Download or read book Design And Development Of A Wiki based Collaborative Process Writing Pedagogy Putting Technological Pedagogical And Content Knowledge Tpack In Action written by Xuanxi Li and published by World Scientific. This book was released on 2022-01-05 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an example of the capitalization of computer and wiki technology to support collaborative writing among Mainland Chinese upper primary school students. It presents the results of a study showing the application of the Design-Based Research (DBR) methodology to design a Wiki-based Collaborative Process Writing Pedagogy (WCPWP) to help students with their writing in the Chinese context. The WCPWP is designed and developed based on social constructivist theory and the social view of writing process theory, as well as in consideration of the Technological, Pedagogical, and Content Knowledge (TPACK) framework.Primarily aimed at researchers and practitioners in the fields of collaborative learning, TPACK, and Chinese writing, as well as Chinese language educators, this book will also deepen primary educators' understanding of the links among technology, pedagogy and content, and guide educators in the integration of social media, as well as the design of effective matching pedagogic strategies, in their teaching of writing.
Download or read book Geography Of Technology Transfer In China A Glocal Network Approach written by Chengliang Liu and published by World Scientific. This book was released on 2023-12-06 with total page 551 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology transfer studies are usually framed through Economics and Management Sciences, but this volume Geography of Technology Transfer in China seeks to reveal the mechanism of technology transfer from the geographical perspective. It not only depicts the spatial evolution laws of glocal technology transfer networks, but also uses regression models to uncover the two-way effects between the networks and innovative capacity. In addition, this book highlights the integration and interaction of networks on both the global and local scales. A theoretical framework on glocal networks of technology transfer is established based on a series of economic geography bases in order to depict the spatial differences and coupling mechanism among multi-scaled networks in China.This book consists of 5 parts and 10 chapters, which illustrate the background, theoretical basis, spatial evolution, dual-way influences, and policy implications of technology transfer in China, presenting a clear structure both theoretically and empirically. The book begins with the 'what', 'why', and 'how' questions behind geographical studies on technology transfer to clarify the purpose of the book and its differentiation from present technology transfer studies. Thereafter, it discusses the 'holy trinity' framework of glocal technology transfer networks consisting of cultural, territorial, and networked subsystems. To this end, the spatial evolution of the technology transfer is highlighted through soical network analysis, which aims at depicting the geographical rules of China's technology transfer networks at global, domestic, and regional scales. Based on these discoveries, the next part of the book further analyzes, through a series of regression models such as ERGM and NBRM, the kinds of determinants which have influenced the network size and how the network has in turn affected local innovation capacity . Lastly, the policy implications connect the findings of empirical studies with the operability of the national innovation system. On the whole, this book extensively covers the theoretical, empirical, and practical applications of the geography of technology transfer in China.
Download or read book Achieving Greater Educational Impact Through Data Intelligence Practice Challenges And Expectations Of Education written by Bian Wu and published by World Scientific. This book was released on 2021-11-24 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is data intelligence? How can data intelligence influence education system systematically? The paradigm shift of scientific research implies a coming age of data-driven educational research and practice. This book presents research and practice of data intelligence in education from three levels: (i) educational governance, (ii) teaching practice, and (iii) student learning. Each chapter gives an analysis of fundamental knowledge, key themes, the state-of-the-art technologies and education application cases. This interdisciplinary book is essential reading for anyone interested in applying big data technology in education and for different stakeholders including education administrators, teachers, students, and researchers to broaden their minds to wisely use educational data to solve complex problems in the education field.
Download or read book Using Wikis for Online Collaboration written by James A. West and published by John Wiley & Sons. This book was released on 2008-11-24 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can online instructors and course designers' instruction harness the popular Web 2.0 tool, the wiki, for successful collaboration and learning outcomes? This book focuses on using wikis in the active learning processes that are the hallmark of collaborative learning and constructivism. It provides both the pedagogical background and practical guidelines, tools, and processes for accomplishing these goals with special emphasis on wikis and other collaborative design tools. This book supports the effective design and delivery of online courses through the integration of collaborative writing and design activities.
Download or read book Wiki Writing written by Matthew Barton and published by University of Michigan Press. This book was released on 2009-12-10 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: When most people think of wikis, the first---and usually the only---thing that comes to mind is Wikipedia. The editors of Wiki Writing: Collaborative Learning in the College Classroom, Robert E. Cummings and Matt Barton, have assembled a collection of essays that challenges this common misconception, providing an engaging and helpful array of perspectives on the many pressing theoretical and practical issues that wikis raise. Written in an engaging and accessible manner that will appeal to specialists and novices alike, Wiki Writing draws on a wealth of practical classroom experiences with wikis to offer a series of richly detailed and concrete suggestions to help educators realize the potential of these new writing environments. Robert E. Cummings began work at Columbus State University in August 2006 as Assistant Professor of English and Director of First-Year Composition. Currently he also serves as the Writing Specialist for CSU's Quality Enhancement Plan, assisting teachers across campus in their efforts to maximize student writing in their curriculum. He recently concluded a three-year research study with the Inter/National Coalition for Electronic Portfolio Research and continues to research in the fields of computers and writing, writing across the curriculum, writing in the disciplines, and curricular reform in higher education. Matt Barton is Assistant Professor, St. Cloud State University, Department of English-Rhetoric and Applied Writing Program. His research interests are rhetoric, new media, and computers and writing. He is the author of Dungeons and Desktops: A History of Computer Role-Playing Games and has published in the journals Text and Technology, Computers and Composition, Game Studies, and Kairos. He is currently serving as Associate Editor of Kairosnews and Managing Editor of Armchair Arcade. "Wiki Writing will quickly become the standard resource for using wikis in the classroom." ---Jim Kalmbach, Illinois State University digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.
