Videoconferencing and the K-12 Classroom

2008 ◽  
pp. 1-18 ◽  
Author(s):  
Dianna L. Newman
Keyword(s):  
Educational Settings ◽  
Mass Audience ◽  
Potential Benefits ◽  
Points Of View ◽  
One To One ◽  
Point To Point ◽  
K 12 ◽  
Key Terms

This chapter introduces the concept of videoconferencing in K-12 education by providing an overview of what it is and why it should be used. Key terms are defined and an over view of benefits to uses presented. When discussing “What is videoconferencing?” six types of videoconferences frequently found in K-12 educational settings are described and the key roles of stakeholders introduced. These six types include point-to-point or provider-classroom videoconferencing, collaborative classroom videoconferencing, multipoint videoconferencing, mass audience or electronic fieldtrips videoconferencing, homebound videoconferencing, and one-to-one videoconferencing. Potential benefits of each type also are presented. Following this discussion, the author discusses “Why do it?” by addressed in lay language the results of multiple studies that have documented the benefits of K-12 videoconferencing from the points of view of teachers, students, and providers.

THE DYNAMICS OF NQ-SYSTEMS IN THE PLANE

2009 ◽  
Vol 19 (01) ◽  
pp. 117-133 ◽  
Author(s):  
MATEJ MENCINGER ◽  
MILAN KUTNJAK
Keyword(s):  
Algebraic Approach ◽  
Dynamical Analysis ◽  
Algebraic Classification ◽  
Commutative Algebras ◽  
Planar Maps ◽  
Points Of View ◽  
One To One

The dynamics of discrete homogeneous quadratic planar maps is considered via the algebraic approach. There is a one-to-one correspondence between these systems and 2D commutative algebras (c.f. [Markus, 1960]). In particular, we consider the systems corresponding to algebras which contain some nilpotents of rank two (i.e. NQ-systems). Markus algebraic classification is used to obtain the class representatives. The case-by-case dynamical analysis is presented. It is proven that there is no chaos in NQ-systems. Yet, some cases are really interesting from the dynamical and bifurcational points of view.

The role of maintenance in improving company's competitiveness and profitability

2014 ◽  
Vol 25 (4) ◽  
pp. 441-456 ◽  
Author(s):  
Damjan Maletič ◽  
Matjaž Maletič ◽  
Basim Al-Najjar ◽  
Boštjan Gomišček
Keyword(s):  
Gap Analysis ◽  
Research Problem ◽  
Maintenance Policy ◽  
Content Type ◽  
Potential Benefits ◽  
Points Of View ◽  
Potential Improvement ◽  
Practical Implications

Purpose – The purpose of this paper is to examine the role of maintenance in improving company's competitiveness and profitability. In the first part the paper aims to discuss the potential improvement areas from the company perspective. Second part of this paper examines maintenance impact on company's business. Design/methodology/approach – An empirical case study was utilized aiming to provide an understanding of the role of maintenance in improving company's business. The empirical data for this study were collected from a Slovenian textile company. A gap analysis was used in order to address the research problem and to identify potential improvement areas. Findings – Based on the gap analysis, the results suggest that from respondents’ points of view, maintenance practices related to condition-based maintenance approach represent the highest opportunity for improvement. The most notable empirical results of the case study showed that around 3 per cent of additional profit could be generated at weaving machine, especially if all unplanned stoppages and loss of quality due to decrease in the productivity would be prevented. Practical implications – This paper demonstrates to managers the potential benefits of maintenance policy in terms of productivity, quality and profitability. In this regard, this paper builds on a premise that company can gain higher performance benefits using more effective maintenance policy. Originality/value – The proposed conceptual model contributes to the existing literature by showing the interactions between maintenance and company's competitiveness and profitability. Empirical findings of this study therefore, acknowledge maintenance's potential of increasing the overall profit. In addition this study advances prior studies by utilizing a gap analysis which is rare in this type of research.

Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them

2015 ◽  
Vol 117 (11) ◽  
pp. 1-32
Author(s):  
Charles Munter ◽  
Mary Kay Stein ◽  
Margaret S. Smith
Keyword(s):  
State Standards ◽  
Student Thinking ◽  
Instructional Models ◽  
Common Goal ◽  
Ongoing Debate ◽  
The Common ◽  
Points Of View ◽  
K 12 ◽  
Background Context

