Banco de Imágenes y Sonidos. THE WORLD QUESTION CENTER 2011. "Deliciously creative...the variety astonishes...intellectual skyrockets of stunning brilliance. Nobody in the world is doing what Edge is doing. It's the greatest virtual research university in the world. " —Denis Dutton, Arts & Letters Daily James Flynn has defined "shorthand abstractions" (or "SHA's") as concepts drawn from science that have become part of the language and make people smarter by providing widely applicable templates ("market", "placebo", "random sample," "naturalistic fallacy," are a few of his examples). His idea is that the abstraction is available as a single cognitive chunk which can be used as an element in thinking and debate. The Edge Question 2011 The term 'scientific"is to be understood in a broad sense as the most reliable way of gaining knowledge about anything, whether it be the human spirit, the role of great people in history, or the structure of DNA. 164CONTRIBUTORS (115.000 words): Daniel Kahneman, Richard Dawkins, V.S.
Paul Jáuregui ... [Continue] WebQuest TPACK. Editorial. Bull, G., Park, J., Searson, M., Thompson, A., Mishra, P., Koehler, M. J., and Knezek, G. (2007). Editorial: Developing technology policies for effective classroom practice. Contemporary Issues in Technology and Teacher Education [Online serial], 7(3). Available: Editorial: Developing Technology Policies for Effective Classroom Practice Glen Bull, John Park, Michael Searson, Ann Thompson, Punya Mishra, Matthew J. Information technology has changed both business and society in recent years. The most recent large-scale study of technology in schools, sponsored by the U.S. The challenge of using technology effectively in schools is one that has been described as a “wicked” problem (Rittel & Webber, 1973) with incomplete, contradictory, and changing requirements characterized by complex interdependencies among a large number of contextually bound variables.
Thinking About TPCK Figure 1. Implications of TPCK for Digital Video. E-Portfolios for Learning: Technological Pedagogical Content Knowledge (TPCK) for e-portfolios? I attended the annual conference of the American Association for Colleges of Teacher Education (AACTE) last weekend in New York City. I went to many presentations on the program that focused on e-portfolios.
What I heard continues to distress me: teacher educators are most often talking about using portfolios for collecting data for reporting and accreditation. I was the discussant in a wonderful presentation by the faculty of the University of Wisconsin Madison, where that was not the case. Their presentations focused on a scaffolded model that helped teacher candidates reflect on their growth and change as they progressed through the program. However, at 7:45 on a Sunday morning, there weren't a lot of people attending. In one of the "portfolio as data" sessions, I asked about the role of reflection. At the same conference, I attended several sessions that focused on Technological Pedagogical Content Knowledge (TPCK), which: