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TÃtulo : A Companion to Research in Teacher Education Tipo de documento: documento electrónico Autores: Peters, Michael A., ; Cowie, Bronwen, ; Menter, Ian, Mención de edición: 1 ed. Editorial: Singapore [Malasia] : Springer Fecha de publicación: 2017 Número de páginas: XIX, 850 p. 33 ilustraciones ISBN/ISSN/DL: 978-981-10-4075-7 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Docente Educación profesional Educación vocacional Educación y estado Educación internacional Educación comparada Enseñanza y formación docente Educación profesional y vocacional PolÃtica y polÃtica educativa Educación internacional y comparada Clasificación: 370.711 Resumen: Este Compañero de última generación reúne y evalúa la investigación existente disponible sobre la formación docente y proporciona directrices claras sobre direcciones futuras. Aborda una necesidad importante en una colección que será valiosa para docentes, formadores de docentes, formuladores de polÃticas y polÃticos. Ha habido poca investigación sostenida, a largo plazo o sistemática para brindar apoyo empÃrico a los aspectos generales de la polÃtica de formación docente, en gran parte porque dicha investigación ha carecido crónicamente de financiación insuficiente y se ha basado en el conocimiento tradicional de los profesionales. Muchos de los cambios en la formación docente son polémicos y, sin embargo, están ocurriendo en rápida sucesión. Estas polÃticas y movimientos tienen importantes consecuencias para la educación, la calidad de los docentes y el futuro de la profesión docente. Al mismo tiempo, las polÃticas e iniciativas que respaldan estos cambios parecen estar basadas más en ideologÃa, intereses comerciales y tradición que en investigaciones y hallazgos empÃricos. La naturaleza, la calidad y la eficacia de la preparación docente se han convertido cada vez más en un foco central de las polÃticas educativas en todo el mundo en un debate ferozmente discutido entre gobiernos, grupos de expertos, agencias de polÃticas mundiales, investigadores en educación y organizaciones de docentes. . Nota de contenido: 1 Introduction -- Section 1 Becoming a Teacher: Teacher Education and Professionalism -- 2 Developing the thoughtful practitioner -- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career -- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge -- 5 A role of doing philosophy in a Humanistic approach to teacher education -- 6 The development of accomplished teaching -- Section 2 Initial Teacher Education -- 7 Towards a principled approach for school-based teacher educators: Lessons from research -- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners -- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries -- 10 Clinical Practice in Education: Towards a Conceptual Framework -- 11 Initial Teacher Education in Ireland: A Case Study -- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway -- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition -- Section 3 Teacher Education, Partnerships and Collaboration -- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education -- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities -- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process -- 17 Networked teaching and learning for life-long professional development -- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us? -- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators -- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership -- 21 A QUEST for sustainable continuing professional development -- Section 4 Global Education Reform and Teacher Education -- 22 Teachers, curriculum and the neoliberal imaginary of education -- 23 Re-casting teacher effectiveness approaches to teacher education -- 24 The paradox of teacher agency in a glocalised world -- 25 The Marketization of Teacher Education: Threat or Opportunity? -- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls' -- 27 Helping teachers and school leaders to become extra-critical of global education reform -- Section 5 Teacher Education as a Public Good -- 28 Quality of Education and the Poor: Constraints on Learning -- 29 The Future of Teacher Education: Evidence, Competence or Wisdom? -- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education -- 31 Teacher education, researchand migrant children -- 32 Reforming teacher education in England: 'An economy of discourses of truth' -- 33 Teacher educators' responsibility to prepare candidates for classroom realities -- 34 Complexity and Learning: Implications for Teacher Education -- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland -- Section 6 Research, Institutional Evaluation and Evidence-based Research -- 36 On the role of philosophical work in research in teacher education -- 37 Relational Expertise: A cultural-historical approach to teacher education -- 38 Researching teacher education policy: A case study from Scotland -- 39 Researching practice as education and reform -- 40 Representing teaching within high-stakes teacher performance assessments -- 41 Research and the undermining of teacher education -- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education -- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers -- 44 Educating the educators: Policies and initiatives in European teacher education -- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement -- Section 7 Pedagogy in Action -- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice -- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners -- 48 University coursework and school experience: The challenge to amalgamate learning -- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda -- 50 Theorising teacher practice with technology: Implications for teacher education research -- 51 Capturing Science PCK through Students' experiences -- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry -- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education -- 54 Conquering content: A key to promoting self-efficacy in primary science teaching -- 55 Mentoring of Newly Qualified Teachers in the Educational Sense -- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration. Tipo de medio : Computadora Summary : This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession. At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] A Companion to Research in Teacher Education [documento electrónico] / Peters, Michael A., ; Cowie, Bronwen, ; Menter, Ian, . - 1 ed. . - Singapore [Malasia] : Springer, 2017 . - XIX, 850 p. 33 ilustraciones.
