Culture, Learning, and Technology: Research and Practice provides readers with an overview of the research on culture, learning, and technology (CLT) and introduces the concept of culture-related theoretical frameworks. In 13 chapters, the book explores the theoretical and philosophical views of CLT, presents research studies that examine various aspects of CLT, and showcases projects that employ best practices in CLT. Written for researchers and students in the fields of Educational Technology, Instructional Design, and the Learning Sciences, this volume represents a broad conceptualization of CLT and encompasses a variety of settings. As the first significant collection of research in this emerging field of study, Culture, Learning, and Technology overflows with new insights into the increasing role of technology use across all levels of education.
Ecologies for Learning and Practice provides the first systematic account of the ideas of learning ecologies and ecologies of practice and locates the two concepts within the context of our contemporary world. It focuses on how individuals and society are being presented with all manner of learning challenges arising from fluidities and disruptions, which extend across all domains of life. This book examines emerging ways of understanding and living purposively in these new fluidities and provides fresh perspectives on the way we learn and achieve in such dynamic contexts. Providing an insight into the research of a range of internationally renowned contributors, this book explores diverse topics from the higher education and adult learning worlds. These include: The challenges faced by education systems today The concept of ecologies for learning and practice The role and responsibility of higher education institutions in advancing ecological approaches to learning The different eco-social systems of the world—local and global, economic, cultural, practical, technological, and ethical How adult learners might create and manage their own ecologies for learning and practice in order to sustain themselves and flourish With its proposals for individual and institutional learning in the 21st century and concerns for our sustainability in a fragile world, Ecologies for Learning and Practice is an essential guide for all who seek to encourage and facilitate learning in a world that is fundamentally ecological in nature.
This is a book about an attempt to change the way math was taught in a particular classroom. Its title plays on our everyday usage of the terms theory and practice. In education, these terms are conventionally treated oppositionally—we have theories about what we should do and we have what teachers actually do do. In this way, theory stands prior, logically and chronologically, to practice; practice inevitably becoming theory’s imperfect realization. We seek in this volume, however, to develop a different stance with regard to the relationship between the two. Taking the details of instructional practice as our principle object of study, we explore what role theories of learning might play in illuminating such practices. The book is about actual practices by which teaching is done and how contemporary theories of learning might help us understand those practices. It seeks to provide a foundation for future practice-based inquiry in education, by addressing the methodological question: How do we go about studying instructional practice in a principled way?
Now in its fourth edition, Adult Education and Lifelong Learning is well established, and is regarded as the most widely used text about adult education. Fully revised and updated with substantial additional material, this new edition takes account of many changes which have occurred in the field of adult education. With new features for students and researchers, updates incorporate: material on the ethical and political implications of lifelong learning detailed information on changes relating to globalisation increased emphasis on societal changes information on the way technologies are affecting the way people learn changing approaches to knowledge, knowledge acquisition and knowledge assessment. Students of education and education studies will find this an invaluable course companion, whilst practitioners and researchers in adult and lifelong learning will find this new fully-up-to-date edition even broader in scope than the last.
Contributions by leading experts and others to understanding the crucial role of metacognition in relation to broad areas of education make this collection a uniquely stimulating book. It encompasses metacognition in both the neglected area of teaching and the more well-established area of learning. The twelve chapters contribute to our understanding of the construct of metacognition and to its role in both teaching and learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. It is organized into four major sections which address metacognition in relation to students' learning, motivation, and culture; and to teachers' metacognition about instruction. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university. Dr. Robert J. Sternberg, IBM Professor of Psychology at Yale University, is the discussant.
By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners' identities, as forms of competency, are transformed. The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment. Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment. It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.
Kathleen Butler's introductory, landmark text illustrates the powerful ideas of stylistic theory translated into realistic practice. This invaluable text interprets stylistic theory and applies it to four types of styles, teaching styles, students' learning styles, Blooms Taxonomy and lesson planning. Each book includes one copy of Dr. Butler's original staff development charts: The Styles Summary Chart, The Bridging Chart for Learning Styles, and The original SDI (Style Differentiated Instruction) Strategy Chart.
This carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning. Providing an overview of recent developments in the application of educational technology to language learning and teaching, it looks at the experience of researchers and practitioners in both formal and informal (self-study) learning contexts, bringing readers up to date with this rapidly changing field and the latest developments in research, theory, and practice at both classroom and education system levels.
Reflective and experiential learning are now common currency in education and training and are recognized as important tools. This handbook acts as an essential guide to understanding and using these techniques in educational and training contexts.
