selecting material, development and management of print repositories, pros and cons of institutional or cooperative facilities and economic aspects. Although the focus is international particular references are made to the Australian experience.The authors suggest that a network of national, and ideally international, print repositories will provide the most reliable and cost-effective solution.     

An afterschool intervention program for educationally disadvantaged young children

The research investigated the premise that if educationally disadvantaged children experience increased instructional time combined with an educational setting that is sensitive to their culture and that provides perceptions of control, enhanced achievement and interest in learning will result. The research setting was the Hilltop Emergent Literacy Project (HELP), an afterschool educational program serving poor, mostly African American five- to nine-year-olds (kindergarten to third grade) who reside in a subsidized apartment complex. A treatment group of 12 kindergartners was compared to a control group of 12 kindergartners. In the spring of kindergarten, the treatment group was outperforming the control group on standardized test scores, but both groups were below national norms. In the spring of first grade, the treatment group was still outperforming the control group and was above national norms in some areas. Report card data and qualitative indicators also provide evidence of the effectiveness of the program.We thank the Hilltop Emergent Literacy Project (HELP) head teachers Teresa Bunge and Diana Reamsnyder, the HELP students, and the many graduate and undergraduate students who have served at HELP. This program was partially funded through grants from the University of Toledo, Ohio Board of Regents, General Mills Foundation, and Toledo Public Schools.