ISBN : 978-981-10-4075-7
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Docente Educación profesional Educación vocacional Educación y estado Educación internacional Educación comparada Enseñanza y formación docente Educación profesional y vocacional PolÃtica y polÃtica educativa Educación internacional y comparada Clasificación: 370.711 Resumen: Este Compañero de última generación reúne y evalúa la investigación existente disponible sobre la formación docente y proporciona directrices claras sobre direcciones futuras. Aborda una necesidad importante en una colección que será valiosa para docentes, formadores de docentes, formuladores de polÃticas y polÃticos. Ha habido poca investigación sostenida, a largo plazo o sistemática para brindar apoyo empÃrico a los aspectos generales de la polÃtica de formación docente, en gran parte porque dicha investigación ha carecido crónicamente de financiación insuficiente y se ha basado en el conocimiento tradicional de los profesionales. Muchos de los cambios en la formación docente son polémicos y, sin embargo, están ocurriendo en rápida sucesión. Estas polÃticas y movimientos tienen importantes consecuencias para la educación, la calidad de los docentes y el futuro de la profesión docente. Al mismo tiempo, las polÃticas e iniciativas que respaldan estos cambios parecen estar basadas más en ideologÃa, intereses comerciales y tradición que en investigaciones y hallazgos empÃricos. La naturaleza, la calidad y la eficacia de la preparación docente se han convertido cada vez más en un foco central de las polÃticas educativas en todo el mundo en un debate ferozmente discutido entre gobiernos, grupos de expertos, agencias de polÃticas mundiales, investigadores en educación y organizaciones de docentes. . Nota de contenido: 1 Introduction -- Section 1 Becoming a Teacher: Teacher Education and Professionalism -- 2 Developing the thoughtful practitioner -- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career -- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge -- 5 A role of doing philosophy in a Humanistic approach to teacher education -- 6 The development of accomplished teaching -- Section 2 Initial Teacher Education -- 7 Towards a principled approach for school-based teacher educators: Lessons from research -- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners -- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries -- 10 Clinical Practice in Education: Towards a Conceptual Framework -- 11 Initial Teacher Education in Ireland: A Case Study -- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway -- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition -- Section 3 Teacher Education, Partnerships and Collaboration -- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education -- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities -- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process -- 17 Networked teaching and learning for life-long professional development -- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us? -- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators -- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership -- 21 A QUEST for sustainable continuing professional development -- Section 4 Global Education Reform and Teacher Education -- 22 Teachers, curriculum and the neoliberal imaginary of education -- 23 Re-casting teacher effectiveness approaches to teacher education -- 24 The paradox of teacher agency in a glocalised world -- 25 The Marketization of Teacher Education: Threat or Opportunity? -- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls' -- 27 Helping teachers and school leaders to become extra-critical of global education reform -- Section 5 Teacher Education as a Public Good -- 28 Quality of Education and the Poor: Constraints on Learning -- 29 The Future of Teacher Education: Evidence, Competence or Wisdom? -- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education -- 31 Teacher education, researchand migrant children -- 32 Reforming teacher education in England: 'An economy of discourses of truth' -- 33 Teacher educators' responsibility to prepare candidates for classroom realities -- 34 Complexity and Learning: Implications for Teacher Education -- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland -- Section 6 Research, Institutional Evaluation and Evidence-based Research -- 36 On the role of philosophical work in research in teacher education -- 37 Relational Expertise: A cultural-historical approach to teacher education -- 38 Researching teacher education policy: A case study from Scotland -- 39 Researching practice as education and reform -- 40 Representing teaching within high-stakes teacher performance assessments -- 41 Research and the undermining of teacher education -- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education -- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers -- 44 Educating the educators: Policies and initiatives in European teacher education -- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement -- Section 7 Pedagogy in Action -- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice -- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners -- 48 University coursework and school experience: The challenge to amalgamate learning -- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda -- 50 Theorising teacher practice with technology: Implications for teacher education research -- 51 Capturing Science PCK through Students' experiences -- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry -- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education -- 54 Conquering content: A key to promoting self-efficacy in primary science teaching -- 55 Mentoring of Newly Qualified Teachers in the Educational Sense -- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration. Tipo de medio : Computadora Summary : This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession. At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Realising Innovative Partnerships in Educational Research : Theories and Methodologies for Collaboration Tipo de documento: documento electrónico Autores: McNae, Rachel, ; Cowie, Bronwen, Mención de edición: 1 ed. Editorial: Rotterdam : SensePublishers Fecha de publicación: 2017 Número de páginas: CCCX, 22 p. ISBN/ISSN/DL: 978-94-6351-062-2 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación Clasificación: 370 Educación (generalidades)
Resumen: Realizar asociaciones innovadoras en la investigación educativa examina los principios y acciones subyacentes que apoyan el desarrollo y la participación en asociaciones en la investigación educativa. Con la justicia social en su centro, el trabajo de este libro representa varias arquitecturas de innovación, mediante las cuales se proponen nuevas formas de pensar sobre la investigación en asociación y las prácticas de enseñanza y aprendizaje se reconcilian (o no) con los contextos y prácticas educativos existentes. Con contribuciones de investigadores y profesionales de la educación de Nueva Zelanda y comentarios internacionales proporcionados por académicos establecidos en el campo, el libro reúne experiencias y conocimientos clave de estudiantes, maestros, miembros de la comunidad e investigadores en entornos terciarios, comunitarios, escolares y de primera infancia. . La investigación de este libro busca abordar una brecha en nuestra comprensión, ampliando el conocimiento más allá de los simples beneficios del trabajo en asociación, para examinar cómo se pueden iniciar, implementar y sostener asociaciones exitosas en el tiempo. Este libro invita a reflexionar sobre las siguientes provocaciones: ¿Por qué participar en alianzas para la investigación educativa? ¿Cómo ha sucedido esto en el pasado y qué debe suceder en el futuro? ¿Qué tiene de especial el contexto de Nueva Zelanda y qué podrÃan aprender los investigadores de otros paÃses de nuestras metodologÃas de investigación colaborativas y culturalmente receptivas? ¿Cuáles podrÃan ser algunos de los principios subyacentes que apoyan el desarrollo y la participación en la investigación colaborativa? ¿Cómo evaluamos la eficacia de las asociaciones de investigación en educación para cambiar el enfoque hacia el futuro? Tipo de medio : Computadora Summary : Realising Innovative Partnerships in Educational Research examines the underlying principles and actions that support the development of and engagement in partnerships in educational research. With social justice at its core, the work in this book represents various architectures of innovation, whereby new ways of thinking about partnership research are proposed and practices of teaching and learning are reconciled (or not) with existing education contexts and practices. With contributions from educational researchers and practitioners from New Zealand, and international commentaries provided by established scholars in the field, the book draws together key experiences and insights from students, teachers, community members and researchers in tertiary, community, school, and early childhood settings. The research in this book seeks to address a gap in our understanding, extending knowledge beyond simply the benefits of partnership work, to examine how successful partnerships can be initiated, enacted, and sustained over time. This book invites reflection on the following provocations: Why engage in partnerships for educational research? How has this happened in the past and what needs to happen for the future? What is unique about the New Zealand context and what might researchers in other countries learn from our collaborative and culturally responsive research methodologies? What could be some of the underlying principles that support the development of and engagement in collaborative research? How do we evaluate the effectiveness of research partnerships in education to shift the focus to the future? Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Realising Innovative Partnerships in Educational Research : Theories and Methodologies for Collaboration [documento electrónico] / McNae, Rachel, ; Cowie, Bronwen, . - 1 ed. . - Rotterdam : SensePublishers, 2017 . - CCCX, 22 p.
