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1.
Brian Matthews 《Technology, Pedagogy and Education》2013,22(2):201-213
ABSTRACT Information technology has numerous social and political implications. This paper is primarily concerned with beginning to outline some of the more important issues for teacher educators. An understanding of these implications is required before we, as teacher educators or as teachers in schools, can begin to address the issues in our work around information technology in colleges or in the classroom. This article outlines the issues rather than exploring how to present them in colleges. There are important debates occurring around information technology, the nature of intelligence, and education, which have profound implications for society. This article argues that the kind of work done in schools on computers, and generally on information technology, supports implicitly the more traditional ideas in education. In order to take a more balanced position, and to give students a chance to realise how their futures may be affected, it is argued that the social implications of information technology must be addressed centrally in colleges of education. 相似文献
2.
Kathy Hytten 《Educational theory》2006,56(2):221-236
A bstract . In this essay review of three recent edited books (Greg Dimitriadis and Dennis Carlson's Promises to Keep: Cultural Studies, Democratic Education, and Public Life; Nadine Dolby and Greg Dimitriadis's Learning to Labor in New Times; and Francisco Ibáñez-Carrasco and Erica Meiner's Disruptive Readings on Making Curriculum Public ), Kathy Hytten reflects on the relation among education, democracy, and social justice. She argues that in our current climate, progressive educators need a more powerful and compelling educational discourse that foregrounds issues of social justice. The three books under review in this essay provide a number of resources for this discourse. Hytten explores these contributions in relation to the theories that animate education for social justice, in particular, critical pedagogy, globalization theory, and cultural studies. In the end, she revisits the vision and promise of education for social justice, considering what these edited collections offer, reflecting on their gaps and weaknesses, and providing some direction for what kind of work we still need to make social justice a reality. 相似文献
3.
Bree Picower 《Teachers and Teaching》2013,19(7):908-922
Within the field of teacher education, increased emphasis has been placed on social justice education (SJE). This qualitative study examined a group of beginning teachers who voluntarily participated in a social justice critical inquiry project (CIP). The findings indicate that while many of them were successful at teaching social issues, they provided few to no opportunities for their students to engage in social action and they themselves did not participate in activism. To explain this, the participants used the following four tools of inaction: tools of substitution, postponement, displacement, and dismissal. These tools relieved the tension of not taking action and allowed the participants to postpone, justify, or redirect the responsibility of becoming active in struggling for sustainable social change. Understanding the use of these tools can help teacher educators to understand the process of development of social justice educators. 相似文献
4.
Shailey Minocha Andreas Schroeder Christoph Schneider 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):889-903
Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education. 相似文献
5.
Implications of social network sites for teaching and learning. Where we are and where we want to go
This conceptual paper deals with some of the implications that the use of social network sites, though not originally developed and conceived for learning purposes, have for schools and academic activities when they are used as tools able to modify and innovate teaching/learning practices and academic culture. Beside the differences that characterize the two contexts, the attention that social network tools are progressively gaining in schools and higher education practices and pedagogies requires adjustments in learning and teaching that should be constantly considered by educators and policy makers. These environments are also presenting new and crucial opportunities for teacher training and teachers’ professional development. The purpose of the study is to reflect on some significant challenges and opportunities offered by social network sites, and how to exploit the latter, in relation to a number of themes. These themes have been identified as those that deserve better comprehension and further research investigation: communication between students and teachers and appropriate professional behaviours; pedagogical and technological challenges related to incorporating social networking practices into teaching and academic practices; how social networking can be exploited for teachers’ professional training and development. The study also provides some implications for policy and practice. 相似文献
6.
