|
Showing 1 - 17 of
17 matches in All Departments
This volume centers on the words and experiences of teachers and
students who used QUILL -- a software package developed by the
authors to aid in writing instruction. It looks in detail at the
stories of these early users and considers questions relevant for
other teachers, students, researchers, and developers of
educational innovations. Questions posed include:
* What does it mean to develop an environment for literacy in an
actual classroom?
* How can a teacher create an environment in which students work
together toward meaningful goals?
* How can a teacher promote the rich communication so necessary
for developing language?
* What is the role of technology in the practice and development
of literacy?
The examination of the QUILL experiences provides a fuller and
more revealing account of what it meant to use QUILL than would
have been possible through standard evaluation techniques. At the
same time, the focus on the particulars also finds analogues in
analyses of similar pieces of open-ended software or educational
innovations in general.
The book asks readers to adopt a critical and comprehensive view of
education (pre-K to lifelong learning) as existing both within
classroom walls, and in the surrounding world, including
communities and workplaces. It presents an integrated view of
online learning, community schools, communiversities, and learning
through work. Our educational systems are organized in ways that
make this integration difficult. We have elaborate systems of
formal instruction--academies, schools, universities, and training
institutes--all to facilitate learning within the walls. At the
same time we have ample opportunities for learning in the wild.
Unfortunately these systems diverge to the point that they do
little to support learning that allows us to draw from both of the
realms of knowledge. But it is possible to bring together learning
within the walls with that beyond the walls. Moreover it is crucial
to make these connections in the world of today. In order to bring
together the classroom and daily life we need an educational system
that does that as well.The book provides a coherent account of how
schooling can and should relate to learning beyond the classroom
walls.
The book asks readers to adopt a critical and comprehensive view of
education (pre-K to lifelong learning) as existing both within
classroom walls, and in the surrounding world, including
communities and workplaces. It presents an integrated view of
online learning, community schools, communiversities, and learning
through work. Our educational systems are organized in ways that
make this integration difficult. We have elaborate systems of
formal instruction--academies, schools, universities, and training
institutes--all to facilitate learning within the walls. At the
same time we have ample opportunities for learning in the wild.
Unfortunately these systems diverge to the point that they do
little to support learning that allows us to draw from both of the
realms of knowledge. But it is possible to bring together learning
within the walls with that beyond the walls. Moreover it is crucial
to make these connections in the world of today. In order to bring
together the classroom and daily life we need an educational system
that does that as well.The book provides a coherent account of how
schooling can and should relate to learning beyond the classroom
walls.
The International Handbook of Progressive Education engages
contemporary debates about the purpose of education, presenting
diverse ideas developed within a broadly conceived progressive
education movement. It calls for a more critical and dynamic
conception of education goals as a necessary element of a healthy
society. The scope is global, with contributing authors and
examples from around the world. The sweep includes past, present,
and future. Even for those who lament its failures, progressive
education still seems to be asking the right questions. There is a
vision, the progressive impulse, which goes beyond educational
practice per se to include inquiry into a conception of the good
life for both individuals and society. Because progressivists tend
to dispute the status quo and the extent to which it nurtures that
good life, there is an underlying critical edge to progressive
thinking, one that has sharpened in recent progressive education
discourse. The handbook's inquiry into progressive education starts
with a number of intriguing and difficult questions: How has
progressive education fared in different contexts? How do
progressive methods relate to ideas of constructivist, discovery,
problem-based, experiential, and inquiry-based teaching? And do
they "work"? If progressive education offers an important
alternative, why has it often been ignored, abandoned, or
suppressed? What is the relevance of its tenets, methods, and
questions in the new information age and in a world facing global
changes in environment, politics, religion, language, and every
other aspect of society?
Spatial reasoning, which promises connection across wide areas, is
itself ironically often not connected to other areas of knowledge.
Thinking with Maps: Understanding the World through Spatialization
addresses this problem, developing its argument through historical
analysis and cross-disciplinary examples involving maps. The idea
of maps here includes traditional cartographic representations of
physical environments, but more broadly encompasses the wide
variety of ways that visualizations are used across all disciplines
to enable understanding, to generate new knowledge, and to effect
change. The idea of thinking with maps is also used broadly. Maps
become, not simply one among many items to learn about, but
indispensable tools for thinking across every field of inquiry, in
a way similar to that of textual and mathematical language.
Effective use of maps becomes a way to make knowledge, much as
writing or mathematical exploration not only displays ideas, but
also creates them. The book shows that maps for thinking are not
just a means to improve geographic knowledge, as valuable as that
may be. Instead, they provide mechanisms for rejuvenating our
engagement with the world, helping us to become more capable of
facing our global challenges. This book has a broader aim: It is
fundamentally about general principles of how we learn and know. It
calls for a renewed focus on democratic education in which both the
means and ends are democratic. Education, just as the political
realm, should follow Dewey's dictum that "democratic ends need
democratic methods for their realization." Maps and mapping are
invaluable in that endeavor.
Spatial reasoning, which promises connection across wide areas, is
itself ironically often not connected to other areas of knowledge.
