scholarly journals Boundary crossing and learning identities – digital storytelling in primary schools

Seminar.net ◽  
2010 ◽  
Vol 6 (2) ◽  
Author(s):  
Anne Mette Bjørgen
Keyword(s):  
Primary Schools ◽  
Leisure Time ◽  
Digital Storytelling ◽  
New Technology ◽  
Boundary Crossing ◽  
Educational Setting ◽  
Pedagogical Strategy ◽  
Cultural Framework ◽  
Identity And Agency ◽  
Point Of Departure

This article contributes to academic discussions on how digital storytelling in an educational setting may have potential to build and develop learning identities, agency and digital competences. With a socio-cultural framework on learning and identity as a point of departure, the article sets out to study these issues approached as boundary crossing between the intersecting contexts of leisure time and school. The analysis draws on three examples of digital storytelling among 5th - 7th graders in three Norwegian primary school classes. My findings suggest that digital storytelling might represent a boundary crossing enabling pupils to adopt new roles as producers of creative content, as mentors or guides, to explore new technology and software in a context different from that of outside school and to learn and develop competences related to production processes and multimodal resources. I argue that digital storytelling has a potential to contribute to learning, learning identity and agency, provided it is based on a more fully developed pedagogical strategy of carefully linking school and leisure time.

scholarly journals Arrangementet som pædagogisk handlingsform

2020 ◽  
Vol 4 (1) ◽  
pp. 14
Author(s):  
Gro Hellesdatter Jacobsen ◽  
Doris Overgaard Larsen ◽  
Ole Steen Nielsen
Keyword(s):  
School Reform ◽  
Primary Schools ◽  
Leisure Time ◽  
Theoretical Perspective ◽  
School Context ◽  
Pedagogical Expertise ◽  
School Based ◽  
Danish School

ResuméMed skolereformen fra 2014 har pædagoger fået en ny rolle i skolen, hvor de bl.a. varetager ”understøttende undervisning”. Det er dog stadig ikke helt klart, hvad pædagoger kan bidrage med i skolen, og hvordan deres bidrag forholder sig til lærernes. Med denne artikel præsenterer vi, med udgangspunkt i et almenpædagogisk perspektiv, et mere udfoldet bud på, hvad pædagoger kan bidrage med i skolen, og særligt hvordan de kan bidrage til at mindske marginalisering af børn. Vi argumenterer for, at pædagoger frem for at benytte sig af tydeligt instruerede aktiviteter, der minder om lærernes undervisning, med fordel kan benytte sig af arrangementet som en pædagogisk handlingsform, hvor den pædagogiske intention bevidst holdes svag for børnene. Hermed kan pædagoger bruge deres pædagogiske faglighed til at fremme børns medvirken i egne lærings- og dannelsesprocesser samt mindske marginalisering i skole og SFO. AbstractThe Danish school reform (2014) has given pedagogues (social educators) a new role in primary schools, where they among other things provide "supportive teaching". However, it is still not quite clear how pedagogues contribute and how their contribution relates to that of the teachers. Based on a general pedagogical theoretical perspective, we propose a more detailed description of pedagogues’ contribution in the school context, with a particular focus on reducing marginalization of children. We argue that pedagogues, rather than using clearly instructed activities similar to teachers' lessons, should make use of ”the pedagogical arrangement” as a form of action, in which the pedagogues’ intention is deliberately kept subtle. In this way, pedagogues may use their pedagogical expertise to promote children's involvement in their own learning and Bildung processes and to reduce marginalization in schools and school-based leisure time facilities.

scholarly journals Experience with open schools and preschools in periods of high community transmission of COVID-19 in Norway during the academic year of 2020/2021.

