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Elisabeth Rolf Ola Knutsson Robert Ramberg 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3361-3375
Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning activities found in the design patterns were analysed with the aim to understand how teachers perceive the learners’ digital competence when using technology. A framework that compromises digital competence was utilised for inferring the digital competencies. The qualitative analysis of these learning activities reveals that competences of information and data literacy, and of communication and collaboration predominate. By analysing the characteristics of learning activities and hence the teachers’ ideas of technology use in teaching, it is concluded that design patterns can be used to identify the competences teachers believe are relevant for the learners to acquire. The result therefore involves aspects of how teachers perceive learners’ digital competence when using technology in teaching. 相似文献
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Since the Monterey Bay Aquarium opened in 1984, its exhibit teams have been guided by an exhibit philosophy that is mission‐driven, message‐driven, and visitor‐driven. Balancing mission, message, and visitors over the years has meant that the exhibit philosophy has evolved as the aquarium learned about their visitors, changed their mission, and kept the focus on the Monterey Bay. Like many aquaria and zoos, MBA's mission has shifted from raising awareness about nature to advocating and inspiring conservation of nature. This article reviews the history of these changes from a developer's point of view and reports on how the aquarium is continuing to examine how mission, message, and visitors interrelate. The current challenge of inspiring visitors to care about the ocean and to take action on its behalf is proving to be the most difficult challenge yet. 相似文献
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Joacim Ramberg 《International Journal of Inclusive Education》2016,20(7):685-710
Differentiation among students according to ability has been a topic of interest in educational systems all over the world for a long period of time. This study focuses on the extent of ability grouping in Swedish upper secondary schools, using a total population survey that covers all upper secondary schools. Previous research on the effects of ability grouping on students and groups of students gives a quite clear picture and the relation between ability grouping and issues of inequity and undemocratic values is an often-raised issue, where low-achieving students are especially adversely affected. Results from this study show that many (43%) upper secondary schools use ability grouping as a way to differentiate students in educational settings. It is found that it is more frequently used within the foundation subjects and especially in mathematics. No particular group of schools reports using ability grouping at a significantly higher rate, but the schools that reported using it to a very large extent differ on many school-level variables. These schools are focused on specifically. The extent of ability grouping is discussed in relation to previous research and issues of equity. 相似文献
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Joacim Ramberg 《欧洲特需教育杂志》2013,28(4):440-462
This paper analyses the special educational resources in the Swedish upper secondary schools using a total population survey that covers all upper secondary schools. Special educators and special teachers together constitute the special educational resources at each school. With two types of regression models (logistic and linear regression), the study investigates which variables at school level determine the presence and availability rate of special educational resources. The main findings are that there is a great difference between public and independent schools in the presence and accessibility of special educational resources, where many independent schools do not offer special educational support for their students. It also shows that what kind of provider (public or independent school) and the size of the school are especially important variables for predicting presence of special educational resources. When analysing the variance of availability rate of special educational resources, student variables (grades from compulsory school and parental educational level) on the school level, together with school size, are especially important. 相似文献
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