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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Science Instruction; Visual Aids; Energy; Heat; Interaction; Scientific Concepts; Speech; Content Area Writing; Learning Processes; Computer Assisted Instruction; Multimedia Instruction; Multimedia Materials
Abstract:
This paper reports on a study of students' conceptual sensemaking with science diagrams within a computer-based learning environment aimed at supporting collaborative learning. Through the microanalysis of students' interactions in a project about energy and heat transfer, we demonstrate "how" representations become productive social and cognitive resources in the students' conceptual sensemaking. Taking a socio-cultural approach, the study aims to contribute on two levels. First, by providing insight into the interactional processes in which students encounter a particular type of representation: science diagrams. Second, the study aims to demonstrate that an important aspect of students' encounters with science representations concerns making sense of how to respond to institutional norms and social practices embedded within the context of schooling. The findings demonstrate how the science diagrams become productive social and individual resources for the students by slowing down the students' conceptual sensemaking processes and by opening up a space for the interpretation and negotiation of scientific concepts, as well as of the representations themselves. The study also shows the challenges involved when students move from oral to written accounts in their inquiries.
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Pub Date: |
2013-02-11 |
Pub Type(s): |
Opinion Papers; Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
State Standards; Literacy; Mathematics Instruction; State Policy; Educational Policy; Core Curriculum; Childrens Literature; Educational Resources; Interdisciplinary Approach; Mathematical Concepts; Elementary School Mathematics; Reading Materials; Literature Reviews; Multimedia Materials
Abstract:
In a new era of Common Core State Standards (CCSS), teachers are expected to provide more rigorous, coherent, and focused curriculum at every grade level. To respond to the call for higher expectations across the curriculum and certainly within reading, writing, and mathematics, educators should work closely together to create mathematically proficient students who actively look for relevance and purpose, think critically, and question when uncertain. Mathematics literacy experiences during the elementary school years provide a powerful opportunity to interject context students must know and deeply understand. As described by the Standards for Mathematical Practice, Common Core State Standards suggest teachers not only focus on content but also on process. Historically less attention has been given to the process than the content itself. Given the importance of these standards and the focus on process, this article proposes children's books and other literacy materials to be used by practitioners to enhance the purpose of each of the eight Standards for Mathematical Practice. These standards include: 1. Make sense of problems and persevere in solving them; 2. Reason abstractly and quantitatively; 3. Construct viable arguments and critique the reasoning of others; 4. Model with mathematics; 5. Use appropriate tools strategically; 6. Attend to precision; 7. Look for and make use of structure; and 8. Look for and express regularity in repeated reasoning. The many literacy resources included in this article have been thoughtfully selected from an extensive literature review of resources recognized for their potential to support the Standards for Mathematical Practice. As described by the CCSS framework, practitioners must provide experiences to encompass not only Standards for Mathematical Content but also Standards for Mathematical Practice. These critical eight practices provide the foundation upon which mathematics content must be accessed and embraced by students. Knowing different ways in which literacy materials can be used to support mathematics is a good starting point and having a list of classroom ready resources becomes the catalyst by which teachers of elementary students begin to address the call for higher expectations in mathematics. The instructional implications of CCSS call for teachers to challenge students to think and reason in mathematics and to communicate to others by using literacy resources. The success of Common Core State Standards (CCSS) for Mathematics depends more on how practitioners teach than on what they teach. Elementary school educators must become aware of more and better ways to support the process by which students embrace the mathematics they are required to know. This article is a collection of resources to be used by teachers in support of the Standards for Mathematical Practice. The bibliography lists the literacy resources.