Thinking with Maps: Understanding the World through Spatialization
addresses this problem, developing its argument through historical
analysis and cross-disciplinary examples involving maps. The idea
of maps here includes traditional cartographic representations of
physical environments, but more broadly encompasses the wide
variety of ways that visualizations are used across all disciplines
to enable understanding, to generate new knowledge, and to effect
change. The idea of thinking with maps is also used broadly. Maps
become, not simply one among many items to learn about, but
indispensable tools for thinking across every field of inquiry, in
a way similar to that of textual and mathematical language.
Effective use of maps becomes a way to make knowledge, much as
writing or mathematical exploration not only displays ideas, but
also creates them. The book shows that maps for thinking are not
just a means to improve geographic knowledge, as valuable as that
may be. Instead, they provide mechanisms for rejuvenating our
engagement with the world, helping us to become more capable of
facing our global challenges. This book has a broader aim: It is
fundamentally about general principles of how we learn and know. It
calls for a renewed focus on democratic education in which both the
means and ends are democratic. Education, just as the political
realm, should follow Dewey's dictum that "democratic ends need
democratic methods for their realization." Maps and mapping are
invaluable in that endeavor.
Education's Ecosystems offers a new perspective on learning that is
integrated and connected to lived experience. It presents a model
for salient characteristics of both biological and pedagogical
ecosystems, involving diversity, interaction, emergence,
construction, interpretation. Examples from around the world show
how learning can be made more whole and relevant. The book should
be valuable to educators, parents, policy makers, and anyone
interested in democratic education.
This volume is the first to examine the social, cultural, and
political implications of the shift from the traditional forms and
functions of print-based libraries to the delivery of online
information in educational contexts. Libr@ries are conceptualized
as physical places, virtual spaces, communities of literate
practice, and discourses of information work. Despite the
centrality of libraries in literacy and learning, the study of
libraries has remained isolated within the disciplinary boundaries
of information and library science since its inception in the early
twentieth century. The aim of this book is to problematize and
thereby mainstream this field of intellectual endeavor and inquiry.
Collectively the contributors interrogate the presuppositions of
current library practice, seek to understand how library as place
and library as space blend together in ways that may be both
contradictory and complementary, and envision new modes of
information access and new multimodal literacies enabled by online
environments. Libr@ries: Changing Information Space and Practice is
intended for advanced undergraduate and graduate students,
researchers, and educators in the fields of literacy and
multiliteracies education, communication technologies in education,
library sciences, information and communication studies, media and
cultural studies, and the sociology of computer-mediated space.
Research in cognitive psychology, linguistics, and artificial
intelligence - the three disciplines that have the most direct
application to an understanding of the mental processes in reading
- is presented in this multilevel work, originally published in
1980, that attempts to provide a systematic and scientific basis
for understanding and building a comprehensive theory of reading
comprehension. The major focus is on understanding the processes
involved in the comprehension of written text. Underlying most of
the contributions is the assumption that skilled reading
comprehension requires a coordination of text with context in a way
that goes far beyond simply chaining together the meanings of a
string of decoded words. The topics discussed are divided into five
general areas: Global Issues; Text Structure; Language, Knowledge
of the World, and Inference; Effects of Prior Language Experience;
and Comprehension Strategies and Facilitators, and represent a
broad base of methodology and data that should be of interest not
only to those concerned with the reading process, but also to basic
science researchers in psychology, linguistics, artificial
intelligence, and related disciplines.
Research in cognitive psychology, linguistics, and artificial
intelligence - the three disciplines that have the most direct
application to an understanding of the mental processes in reading
- is presented in this multilevel work, originally published in
1980, that attempts to provide a systematic and scientific basis
for understanding and building a comprehensive theory of reading
comprehension. The major focus is on understanding the processes
involved in the comprehension of written text. Underlying most of
the contributions is the assumption that skilled reading
comprehension requires a coordination of text with context in a way
that goes far beyond simply chaining together the meanings of a
string of decoded words. The topics discussed are divided into five
general areas: Global Issues; Text Structure; Language, Knowledge
of the World, and Inference; Effects of Prior Language Experience;
and Comprehension Strategies and Facilitators, and represent a
broad base of methodology and data that should be of interest not
only to those concerned with the reading process, but also to basic
science researchers in psychology, linguistics, artificial
intelligence, and related disciplines.
This volume centers on the words and experiences of teachers and
students who used QUILL -- a software package developed by the
authors to aid in writing instruction. It looks in detail at the
stories of these early users and considers questions relevant for
other teachers, students, researchers, and developers of
educational innovations. Questions posed include:
* What does it mean to develop an environment for literacy in an
actual classroom?
* How can a teacher create an environment in which students work
together toward meaningful goals?
* How can a teacher promote the rich communication so necessary
for developing language?
* What is the role of technology in the practice and development
of literacy?
The examination of the QUILL experiences provides a fuller and
more revealing account of what it meant to use QUILL than would
have been possible through standard evaluation techniques. At the
same time, the focus on the particulars also finds analogues in
analyses of similar pieces of open-ended software or educational
innovations in general.
