Cognitive Processes,ICT, and Education: A Critical Analysis     

Manuel Ferraz Lorenzo  Cristian Machado Trujillo 《学校用计算机》2013,30(3):186-203

Information and communication technologies (ICT) have brought about renewed spaces for the societies of today, full of possibility and transformation. Bordering on the infinite, these spaces have generated new activities and behaviors. This technological scenario is now commonplace, an everyday reality that has taken root in our lives with remarkable speed. Now would therefore be an appropriate time to open up a line of inquiry into how this is shaping educational practice and how it is affecting our cognitive structures. We have chosen to conduct a review of relevant literature that will enable us to adopt a critical analysis to our subject: education and, above all, the learner, seen from the perspective of neuroscience and social analysis. However, the principal aim of this paper is to lay bare the disparities between research findings and current educational practices that use ICT.  相似文献   

Sur l'Acquisition des structures numériques en fin de 3ème     

Une Équipe De L'Irem De Strasbourg 《Educational Studies in Mathematics》1974,5(4):441-459

Sans résuméRésultats d'une enquête effectuée en mai-juin 1973 par une équipe de l'IREM de Strasbourg dans les classes de 3ème du Bas-Rhin.L'équipe comprenait quatre membres de l'IREM:Mathématiciens:—Mademoiselle Anne Scherpereel—Monsieur François PluvinagePsychologues:—Mademoiselle Catherine Bloch—Monsieur Raymond Duval.  相似文献   

Utilising creative methodologies to elicit the views of young learners with additional needs in literacy     

LOUISE LONG  THÉRÈSE MCPHILLIPS  MICHAEL SHEVLIN  RON SMITH 《Support for Learning》2012,27(1):20-28

The research described in this article aimed to explore and examine the dominant ‘assessment’ and ‘participation’ stories of upper‐primary pupils with long‐standing and marked literacy learning needs, their views on how their level of participation in the assessment and remediation of their additional needs might be increased and also how they perceive themselves as literacy learners. This qualitative small‐scale study adopted a case study approach and utilised creative methodologies in the context of focus groups to investigate sensitively the views and experiences of Key Stage 2 pupils with additional needs in literacy. The findings discussed here are based on the outcomes from the four Northern Irish schools that participated in the original cross‐border (Northern Ireland/Republic of Ireland) study. Findings are discussed in the context of strategies for promoting holistic and empowering pathways for learners with additional needs in literacy.  相似文献   

Unveiling the Colours of Cellulose Nitrate Black and White Film-based Negatives in Colonial Photography     

Élia Roldão  A. Jorge Parola  Márcia Vilarigues  Bertrand Lavédrine 《文物保护研究》2020,65(2):118-126

ABSTRACT

Aiming at contributing to the preservation of black and white (B&W) film-based negatives held by Portuguese archives, four photographic collections from the first half of the twentieth century were selected for study. During the macro assessment of the collections the preservation condition and hues found in photographic negatives from the Elmano Cunha e Costa (ECC) were noticed, distinguishing this collection from the remaining ones. Additional attention was given considering that the ECC collection was formed in a colonial context in the 1930s, while the others were formed on the Portugal mainland. The ECC collection results from an ethnographic survey of Angolan tribes recorded with B&W film-based negatives. In this collection, sets of negatives with pink, lemon yellow, greenish, orange brownish, and red brownish hues were found. To identify the origin of such hues, the image layer was analysed by microscale energy-dispersive X-ray fluorescence (μ EDXRF) and scanning electron microscopy with energy-dispersive X-ray spectroscopy (SEM-EDX). Additionally, to assess the base decay and its effect on the formation of hues, the plastic supports were characterized by Fourier transform infrared microscopy (μ FTIR). To complement the assessment of the film-base decay, pH was measured by using combined microelectrodes. The identification of mercury, iodine, chromium, and iron by μ EDXRF allowed correlation of the hues found in the negatives with chemical corrective treatments performed to improve the image quality. SEM-EDX confirmed those results and proved that the elements found were in the photographic emulsion layer. The results obtained are relevant since the hues identified may now be used as markers to indicate the technical work performed on colonial photography. Additionally, the visual and molecular assessment of the negatives’ supports (good to fair condition) allow proposing that the original storage conditions may have had a beneficial contribution to their present condition.  相似文献   

Developing an e-readiness model for higher education institutions: results of a focus group study     

Carlos Machado 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):72-82

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Child and partner abuse: self-reported prevalence and attitudes in the north of Portugal     

Machado C  Gonçalves M  Matos M  Dias AR 《Child abuse & neglect》2007,31(6):657-670

OBJECTIVES: To determine the self-reported prevalence of child and partner physical and emotional abuse in the north of Portugal and to investigate attitudes about these forms of family violence. METHODS: Data were collected by questionnaire from a representative sample of parents in two-parent families with children under the age of 18 years. A total of 2,391 parents participated (1,057 males), aged 20-67 years. Four questionnaires were used, one behavioral and one attitudinal, for each of the forms of abuse: child and partner. RESULTS: At least one act of emotional or physical abuse towards a child during the previous year was reported by 25.9% of participants (12.3% reported physically abusive and 22.4% emotionally abusive acts). Abuse of a partner was reported by 26.2% of participants; at least one act of physical abuse during the previous year was reported by 12% and of emotional abuse by 23.7%. The attitudinal data, however, showed general disapproval of the use of violence, both for disciplining children and within marital relationships. The degree of self-reported support for physical punishment was higher in participants who reported using abusive behavior. Females more commonly reported acts of child abuse, and males reported acts of partner abuse. Both forms of self-reported abuse showed an association with low educational and socio-economic status. CONCLUSIONS: This is the first study in Portugal to analyze family violence through self-report using a representative sample. The findings indicate that child and partner abuse constitute a significant problem in the region of northern Portugal. The discrepancy between the self-reported behavioral and attitudinal data may reflect conflicts in Portuguese society, which is undergoing substantial cultural changes.  相似文献   

