《教育技术的含义》译文

教育技术是通过创造、使用、管理适当的技术性的过程和资源,以促进学习和改善绩效的研究与符合道德规范的实践。这是美国教育传播与技术协会(AECT)2004年在《教育技术的含义》文献中提出的关于教育技术概念的新定义。该文献包括背景、定义、定义的元素、与教育技术概念的关系、与绩效技术概念的关系、定义背后的假设、目的和受众、历史上的早期定义、结论、参考文献十个部分。     

Advancing the case for creativity through graduate business education

We describe an MBA course focusing on creativity and innovation in organizations. Drawing on the creativity literature and experiential learning theory, the theoretical foundations of the course are discussed. Core aspects of the course include reading articles from academic journals and business periodicals, engaging a wide variety of experiential activities, keeping a personal journal, and completing two individual projects. We sought to understand the effect of the course on students’ perceptions of the importance of creativity for organizations, their own creativity and self-perceptions of creativity, as well as their perceptions of the utility of journaling. Data were collected at the beginning and end of the course to examine these issues. The results suggest that the course had a positive influence in each case. These results are discussed and thoughts for future research are provided.     

父与子

Steven steeled himself for the conflict to come as his father, Ronald, slowly entered the front door.     

远程开放教育:蒙古游牧生活妇女的非正规教育

B·罗宾逊女士,一位关心社会弱势群体教育问题的教育专家,联合国教科文组织的项目执行官,在远程教育和学习支持服务方面享有很高的威望,她时常关心着中国的远程教育事业。今天我们总在讨论远程教育的学习支持服务,不少同志有幸到国外考查或接受培训,B·罗宾逊女士作为中国赴英培训项目的学术负责人之一接见过我们的学员。她的想法、做法代表着国外和国际专门机构(如联合国教科文组织)的基本观点。这里介绍的是她刚刚完成的一个针对经济迅速发展环境下开展开放式远程教育的项目。尽管中国与文中的蒙古在经济和政治结构上有着根本差异,但其根据实际情况开展远程教育和学习支持服务的经验是发展有中国特色的远程教育的一个绝好的借鉴。受版面的限制,本文仅对报告中涉及学习支持服务的理念和方法问题进行了摘译。     

Temperament, Emotion, and Cognition at Fourteen Months: The MacArthur Longitudinal Twin Study

200 pairs of twins were assessed at 14 months of age in the laboratory and home. Measures were obtained of temperament, emotion, and cognition/language. Comparisons between identical and fraternal twin correlations suggest that individual differences are due in part to heritable influences. For temperament, genetic influence was significant for behavioral observations of inhibition to the unfamiliar, tester ratings of activity, and parental ratings of temperament. For emotion, significant genetic influence was found for empathy and parental ratings of negative emotion. The estimate of heritability for parental report of expression of negative emotions was relatively high, whereas that for expression of positive emotions was low, a finding consistent with previous research. For cognition and language, genetic influence was significant for behavioral indices of spatial memory, categorization, and word comprehension. Shared rearing environment appears influential for parental reports of language and for positive emotions, but not for other measures of emotion or for temperament.     

The relationship of teacher ratings of executive functions to emergent literacy in Head Start

Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy...     

Teaching High School Students with Learning and Emotional Disabilities in Inclusion Science Classrooms: A Case Study of Four Teachers' Beliefs and Practices

Journal of Science Teacher Education -     

An Empirical Investigation of the Efficacy of Multimedia Instruction in Counseling Skill Development

The purpose of this study was to examine the effects of multimedia instruction on students' counseling skill development. The participants were 73 beginning‐level counselor education students (20 men and 53 women, ages ranging from 24 to 47 years). Ratings of students' pre‐ and posttest video counseling tapes were used to assess the effects of the multimedia approach. The results found that there was no statistically significant difference among the levels of students' counseling skill development across the 3 (high‐tech multimedia, low‐tech multimedia, and traditional instruction) treatment groups.     

Computational Efficiency through Visual Argument: Do Graphic Organizers Communicate Relations in Text Too Effectively?

Previous research on graphic organizers has found that they facilitate memory for corresponding text. This study investigated why one type of graphic organizer (a matrix) may communicate interconcept relations more effectively than an outline or text. In three experiments, college students judged the accuracy of interconcept relations after they read a text and studied a matrix, an outline, or the text again. We also measured students′ performance when study time was reduced and testing delayed. Results indicated that even when study time was reduced, viewing a matrix helped students make more accurate judgments of interconcept relations. We conclude that a matrix is more computationally efficient than an outline or text, enabling readers to compute interconcept relations more quickly and easily (Larkin & Simon, 1987), due to a communicative process called visual argument (Waller, 1981). However, this advantage disappeared when testing was delayed, which, ironically, may have been due to computational efficiency.