Katherine Ellison Carol Matthews 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):297-307
Background:?Twenty-first-century undergraduates often find eighteenth-century culture difficult to access and, influenced by popular assumptions about the period in current media theory, characterise the century as individualist, underestimating the cultural significance of social networking in literary and political history. Purpose:?This study set out to teach the history of social networking as culturally significant in the production of literary texts during the eighteenth century as well as to demonstrate the intellectual and compositional potential of today's social networking technologies. A virtual reconstruction of eighteenth-century London in Second Life and a semester project requiring the student recreation of 3D social spaces like coffee houses and gardens tested the uses of social networking tools to teach research methods and build disciplinary knowledge. Sources of evidence:?Evidence of student learning outcomes is provided by three undergraduate courses in eighteenth-century culture, with 68 students total, that participated in Second Life re-enactment assignments on Island 18 during the autumn of 2008 and spring of 2009. The results of the student projects as well as student-completed evaluations and self-reflective essays about their experiences using virtual reality to learn history are consulted. Theoretical evidence by scholars of new media, eighteenth-century history and education provides a background for the study's impetus and goals. Main argument:?Virtual reality provides an opportunity for educators of eighteenth-century culture to teach students, through the reflective and critical use of the social networking tools Second Life makes available, the significance of social networking in the history of ideas of that period. We dismantle the generalisations of scholars working outside of the period who characterise the eighteenth century as a solely individualist era, during which singular genius defined the enlightenment and propose a more culturally viable model of social collaboration, supported by communication technologies not so different from twenty-first-century instant messaging, blogging, twittering and emailing. Conclusions:?Contrary to the recent findings of humanities educators who claim that digital social networking tools are distracting undergraduates from more valuable academic writing, we find that a task-oriented semester project requiring the construction of 3D historical social spaces teaches investigative research skills, deterritorialises disciplinary knowledge and promotes revision as an ongoing process. 相似文献
7.
Külliki Tafel-Viia Krista Loogma Silja Lassur Anne Roosip?ld 《Vocations and Learning》2012,5(2):175-193
The effective implementation of educational reform is an issue that confronts both those that plan and sponsor those reforms and those that are affected by them. This article discusses networking processes in the context of reform in vocational and professional higher education. When exploring failures in educational change processes, issues associated with facilitating the adoption, adaptation and implementation of educational change have not been sufficiently addressed. Here, we use the concept of social innovation, which is relatively new in innovation research, to explain the mechanisms that facilitate educational reform, and emphasise the relationship between interaction and the perception of change. In this paper, we examine how networking among teachers is related to their perception of educational change and how the effective implementation of educational reforms can be influenced by such networking. By differentiating the various types of networks we explore the relationship between networking and educational change. The article is based on the findings of a quantitative survey of 228 Estonian teachers in vocational and professional higher educational schools administered in 2010. 相似文献
8.
Multiliteracies and new literacies pedagogies advocate for expanded ideas of literacy, which focus heavily on the use of digital technologies within the classroom. Yet there is little discussion within the discipline regarding the ethical implications of using social media in teacher education. This is of particular concern given the potential for online spaces to be unsafe. In particular, the social media site Twitter, used and promoted by many educators to collaborate within professional learning networks, is rife with misogyny and racial violence. Through a review of the current literature on social media use in teacher education, and a multi-disciplinary perspective on issues of cyber-violence, I will discuss the ethical implications for teacher educators who want to use Twitter as a pedagogical tool and offer strategies to develop critical social media literacy practices. 相似文献
9.
Victoria I. Marín Jeffrey P. Carpenter Gemma Tur 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):519-535
Matters of data privacy related to social media are increasingly relevant for educators as happenings such as the 2018 Cambridge Analytica scandal have attracted public attention. Many educators use social media for professional purposes, including with their students and should, therefore, be knowledgeable regarding data privacy issues that impact education. This research explores this issue from an interpretive paradigm based on a mixed-methods approach derived from survey data from an international sample of 148 pre-service teachers who were studying education courses at three universities. Data suggest that pre-service teachers see both educational and distracting potential in social media, but lack knowledge regarding relevant policies and regulations, which reflects trends in the broader population. Attitudes toward educational social media use were not correlated with awareness of data privacy policies. However, comfort with companies’ use of personal and student data and faith in governments’ capacity to regulate social media companies were correlated. We discuss our findings in relation to the use of social media and related data privacy considerations and the need for data literacy training in teacher education programs. We include recommendations in light of the findings. 相似文献
10.