ISBN : 978-94-6351-062-2
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación Clasificación: 370 Educación (generalidades)
Resumen: Realizar asociaciones innovadoras en la investigación educativa examina los principios y acciones subyacentes que apoyan el desarrollo y la participación en asociaciones en la investigación educativa. Con la justicia social en su centro, el trabajo de este libro representa varias arquitecturas de innovación, mediante las cuales se proponen nuevas formas de pensar sobre la investigación en asociación y las prácticas de enseñanza y aprendizaje se reconcilian (o no) con los contextos y prácticas educativos existentes. Con contribuciones de investigadores y profesionales de la educación de Nueva Zelanda y comentarios internacionales proporcionados por académicos establecidos en el campo, el libro reúne experiencias y conocimientos clave de estudiantes, maestros, miembros de la comunidad e investigadores en entornos terciarios, comunitarios, escolares y de primera infancia. . La investigación de este libro busca abordar una brecha en nuestra comprensión, ampliando el conocimiento más allá de los simples beneficios del trabajo en asociación, para examinar cómo se pueden iniciar, implementar y sostener asociaciones exitosas en el tiempo. Este libro invita a reflexionar sobre las siguientes provocaciones: ¿Por qué participar en alianzas para la investigación educativa? ¿Cómo ha sucedido esto en el pasado y qué debe suceder en el futuro? ¿Qué tiene de especial el contexto de Nueva Zelanda y qué podrÃan aprender los investigadores de otros paÃses de nuestras metodologÃas de investigación colaborativas y culturalmente receptivas? ¿Cuáles podrÃan ser algunos de los principios subyacentes que apoyan el desarrollo y la participación en la investigación colaborativa? ¿Cómo evaluamos la eficacia de las asociaciones de investigación en educación para cambiar el enfoque hacia el futuro? Tipo de medio : Computadora Summary : Realising Innovative Partnerships in Educational Research examines the underlying principles and actions that support the development of and engagement in partnerships in educational research. With social justice at its core, the work in this book represents various architectures of innovation, whereby new ways of thinking about partnership research are proposed and practices of teaching and learning are reconciled (or not) with existing education contexts and practices. With contributions from educational researchers and practitioners from New Zealand, and international commentaries provided by established scholars in the field, the book draws together key experiences and insights from students, teachers, community members and researchers in tertiary, community, school, and early childhood settings. The research in this book seeks to address a gap in our understanding, extending knowledge beyond simply the benefits of partnership work, to examine how successful partnerships can be initiated, enacted, and sustained over time. This book invites reflection on the following provocations: Why engage in partnerships for educational research? How has this happened in the past and what needs to happen for the future? What is unique about the New Zealand context and what might researchers in other countries learn from our collaborative and culturally responsive research methodologies? What could be some of the underlying principles that support the development of and engagement in collaborative research? How do we evaluate the effectiveness of research partnerships in education to shift the focus to the future? Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Software Literacy : Education and Beyond Tipo de documento: documento electrónico Autores: Khoo, Elaine, ; Hight, Craig, ; Torrens, Rob, ; Cowie, Bronwen, Mención de edición: 1 ed. Editorial: Singapore [Malasia] : Springer Fecha de publicación: 2017 Número de páginas: XIII, 101 p. 6 ilustraciones ISBN/ISSN/DL: 978-981-10-7059-4 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación técnica Tecnologia Educacional Literatura Aprendizaje PsicologÃa de Educación en ingenierÃa y tecnologÃa Educación Digital y TecnologÃa Educativa PsicologÃa Instruccional Clasificación: 607.11 Resumen: Este libro explora la noción de alfabetización en software, una parte clave de la alfabetización digital que todos los estudiantes y ciudadanos contemporáneos deben comprender. La alfabetización en software implica una comprensión crÃtica de cómo funcionan las posibilidades y los enfoques conceptuales de todo, desde sistemas operativos, aplicaciones creativas y editores de medios hasta plataformas e infraestructuras basadas en software para informar y dar forma a las formas en que pensamos y actuamos. Como artefacto cultural, el código de programación desempeña un papel en la reproducción, el refuerzo y el aumento de las prácticas culturales existentes, asà como en la generación de prácticas codificadas completamente nuevas. Una propuesta de marco de tres niveles para la alfabetización en software es el foco de una investigación empÃrica de dos años de duración sobre cómo los estudiantes terciarios se vuelven más alfabetizados sobre la naturaleza y las implicaciones del software que encuentran como parte de sus estudios terciarios. Se presentan dos estudios de caso de aprendizaje y uso de software en cursos de ingenierÃa y estudios de pantallas y medios a nivel universitario, investigando el mapeo de la trayectoria de los estudiantes en el aprendizaje de aplicaciones de escritorio frente a este marco de alfabetización en software. Aunque el enfoque del libro es principalmente educativo, su contenido también tiene implicaciones para cualquier campo que haga uso de software y sistemas y aplicaciones de tecnologÃa de la información y la comunicación. Como tal, el libro será de interés para todos los lectores cuyo trabajo involucre los desafÃos y oportunidades que presenta la enseñanza y el aprendizaje basados ​​en software; y a aquellos interesados ​​en cómo el software afecta el lugar de trabajo y las actividades de ocio que conforman nuestra vida cotidiana. Nota de contenido: Chapter 1 Introduction: Software and other literacies -- Chapter 2 A genealogy of software applications -- Chapter 3 The learning, use and critical understanding of software in Media Studies -- Chapter 4 The learning, use and critical understanding of software in Engineering -- Chapter 5 Comparing the cases: What do they tell us about Software Literacy? -- Chapter 6 Software Literacy: Education and beyond. Tipo de medio : Computadora Summary : This book explores the notion of software literacy, a key part of digital literacy which all contemporary students and citizens need to understand. Software literacy involves a critical understanding of how the affordances and conceptual approaches of everything from operating systems, creative apps and media editors, to software-based platforms and infrastructures work to inform and shape the ways we think and act. As a cultural artefact, programing code plays a role in reproducing, reinforcing, and augmenting existing cultural practices, as well as generating completely new coded practices. A proposed three-tier framework for software literacy is the focus for a two-year empirical investigation into how tertiary students become more literate about the nature and implications of software they encounter as part of their tertiary studies. Two case studies of software learning and use in university-level engineering and screen & media studies courses are presented, investigating the mapping of students' trajectory of the learning of desktop applications against this framework for software literacy. Though the book's focus is primarily educational, its content also has implications for any field that makes use of software and information & communication technology systems and applications. As such, the book will be of interest to all readers whose work involves the challenges and opportunities presented by software-based teaching and learning; and to those interested in how software impacts the workplace and leisure activities that make up our day-to-day lives. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Software Literacy : Education and Beyond [documento electrónico] / Khoo, Elaine, ; Hight, Craig, ; Torrens, Rob, ; Cowie, Bronwen, . - 1 ed. . - Singapore [Malasia] : Springer, 2017 . - XIII, 101 p. 6 ilustraciones.