2021 ◽  
Author(s):  
Sara Stebbings ◽  
Torill Alise Rotevatn ◽  
Vilde Bergstad Larsen ◽  
Pål Surén ◽  
Petter Elstrøm ◽  
...  
Keyword(s):  
Secondary School ◽  
Emergency Preparedness ◽  
Primary Schools ◽  
Control Measures ◽  
Mitigation Measures ◽  
Educational Setting ◽  
Educational Settings ◽  
Community Transmission ◽  
Total Burden ◽  
Academic Year

Background: Schools and preschools have largely remained open in Norway throughout the pandemic, with flexible mitigation measures in place. This contrasts with many other high-income countries that closed schools for long periods of time. Here we describe cases and outbreaks of COVID-19 in schools and preschools during the academic year 2020/2021, to evaluate the strategy of keeping these open with infection prevention control measures in place. Methods: In this descriptive study, the Norwegian Institute of Public Health initiated systematic surveillance for COVID-19 cases and outbreaks in schools and preschools in October 2020. Data was compiled from the national outbreak alert system VESUV, municipality websites, and media scanning combined with the national emergency preparedness register Beredt C-19. An outbreak was defined as ≥2 cases among pupils or staff within 14 days at the same educational setting. Settings were categorized as preschool (1-5-years), primary school (6-12-years), lower secondary school (13-15-years) and upper secondary school (16-18- years). We reported the incidence rate among preschool and school-aged pupils and gave a descriptive overview of outbreaks and included cases per educational setting. Results: During the whole academic year, a total of 1203 outbreaks in preschools and school settings were identified, out of a total of 8311 preschools and schools nationwide. The incidence of COVID-19 in preschool- and school-aged children and the rates of outbreaks in these settings largely followed the community trend. Most of the outbreaks occurred in primary schools (40%) and preschools (25%). Outbreaks across all settings were mostly small (median 3 cases, range 2 to 72), however, 40 outbreaks (3% of total) included 20 or more cases. The larger outbreaks were predominantly seen in primary schools (43%). Conclusions: We observed few large outbreaks in open schools and preschools in Norway during the academic year of 2020/2021, also when the Alpha variant was predominant. This illustrates that it is possible to keep schools and preschools open even during periods of high community transmission of COVID-19. Adherence to targeted IPC measures adaptable to the local situation has been essential to keep educational settings open, and thus reduce the total burden on children and adolescents. Keywords: SARS-Cov 2, COVID-19, Schools, Preschools, Children, Pupils, Outbreaks, Educational settings, Prevention, Adolescents

Technology Integration (Level 5.0)

2005 ◽  
pp. 194-216
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Technology Integration ◽  
Critical Level ◽  
New Technology ◽  
Educational Setting ◽  
Teaching With Technology ◽  
Specific Subject ◽  
Subject Areas ◽  
Prime Function

As this critical level of the taxonomy, technology integration provides for “teaching with technology.” In the previous chapter, infused technologies centered on learning. At level 5.0, the focus is on “creating new technology-based materials by combining various technologies to teach.” Within an effective educational setting, technology becomes an enabling tool for teaching and takes many forms at this level of the taxonomy. A prime function of integrated technologies is to provide learners with knowledge of specific subject areas. Traditionally, students learn from technologies used as delivery tools to communicate messages just as they learn from teachers. But at this level of the taxonomy, learners will create “new technology-based materials, combining otherwise disparate technologies to teach.”

scholarly journals At the boundaries: school networks in divided societies

2020 ◽  
Vol 5 (2) ◽  
pp. 183-197
Author(s):  
Gareth Robinson ◽  
Tony Gallagher ◽  
Gavin Duffy ◽  
Helen McAneney
Keyword(s):  
Social Network ◽  
Northern Ireland ◽  
Primary Schools ◽  
Cultural Practices ◽  
Structural Characteristics ◽  
Boundary Crossing ◽  
Content Type ◽  
Divided Societies ◽  
School Networks ◽  
Transformative Potential