Social media open up multiple options to add a new dimension to learning and knowledge processes. Particularly, social networking sites allow students to connect formal and informal learning settings. Students can find like-minded people and organize informal knowledge exchange for educational purposes. However, little is known about in which way students use social networking sites for informal learning and about characteristics of these students. In this paper, three studies examined the study-related knowledge exchange via StudiVZ, the German equivalent of Facebook. Results indicated that about one fifth of participants exchange study-related knowledge through StudiVZ and that these students are especially freshers seeking contact with other students and orientation. Consistent with previous research, it is shown that students use social networking sites mainly for social interaction and integration. However, results also imply that communication about social issues on social networking sites goes hand in hand with study-related knowledge exchange. 相似文献
11.
The purpose of this paper is to consider the continued saliency of the ideas of Harold O. Rugg, particularly for social studies
education. Given the conservative political times in which we work, and the current educational emphases on academic standards,
high-stakes standardized testing, and mastery of specified knowledge, and the impact of these developments on social studies
education, it is useful to revisit Rugg’s contributions to the field. In this paper, we examine Rugg’s social and curricular
theories. Then, in light of this examination, we imagine what Rugg would say about contemporary issues for social studies
education, and what we, as curriculum scholars and social studies educators, can learn from his likely responses. 相似文献
12.
This paper acknowledges that, in many contexts, the term ‘education for the environment’ has generated powerful images which have resonated with educators seeking empowerment for themselves and their students. We also acknowledge that it has enabled inquiry into socio‐political dimensions of environmental issues. However, we propose that this term has become a slogan and, as such, its use has been insufficiently problematised. We identify anomalies and inconsistencies associated with the use of ‘education for the environment.’ Further, we argue that the term is conceptually and linguistically flawed and that we may not need, or want, the structures that it imposes. In challenging, rather than casually accepting, this terminology, we seek to regenerate a fundamental dimension of the discourse within environmental education. 相似文献
13.
Robyn Bentley-Williams Jennifer Morgan 《Asia-Pacific Journal of Teacher Education》2013,41(2):173-185
Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education. 相似文献
14.
《Journal of College Student Psychotherapy》2013,27(3):193-203
Current technology provides counseling center clinicians regular and immediate access to the students they work with via social networking. Focusing on Facebook in particular, this article discusses the opportunities and challenges this access creates and specifically explores how utilization of ethical, clinical, and cultural lenses might affect decisions about Facebook use, with particular emphasis on consideration of appropriate ethical principles and standards. The authors encourage counseling center staff members and trainees to consult with one another regarding use of Facebook and offer specific scenarios for engaging in discussions about this topic. The article concludes with guidelines for making decisions related to social networking. 相似文献
15.
This article analyzes how teachers in U.S. classrooms navigate, dialogue, debate, and absorb the ideas of privilege, power, and the presence of various forms of injustices. Through their understanding of these topics, we explore how K-12 teachers engage, disengage, and rationalize issues of social justice in education, society, and their own classrooms. This article utilizes teachers' dialogue through one curricular design used by a group of teacher educators to ensure safety, dialogue, and reflection. Using a grounded theory approach, we find that teachers lie on a continuum somewhere between shirking or embracing their role and responsibilities towards social justice. By highlighting K-12 teachers' understandings and positionalities regarding social justice, this study helps teacher educators charged with preparing teachers to better recognize the challenges we face in bringing social justice curricula to teacher education programs. 相似文献
16.
Rex Wang Phil Scown Cathy Urquhart Julie Hardman 《Education and Information Technologies》2014,19(1):21-39
Facebook is a frequently used Computer Mediated Environment (CME) for students and others to build social connections, with identities and deposited self-expression. Its widespread use makes it appropriate for consideration as an educational tool; though one that does not yet have clear guidelines for use. Whether a social networking site can be used for educational objectives remains largely unexplored as a research question. This paper discusses a study conducted at the University of Auckland and at Manchester Metropolitan University on how their students use Facebook, and its impact on their social and academic lives. Using theories of social capital and knowledge management, we explore some potential educational uses of Facebook. Guidelines are included for the educational use of Facebook by tutors in a university environment. These include both positive recommendations and activities and approaches to avoid; and include educational, administrative and legal issues. 相似文献
17.
