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Wise technology integration is not simply a matter of selecting to use, but a matter of how to effectively use technology in context within the curriculum. Technology integration cognition should thus be thought of as pedagogical design thinking that involves critically examining the affordances of learning technologies and then strategically applying them to teach particular subject matter ideas within a specific classroom context. To better describe such teacher cognition concerning technology integration, this study proposes TPACK-L, an expanded framework for teachers' technology integration knowledge, by adding the principles of learning theory to the existing TPACK framework, and delineates what this pedagogical design thinking looks like in the context of a specially designed card game, "CARD-tamen"™. This study also addresses the issue of how to measure technology cognition in-the-moment during card play. Situated cognition served as the framework to assess using card gameplay in context.

While studies have examined the effects of schools offering in-person learning during the pandemic, this study provides analysis of student enrollment decisions (remote versus in-person) in response to schools providing in-person learning opportunities. In Connecticut during the 2020-21 school year, we find that student take-up of in-person learning opportunities was low with students on average enrolled in-person for only half of the days offered, and take-up was even lower in schools with larger shares of disadvantaged students. The provision of in-person learning opportunities has been previously shown to mitigate pandemic learning losses. By exploiting data on actual enrollment, we show that the protective benefits of in-person learning are twice as large as previously estimated once we account for the low rates of student take-up. Finally, we provide evidence suggesting that a key mechanism behind the benefits of in-person learning is alleviating the burden faced by schools and teachers in delivering remote education. First, we show that the benefits to individual students of their in-person learning are substantially smaller than the overall benefits a student receives from their school average level of in-person enrollment. Second, we show that a combination of remote and in-person learning (hybrid) with a full-time on-line presence of students when at home was worse than hybrid learning with students never or only partially online. This second finding is consistent with qualitative evidence showing that teachers found hybrid learning especially challenging when having to manage both in-person and remote students for the entire class period. [ABSTRACT FROM AUTHOR]

This study explored students' perceptions and behaviors of public wiki use during a collaborative Wikipedia assignment in a graduate technology and literacy education course. Results confirmed that the majority of students had an overall positive experience posting content on Wikipedia. Students learned how to use Wikipedia through collaborative practice, including, how to adhere to its standards and cite work properly, the importance of critically evaluating online information, and the value of publishing work to an authentic audience. Students (prospective and current teachers) reported numerous ways in which collaboration on Wikipedia could be integrated into their K-12 classrooms in order to promote higher order thinking and foster meaningful knowledge construction. Pedagogical practices for the effective integration of public wiki assignments in higher education and K-12 settings are recommended. (Contains 2 tables.)

Applying Communicative Project theory (Linell, 2009), we identify and distinguish between the different coordination and language activities that emerged during an episode of "World of Warcraft" ("WoW") gameplay involving English Language learners (ELLs). We further investigate ELLs' coordinations between killing and caring, self and others, in which language and action arise. Using multimodal analysis, we found: 1) a diverse tapestry of communicative activities unlikely to match what would be found in a classroom environment; 2) that the values realizing involved in killing (a typical action in "WoW") demonstrates a strong covariate tie with caring; and 3) that players' values realizing is multi-layered, heterarchical and dynamic at a given time and space of situated interaction. We conclude by making suggestions for 1) the design of learning environments based on affordances for coaction and rich communicative activities and 2) the reconceiving of language learning as skilled linguistic action (Cowley, in press) grounded in situated learning and participation in intercultural, technology-mediated L2 networks. (Contains 7 figures and 5 footnotes.)

In large measure the authors agree with Tobias and Fletcher's (2012) comments stating that clearer operational definitions of game features are needed to enable research on games and learning. The authors cannot accept that games are a subset of simulations, preferring to identify instances when games and simulations overlap and when they do not. The authors caution that research focused solely on cognitive processes risks missing fundamental environmental dynamics and their rich interactions with the intentional dynamics of situated cognition. The authors point out that their specific review of games and academic achievement is complemented by the broader survey of dependent variables reviewed by Tobias and Fletcher.

