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1.
ABSTRACTThis paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice architectures. Firstly, ‘machine learning’ is discussed as an important example of how data-driven technologies are beginning to influence educational activity, both through sophisticated technical expertise and a grounding in behavioural psychology. Secondly, we explore how educational software design informed by behavioural economics is increasingly intended to frame learner choices to influence and ‘nudge’ decisions towards optimal outcomes. Through the growing influence of ‘data science’ on education, behaviourist psychology is increasingly and powerfully invested in future educational practices. Finally, it is argued that future education may tend toward very specific forms of behavioural governance – a ‘machine behaviourism’ – entailing combinations of radical behaviourist theories and machine learning systems, that appear to work against notions of student autonomy and participation, seeking to intervene in educational conduct and shaping learner behaviour towards predefined aims. 相似文献
2.
Inés Márquez Chisholm 《Technology, Pedagogy and Education》2013,22(2):213-228
ABSTRACT American classrooms are experiencing a rapid growth in cultural and ethnic diversity, as well as an increase in educational classroom computing. Because culture directly affects classroom organisation and classroom learning, teachers need to understand, incorporate, and support their students’ cultures. Furthermore, since educational computing is not culturally neutral, teachers in culturally diverse settings must integrate the computer culture, the classroom culture, and students’ learning preferences. To meet the need for culturally and technologically competent multicultural teachers, teacher education programs must first define both cultural competency and computer competency. After examining the relationship between culture and educational computing, the paper explores some essential components of cultural and technological competency for multicultural teachers. Finally, it indicates the need for further research on the interaction of culture and technology in the multicultural classroom. 相似文献
3.
ABSTRACTThis articles describes a year-long self-study in cultural competence. Armed with the understanding that “teachers first need to know their own cultures,” a small group of faculty researchers engaged in systematic self-study to better understand their own cultural competence in an effort to enhance teacher candidates’ cultural competencies. The overarching goals of the study were: for faculty researchers to better understand their own cultural competence and for faculty researchers to better understand their ability to create safe spaces in which teacher candidates could develop deeper understandings of their cultural competencies. Hence the faculty researchers worked collaboratively for the broader purposes of re-imaging classrooms as communities that foster new and more equitable opportunities for teaching and learning. 相似文献
4.
AbstractThis paper considers the ‘knowledge economy’ as it is used in education rhetoric to establish social and educational consent for significant changes both to the spatial organisation of classrooms and their affective economies. We draw on ethnographic data from a study of ‘non-traditional classroom spaces’, where the spatial organisation of schooling emerged as a potential fulcrum through which the imaginary of the conventional primary classroom was being reconceptualised. Traditionally configured classroom spaces and the learning that takes place within them were being challenged and replaced by notions of twenty-first century learning in ‘agile’ learning environments. In the context of this reform agenda, these open-plan spaces were seen as offering new prospects for participation in a globally connected and competitive economic world that requires students to continuously adapt, innovate and respond creatively to a range of different problems. We consider how these everyday moments function as conceptual encounters between affective, embodied experiences and educational reform discourses that rationalise the implementation of non-traditional classroom spaces in ways that have very little to do with children and their futures. This cultural approach takes a step aside from numerous, and necessary, critiques of recent educational policies per se, in order to consider what might be learned from the uncanny spectres of child bodies that haunt them. The paper draws attention to examples of children’s affect in non-traditional classrooms and what that may tell us about current educational reform when sacrifice forms part of the missing account of educational reorganisation for the knowledge economy. 相似文献
5.
Barbara Schulte 《课程研究杂志》2018,50(5):624-637
ABSTRACTIt is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers’ understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the ‘politics of use’ in teachers’ work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors’ immediate institutional environments.In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how education for creativity is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors. 相似文献
6.
Although music software has become increasingly affordable and widely adopted in today’s classrooms, concerns have been raised about a lack of consideration for users’ needs during the software development process. This paper examines intra- and inter-sectoral communication pertaining to software development and music education to shed light on the improvement of the educational affordances for music software in classroom teaching and learning. Semi-structured interviews with music software developers (n = 3) and music teachers (n = 15) are used to gain insights into how to enhance the educational affordances of music software. The findings of this study fill a gap in the literature by detailing the knowledge exchange required to effectively develop music education software. Improving the synergy between the knowledge bases of software development and music education could enhance novel educational affordances, providing music teachers with the opportunity to develop new, pedagogically sound music teaching and learning activities. 相似文献
7.
Weili Zhao 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):474-486
ABSTRACTIn international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical–cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian–Foucauldian language perspective can provide a way to address this dilemma. As an example, the paper demonstrates how their language perspective has enabled the author to encounter a ‘wind-education’ discourse in China’s current schooling, and to explore, as the originary (re)source of the whole Confucian educational culture, Confucius’ ‘wind-pedagogy’ as expressed in Yijing. This unique historical–cultural ‘wind-education’ discourse is salient, yet goes unnoticed, in China’s current schooling largely due to a planetary signifier-signified style of reasoning. This paper sheds new light on educational literature on Confucian educational thinking and provides an alternative paradigm to the (cross-)cultural studies of education in China and beyond. 相似文献
8.
