On disruption and integration: two views of digital media technologies in K-12 schools     

Earl Aguilera 《Pedagogies: An International Journal》2019,14(1):78-87

In this review essay, Earl Aguilera compares two recent contributions to the growing body of literature on technology in education, Christo Sims’ Disruptive Fixation and Antero Garcia’s Good Reception, to examine the conceptual and practical contributions of each text, along with points of divergence through which readers might glean additional insights. Sims and Garcia both address efforts rooted in a growing area of work around integrating digital media technologies into K-12 schools, but present contrasting perspectives and differing notions of technological disruption and integration. While Sims’ ethnographic work on the “school for digital kids” is rich in conceptual tools that help readers understand what he calls cycles of disruptive fixation that have occurred throughout the history of public education in the United States, Garcia’s embedded perspectives as high school teacher provide practical guidance for integrating new media technologies with responsive and critical pedagogical practices. Taken together, these texts highlight both the promises and the pitfalls of integrating new media technologies into existing models and contexts of education often labeled as outmoded for life and work in the 21st century.  相似文献   

Using Simulation Techniques in the Counseling Practicum     

Norman C. Gysbers  Earl J. Moore 《Counselor Education & Supervision》1970,9(4):277-284

To help meet the need to educate school counselors in the broader aspects of their work, the application of simulation techniques is suggested. A rationale is provided with discussion centering on the following points: (a) simulation offers an opportunity to provide specific training emphases, and (b) simulation offers a way of providing a wide range of counseling and guidance experiences not easily obtainable under regular practicum conditions. Specific examples of simulation are described, including a case study, a PTA speech, a teachers' meeting, a counselor's day, and a school board presentation. Benefits for counselor education programs which can be realized from simulation experiences also are discussed. Rather than choosing actors to play roles it is suggested that practicing counselors, state department personnel, doctoral students, and counselor education faculty should participate in simulation activities. As role players, they will gain an appreciation of current trends in the education of counselors.  相似文献   

The effect of instructor-prepared handout materials on learning from lecture instruction     

James A. Petrich  Earl J. Montague 《科学教学研究杂志》1981,18(2):177-187

  相似文献   

The Education of Active,Involved School Counselors     

Norman C. Gysbers  Earl J. Moore 《Counselor Education & Supervision》1972,12(1):69-73

  相似文献   

Cognition,computers and creative writing     

Earl Woodruff  Carl Bereiter 《Instructional Science》1987,16(2):213-214

  相似文献   

Comment on the report of the commission on instructional technology     

Donald P. Ely  Earl Funderburk  Leslie J. Briggs  David Engler  John E. Dietrich  Robert H. Davis  John Brademas 《Educational technology research and development : ETR & D》1970,18(3):306-326

  相似文献   

Why innovate with education?     

Earl C. Butterfield 《Educational Psychology Review》1994,6(3):209-214

Pressley and Harris have correctly highlighted many unfortunate limits of educational intervention research and institutions for disseminating research reports. They have suggested useful changes in how intervention research is done, and, except possibly for their emphasis on faithful replication, they have argued correctly that the changes are feasible. Unfortunately, they represent educational intervention research as being important primarily as guidance for educational reformers. I argue that research does not guide educational intervention, and that even if it is improved in the required ways they suggest it will not guide educational innovation. Instead, the valuable function of their analysis is that it could improve the scientific quality of educational research.  相似文献   

The relationship between perceptions of pre‐menstrual syndrome and degree performance1     

Sarah L. Earl‐Novell  Donna C. Jessop 《Assessment & Evaluation in Higher Education》2005,30(4):343-352

This paper explores whether female undergraduates’ self‐reported experiences of pre‐menstrual syndrome (PMS) were associated with degree performance, operationalized as degree class outcome, in a sample of ‘high achieving’ students (N?=?55). Students reported that PMS was disruptive to academic work (comprising lectures, seminars, writing essays, reading, examinations and interviews) but no association was found between degree performance and either the number of PMS symptoms reported or the reported disruption to each aspect of academic work.  相似文献   

Equal Opportunity in Community Colleges?     

Earl Seidman 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):199-211

  相似文献   

Health information disparities? determining the relationship between age, poverty, and rate of calls to a consumer and patient health information service          下载免费PDF全文

Sandy Oelschlegel  Martha Earl  Melanie Taylor    Robert A. Muenchen 《Medical Library and Historical Journal》2009,97(3):225-227

  相似文献