ISBN : 978-981-10-7059-4
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación técnica Tecnologia Educacional Literatura Aprendizaje PsicologÃa de Educación en ingenierÃa y tecnologÃa Educación Digital y TecnologÃa Educativa PsicologÃa Instruccional Clasificación: 607.11 Resumen: Este libro explora la noción de alfabetización en software, una parte clave de la alfabetización digital que todos los estudiantes y ciudadanos contemporáneos deben comprender. La alfabetización en software implica una comprensión crÃtica de cómo funcionan las posibilidades y los enfoques conceptuales de todo, desde sistemas operativos, aplicaciones creativas y editores de medios hasta plataformas e infraestructuras basadas en software para informar y dar forma a las formas en que pensamos y actuamos. Como artefacto cultural, el código de programación desempeña un papel en la reproducción, el refuerzo y el aumento de las prácticas culturales existentes, asà como en la generación de prácticas codificadas completamente nuevas. Una propuesta de marco de tres niveles para la alfabetización en software es el foco de una investigación empÃrica de dos años de duración sobre cómo los estudiantes terciarios se vuelven más alfabetizados sobre la naturaleza y las implicaciones del software que encuentran como parte de sus estudios terciarios. Se presentan dos estudios de caso de aprendizaje y uso de software en cursos de ingenierÃa y estudios de pantallas y medios a nivel universitario, investigando el mapeo de la trayectoria de los estudiantes en el aprendizaje de aplicaciones de escritorio frente a este marco de alfabetización en software. Aunque el enfoque del libro es principalmente educativo, su contenido también tiene implicaciones para cualquier campo que haga uso de software y sistemas y aplicaciones de tecnologÃa de la información y la comunicación. Como tal, el libro será de interés para todos los lectores cuyo trabajo involucre los desafÃos y oportunidades que presenta la enseñanza y el aprendizaje basados ​​en software; y a aquellos interesados ​​en cómo el software afecta el lugar de trabajo y las actividades de ocio que conforman nuestra vida cotidiana. Nota de contenido: Chapter 1 Introduction: Software and other literacies -- Chapter 2 A genealogy of software applications -- Chapter 3 The learning, use and critical understanding of software in Media Studies -- Chapter 4 The learning, use and critical understanding of software in Engineering -- Chapter 5 Comparing the cases: What do they tell us about Software Literacy? -- Chapter 6 Software Literacy: Education and beyond. Tipo de medio : Computadora Summary : This book explores the notion of software literacy, a key part of digital literacy which all contemporary students and citizens need to understand. Software literacy involves a critical understanding of how the affordances and conceptual approaches of everything from operating systems, creative apps and media editors, to software-based platforms and infrastructures work to inform and shape the ways we think and act. As a cultural artefact, programing code plays a role in reproducing, reinforcing, and augmenting existing cultural practices, as well as generating completely new coded practices. A proposed three-tier framework for software literacy is the focus for a two-year empirical investigation into how tertiary students become more literate about the nature and implications of software they encounter as part of their tertiary studies. Two case studies of software learning and use in university-level engineering and screen & media studies courses are presented, investigating the mapping of students' trajectory of the learning of desktop applications against this framework for software literacy. Though the book's focus is primarily educational, its content also has implications for any field that makes use of software and information & communication technology systems and applications. As such, the book will be of interest to all readers whose work involves the challenges and opportunities presented by software-based teaching and learning; and to those interested in how software impacts the workplace and leisure activities that make up our day-to-day lives. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
