Int. J. Cyber Ethics Educ.最新文献_第6页

An Ongoing Journey to Foster Urban Students' Online "Public Voices" 城市学生网络“公共声音”培育之旅

Int. J. Cyber Ethics Educ. Pub Date : 1900-01-01 DOI: 10.4018/IJCEE.2016010103

Nick Lawrence, Joe O'Brien

{"title":"An Ongoing Journey to Foster Urban Students' Online \"Public Voices\"","authors":"Nick Lawrence, Joe O'Brien","doi":"10.4018/IJCEE.2016010103","DOIUrl":"https://doi.org/10.4018/IJCEE.2016010103","url":null,"abstract":"Digital participatory media offer urban social studies teachers a unique opportunity to foster students' civic skills and public voice while enhancing their understanding of social justice within a democratic society. This article addresses the continuation of a New York City 8th grade U.S. history teacher's journey to use digital tools to foster his students' collaborative and communication skills and to help them learn social justice oriented content. While doing so, he overcame challenges related to technology integration, curricular alignment, selection of appropriate digital tools, and the need to cultivate his students' online academic norms. In doing so, he confronted Livingston's query about whether the use of technology necessitates a \"fundamental transformation in learning infrastructure\" and the need \"to rethink the relations between pedagogy and society, teacher and pupil, and knowledge and participation\" 2012, p. 8. He ended this part of his journey with these new challenges: how to enable his students to become navigators of their learning; ways to align the curriculum with his students' thinking; and, managing a dynamic instructional support system guided by his students' learning. His goal is \"to forge a bridge between [his students'] media production and civic engagement' Kahne, Lee, & Feezell, 2012.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126020552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Decade Later: Twelve Teachers' Retrospective Views on a National Programme for Teachers' Professional Development and ICT 十年后:12位教师对国家教师专业发展和信息通信技术计划的回顾

Int. J. Cyber Ethics Educ. Pub Date : 1900-01-01 DOI: 10.4018/ijcee.2012010103

J. Oola Lindberg, Susanne Sahlin

{"title":"A Decade Later: Twelve Teachers' Retrospective Views on a National Programme for Teachers' Professional Development and ICT","authors":"J. Oola Lindberg, Susanne Sahlin","doi":"10.4018/ijcee.2012010103","DOIUrl":"https://doi.org/10.4018/ijcee.2012010103","url":null,"abstract":"Today, an increased impact of information and communication technologies ICT in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"1994 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130979181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Teaching with ICT: The Policultura and Moodle Didactic Format Experimented in Schools 信息通信技术教学:政治文化与Moodle教学模式在学校的实验

Int. J. Cyber Ethics Educ. Pub Date : 1900-01-01 DOI: 10.4018/ijcee.2012010102

F. Falcinelli, Chiara Laici

引用次数: 10

Collaborations for Transformative Learning Experiences: Technology Integration and Information Literacy in Teacher Education 变革学习体验的合作:教师教育中的技术整合和信息素养

Int. J. Cyber Ethics Educ. Pub Date : 1900-01-01 DOI: 10.4018/IJCEE.2016010102

Darrell Hucks, Patrick Hickey, Matthew Ragan

引用次数: 0

The Tension Between Human and Cyborg Ethics 人类和电子人伦理之间的紧张关系

Int. J. Cyber Ethics Educ. Pub Date : 1900-01-01 DOI: 10.4018/IJCEE.2011010103

A. Gerdes

引用次数: 8

Research Commentary: "CyberEthics"? 研究评论:“网络伦理”?

Int. J. Cyber Ethics Educ. Pub Date : 1900-01-01 DOI: 10.4018/IJCEE.2011010105

W. Lee

引用次数: 3