Do video games show demonstrable relationships to academic achievement gains when used to support the K-12 curriculum? In a review of literature, we identified 300+ articles whose descriptions related to video games and academic achievement. We found some evidence for the effects of video games on language learning, history, and physical education (specifically exergames), but little support for the academic value of video games in science and math. We summarize the trends for each subject area and supply recommendations for the nascent field of video games research. Many educationally interesting games exist, yet evidence for their impact on student achievement is slim. We recommend separating simulations from games and refocusing the question onto the situated nature of game-player-context interactions, including meta-game social collaborative elements. (Contains 2 tables.)

This study explored affective factors in learning English as a foreign language in a 3D game-like virtual world, Quest Atlantis (QA). Through the use of communication tools (e.g., chat, bulletin board, telegrams, and email), 3D avatars, and 2D webpage navigation tools in virtual space, nonnative English speakers (NNES) co-solved online content-related problem quests with native English speakers (NES). Students in the QA group rated themselves higher than the non-QA group in self-efficacy toward advanced use of English, attitude toward English, and self-efficacy toward e-communication. These findings suggest that virtual worlds may provide a space for English language learners (ELLs) in the United States and other countries to increase confidence and comfort and to overcome cultural barriers for learning English. (Contains 9 tables and 2 figures.)

This study analyzes the user chat logs and other artifacts of a virtual world, "Quest Atlantis" (QA), and proposes the concept of Negotiation for Action (NfA) to explain how interaction, specifically, avatar-embodied collaboration between native English speakers and nonnative English speakers, provided resources for English language acquisition. Iterative multilayered analyses revealed several affordances of QA for language acquisition at both utterance and discourse levels. Through intercultural collaboration on solving content-based problems, participants successfully reached quest goals during which emergent identity formation and meaning making take place. The study also demonstrates that it is in this intercultural interaction that pragmatics, syntax, semantics, and discourse practices arose and were enacted. The findings are consistent with our ecological psychology framework, in that meaning emerges when language is used to coordinate in-the-moment actions.

This paper draws upon a range of ideas and concepts developed by the British sociologist Basil Bernstein to examine recent challenges and changes encountered by members of professional occupations, including those who teach and research in higher education. The paper discusses and seeks to develop Bernstein's analysis of how particular structurings of knowledge may be related to the formation of occupational identities centred in what Bernstein refers to as "inwardness" and "inner dedication". It then examines a range of challenges to such identities--particularly those arising from the "regionalisation" of knowledge and from "genericim". The paper concludes by assessing the prospects for perpetuating such identities in an era of increasing marketization and managerialism.

This article is concerned with the development of social scientific knowledge (exemplified by the case of sociology of education) and its relationship to education policy. It draws on and contrasts the experience of the author in working at the interface between theory and policy in two very different contexts: the United Kingdom in the 1970s and 1990s and South Africa since 1990. It argues for attention to both the state of the intellectual field and the wider political context in which both sociology of education and education policy are located and makes the case for the continuing importance of the autonomy of disciplinary analysis and of the university as the major site in which disciplinary knowledge can be developed. (Contains 7 notes.)

From an ecological psychology perspective, a full analysis of any learning context must acknowledge the complex nonlinear dynamics that unfold as an intentionally-driven learner interacts with a technology-based purposefully designed learning environment. A full situation model would need to incorporate constraints from the environment and also from the individual and most precisely from the specific interaction at the moment of an occasion. (AEF)

Describes what a methodology for situated action should do for students given problem solving in school settings. Proposes that a methodology for understanding situated action should afford the instructional designer, the methodologist, and the problem solver opportunities to co-construct coupling dynamics that operate on multiple space and time scales including "real time." Proposes the use of the Jasper Planning Assistant (JPA), an online learning and assessment system. (Author/MM)

Anchored instruction calls for the establishment of a macrocontext to "anchor" instruction within a realistic situation. Evidence is provided that video anchors encourage students to adopt certain contrived goals over their more naturalistic goals. Suggests that goals that enable the problem solver to detect the "raison d'etre" of information enhance learning, focus navigation within nonlinear text, and afford transfer. Contains 30 references. (AEF)

Describes a study of sixth grade middle school students that examined whether tuning students' attention to information in a mathematics problem impacted their problem-solving performance. Discusses use of the Jasper Woodbury Problem-Solving series and results of statistical analyses that showed the importance of creating mathematical problems based on students' interests. (Author/LRW)