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Multimedia Materials; Electronic Publishing; Preservice Teacher Education; Role of Education; Independent Study; Preservice Teachers; Visual Aids; Educational Equipment; Educational Technology; Interactive Video; Technology Uses in Education; Learning Experience; Secondary Education
Abstract:
This article begins with the perspective that teacher education programmes are cultural institutions and are thus compelled to respond to the societal push for teachers to be conversant in so-called twenty-first-century skills, grounded primarily in the ability to use digital technologies for pedagogical purposes. The results of an attempt to provide teacher candidates with an opportunity to engage in a sustained self-directed learning experience using digital technologies are presented. Findings indicate that candidates selected tasks for themselves for both personal and pragmatic reasons, and that external pressures played a significant role in candidates' ability to see their tasks through to satisfactory completion. The focus on self-directed learning provided me with an opportunity to address some pragmatic concerns raised by the perceived need to teach technology skills in a teacher education course while, more importantly, providing an atypical learning experience that encouraged teacher candidates to engage in metacognitive talk about their experiences learning with and through technology. The article concludes by suggesting that self-directed learning experiences are worthwhile in teacher education, although experiences framed explicitly around digital technologies may tacitly reinforce a positive bias toward using technology for teaching. (Contains 1 table.)
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Author(s): |
Loe, Meika |
Source: |
Gerontology & Geriatrics Education, v34 n1 p26-42 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Gerontology; College Curriculum; Undergraduate Students; Intergenerational Programs; Service Learning; Multimedia Materials; Student Projects; Biographies; Story Telling; Reflection; Electronic Publishing; Student Attitudes; Attitude Change; Aging (Individuals); Positive Attitudes; Older Adults
Abstract:
This article describes the Digital Life History Project, a 10-week "lab" linked to a course on aging, in which students and community-dwelling elders work together to create a short digital story honoring the elder's life. After two interview sessions, the pair works together to produce a 3- to 5-minute digital life story narrated by the elder. The resulting multimedia videos are then screened for the community at large at the end of the semester. Students and elders alike report long-term personal, interpersonal, and community-based effects from participating in the Digital Life History Project, including making meaningful relationships, linking biography and history, learning to confront ageism, charting the next chapter, and participating in community-wide education. (Contains 1 figure and 8 notes.)
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Author(s): |
Joubert, Marie |
Source: |
Educational Studies in Mathematics, v82 n3 p341-359 Mar 2013 |
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Mathematics Education; Mathematics Instruction; Mathematics; Computer Uses in Education; Mathematics Teachers; Multimedia Materials; Electronic Publishing
Abstract:
This paper develops an understanding of the issues, interests and concerns within the mathematics education community related to the use of computers and other digital technologies in the teaching and learning of mathematics. It begins by arguing for the importance of understanding this landscape of interests and concerns, and then turns to the theoretical and methodological choices made in this study, explaining how it has drawn on the approach developed by the STELLAR European Network of Excellence. By analysing the titles and abstracts of a conference chosen to represent the mathematics education community, it maps out the landscape framed by three "Grand Challenges", finding that an understanding of orchestrating learning is at the heart of the interests of the community, and that the community is interested in exploring new and different contexts for the teaching and learning of mathematics. However, there is currently less interest in investigating and exploiting the increasing connectedness of learners within this community. Further, while the "Grand Challenges" framing is useful in mapping the landscape, it fails to take into account both the personal concerns of teachers and students, such as attitude and confidence, and issues related to doing research and understanding research concerns.
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Grade 5; Elementary School Teachers; Teacher Student Relationship; Multimedia Materials; Intermode Differences; Learning Modalities; Science and Society; Electronic Publishing; Experienced Teachers; Inservice Teacher Education; Signs; Hypermedia; Speech Communication; Linguistics
Abstract:
This interpretive case study investigated how a fifth-grade teacher's social practices with visual and linguistic signs positioned her students (10- and 11-year-olds) to take up particular modes as they constructed digital compositions. The context of the study was a suburban public school in the northeastern United States. Analysis was threefold. The discourse surrounding multimodal composition was analyzed via inductive analysis. Students' use of semiotic resources in the HyperStudio composition was analyzed with Unsworth's image-language intermodal framework. Then, teacher-student conversations related to visual and linguistic signs were triangulated with students' compositions. Findings show that a classroom teacher's limited content knowledge as related to metafunctions and metalanguage of visual and linguistic sign systems affected the information taught to the students and, ultimately, their use of visual and linguistic signs. Students demonstrated tacit knowledge of image-language relations beyond what was taught but lacked the explicit knowledge to more strategically use visual and linguistic signs. Implications include the importance of creating opportunities for teachers to develop more substantive content knowledge of the metalanguages and metafunctions of various sign systems. (Contains 3 tables and 7 figures.)
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