School of the Future

2011 ◽  
pp. 105-120 ◽  
Author(s):  
Michela Ott
Keyword(s):  
Individual Differences ◽  
New Teachers ◽  
Learning Opportunities ◽  
School Education ◽  
Inclusive Classroom ◽  
New Learning ◽  
The Future ◽  
Achievable Goal ◽  
New Millennium

This chapter tackles the issue of e-inclusion in the field of school education. A picture of the new millennium learning panorama is outlined where new learners, new teachers, new tools and new pedagogies are around. Some experience –based reflections are also proposed on how, from this panorama, new learning opportunities may arise for “all” learners, irrespective of their individual differences and specific characteristics. The overall purpose of the chapter is to give an idea that the building up of a genuinely inclusive classroom is an achievable goal, provided that strong efforts are devoted not only in the direction of producing/using fully accessible e-tools but also (perhaps mainly) in the direction of making the most of them in order to suit the “different” needs of the “different” students.

Computer use in pre-school education: The attitudes of the future pre-school teachers in Croatia

2012 ◽  
Vol 42 (2) ◽  
pp. 217-229 ◽  
Author(s):  
Sanja Tatalović Vorkapić ◽  
Sandra Milovanović
Keyword(s):  
Computer Use ◽  
School Education ◽  
School Teachers ◽  
The Future

scholarly journals Changing our thinking about changing their thinking in older adulthood

2017 ◽  
Vol 29 (9) ◽  
pp. 1405-1407
Author(s):  
Viviana M. Wuthrich
Keyword(s):  
Older Adults ◽  
Individual Differences ◽  
Cognitive Flexibility ◽  
Cognitive Deficits ◽  
Processing Speed ◽  
Cognitive Abilities ◽  
Anxiety And Depression ◽  
Cognitive Changes ◽  
Older Adulthood ◽  
New Learning

It is well-established that as people age, deterioration in cognitive abilities including processing speed, memory, and cognitive flexibility occurs, although vast individual differences occur in the rate and consequences of this decline (Christensen, 2001). Anxiety and depression in late life are also associated with specific cognitive deficits in memory and executive functioning that may impact on new learning (Yochim et al., 2013). Therefore, it is possible that cognitive changes make it more difficult for older adults to learn how to change their thinking particularly in the context of psychological therapy.

scholarly journals FUTURE MASTERS’ PROFESSIONALISM DEVELOPMENT IN THE PROCESS OF PRACTICAL TRAINING IN THE INSTITUTIONS OF OUT-OF-SCHOOL EDUCATION

2021 ◽  
Vol 1 (194) ◽  
pp. 139-144
Author(s):  
Tetiana Kravtsova ◽  
Keyword(s):  
Educational Process ◽  
School Education ◽  
Practical Training ◽  
Individual Support ◽  
Conscious Choice ◽  
The Future ◽  
Main Component ◽  
Pedagogical Relations ◽  
Independent Work ◽  
Out Of School

The article is devoted to the problem of future masters’ professionalism development in the process of practical training in the institutions of out-of-school education. Based on the analysis of psychological and pedagogical literature, the understanding of the concept of professionalism has been clarified, the peculiarities of practice in a multidisciplinary institution of out-of-school education have been revealed, the requirements to the bases of practical training of future masters of education, educational program 011 Educational, pedagogical sciences (Out-of-school education) It has been found out that the future teachers’ practical training acts as an integrating main component of personal and professional development of the specialist, the link between theoretical training and independent work in the establishments and institutions of out-of-school education. Providing performance of various tasks, which include: acquaintance with the general directions of work in a multidisciplinary institution of out-of-school education; creation of an individual educational trajectory of the applicant of out-of-school education according to abilities of talents and gifts of children and youth on the basis of psychological and pedagogical diagnostics; development of curricula, calendar and lesson plans for group and club work, development of scenarios and script plans for collective and mass events, which are included in the annual work plan of the institution of out-of-school education. It has been specified that the professionalism of the future master will be reflected in the following results of practical training: the ability to recognize and take into account the diversity of students, the ability to provide individual support in the educational process; awareness of different contexts in which training, upbringing and development of students of out-of-school education can take place; ability to implement subject-subject interaction with different participants of the educational process at different levels; the ability to contribute to the formation of a general culture of personality, socialization, conscious choice and development of additional educational programs, using a variety of forms, techniques, methods and means of teaching; to master the norms of pedagogical relations in the process of designing and implementing educational activities, search, sharing, application of innovations and creativity in the educational process.