Undergraduate students are often expected to be participants in academic research. However, decisions relating to student participation in research are typically based on speculation or educator assumptions rather than a solid research base. We conducted three studies to investigate student experiences of research participation. These included online surveys (Study 1), semi-structured interviews (Study 2), and analysis of reflective essays (Study 3). A range of pedagogic and ethical issues were considered including motivation to participate, distress, and the educational value of participation. Findings suggest that the experience provides students with important opportunities to learn about research methodology and ethical issues which inform their own research practice. Further, students cite additional non-academic benefits of research participation such as self-discovery and networking opportunities. Negative experiences typically consisted of nervousness prior to the first laboratory study or boredom, though for some students (e.g. those uncomfortable in social situations) engagement in research may lead to anxiety. We conclude that participation in research has pedagogic value to students, and educators should promote those elements of the research experience (e.g. critiquing studies, networking with researchers) that are most beneficial. However, researchers and educators should also actively work to reduce apprehension and minimise potential distress. 相似文献
18.
George Veletsianos Royce Kimmons Karen D. French 《Educational technology research and development : ETR & D》2013,61(2):255-278
Researchers and practitioners have suggested that the use of social networking sites in formal education may be a worthwhile endeavor. Toward this goal, emerging learning platforms have included social networking features. Nevertheless, empirical literature examining user experiences, and more specifically instructor experiences, with these tools is limited. In this qualitative study, we address this gap in the literature by reporting the experiences of five instructors who used a social networking platform in their courses. We find that instructors (a) had expectations of Elgg that stemmed from numerous sources, (b) used Elgg in heterogeneous ways and for varied purposes, (c) compartmentalized Elgg and used it in familiar ways, and (d) faced frustrations stemming from numerous sources. We note that the ways Elgg came to be used “on the ground” is contested and contrasts starkly with the narrative of how social software might contribute benefits to educational practice. In addition, we note that learning management systems may frame the ways through which other tools, such as social media and Elgg, are understood, used, and experienced. 相似文献
19.
Stephen Johnston Helen McGregor Elizabeth Taylor 《European Journal of Engineering Education》2000,25(4):315-324
The paper focuses on educational changes we see as necessary for future graduates to take up the emerging social and ethical challenges of their profession. This paper summarizes some Australian initiatives, presents some of our approaches to teaching ethics and suggests some ways to encourage both the study of ethics and actual ethical practice. The practice of engineering in Australia is guided by a Code of Ethics developed by the Institution of Engineers, Australia (IEAust). There is an expectation that Australian educators will guide students to develop the abilities to make ethical decisions and an appreciation of ethical conduct. The authors endorse the view that ethics issues should be included as an intrinsic part of engineering curricula. Wego further, and suggest that the social impact and the international and global nature of engineering practice call for an extension of traditional ethical frameworks to incorporate treatment of questions of social responsibility, including the issue of sustainability. We outline changes in engineering education in Australia over the past two decades, indicating some of the effects of these changes on the culture of engineering and the ways in which ethics issues are being conceptualized and taught. Experience at the University of Technology, Sydney (UTS) is our main focus because UTS is widely recognized as a leader in engineering education in Australia. Wedescribe the restructuring of our undergraduate programme so as to focus on engineering practice issues and discuss its implications for practice-focused ethics in engineering education. 相似文献
20.
A series of workshops with educators at Birmingham City University about enhancing student involvement in course evaluation prompted us to consider the principles of assessment for learning as an approach to enhancing the quality and value of this evaluative activity. We focus on student enhanced learning through effective feedback which is a model designed to support the integration of ‘feedback’ and ‘feed-forward’ as a social practice in higher education. In the same way that dialogue between student and educator is now viewed as an essential part of student development we suggest that this approach should apply equally to the development of courses. In this paper we outline the principles of the model – reflection, transparency and developmental dialogue, and set out the case for using the approach to facilitate greater collaboration between students and educators to create a framework to facilitate shared ownership of course enhancement. 相似文献