ABSTRACT The purpose of the current study was to investigate students’ overall learning process during the implementation of educational escape-the-room games (EERGs) in classrooms. This study adopted a two-stage case-study methodology, namely single-case and multi-case designs. In the first stage, a well-designed EERG for a Chinese language class was developed on a web-based game platform. A total of 15 second-grade students from a public elementary school in Taiwan used tablet computers to engage in problem-solving tasks in the EERG. In the second stage, five schoolteachers from other elementary schools who had adopted similar EERGs in their classrooms in the previous academic year participated in the study to share their instructional experiences. The results indicated that students actively collaborated with their team members to address problem-solving tasks during the EERG activity. Positive collaborative learning experiences and learning attitudes towards the EERG were identified in the students’ self-reflection worksheets. 相似文献
9.
AbstractThis paper explores the views of young people aged 12–14 on gender diversity, drawing upon school-based qualitative data from a study conducted in England in 2015–2016. Although earlier feminist and queer research in schools often found evidence of variable local gender cultures and gender non-conformity, we argue that the contemporary context, with its increasing global awareness of gender diversity, offers young people significant new ways of learning about and doing gender. Findings reveal that many young people have expanded vocabularies of gender identity/expression; critical reflexivity about their own positions; and principled commitments to gender equality, gender diversity and the rights of gender and sexual minorities. We also show how young people are negotiating wider cultures of gendered and sexual violence. Schools are providing some spaces and learning opportunities to support gender and sexual diversity. However, overall, it appears that young people’s immediate social cultural worlds are constructed in such a way that gender binary choices are frequently inevitable, from school uniforms and toilets to sports cultures and friendships. Our conclusion touches on the implications of these findings for how educational practitioners, external agencies and young people can address gender rights, equality and justice in schools and beyond. 相似文献
10.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(3):349-367
This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities. 相似文献
11.
Mei Tian 《Assessment & Evaluation in Higher Education》2013,38(5):580-598
Insufficient attention has been given to the role of cultural differences in feedback communication with the UK’s increasingly internationalised student body. This issue is particularly significant for international students taking short – one-year – postgraduate taught courses and we illustrate this in a study of Chinese students at a UK university. We draw on Holliday’s notion of ‘small cultures’ and Berry’s model of cultural adaptation to analyse how they perceive, react to and gradually adapt to the provision of formative feedback as a key aspect of the new academic culture. Our data reveal that such feedback presents the students with cognitive challenges and psychological and emotional struggles, especially in the early months of their courses. Avoiding culturally essentialist explanations for this, we focus on differences in the ‘small cultures’ of academia in China and the UK. Feedback is not only a part of the new academic culture itself, but can act as a bridge between norms, rules and practices of the two cultures. This bridge is often poorly constructed. Tutors need to be more aware of the nature and sources of stress that such students face and to which feedback may often be adding rather than contributing to enhanced learning. 相似文献
12.
This paper is written by democratic educators who stand for the idea that is it worth developing, through classrooms and schools, a socially just (egalitarian), anti‐discriminatory society where interdependent relationships are valued. This paper significantly develops some of the ideas explored in the authors’ earlier contribution concerned with progress in Northern Ireland towards educational inclusion, and how this might more effectively advance in a post‐conflict transforming society. In particular, the paper poses the ‘so what’ question, and it responds by exploring the practical implications of six key ideas thought essential for transforming learning environments supportive of cultural diversity, equity and excellence for all. In addition, it includes examples of how school staff, along with collaborating partners, might utilize these key principles in order to facilitate school improvement. 相似文献
13.
This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers’ learning with the Nordic tradition of educational action research and ‘Bildung’ as alternative resources to guide teachers’ and principals’ collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more Bildung-informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents ‘resources for hope’ to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities. 相似文献
14.
15.
Petra Kranzfelder Alexander T. Lo Marin P. Melloy Lindsey E. Walker 《International Journal of Science Education》2013,35(14):1944-1961
ABSTRACTTheoretically, organisational culture, instructor training, and learning space design influence how faculty teach STEM courses. Previous studies have used classroom observation protocols to characterise the range of teaching practices in mostly teacher-centered, traditional STEM classrooms. In this study, we examined the classroom behaviour of 13 STEM faculty teaching biology courses in a reformed undergraduate STEM learning environment. Our findings indicate that instructors teaching in this reformed environment guided student learning (58.4?±?1.9%) almost three times more than they presented information (20.0?±?2.2%). Students worked individually or in groups and talked to the whole class (57.1?±?1.8%) 1.5 times more than they received information (35.5?±?1.9%). We found significant positive correlation between ‘instructor presenting’ and ‘students receiving’ information (r?=?0.743, p?=?1.4?×?10?4) and ‘instructor guiding’ and ‘student working and talking’ in class (r?=?0.605, p?=?7.2?×?10?5), suggesting that instructors can change their own classroom behaviours and expect concurrent change in their students’ behaviours. Finally, sequencing teaching practices in high active-engagement classrooms showed instructors move and guide student group work and lead whole class discussions before lecturing to students, which could lead to deeper learning of conceptual knowledge. We discuss insights from these findings that have implications for acculturating evidence-based teaching practices in STEM departments. 相似文献
16.