Background/Context Which ideas should be included in the K–12 curriculum, how they are learned, and how they should be taught have been debated for decades in multiple subjects. In this article, we offer mathematics as a case in point of how new standards-related policies may offer an opportunity for reassessment and clarification of such debates. Purpose/Objective Our goal was to specify instructional models associated with terms such as “reform” and “traditional”—which, in this article, we refer to as “dialogic” and “direct”—in terms of perspectives on what it means to know mathematics, how students learn mathematics, and how mathematics should be taught. Research Design In the spirit of “adversarial collaboration,” we hosted a series of semi-structured discussions among nationally recognized experts who hold opposing points of view on mathematics teaching and/or learning. During those discussions, the recent consensus regarding what students should learn—as represented by the Common Core State Standards for Mathematics (CCSSM)—was taken as a common goal, and additional areas of agreement and disagreement were identified and discussed. The goal was not to reach consensus but to invite representatives of different perspectives to clarify and come to agreement on how they disagree. Findings/Results We present two instructional models that were specified and refined over the course of those discussions and describe nine key areas that distinguish the two models: (a) the importance and role of talk; (b) the importance and role of group work; (c) the sequencing of mathematical topics; (d) the nature and ordering of mathematical instructional tasks; (e) the nature, timing, source, and purpose of feedback; (f) the emphasis on creativity (i.e., authoring one's own learning; mathematizing subject matter from reality); (g) the purpose of diagnosing student thinking; (h) the introduction and role of definitions; and (i) the nature and role of representations. Additionally, we elaborate a more nuanced description of the ongoing debate, as it pertains to particular sources of difference in perspective. Conclusions/Recommendations With this article, we hope to advance ongoing debates in two ways: (a) discrediting false assumptions and oversimplified conceptions of the “other side's” arguments (which can obscure both the real differences and real similarities between different models of instruction), and (b) framing the debates in a manner that allows for more thoughtful empirical investigation oriented to understanding learning in the discipline.

Incorporating the Game of Geocaching in K-12 Classrooms and Teacher Education Programs

2013 ◽  
pp. 79-97 ◽  
Author(s):  
Jeffrey Hall ◽  
Lucy Bush
Keyword(s):  
Mobile Technology ◽  
Educational Practice ◽  
Future Research ◽  
High Tech ◽  
Teacher Education Programs ◽  
Educational Settings ◽  
Theoretical Frameworks ◽  
The Social ◽  
Gps Devices ◽  
K 12

Mobile technology integration in educational settings is becoming an increasingly important topic as information technology continues to improve, prices decrease, and mobile devices proliferate. Geocaching, a high-tech scavenger hunt played with mobile GPS devices, is a significant example of a mobile technology-based activity that can be incorporated into educational practice. The history and implications of geocaching and its technological contributions are explored, while numerous theoretical frameworks for implementing geocaching in educational settings are discussed. Existing research on educational geocaching is presented, and the social effects of this unique mobile technology activity are examined. Pedagogical applications and best practices are detailed across the spectrum of curricular areas—informed, in part, by the personal teaching experiences of the two authors. Ideas for future research regarding geocaching and other forms of mobile technology-based educational practices are developed. Finally, selected texts for additional reading are provided.

African American Students in K-12 Urban Educational Settings

2008 ◽  
Vol 43 (2) ◽  
pp. 123-126 ◽  
Author(s):  
Chance W. Lewis ◽  
James L. Moore
Keyword(s):  
African American ◽  
African American Students ◽  
Educational Settings ◽  
American Students ◽  
K 12

One-to-One Technology in the K-12 Classroom

Education ◽  
2020 ◽  
Author(s):  
Andrea H. Parrish
Keyword(s):  
Public Schools ◽  
Learning Environments ◽  
Teaching And Learning ◽  
The United States ◽  
Dynamic Learning ◽  
Computing Device ◽  
Access To Technology ◽  
One To One ◽  
K 12 ◽  
The Impact

In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.

Use of Research Evidence Generated by Youth: Conceptualization and Applications in Diverse U.S. K‐12 Educational Settings

2020 ◽  
Vol 66 (1-2) ◽  
pp. 81-93
Author(s):  
Emily J. Ozer ◽  
Michelle Abraczinskas ◽  
Adam Voight ◽  
Ben Kirshner ◽  
Alison K. Cohen ◽  
...  
Keyword(s):  
Research Evidence ◽  
Educational Settings ◽  
K 12 ◽  
Use Of Research

scholarly journals Russian Pre-Service and Young In-Service Teachers’ Views on Cultural Dimensions of Russian Education: Power Distance

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Victoria Pogosian
Keyword(s):  
School Administration ◽  
Power Distance ◽  
Typical Feature ◽  
Cultural Factors ◽  
Cultural Dimensions ◽  
Educational Settings ◽  
Large Power ◽  
State Pedagogical ◽  
Points Of View ◽  
Russian Education

The article discusses Power Distance as one of the cultural dimensions of Russian education based on the perceptions and views of Russian pre-service and young in-service teachers. These views were elicited in the context of a 2 ECTS master’s degree course, “Cultural Dimensions of Education,” offered at Herzen State Pedagogical University of Russia. The course includes Hofstede’s framework of cultural dimensions and the manifestation of these dimensions in educational settings, Hall’s cultural-factors theory (particularly high- and low- context cultures and monochronic versus polychronic cultures), but the research focuses on only one of the cultural dimensions, Hofstede’s Power Distance. The students’ reflections on their own experiences presented in writing as case studies and discussed with their peer students have been analyzed. Evidence has been gained that large Power Distance is a typical feature of Russian educational settings’ attitudes and relationships among all the actors—school administration, teachers, pupils, and their parents. The article discusses some of the cases presented and analyzed by the students and their arguments supporting their points of view. 

Sign in / Sign up

Export Citation Format

Share Document