Describes three experiments that examined college students' self-determination, problem-solving, and reading comprehension when using a linear, navigational, or generative computerized system to solve a problem or to prepare for a reading-comprehension test. Suggests that understanding students' goals explains outcomes of instruction, effects of instructional design, and learning processes. Contains 54 references. (LRW)

Argues that the key distinction of a situated approach to studying intelligent behavior is not the method used but the focus of the investigation, specifically the unit of analysis. Discusses contemporary approaches to assessment, collaborative problem solving as an assessment context, situated assessment, intentional dynamics, and interaction as a unit of analysis, and describes the problem-solving process. (PEN)

Discusses the design of situated learning and the ecological psychology of situated cognition. Topics addressed include the teacher's role; teacher training; anchored instruction; transfer skills; the meaning of learning; apprenticeships; and the Jasper Series, a macrocontext designed to investigate the issues of situated learning. (46 references) (LRW)

Wise technology integration is not simply a matter of selecting to use, but a matter of how to effectively use technology in context within the curriculum. Technology integration cognition should thus be thought of as pedagogical design thinking that involves critically examining the affordances of learning technologies and then strategically applying them to teach particular subject matter ideas within a specific classroom context. To better describe such teacher cognition concerning technology integration, this study proposes TPACK-L, an expanded framework for teachers' technology integration knowledge, by adding the principles of learning theory to the existing TPACK framework, and delineates what this pedagogical design thinking looks like in the context of a specially designed card game, CARD-tamen™. This study also addresses the issue of how to measure technology cognition in-the-moment during card play. Situated cognition served as the framework to assess using card gameplay in context. [ABSTRACT FROM AUTHOR]

Sociologists in the United Kingdom have neglected the emergence of information technology and the way it has taken on many of the characteristics of a new fashion. Conceptualizing technology is increasingly necessary if they are to make critical contributions to issues of educational policy and practice. (RM)

The beneficial effects of exercise on the brain are well known. However, the underlying molecular mechanisms are much less well understood. Interestingly, myokines, hormones secreted by muscle in response to exercise, gained attention as such beneficial mediators. In this review, we will focus on FNDC5 and its secreted form, the newly discovered myokine "irisin". We will discuss their role in the beneficial effects of exercise and its potential application in neurodegenerative disorders. [ABSTRACT FROM AUTHOR]

The study examined learning while using a linear text, navigational hypertext, or a generative hypertext system. In Experiment One, students were assigned either the linear or navigational hypertexts and expected to learn the information to solve a posed problem, while students in Experiment Two learned the information to pass a reading comprehension test. Results from Experiment One revealed that the Navigational group scored significantly higher on self-determination (SD) and problem-solving (PS) measures, while the Linear group had significantly higher reading comprehension (RC) scores. Results from Experiment Two revealed no significant differences among treatments for either the SD or RC measures. In Experiment Three, we examined the effect of carrying out generative activities on problem-solving and reading comprehension. Results found that the number of generative activities explained a significant amount of the variance in PS and RC scores. Qualitative grouping of log-file data using Pathfinder illuminated patterns of user's navigational processes., HYPERTEXT AND LEARNER CONTROL In these times of rapidly expanding technology, hypermedia instructional programs are becoming commonplace in the educational and business markets. Learners of all ages have increasing access [...]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Applying Communicative Project theory (Linell, 2009), we identify and distinguish between the different coordination and language activities that emerged during an episode of World of Warcraft (WoW) gameplay involving English Language learners (ELLs). We further investigate ELLs’ coordinations between killing and caring, self and others, in which language and action arise. Using multimodal analysis, we found: 1) a diverse tapestry of communicative activities unlikely to match what would be found in a classroom environment; 2) that the values realizing involved in killing (a typical action in WoW) demonstrates a strong covariate tie with caring; and 3) that players’ values realizing is multi-layered, heterarchical and dynamic at a given time and space of situated interaction. We conclude by making suggestions for 1) the design of learning environments based on affordances for coaction and rich communicative activities and 2) the reconceiving of language learning as skilled linguistic action (Cowley, in press) grounded in situated learning and participation in intercultural, technology-mediated L2 networks. [ABSTRACT FROM PUBLISHER]

The article offers authors insight on educational research that can be related to social justice. Topics mentioned include distinguishing between value relevance and value freedom, the choice of sociology with political reasons, and the curriculum that brought all the differences between judgments of value or cultural priorities.

