Learning in the information age     

Rune Pettersson 《Educational technology research and development : ETR & D》1994,42(1):91-97

In Conclusion The various literacies and modes of thinking required in an information society will challenge the capacities of every person. While a variety of means are being found to help build and maintain these information resources, new vistas of capability lie before us. These opportunities and how we respond to them will determine our collective future in a world grown closer through mutual dependence upon shared intellectual resources. In addition, he teaches at the University of Stockholm.  相似文献   

Chemistry and Chemical Education Through Text and Image: Analysis of Twentieth Century Textbooks Used in Brazilian Context     

Karina Ap F. D. Souza  Paulo Alves Porto 《Science & Education》2012,21(5):705-727

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Relating students’ emotions during argumentative discourse to their learning of real-life functional situations     

Ayalon  Michal  Wilkie  Karina J.  Eid  Katrin Hajjar 《Educational Studies in Mathematics》2022,110(1):23-48

Educational Studies in Mathematics - Argu mentative problem solving in mathematics classrooms is a crucial practice that supports important student learning goals via collaborative deliberation and...  相似文献   

Conscientiousness,prior experience,achievement emotions and academic procrastination in online learning environments     

Sheng-Lun Cheng  Jen-Chia Chang  Karina Quilantan-Garza  Mary L. Gutierrez 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):898-923

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Evaluating implementation of the International Classification of Functioning,Disability and Health in Portugal's special education law     

Manuela Sanches-Ferreira  Rune J. Simeonsson  Mónica Silveira-Maia  Sílvia Alves 《International Journal of Inclusive Education》2013,17(5):457-468

This paper reports the results of a national two-year project, commissioned by the Portuguese Ministry of Education, to investigate the implementation of the International Classification of Functioning, Disability and Health (ICF) under Decree-Law 3/2008. The Decree-Law also introduced the principle that the documentation of students' functioning profiles should be the basis for eligibility decision-making – replacing the need of a diagnosis. Of specific interest was the study of the ICF implementation in the assessment, eligibility and intervention processes of students in need of specialised supports. To that end, the study was based on a document analysis of case records of 214 students. The analysis of functioning profiles showed that the ICF use promoted a functional approach in students' assessment. In addition, the use of the ICF contributed to the differentiation of eligible and non-eligible students based on their functioning profiles and addressed the most suitable educational interventions within the Individualised Education Plans.  相似文献   

From digital divides to digital inequality The emerging digital inequality in the Norwegian Unitarian school     

Rune J. Krumsvik 《美中教育评论》2008,5(9):1-16

This position paper highlights existing and emerging, prospective digital divides in Norwegian schools and asks whether we are now moving from traditional digital divides to digital inequality in our digitized society and schools. Despite very good technology density in Norwegian society and schools in general, there is the reason to pay attention to whether this situation creates new kinds of digital inequalities among already vulnerable pupil groups. Therefore, this position paper focuses on whether under the new Norwegian educational reform. The Knowledge Promotion, it is necessary to consider this issue from another angle because of e.g. the increased status of digital literacy and implementation of ICT-based （Information and Communication Technology） exams in the national curriculum. The position paper focuses on what kind of digital inequalities we see the profiles of and what issues the government has to consider to prevent these tendencies escalating.  相似文献   

The use of visuals in oral presentations     

Rune Pettersson 《Educational technology research and development : ETR & D》1992,40(2):109-116

Rune Pettersson is manager of Technical Training for the Swedish R&D firmellemtel. In addition, he teaches at the University of Stockholm and at the Royal Institute of Technology, also in Stockholm.  相似文献   

Cultural differences in the perception of image and color in pictures     

Rune Pettersson 《Educational technology research and development : ETR & D》1982,30(1):43-53

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Book Reviews     

Harold E. Hill  Rune Pettersson  Richard VanDeWeghe  Richard E. Clark 《Educational technology research and development : ETR & D》1982,30(1):54-60

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The extended Theory of Planned Behaviour and college grades: the role of cognition and past behaviour in the prediction of students’ academic intentions and achievements     

Velibor Bobo Kovac  David Lansing Cameron  Rune Høigaard 《教育心理学》2016,36(4):792-811

Understanding the underlying processes influencing college students’ academic achievement represents an important goal of educational research. The aim of the present study was to examine the utility of the extended Theory of Planned Behaviour (TPB) and the relative influence of cognitive processes and measures of past behaviour in the prediction of grade intentions and actual grades in the context of higher education. Our results show that perceived behavioural control (PBC), subjective norms (SN) and past grades emerged as significant predictors and were able to explain 41% of the variance in grade intentions, while the influence of cognitive processes (planning and future orientation) was not significant. With respect to the prediction of actual grades, we found that habitual school attendance and past grades explained 26% of the variance in actual grades. Again, the influence of cognitive processes (planning and future orientation) was not significant. The main discussion is centred on the utility of the extended TPB in the prediction of academic achievement and the complex relationship between cognitive processes and past behaviour in predicting human actions in general. Limitations and implications of the study are also discussed.  相似文献