《Journal of Further & Higher Education》2012,36(7):959-974
AbstractVietnam is emerging as an accelerated economic and political society with an increased global presence; thus, increased attention has been given to producing qualified college graduates who can contribute to the growing global economy. Yet challenges exist due to lack of educational infrastructure and ineffective teaching practices. As a result, the Vietnamese government embraces international collaborations in higher education as a way to address educational needs; however, although research exists on policy implications and government priorities, very little is known about how students perceive the teaching methods provided at these collaborative transnational universities. The purpose of this qualitative case study is to examine graduate students’ perceived effectiveness of teaching methods at Vietnamese-German University (VGU), a predominantly technology and engineering university that is an international collaboration between Vietnam and Germany. We seek to answer the research question of, ‘how is the use of student-centred practices effective in an international learning environment?’ Findings from graduate students indicate that collaborative learning, specifically through group work and modified flipped classrooms, are effective ways to maximise student learning. Implications for practice and future research are discussed as ways to emphasise the benefits of student-centred teaching and learning at transnational collaborative universities. 相似文献
17.
In this article Francisca E Gonzalez shifts the focus from a deficit view of cultural knowledge to an imaginary of the formation of identities and integrity braided with the law, policy, and social formations. In this way, cultural practices cultivate a unique worldview with implications for K-12 educational excellence and academic achievement. Gonzalez situates her research within the national discourse on educational reform so as to direct educational researchers', policy makers', and educators' thinking of young Mexicanas as pensadoras who interrogate the social order, and who give meaning to learning, knowing, and power. She describes a study intended to explore the development of womanhood among young Mexicanas beginning with an explanation of a theoretical lens, a looking prism of critical race feminisms and Latina critical theory interpretive frameworks. Then she explains the study's multimethodological approach of trenzas y mestizaje, the braiding of theory, qualitative research strategies, and a sociopolitical consciousness. The article then details young Mexicana meanings of gendered cultural socialization, educacion, and success as cultural epistemologies and pedagogies, what the young Mexicanas called haciendo que hacer. Gonzalez explains this as the teaching and learning of sociocultural foundations and the cultivation of academic achievement. In closing, Francisca elaborates on how a braiding of different ways of knowing, teaching, and learning brings cultural knowledge to the fore of discourses on human rights, social justice, and educational equity including the formulation of holistic educational policies and practices. 相似文献
18.
AbstractThe present study compared the contribution of familial cultural capital to the reading achievement of 116,508 15-year-old students who participated in PISA 2012 in six Confucian heritage cultures (CHCs) and nine non-CHCs with comparable educational and economic development. The different states of cultural capital examined comprised institutionalised (maternal, paternal education) and objectified (educational, cultural resources) indicators. Results showed that: (1) cultural capital levels were lower in CHCs (vis-à-vis non-CHCs); (2) cultural capital was generally positively related to student achievement in CHCs and non-CHCs; (3) the relationships between all cultural capital indicators, except educational resources, and achievement were weaker in CHCs than non-CHCs; and (4) objectified (vis-à-vis institutionalised) cultural capital was more strongly associated with achievement in CHCs. These results suggest that the stronger sociocultural emphasis on education in CHCs may have moderated cultural capital effects on student achievement and enabled more students to succeed academically. 相似文献
19.
ABSTRACTSupportive digital resources are key to supporting educators’ pedagogic practices in teaching children to be literate. But locating suitable resources can be confusing, with as claims about products being educational, aligned with curriculum outcomes, and even as ‘silver bullets’. In Australia, a lack of specificity in national and state curriculum guidelines about resource selection creates inconsistencies within and across schools. We investigate how teacher-selected digital resources are used in early childhood classrooms to support literacy learning. Drawing on three independent Australian classroom-based studies, we share three examples of children engaging with digital resources. Together, they show that not all digital resources promote active and engaged literacy learning in meaningful and socially interactive contexts. We propose principles for selecting digital resources to promote playful, scaffolded, and exploratory literacy learning. 相似文献
20.
Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the ‘third space’, as the core of the third generation of activity theory, as a frame to capture how Vietnamese teachers took into account both traditional practices and contemporary influences to transform formative assessment practices to make them feasible in their classrooms. Participants were 2 lecturers and 250 students from two college classes in Vietnam. The results showed that Vietnamese students’ conceptions of learning were heavily influenced by examinations and their traditional learning culture. Consequently, the teachers needed to transform the initiative to align with these features in Vietnamese classrooms. When the revisions were made, the students were evidenced to achieve a growth in learning, change their beliefs about learning and develop both self-learning and collective learning. 相似文献