PurposeThis paper aims to demonstrate the transformative potential of school networks in divided societies, where separate schools often mirror wider ethnic divisions. It describes Shared Education in Northern Ireland, where networks are being utilised to change how Catholic and Protestant schools engage with one another. The concept of boundary crossing is used to frame how staff members build relationships and bridge distinct knowledge communities shaped by socio-cultural practices and identities.Design/Methodology/ApproachA mixed-methods design was employed. Evidence is presented based on a social network analysis of teacher interactions within a Shared Education partnership of five primary schools in Northern Ireland.FindingsThe findings suggest that school networking can overcome systemic separation in divided societies and provide the infrastructure necessary to establish an alternative model for collegial engagement. The structural characteristics of the observed school network are discussed, including comments on its sustainability, the role of boundary-crossing relationships, the professional value for those involved and its transformative potential for society.Originality/valueThis paper provides a unique perspective on the application and utility of school networks for supporting the development of professional communities in challenging circumstances. It also presents valuable social network data on the structure and management of school networks.

scholarly journals New Objects, Old Age. The Material Culture of Growing Old

2018 ◽  
Vol 44 ◽  
pp. 23-34 ◽  
Author(s):  
Åsa Alftberg
Keyword(s):  
Material Culture ◽  
Old Age ◽  
Hearing Aids ◽  
Participant Observation ◽  
Cultural Norms ◽  
Walking Aids ◽  
Identity And Agency ◽  
Phenomenological Perspective ◽  
Ageing Body ◽  
Point Of Departure

Ageing and old age has become a phase of life occupied with new, often medical, devices; for instances blood pressure meters, medication, hearing aids, dentures and walking aids. These material objects are intended for surveillance, as well as to compensate or replace parts of the ageing body and its altered abilities. This paper examines the material culture of growing old, using a phenomenological perspective as a point of departure and comprehending materiality as permeated with cultural norms and ideas that affect identity and agency. The paper is based on two studies consisting of interviews and participant observation with persons between 66 and 93 years. The analysis focuses on how to understand the process that occurs when older people are faced with new objects associated with a certain age and with certain health conditions, how the medical materiality of old age is accepted, internalized, questioned or resisted, and how these medical objects fit in with everyday life.

scholarly journals Critical Hours and Important Environments: Relationships between Afterschool Physical Activity and the Physical Environment Using GPS, GIS and Accelerometers in 10–12-Year-Old Children

2019 ◽  
Vol 16 (17) ◽  
pp. 3116 ◽  
Author(s):  
Teun Remmers ◽  
Carel Thijs ◽  
Dick Ettema ◽  
Sanne de Vries ◽  
Menno Slingerland ◽  
...  
Keyword(s):  
Physical Activity ◽  
Active Transport ◽  
Physical Environment ◽  
Primary Schools ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Natural Experiments ◽  
Geospatial Information ◽  
Positioning Systems ◽  
Pedestrian Infrastructure

Introduction: The objective of this study was to assess relationships between children’s physical environment and afterschool leisure time physical activity (PA) and active transport. Methods: Children aged 10–12 years participated in a 7-day accelerometer and Global Positioning Systems (GPS) protocol. Afterschool leisure time PA and active transport were identified based on location- and speed-algorithms based on accelerometer, GPS and Geospatial Information Systems (GIS) data. We operationalized children’s exposure to the environment by combining home, school and the daily transport environment in individualized daily activity-spaces. Results: In total, 255 children from 20 Dutch primary schools from suburban areas provided valid data. This study showed that greenspaces and smaller distances from the children’s home to school were associated with afterschool leisure time PA and walking. Greater distances between home and school, as well as pedestrian infrastructure were associated with increased cycling. Conclusion: We demonstrated associations between environments and afterschool PA within several behavioral contexts. Future studies are encouraged to target specific behavioral domains and to develop natural experiments based on interactions between several types of the environment, child characteristics and potential socio-cognitive processes.