The article discussses the importance of education in preparing student for a knowledge society. To explore the implication of education, the author makes questions about knowledge, based on subject led approaches. He also used learner-led approach to focus on the school curriculum and suggests how school subjects can be thought of as the major resource for teh work of teachers and pupils in school. Also investigated are arguments against subject and knowledge-based curriculum.

The article discusses the author's perspective about the sociological aspect of education. It stresses the importance of distinguishing knowledge, based on the author's experience as a student and as a teacher. It also argues that the distinction between knowledge and experience was ideological, and relied on the power of those defining knowledge rather than any objective criteria.

The article presents a study concerning the affective factors in leaning English as a foreign language in Quest Atlantis (QA), a three-dimensional (3D) game-like virtual world. It highlights the result of the study which revealed that students in the QA group are rated higher than the non-QA group. It states virtual worlds may overcome the cultural barriers among English language learners.

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Six constraints on equal opportunity for visually impaired persons to access microcomputers include abscence of (1) standard computer braille code, (2) a standard system for the audio encoding of braille, (3) a means for accessing unique disk-operating system copy-protected programs, (4) reasonably priced equipment, (5) an interactive tactile graphics display, and (6) specially designed software. (Author/CL)

This paper is a response to that of Moore and Muller 'The Discourse of Voice and the Problem of Knowledge and Identity in the Sociology of Education', which appeared in Volume 20 of this journal. It starts by summarising and endorsing their criticisms of 'voice discourses' but argues that their case is weakened by their failure to distinguish clearly between the 'debunking of knowledge' associated with the postmodernist theories that underpin 'voice discourses' and the general propositions of a social theory of knowledge. The idea that knowledge has a social as well as an epistemological basis is now widely accepted in philosophy as well as sociology. The paper draws on a paper by Stephen Toulmin and makes a distinction between anthropological and sociological approaches to the idea of knowledge having a social basis. It goes on to use some ideas from the author's recent work on the issue of knowledge specialisation to suggest the kind of contribution that a sociological approach to knowledge can make to current curriculum issues as well as to educational policy more broadly. [ABSTRACT FROM AUTHOR]

The article discusses issues related to reenvisioning of instructional practices in graduate medical education.

This article presents opinion on information technology and the sociology of education. My own interest in what might be called a sociology or politics of technology relates to earlier attempts to develop a sociological analysis of school science. We started the Technology and Education Project, recognizing on the one hand the need to explore the problems and possibilities of the so-called new technologies and also to remain aware that the issues were not new or specific to particular technologies, but part of those more general processes of specialization, the hierarchies and forms of power relation associated with industrialization. Many teachers are aware of the shortages of available software, of the constraints imposed by local authority funding policies, and by the inappropriateness of the available programming languages for educational purposes. All these are important issues for both teachers and sociological research, but a concentration of them would in my view pre-empt discussion about more basic issues that have yet to be considered at least within education. Again it is important to stress that this is not an argument against the possible use of expert systems in education, which might broaden pupils' access to opportunities to realize their own purposes. It is rather to cause us to be much more explicit about those purposes and the extent to which particular divisions of labor and particular dependencies may become enshrined and mystified in software even more than in people.

An attempt is made to raise some preliminary implications of recognizing the ‘political’ character of education and definitions of educational knowledge in particular, by taking the Schools Council as a case study. Following a brief review of some existing approaches to the politics and control of education, and a specification of the possible significance of the Schools Council as a critical case, a more detailed critique of current orthodoxies is presented as exemplified in Manzer's study Teachers and Politics. This leads to an alternative perspective in which three critical issues are examined: I. teacher control and autonomy; 2. legitimation of knowledge; 3. types of child and the differentiation of curricula. The links between the issues and their implication for treating the separation of ‘politics’ from both ‘education’ and ‘educational research’ as themselves sociological questions, are considered. [ABSTRACT FROM PUBLISHER]