Neither an academic tome nor a prescriptive 'how to' guide, The Theory and Practice of Online Learning is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education. Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0. The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.
Previous editions of this book established themselves as authoritative overviews of action learning practice around the globe. Given the increase in action learning activity since this book last appeared, the demand for an up-to-date edition has grown. Whilst chapters on action learning are now obligatory in every collection on leadership and management development, there is still no competing specialist work of this nature.
Maze Activity Book- 4-6/ 6-8, Workbook for Games, Puzzles, and Problem-solving Paperback.
Author: Hill Publicaiton
This marvelous Learning and Practice Puzzles Activities Book for kidsincludes: -Solve mentally grids, subscription matchstick puzzles, and more while honing critical thinking.-Easy instructions―Grow passing explanations of what you'll learn, plus kid-friendly info at the opening of every episode.Side by side up―Take your services to the next level with every mind game you tired―each activity in this Learning and Practice Puzzles Activities Book for kids increases in difficulty from easy to hard to up your game! Improvement ability with this book containing tons of fun and instructive Learning and Practice Puzzles Activities Book for kids! Start building key coherent and logical abilities at a young age.....
Research and Practice for Language Learning and Teaching in a Creole-speaking Environment
Author: Beverley Bryan
Category: Language Arts & Disciplines
"Between Two Grammars builds on earlier works in the field of language learning and teaching and brings new ideas about language teaching in a Creole-speaking environment. Using Jamaica as the example, the history of education is examined with a view to explaining some of the current attitudes to schooling and the objections to accepting Jamaican Creole (Patois/Patwa) as a necessary part of the consciousness of the classroom teacher. Constructed with an understanding of the unique requirements for language teaching in the Caribbean, whilst integrating theory and practice, Dr Byan s recommendations in Between Two Grammars are the result of years of research within the fields of sociolinguistics, language education, Caribbean history and teacher education. Educators, whether in training or in practice; and Education policymakers will find Between Two Grammars not only an enriching presentation of the nature of language debates in the Caribbean but also an empowering tool for improved language teaching practice. "
This is a two-part book, to reflect the nature of the subject. Part One explains the theory behind reflective learning and explains how the trainer or facilitator can become a 'reflective practitioner' - how they can help people to become reflective learners (in a variety of learning situations). Part Two offers a series of open-ended case studies to illustrate how organizations have tried different approaches to reflective learning.
This book examines the way in which the “practice turn” in education and pedagogy offers unique perspectives on the nature of educational work. Through a plurality of “practice theories” deeper understandings emerge about a range of education and concepts, providing useful tools for advancing and developing practice theory in education and pedagogy. The book discusses the related and dual perspectives of pedagogy as both a teaching and an upbringing practice. It also explores education in a range of contexts and sectors beyond school, including VET, tertiary and non-formal settings. Education is seen as serving a dual purpose – the development of individuals and the betterment of societies and community, and this conceptualisation of education underpins the book. It acknowledges that there are diverse understandings and perspectives of practice theory, pedagogy and education, each of which is contestable and ripe for further development, and this is examined throughout the book. This book was developed alongside an invited symposium held in June 2015 in Brisbane, Australia where the authors and interested others gathered to discuss practice theory perspectives on pedagogy and education. The title – Practice Theory Perspectives on Pedagogy and Education – captures the central overarching focus that underpins the book.
In a brief summary, the debate concerning the nature of writing processes is about whether the essential characteristic of expertise in writing is a matter of mastering problem-solving strategies. In this respect, the role of social and interactive factors, such as writers' familiarity with the particular genre in which they are writing and their relationship with the discourse community in which they are participating, have been pointed out (e.g. Nystrand, 1989). According to the socio-interactive approach, which refers to Vygotsky's theory, the composition process is a dialogue between the writer and the reader made possible by socially shared knowledge. The meaning of a text is a social construct that is negotiated between the reader and the writer through the medium of the text. The importance of motivational aspects has also been highlighted by two main lines of research, studies of the relationship between writing and self-efficacy (e.g. Pajares & Johnson, 1994, 1996) and studies of the role of interest in the production of expository texts (e.g. Albin, Benton & Khramtsova, 1996; Benton, Corkill, Sharp, Downey, Khramtsova, 1995; Hidi & McLaren, 1990, 1991). Self-efficacy, in this context individuals' beliefs about their ability to produce certain types of texts, have been found to be predictive of writing skills, strategy use and writing performance.