Dynamics of visual feedback in a laboratory simulation of a penalty kick     

Morya E  Ranvaud R  Pinheiro WM 《Journal of sports sciences》2003,21(2):87-95

Sport scientists have devoted relatively little attention to soccer penalty kicks, despite their decisive role in important competitions such as the World Cup. Two possible kicker strategies have been described: ignoring the goalkeeper action (open loop) or trying to react to the goalkeeper action (closed loop). We used a paradigm simulating a penalty kick in the laboratory to investigate the dynamics of the closed-loop strategy in these controlled conditions. The probability of correctly responding to the simulated goalkeeper motion as a function of time available followed a logistic curve. Kickers on average reached perfect performance only if the goalkeeper committed him or herself to one side about 400 ms before ball contact and showed chance performance if the goalkeeper motion occurred less than 150 ms before ball contact. Interestingly, coincidence judgement--another aspect of the laboratory responses--appeared to be affected for a much longer time (> 500 ms) than was needed to correctly determine laterality. The present study is meant as groundwork for experiments in more ecological conditions applicable to kickers and goalkeepers.  相似文献   

Distributed Teaching Presence and Participants' Activity Profiles: a theoretical approach to the structural analysis of Asynchronous Learning Networks1     

CÉSAR COLL  ANNA ENGEL  ALFONSO BUSTOS 《European Journal of Education》2009,44(4):521-538

The rapid spread of learning networks based on asynchronous written communication — Asynchronous Learning Networks (ALNs) — makes it crucial to assess the possibilities offered by these new environments to facilitate and promote learning processes and learning outcomes. Our interest in this area is specifically directed towards the study of distributed teaching presence understood as the exercise of educational influence, i.e. as the help provided to each other participant in an ALN to promote individual and collective learning. We adopt a multi-method approach that integrates the structural analysis of presence (access and participation) and connectivity (reciprocity and responsiveness) with the content analysis of the participants’ contributions. This article focuses on structural analysis as a relevant and powerful tool for the study of collaborative learning in networking and asynchronous contexts. Its main objective is to show how a relevant and useful system of indicators and profiles, which identify and examine the distribution of educational influence in ALNs, can be constructed. We present the theoretical assumptions surrounding the concept of distributed teaching presence and illustrate the analysis with data from two didactic sequences in higher education. The results show that the structural analysis, when theoretically grounded and oriented, is a powerful tool for identifying different activity profiles related to different levels and modalities of the exercise of educational influence and for assessing the distributed teaching presence in learning networks. Finally, we discuss the benefits and constraints of this kind of analysis.  相似文献   

Engineering Education in ERASMUS: an overview     

JOSÉ PUIGPELAT 《European Journal of Engineering Education》1989,14(3):225-230

The ERASMUS Programme has meant a leap forward in both the quality and the quantity of student exchange programmes in engineering. About 4700 engineering students will be involved in the first three years of the programme. There is a variety of organisational patterns in the inter-university co-operation programmes, ranging from bilateral exchanges of short duration (three months) to fully integrated multilateral programmes leading to a double qualification. The ERASMUS exchanges have proved to be highly beneficial to students: in addition to the basic academic training, the period abroad allows students to improve their language proficiency, obtain cultural and social enrichment, and develop important personal virtues like openness, adaptability and the ability to stand on their own feet.  相似文献   

Evaluating the teaching and learning experience for the child with dyslexia in special and mainstream settings in Ireland     

THÉRÈSE McPHILLIPS  MICHAEL SHEVLIN 《Support for Learning》2009,24(2):63-72

This study examines and evaluates special provision for pupils with dyslexia in three different settings: reading schools, reading units and mainstream support. The research focused on the teaching and learning context for pupils with dyslexia, the support teacher, the mainstream teacher and the experience of the student. The main participants were teachers and tutors supporting pupils with dyslexia, and the parents of these children. Survey methods included questionnaires, focus group discussions, interviews and quantitative data on pupils' reading attainment. In addition, a total of six schools, two representing each model of support, were selected as case studies. This article reports part of a larger survey, which evaluated the effectiveness of three models of special provision for children with dyslexia in primary school. The study shows that there are academic and social benefits for the child with dyslexia who is enrolled in a special setting. However, placement in a reading school or reading unit per se does not guarantee that a child will ‘catch up’ with his or her peers. The findings reported a similarity in the methods and practices teachers use in both mainstream and special settings. The discussion suggests that if teachers are to ‘catch them before they fall’ there are serious questions that must be asked about how we are teaching basic literacy skills. The findings suggest an urgent need for a more balanced approach to teaching reading and writing.  相似文献