This volume is the first to examine the social, cultural, and
political implications of the shift from the traditional forms and
functions of print-based libraries to the delivery of online
information in educational contexts. Libr@ries are conceptualized
as physical places, virtual spaces, communities of literate
practice, and discourses of information work. Despite the
centrality of libraries in literacy and learning, the study of
libraries has remained isolated within the disciplinary boundaries
of information and library science since its inception in the early
twentieth century. The aim of this book is to problematize and
thereby mainstream this field of intellectual endeavor and inquiry.
Collectively the contributors interrogate the presuppositions of
current library practice, seek to understand how library as place
and library as space blend together in ways that may be both
contradictory and complementary, and envision new modes of
information access and new multimodal literacies enabled by online
environments. Libr@ries: Changing Information Space and Practice is
intended for advanced undergraduate and graduate students,
researchers, and educators in the fields of literacy and
multiliteracies education, communication technologies in education,
library sciences, information and communication studies, media and
cultural studies, and the sociology of computer-mediated space.
Education's Ecosystems offers a new perspective on learning that is
integrated and connected to lived experience. It presents a model
for salient characteristics of both biological and pedagogical
ecosystems, involving diversity, interaction, emergence,
construction, interpretation. Examples from around the world show
how learning can be made more whole and relevant. The book should
be valuable to educators, parents, policy makers, and anyone
interested in democratic education.
Nepal is a country with daunting needs in terms of basic education
and other social services. At the same time, its cultural and moral
wealth provide a strong basis for meaningful life and learning. In
particular, it offers fertile ground for progressive education, in
which learning grows out of experiences in the community. Thus,
despite material poverty, the country holds the possibility of
significant advances, even international leadership, in the area of
progressive education. This book reports on recent educational
innovations. There are more than 100 color photos.
Students in network-based classrooms converse in writing through
the use of communications software on local-area computer networks.
Through the electronic medium they are immersed in a writing
community - one that supports new forms of collaboration, authentic
purposes for writing, writing across the curriculum, and new social
relations in the classroom. The potential for collaborative and
participatory learning in these classrooms is enormous. This 1993
book examines an important type of network-based classroom known as
ENFI (Electronic Networks For Interaction). Teachers have set up
ENFI or similar classrooms in elementary and secondary schools and
at more than a hundred colleges and universities. In these
settings, teaching and learning have been dramatically transformed,
but the new technology has brought with it difficulties and
surprises. The process of creating such a classroom raises
important questions about the meaning and the realities of
educational change.
|
Ubiquitous Learning (Paperback)
Bill Cope, Mary Kalantzis; Contributions by Simon J. Appleford, Patrick Berry, Jack Brighton, …
|
R678
Discovery Miles 6 780
|
Ships in 12 - 17 working days
|
This collection seeks to define the emerging field of "ubiquitous
learning," an educational paradigm made possible in part by the
omnipresence of digital media, supporting new modes of knowledge
creation, communication, and access. As new media empower
practically anyone to produce and disseminate knowledge, learning
can now occur at any time and any place. The essays in this volume
present key concepts, contextual factors, and current practices in
this new field. Contributors are Simon J. Appleford, Patrick Berry,
Jack Brighton, Bertram C. Bruce, Amber Buck, Nicholas C. Burbules,
Orville Vernon Burton, Timothy Cash, Bill Cope, Alan Craig, Lisa
Bouillion Diaz, Elizabeth M. Delacruz, Steve Downey, Guy Garnett,
Steven E. Gump, Gail E. Hawisher, Caroline Haythornthwaite, Cory
Holding, Wenhao David Huang, Eric Jakobsson, Tristan E. Johnson,
Mary Kalantzis, Samuel Kamin, Karrie G. Karahalios, Joycelyn
Landrum-Brown, Hannah Lee, Faye L. Lesht, Maria Lovett, Cheryl
McFadden, Robert E. McGrath, James D. Myers, Christa Olson, James
Onderdonk, Michael A. Peters, Evangeline S. Pianfetti, Paul Prior,
Fazal Rizvi, Mei-Li Shih, Janine Solberg, Joseph Squier, Kona
Taylor, Sharon Tettegah, Michael Twidale, Edee Norman Wiziecki, and
Hanna Zhong.
Students in network-based classrooms converse in writing through
the use of communications software on local-area computer networks.
Through the electronic medium they are immersed in a writing
community - one that supports new forms of collaboration, authentic
purposes for writing, writing across the curriculum, and new social
relations in the classroom. The potential for collaborative and
participatory learning in these classrooms is enormous. This 1993
book examines an important type of network-based classroom known as
ENFI (Electronic Networks For Interaction). Teachers have set up
ENFI or similar classrooms in elementary and secondary schools and
at more than a hundred colleges and universities. In these
settings, teaching and learning have been dramatically transformed,
but the new technology has brought with it difficulties and
surprises. The process of creating such a classroom raises
important questions about the meaning and the realities of
educational change.
|
You may like...
LSD
Labrinth, Sia, …
CD
R213
R112
Discovery Miles 1 120
|