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| Author | : Bettina Fabos |
| Publisher | : Teachers College Press |
| Total Pages | : 212 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : 9780807744741 |
Describes how students are being exposed to a commercialized version of the Internet and includes information on how to develop noncommercial resources.
| Author | : Ian Urbina |
| Publisher | : Macmillan |
| Total Pages | : 209 |
| Release | : 2007-04-01 |
| Genre | : Humor |
| ISBN | : 1429900970 |
What can you do when the world is pushing you over the edge? More than you think. For some of us, it's the automated voice that answers the phone when we'd rather talk to a real person. For others, it's the fact that Starbucks insists on calling its smallest-sized coffee "tall." Or perhaps it's those pesky subscription cards that fall out of magazines. Whatever it is, each of us finds some aspect of everyday life to be particularly maddening, and we often long to lash out at these stubborn irritants of modern life. In Life's Little Annoyances, Ian Urbina chronicles the lengths to which some people will go when they have endured their pet peeves long enough and are not going to take it any more. It is a compendium of human inventiveness, by turns juvenile and petty, but in other ways inspired and deeply satisfying. We meet the junk-mail recipient who sends back unwanted "business reply" envelopes weighted down with sheet metal, so the mailers will have to pay the postage. We commiserate with the woman who was fed up with the colleague who kept helping himself to her lunch cookies, so she replaced them with dog biscuits that looked like biscotti. And we revel in the seemingly endless number of tactics people use to vent their anger at telemarketers, loud cellphone talkers, spammers, and others who impose themselves on us. A celebration of the endless variety of passive aggressive behavior, Life's Little Annoyances will provide comfort and inspiration to everyone who has ever gritted his teeth and dreamed of sweet retribution against the slings and arrows of outrageous people.
| Author | : Victoria Cain |
| Publisher | : MIT Press |
| Total Pages | : 281 |
| Release | : 2021-10-19 |
| Genre | : Education |
| ISBN | : 0262362120 |
Why screens in schools—from film screenings to instructional television to personal computers—did not bring about the educational revolution promised by reformers. Long before Chromebook giveaways and remote learning, screen media technologies were enthusiastically promoted by American education reformers. Again and again, as schools deployed film screenings, television programs, and computer games, screen-based learning was touted as a cure for all educational ills. But the transformation promised by advocates for screens in schools never happened. In this book, Victoria Cain chronicles important episodes in the history of educational technology, as reformers, technocrats, public television producers, and computer scientists tried to harness the power of screen-based media to shape successive generations of students. Cain describes how, beginning in the 1930s, champions of educational technology saw screens in schools as essential tools for training citizens, and presented films to that end. (Among the films screened for educational purposes was the notoriously racist Birth of a Nation.) In the 1950s and 1960s, both technocrats and leftist educators turned to screens to prepare young Americans for Cold War citizenship, and from the 1970s through the 1990s, as commercial television and personal computers arrived in classrooms, screens in schools represented an increasingly privatized vision of schooling and civic engagement. Cain argues that the story of screens in schools is not simply about efforts to develop the right technological tools; rather, it reflects ongoing tensions over citizenship, racial politics, private funding, and distrust of teachers. Ultimately, she shows that the technologies that reformers had envisioned as improving education and training students in civic participation in fact deepened educational inequities.
| Author | : Jacqueline Ryan Vickery |
| Publisher | : MIT Press |
| Total Pages | : 357 |
| Release | : 2018-09-11 |
| Genre | : Social Science |
| ISBN | : 0262536218 |
Why media panics about online dangers overlook another urgent concern: creating equitable online opportunities for marginalized youth. It's a familiar narrative in both real life and fiction, from news reports to television storylines: a young person is bullied online, or targeted by an online predator, or exposed to sexually explicit content. The consequences are bleak; the young person is shunned, suicidal, psychologically ruined. In this book, Jacqueline Ryan Vickery argues that there are other urgent concerns about young people's online experiences besides porn, predators, and peers. We need to turn our attention to inequitable opportunities for participation in a digital culture. Technical and material obstacles prevent low-income and other marginalized young people from the positive, community-building, and creative experiences that are possible online. Vickery explains that cautionary tales about online risk have shaped the way we think about technology and youth. She analyzes the discourses of risk in popular culture, journalism, and policy, and finds that harm-driven expectations, based on a privileged perception of risk, enact control over technology. Opportunity-driven expectations, on the other hand, based on evidence and lived experience, produce discourses that acknowledge the practices and agency of young people rather than seeing them as passive victims who need to be protected. Vickery first addresses how the discourses of risk regulate and control technology, then turns to the online practices of youth at a low-income, minority-majority Texas high school. She considers the participation gap and the need for schools to teach digital literacies, privacy, and different online learning ecologies. Finally, she shows that opportunity-driven expectations can guide young people's online experiences in ways that balance protection and agency.