Revampting the Administrative Structure and Processes in India for Online Diplomacy

2011 ◽  
pp. 1418-1423
Author(s):  
R. B. Jain
Keyword(s):  
Policy Making ◽  
New Technology ◽  
Boundary Crossing ◽  
Narrow Sense ◽  
Broad Perspective ◽  
The World ◽  
Technology Applications ◽  
Information And Communication ◽  
The Government ◽  
Very High

There is a talk of e-governance all over the world. India has also not remained oblivious of these developments. E-governance implies a smoother interface between government and citizen. Peoples’ expectations from e-government have gone up very high. They see the new technology as a panacea to improve their living conditions. With the application of IT initiatives in certain states of India and at the union level, there has been some overall improvement in the transparency and accountability of the government. However, it must be remembered that technology cannot deliver everything. It is only a tool and an enabler to accomplish certain objectives—perhaps more quickly. E-governance has both a narrow and a broad perspective. In a narrow sense, it is focused primarily on public service delivery through Web site and Internet, while in a broader sense, it stands for all kinds of ICT (information and communication technology) applications in different stages of policy making, formulation, implementation, and evaluation (Snellen, 2005). E-governance sometimes may also make it harder, rather than easier, to achieve more information-driven, boundary-crossing reform such as improved delivery of public services (Heeks, 2002).

scholarly journals Using Theory of Planned Behavior to Predict the Physical Activity of Children: Probing Gender Differences

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
Lijuan Wang ◽  
Lin Wang
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Primary Schools ◽  
Leisure Time ◽  
Behavioral Control ◽  
Vigorous Physical Activity ◽  
Primary Objective ◽  
Perceived Behavioral Control

Objectives. The primary objective of this study was to use the theory of planned behavior (TPB) to examine the association between TPB variables and the moderate-to-vigorous physical activity (MVPA) of children in Shanghai, China. Gender differences were also explored.Methods. The participants were 353 children (180 boys and 173 girls) aged 9 to 13 years from three primary schools in Shanghai. Accelerometers were used to measure the MVPA duration of the children. Questionnaires that focused on attitude, subjective norms, and perceived behavioral control (PBC) related to MVPA engagement were completed by the participants.Results. Regression analyses revealed that intention, and not PBC, accounted for 9% of the variance in MVPA. Meanwhile, attitude and PBC explained 33% of the variance in intentions to engage in MVPA. In terms of gender differences, TPB performed better in the physical activity (PA) domain for boys than for girls. Furthermore, attitude and PBC were significantly associated with intention among boys, whereas only PBC was significantly related to intention among girls.Conclusion. Practitioners should consider tailoring intervention to address gender differences to increase leisure-time PA participation of children.

Developments in bilingual Frisian-Dutch education in Friesland

AILA Review ◽  
2008 ◽  
Vol 21 ◽  
pp. 87-103 ◽  
Author(s):  
Durk Gorter ◽  
Cor van der Meer
Keyword(s):  
Language Proficiency ◽  
Primary Schools ◽  
School Achievement ◽  
Bilingual Programs ◽  
School Directors ◽  
The Public ◽  
Trilingual Education ◽  
New Challenges ◽  
The Government ◽  
Point Of Departure

This paper focuses on the position and development of the Frisian language in the educational system in Friesland. It discusses the achievements and the research results of special projects in bilingual and trilingual schools. It gives an overview of the language proficiency, attitudes and the new challenges of the education system. The Frisian language has obtained a presence on all levels of education, although marginal in most cases. Language policy by the government has emphasised the teaching of Frisian in primary schools. The developments over the last decades have not been as remarkable as in other regions. The overall attitudes seem moderately positive, more among the public at large and parents than among teachers and school directors. Research has shown repeatedly that school achievement in Dutch is not affected by bilingual programs and the outcomes for Frisian are more positive. The experiment with trilingual education was received positively, although the outcomes for Frisian and English were not as persuasive as expected. It is concluded that the position of Frisian is rather weak compared to the other cases in this volume, although the point of departure is relatively favourable in terms of the proportion of speakers in society.

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