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991.
Jane Dorner 《Learned Publishing》1991,4(3):129-138
Last year 1279 professional authors completed a lengthy questionnaire on their use of, and attitudes towards, technological tools for writing and publishing. The data were analysed quantitatively, by examining the most frequent responses to items on the questionnaire, and qualitatively, by looking closely at details illuminating the relationship between authors and publishers. The results, for present purposes, are divided into three broad bands of interest: first, what types of writing software authors are currently using; second, what the implications of using authors’ disks in the publication chain are; and third, how technology alters perceptions of the ‘copy’ as a unit of sale. Findings suggest that though authors are operating at basic levels, they have embraced technology with more enthusiasm than their publishers. The challenge facing those involved in books is to make provision for presenting and displaying work in electronic form: to improve contracts and licensing agreements, and to disseminate information on technology to authors. 相似文献
992.
993.
This study investigated the potential benefits of offering childcare providers professional development to promote preliteracy skills in young children. It was hypothesized that direct instruction to providers, through rigorous training and mentorship, would increase children's opportunities for reading success and thus, enhance their preliteracy skills. The BUILDING BLOCKS for Literacy program followed recommendations made by the National Research Council, which included shared book reading, phonological awareness, and relationships between speech and print. Sixty-seven providers from 44 settings were trained and mentored over six months. Preliteracy skills of 88 children from those settings were assessed before and after the training. A control group of children was also assessed during the same time frame. Results demonstrated that target children showed significantly greater preliteracy gains than did controls. More importantly, a larger proportion of target children rose from below to above a level considered at risk for reading failure. Implications and recommendations are discussed. 相似文献
994.
Ms Beverley L Jane 《Research in Science Education》1990,20(1):152-160
In Victoria, schools are adopting one common certificate, the VCE (Victorian Certificate of Education) which encompasses two
years of study (Years 11 and 12) and comprises 44 subject areas or Studies, each of one semester duration. Amongst the compulsory
subjects is Australian Studies (Units 1 and 2) with its focus on Work in Australian society. This paper discusses concerns
about the teaching of the compulsory subject Australian Studies in the new VCE. The purpose is to consider whether the science
and technology component in the Australian Studies course can raise the students’ level of scientific and technological literacy.
The discussion is based on one semester’s teaching experience of Year 11 Australian Studies and consequent reflections on
practice.
Specializations: science and technology teacher education, technology in the curriculum. 相似文献
995.
Jane Gilbert 《Educational Research for Policy and Practice》2007,6(2):115-122
ICTs (Information and Communication Technologies) are now widely used in schools: However, despite predictions, they have
not revolutionized teaching and learning. Why is this? Does it matter? Should we care? This paper outline seeks to answer
such questions and why we should care. School ICTs are informed by a range of different, and often conflicting ideas, with
the result that student work is often “digital busywork”. The article argues that if ICTS are to play a useful role in helping
us to re-develop our schools for the Knowledge Age, we need to re-examine some of our old ideas about knowledge. In particular,
we need to re-examine the place and purpose of the traditional disciplinary knowledge that is the basis of the current curriculum. 相似文献
996.
Jane Spencer 《现代企业教育》2006,(12):28-30
联想集团(Lenovo Group Ltd.)的首席执行长比尔&;#183;阿梅里奥(Bill Ameloc)胸怀大志。这位中国最大电脑公司的美国当家人明年的目标是:在美国提高联想集团品牌的知名度,抢占重要的新兴市场以及在乒乓球上击败公司的董事长杨元庆。 相似文献
997.
ABSTRACTWhile some Canadian universities have a long history in the provision of data services, that was not the norm in Canada, especially in small universities and colleges. To maximize the use of data by students and researchers in academia, it was evident that increased education, resources, and tools were required to support those delivering data services on their campuses. To this end, the Data Liberation Initiative (DLI) Survival Guide was designed as a comprehensive reference tool, which complements an established regional training curriculum, whereby enabling librarians to effectively fulfill their role as a DLI Contact in their academic institutions. This case study will examine the history, current state, and recommended future direction of the Survival Guide. This article will also examine the challenges in understanding the drivers shaping academic service delivery and the ways in which the guide has evolved to remain current to the needs of the Canadian data community. 相似文献
998.
999.
Anna Bennett Penny Jane Burke 《Discourse: Studies in the Cultural Politics of Education》2018,39(6):913-925
ABSTRACTIn this paper we deconstruct hegemonic conceptions of time in higher education. Drawing on a recent project, we argue that limiting assumptions about time dominate notions of student capability and prospects of success. The paper reveals how the conceptualisation of time is constituted within a framework that individualises and decontextualises difficulties. Within this frame, socio-cultural elitism is left largely unchallenged, with many students left out and misrecognised as purely lacking capability and commitment. Rethinking simple distinctions between ‘time’ and ‘temporality’, we consider ways to broaden understandings to enable a more inclusive and ‘inventive’ system. We apply a Foucauldian analysis to argue that we co-construct the future in the very ways that we react to the present and think about the past. We must recognise that the way we work in the present is how we create the future. Our everyday actions, assumptions and reactions re/produce our futures. 相似文献
1000.