| Author | : Henry H. Perritt |
| Publisher | : Taylor & Francis US |
| Total Pages | : 336 |
| Release | : 2004-10 |
| Genre | : Law |
| ISBN | : 9780735547452 |
| Author | : Badrul Huda Khan |
| Publisher | : IGI Global |
| Total Pages | : 354 |
| Release | : 2007-01-01 |
| Genre | : Education |
| ISBN | : 1599043270 |
"This book uses a flexible learning framework to explain the best ways of creating a meaningful learning environment. This framework consists of eight factors - institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation;a systematic understanding of these factors creates successful flexible learning environments"--Provided by publisher.
| Author | : Cushla Kapitzke |
| Publisher | : Routledge |
| Total Pages | : 358 |
| Release | : 2013-02-01 |
| Genre | : Education |
| ISBN | : 1135602360 |
This volume is the first to examine the social, cultural, and political implications of the shift from the traditional forms and functions of print-based libraries to the delivery of online information in educational contexts. Libr@ries are conceptualized as physical places, virtual spaces, communities of literate practice, and discourses of information work. Despite the centrality of libraries in literacy and learning, the study of libraries has remained isolated within the disciplinary boundaries of information and library science since its inception in the early twentieth century. The aim of this book is to problematize and thereby mainstream this field of intellectual endeavor and inquiry. Collectively the contributors interrogate the presuppositions of current library practice, seek to understand how library as place and library as space blend together in ways that may be both contradictory and complementary, and envision new modes of information access and new multimodal literacies enabled by online environments. Libr@ries: Changing Information Space and Practice is intended for advanced undergraduate and graduate students, researchers, and educators in the fields of literacy and multiliteracies education, communication technologies in education, library sciences, information and communication studies, media and cultural studies, and the sociology of computer-mediated space.
| Author | : Birgit Brock-Utne |
| Publisher | : African Books Collective |
| Total Pages | : 348 |
| Release | : 2009-09-15 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9987081460 |
Language is a tool used to express thoughts, to hide thoughts or to hide lack of thoughts. It is often a means of domination. The question is who has the power to define the world around us. This book demonstrates how language is being manipulated to form the minds of listeners or readers. Innocent words may be used to conceal a reality which people would have reacted to had the phenomena been described in a straightforward manner. The nice and innocent concept "cost sharing", which leads our thoughts to communal sharing and solidarity, may actually imply privatization. The false belief that the best way to learn a foreign language is to have it as a language of instruction actually becomes a strategy for stupidification of African pupils. In this book 33 independent experts from 16 countries in the North and the South show how language may be used to legitimize war-making, promote Northern interests in the field of development and retain colonial speech as languages of instruction, languages of the courts and in politics. The book has been edited by two Norwegians: Birgit Brock-Utne is a professor at the University of Oslo and a consultant in education and development. From 1987 until 1992 she was a professor at the University of Dar es Salaam. Gunnar Garbo, author and journalist and former member of the Norwegian Parliament, was the Norwegian Ambassador to Tanzania from 1987 to 1992.
| Author | : Julie Coiro |
| Publisher | : Routledge |
| Total Pages | : 1386 |
| Release | : 2014-04-04 |
| Genre | : Computers |
| ISBN | : 1136650865 |
Situated at the intersection of two of the most important areas in educational research today — literacy and technology — this handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research pertaining to new literacies. Reviews of research are organized into six sections: Methodologies Knowledge and Inquiry Communication Popular Culture, Community, and Citizenship: Everyday Literacies Instructional Practices and Assessment Multiple Perspectives on New Literacies Research FEATURES Brings together a diverse international team of editors and chapter authors Provides an extensive collection of research reviews in a critical area of educational research Makes visible the multiple perspectives and theoretical frames that currently drive work in new literacies Establishes important space for the emerging field of new literacies research Includes a unique Commentary section: The final section of the Handbook reprints five central research studies. Each is reviewed by two prominent researchers from their individual, and different, theoretical position. This provides the field with a sense of how diverse lenses can be brought to bear on research as well as the benefits that accrue from doing so. It also provides models of critical review for new scholars and demonstrates how one might bring multiple perspectives to the study of an area as complex as new literacies research. The Handbook of Research on New Literacies is intended for the literacy research community, broadly conceived, including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation.
| Author | : Joe Lockard |
| Publisher | : Peter Lang |
| Total Pages | : 378 |
| Release | : 2007 |
| Genre | : Education |
| ISBN | : 9780820481234 |
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