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

Safe burn excision prior to military repatriation: an achievable goal?

2018 ◽  
Vol 164 (5) ◽  
pp. 358-359 ◽  
Author(s):  
Ojas Pujji ◽  
S L A Jeffery
Keyword(s):  
Patient Outcomes ◽  
Gold Standard ◽  
Standard Treatment ◽  
The Political ◽  
Political Landscape ◽  
The Future ◽  
Achievable Goal ◽  
Partial Thickness Burns ◽  
The Military ◽  
Improve Patient

Burn excision is the gold standard treatment for full thickness and some deep partial thickness burns. Early burn excision (24–96 hours) has been shown to improve patient outcomes. However, in the military setting, transporting the patient to a centre which can provide this procedure can be delayed. Especially as control of airspace in the future may be hampered due to the political landscape. For this reason, focus on how to achieve safer burn excision prior to repatriation should be addressed. This paper considers the barriers to early burn excision in the military setting and offers potential solutions for the future.

Can Neuroscience Provide a New Foundation for the Rorschach Variables?

2021 ◽  
Vol 42 (2) ◽  
pp. 143-165
Author(s):  
Koji Jimura ◽  
Tomoki Asari ◽  
Noriko Nakamura
Keyword(s):  
Individual Differences ◽  
Recent Progress ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Human Movement ◽  
Rorschach Test ◽  
Neuron System ◽  
The Future ◽  
Future Direction ◽  
Rorschach Variables

Abstract. Recent progress in neuroscience has made it possible to use neurophysiological techniques to validate and deepen the interpretation of Rorschach variables. The aim of this article is to review the results from Rorschach studies using the neurophysiological approach to discuss the consistencies and inconsistencies between the different results, and then to consider the future direction of Rorschach research in this area. We also provide unpublished data to complement the picture from peer-reviewed studies. Two main approaches to neuropsychological studies on the Rorschach exist. One approach is to measure brain activities directly during the Rorschach administration; a series of studies using multiple neurophysiological methods revealed activation of the mirror neuron system with relation to human movement responses. Another possible approach is to investigate whether individual differences in Rorschach scores can be explained by neurophysiological measurements during the administration of another psychological task. This article reviews how these two approaches provide novel insights into the Rorschach Test.

Conclusion - Remediating the Community-University Partnership

2011 ◽  
pp. 387-401
Author(s):  
Russell G. Carpenter
Keyword(s):  
Communication Skills ◽  
21St Century ◽  
Emerging Technologies ◽  
Learning Opportunities ◽  
University Partnerships ◽  
Eastern Kentucky ◽  
The Future ◽  
University Partnership ◽  
Eastern Kentucky University

The concept of remediation, as outlined by Jay David Bolter and Richard Grusin, offers a lens through which 21st-century partnerships might be analyzed and reinvented. Accordingly, this chapter argues that looking to the future, community-university partnerships will gain momentum as centralizing educational venues, while emerging technologies will offer mediated spaces where academic, professional, and nonprofit institutions merge to provide learning opportunities that engage both sides. This chapter situates the multiliteracy space—in this case the Noel Studio for Academic Creativity at Eastern Kentucky University—as a model for community-university partnerships that employ emerging technologies to develop communication skills.

Advocating for Mobile Music Technology

2021 ◽  
pp. 145-157
Author(s):  
Dominic Pisano
Keyword(s):  
Mobile Technology ◽  
Traditional Music ◽  
Learning Opportunities ◽  
Music Technology ◽  
Media Arts ◽  
Music Classroom ◽  
Mobile Music ◽  
New Learning ◽  
The World ◽  
Selection Of

The chapter reviews the benefits of implementing mobile technology in the music classroom. Matters relating to integrating mobile devices in the traditional music rehearsal setting and addressing new learning opportunities in music and media arts are presented. A detailed schedule of a class day with incorporating music technology is offered. Strategies for financing and maintaining mobile technology, as well as ways to avoid common implementation minefields, are given. A large selection of suggested apps useful in the rehearsal space is given. Further, the chapter includes practical, real-world strategies from the field to help teachers successfully adventure into the world of mobile technology in the music classroom.

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