Download or read book Knowledge Building Using Wikis in a Computer supported Collaborative Writing Task written by Jeong Won Woo and published by . This book was released on 2011 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate how Scardamalia's (2002) socio-cognitive determinants of knowledge building emerge in a computer-supported collaborative writing task, and to understand students' perceptions of knowledge building experience and the use of tools, including wikis, to support the collaborative writing process. The setting of this study was a graduate level online course on Computer-Supported Collaborative Learning (CSCL), in which all course activities were conducted collaboratively in an online environment. Data sources included: transcripts of online inputs in the wiki areas; interviews with 15 participants; participants' reflective journals; transcripts of asynchronous online discussions and synchronous chats. Data were analyzed using content analysis for the transcripts of wiki areas and grounded theory approach (Strauss & Corbin, 1998) was used in the analysis of data from the interviews. Results of the data analysis indicated that the three groups in this study participated in the collaborative knowledge building activity in different ways. The three factors that influenced their participation in the activity included: group dynamics, collaborative writing task, and collaborative writing tools. These factors interacted with each another and impacted their knowledge building discourse in the following ways: improvable ideas, constructive use of authoritative sources, epistemic agency, and embedded and transformative assessment. As a result of their engagement in knowledge building discourse, participants successfully completed the collaborative writing project and shared a strong sense of community and co-ownership of the knowledge product. The findings of this study may shed light on the strategies and environmental factors that encourage knowledge building discourse as well as the synergetic combination of technology tools and knowledge building task. In addition, understanding the process of knowledge building in a computer-supported collaborative writing task and the participants perception of knowledge building and the use of tools may help instructor better prepare learners to become collaborative learners and effective knowledge workers.
Download or read book Collaborative Creativity Processes in a Wiki written by ̌ Manoli Pifarr and published by . This book was released on 2014 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper explores how wiki may be used to support secondary education students' collaborative creativity processes and how such interaction can promote critical and creativity thinking. A science case-based project in which 81 secondary students participated was designed, implemented and evaluated. Students worked in the science wiki project during two weeks. We scaffold students to be collaboratively engaged in purposeful critical and creative discourse in order to solve collectively science challenges and construct meaning about topics related to environmental challenges. Through the analyses of students' contributions in the wiki we have characterized collaborative creativity processes in science inquiry that includes performance (processes to develop a novel way of approaching and understanding the problem) and collaboration (peer collaboration, dialogue). The significance of the paper relays on the operationalization of the collaborative creativity processes in the wiki within four overarching learning to learn together skills, which are: distributed leadership, mutual engagement, peer evaluation and group reflection. Our findings showed that the wiki environment afforded the development of an effective and creative online collaborative learning community. In student's wiki contributions, the four learning to learn together skills took place. However, not all the groups displayed the four learning together skills during their collaboration in the wiki and there were differences among groups in relation to the presence and proportion of these skills. We discuss the contribution of these four learning to learn together skills for the collaborative creativity processes and the relation of the presence of the above mentioned skills with the level of creativity showed in the collaborative writing product students produced in the wiki project. Besides, the paper discusses a series of issues that instructors should consider when wikis are incorporated into teaching and learning for creativity. We claim that embedded scaffolds to help students to argue and reason creatively in their contributions in the wiki environment are needed. [For the complete proceedings, see ED557311.].
Download or read book Small Group Interactions in Wiki Based Collaborative Writing in the EAP Context written by Mimi Li and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The patterns were not static across two wiki writing tasks. Mixed patterns were found in Group 1 (Collective-- Active/withdrawn) and Group 3 (Dominant/defensive-- Collaborative). Group dynamics were also evident in Group 2 (Expert/novice) and Group 4 (Cooperating in parallel). These patterns were featured with language functions that small groups performed while negotiating writing tasks, writing change functions that they performed while constructing joint texts, and scaffolding strategies that they applied throughout collaborative writing processes. In addition, multiple factors mediated small groups' wiki interactions: motives/goals, agency and emotion, and prior experiences in such aspects of cultural background, small group work, and technology use. Moreover, the group interactions had influences on joint wiki writing products and also connected with students' reflections about wiki affordances and their learning experiences. This study bridged the gap in computer-mediated collaborative writing research, and also shed new light on the networked writing pedagogy in the EAP context.
Download or read book Technological Pedagogical Content Knowledge written by Charoula Angeli and published by Springer. This book was released on 2014-11-13 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.
Download or read book Using a Wiki to Teach College Level Academic Writing written by Dawn Moore and published by . This book was released on 2011 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Collaborative and Networked Pedagogies written by Anne C. Coyle and published by . This book was released on 2010 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Changes in the technology used to teach college level courses and the traits of incoming freshmen have presented problems for the current paradigm of college composition instruction. This thesis evaluates collaborative and networked pedagogical practices to address different traits of first year, Net Generation, students through technology. Further, evaluating wikis to create an environment that supports networked and collaborative pedagogies tests the worth of wikis in the classroom. This evaluation is the purpose of a study of composition students at the University of Wyoming in 2010. Using student essays, wiki assignments, and wiki usage data, this study explores how students engage and create meaning differently in both pedagogies. This thesis asks: Which pedagogy, networked or collaborative, engages students over a longer period of time, and what type of meaning-making does each develop? These findings suggest further development of networked pedagogy, focusing on the role of the instructor, is necessary for higher engagement and meaning-making.
Download or read book Student Writing and Composition Instruction Using Web 2 0 written by Bruce Robert Henecker and published by . This book was released on 2008 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Technological Pedagogical Content Knowledge TPACK for Educators written by Mary C. Herring and published by Routledge. This book was released on 2016-01-29 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge—the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.
Download or read book National Education Technology Plan written by Arthur P. Hershaft and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.
Download or read book The Subject Matters written by Susan S. Stodolsky and published by University of Chicago Press. This book was released on 1988-04-25 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: To achieve quality education in American schools, we need a better understanding of the way classroom instruction works. Susan S. Stodolsky addresses this need with her pioneering analysis of the interrelations between forms of instruction, levels of student involvement, and subject matter. Her intensive observation of fifth-grade math and social studies classes reveals that subject matter, a variable overlooked in recent research, has a profound effect on instructional practice. Stodolsky presents a challenge to educational research. She shows that classroom activities are coherent actions shaped by the instructional context—especially what is taught. Stodolsky contradicts the received view of both teaching and learning as uniform and consistent. Individual teachers arrange instruction very differently, depending on what they are teaching, and students respond to instruction very differently, depending on the structure and demands of the lesson. The instructional forms used in math classes, a "basic" subject, and social studies classes, an "enrichment" subject, differ even when the same teacher conducts both classes. Social studies classes show more diversity in activities, while math classes are very similar to one another. Greater variety is found in social studies within a given teacher's class and when different teachers' classes are compared. Nevertheless, in the classrooms Stodolsky studied, the range of instructional arrangements is very constricted. Challenging the "back to basics" movement, Stodolsky's study indicates that, regardless of subject matter, students are more responsive to instruction that requires a higher degree of intellectual complexity and performance, to learning situations that involve them in interaction with their peers, and to active modes of learning. Stodolsky also argues that students develop ideas about how to learn a school subject, such as math, by participating in particular activities tied to instruction in the subject. These conceptions about learning are unplanned but enduring and significant consequences of schooling. The Subject Matters has important implications for instructional practice and the training, education, and supervision of teachers. Here is a new way of understanding the dynamics of teaching and learning that will transform how we think about schools and how we study them.
Download or read book Teaching Tech Together written by Greg Wilson and published by CRC Press. This book was released on 2019-10-08 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hundreds of grassroots groups have sprung up around the world to teach programming, web design, robotics, and other skills outside traditional classrooms. These groups exist so that people don't have to learn these things on their own, but ironically, their founders and instructors are often teaching themselves how to teach. There's a better way. This book presents evidence-based practices that will help you create and deliver lessons that work and build a teaching community around them. Topics include the differences between different kinds of learners, diagnosing and correcting misunderstandings, teaching as a performance art, what motivates and demotivates adult learners, how to be a good ally, fostering a healthy community, getting the word out, and building alliances with like-minded groups. The book includes over a hundred exercises that can be done individually or in groups, over 350 references, and a glossary to help you navigate educational jargon.
Download or read book Evaluating the impact of virtual exchange on initial teacher education a European policy experiment written by Alice Baroni and published by Research-publishing.net. This book was released on 2019-03-14 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Virtual exchange refers to education programmes in which constructive communication and interaction takes place between individuals or groups from different cultural backgrounds with the support of educators or facilitators. Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE, http://www.evaluateproject.eu/) was a European policy experimentation financed by Erasmus+ which studied the impact of a telecollaborative model of virtual exchange on student teachers. Between 2017-2018, the project consortium trained teacher trainers and organised virtual exchanges which involved over 1,000 student teachers at initial teacher education institutions. This entailed students interacting and collaborating with partner classes from other countries as an integral part of one of their courses. The research team then analysed the learning gains from these exchanges using qualitative and quantitative research methodologies. They also worked with representatives from European ministries of education to understand how virtual exchange could be upscaled in teacher education across Europe. This publication presents the findings of the EVALUATE experimentation and its implications for the education of future teachers. The study found that engaging student teachers in structured online intercultural collaboration as part of their formal learning can contribute to the development of their digital-pedagogical, intercultural, and foreign language competences. It can also lead to innovation and international learning in the education of future teachers.
