HOW EBOOKS CAN INCREASE STUDENT READING TIME AND POSITIVELY IMPACT ACHIEVEMENT | By Annie Galvin Teich

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DEDICATED TIME ON TASK IS ESSENTIAL TO DEVELOPING READING PROFICIENCY

The research is clear about how time spent reading positively impacts reading proficiency and ultimately student achievement. To read well, students must dedicate time and effort to practicing this critical skill (Anderson, Wilson, & Fielding, 1988; Ericsson, Charness, Feltovich, & Hoffman, 2006). Researchers agree that increasing a student’s exposure to words is critical to developing vocabulary, fluency, comprehension, writing, and higher-order thinking skills (e.g., Anderson et al., 1988; Baker, Simmons, & Kameenui, 1995; Cunningham & Stanovich, 1998). 1

However, it is just as important that students are engaged in what they read and that they spend enough time on task to improve their reading abilities. Studies by Biancarosa and Snow (2006) and Gersten et al. (2008) noted that while high-quality instruction and other factors are essential for struggling students, ensuring they spend enough time engaged with appropriately challenging text is key in getting them back on track.2

In 2013, the National Center for Education Statistics (NCES) issued The nation’s report card: Trends in academic progress 2012, in which they compared students’ reading scores with their reading habits. NCES found a direct correlation between students’ frequency of reading for fun and their average reading scores. The more frequently they read, the higher the students’ reading scores. …

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The impact of AI, machine learning, automation and robotics on the information professions | a report for CILIP

2021

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Executive summary

The purpose of this research is to help CILIP and our professional
community to understand how AI, machine learning, process
automation and robotics are either already impacting the daily work
of information professionals or likely to do so in the near future.

Specifically, it seeks to answer the following questions:
1. How do we ensure that today’s workforce has the skills and understanding they
need in order to enable them to support their users in participating safely and
successfully in a modern world that is increasingly powered by artificial intelligence
(AI), machine learning, process automation and robotics?


2. What are the ethical implications of our approach to these technologies –
how can we deploy the existing ethical framework for librarians and ensure
that it aligns to emerging work on Data Ethics and responsible technology?


3. What should the skillset of the future workforce look like and what is the
curriculum by which we will ensure that the next generation of information
professionals have the skills to keep pace with future developments in technology?

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Using graphic novels with children and teens | a guide for teachers and librarians

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What are graphic novels?

In this context, the word “graphic” does not mean “adult” or “explicit.” Graphic novels are books written and illustrated in the style of a comic book. The term graphic novel was first popularized by Will Eisner to distinguish his book A Contract with God (1978) from collections of newspaper comic strips. He described graphic novels as consisting of “sequential art”—a series of illustrations which, when viewed in order, tell a story.

Although today’s graphic novels are a recent phenomenon, this basic way of storytelling has been used in various forms for centuries—early cave drawings, hieroglyphics, and medieval tapestries like the famous Bayeux Tapestry can be thought of as stories told in pictures. The term graphic novel is now generally used to describe any book in a comic format that resembles a novel in length and narrative development. …

This guide is adapted from a previous Scholastic guide written by two highly regarded experts in the field of graphic novels for youth librarians and teachers: Philip Crawford, Library Director of Essex High School in Vermont, author of Graphic Novels 101: Selecting and Using Graphic Novels to Promote Literacy for Children and Young Adults; and Stephen Weiner, Director of the Maynard Public Library in Maynard, Massachusetts, author of many books and articles on graphic novels.

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Desafios éticos da Internet das Coisas: em torno da Personalização na Educação | tese de doutoramento

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Desafios éticos da Internet das Coisas: em torno da Personalização na Educação

Cecília Tomás

Resumo

A Internet das Coisas mostra-se hoje como sendo uma tecnologia disruptiva capaz de objetivar a personalização no domínio da educação. Procurando identificar os desafios éticos que gravitam em torno da personalização na educação potencializada pelas tecnologias interconectivas que vivem no/do fluir, três dimensões foram as já identificadas: 1) Tecnológica; 2) Pedagógica; 3) Filosófica. De forma inter-relacionada elas farão surgir categorias e conceitos diversos, dos quais o conhecimento limitado dá, para já, conta: infraestruturas de implementação da IoT (TCP/IPv6), instrumentos em rede (wearables, tablet, telemóvel), interoperabilidade, PLE, SLE e VLE, Rhizomatic Learning, Learning Analytic e Adaptative Learning, conducentes a conceitos como os de hypersituating, machine-to-machine (M2M), machine-to-people (M2P) e people-to-people (P2P). Sendo Big Data a capacidade tecnológica de rastreamento de comportamentos individuais a uma escala global, conducentes a uma crescente personalização, como se reflete ou interfere esta em questões relacionadas com a educação? Novas teorias surgem, mas uma nova epistemologia está ainda por criar. Conceitos éticos e legais como a entificação da informação, público versus privado que se cruzam com a categoria de ‘segurança’ e ligados aos de Smart Citizen e Smart Learner, bem como a conceitos de caráter ontológico como os de técnica e de tecnologia, fazem emergir da realidade educacional conceitos inovadores.

Palavras-chave

Educação; Ética; Internet das Coisas; Personalização

Texto Completo: PDF

Conteúdo relacionado: Desafios éticos… apresentação.

***

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Referência: Tomás, C. (2018). Desafios éticos da Internet das Coisas: em torno da Personalização na Educação. CECS – Publicações / Ebooks0(0), 207-215. Retrieved from http://www.lasics.uminho.pt/ojs/index.php/cecs_ebooks/article/view/2820

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Caderno de Práticas Teatrais para a Aprendizagem da Língua

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Foi com o desejo de inspirar e partilhar as dinâmicas e metodologias usadas ao longo de três anos do projeto PARTIS “Refúgio e Teatro:dormem mil gestos nos meus dedos”, nas Sessões de Expressão Dramática dirigidas a requerentes e refugiados que Isabel Galvão, professora de Português Língua Estrangeira (PLE) do CPR e  Sofia Cabrita, artista e professora de teatro, lançam o Caderno de Práticas Teatrais para a Aprendizagem da Língua. A inciativa contou com o apoio da Fundação Calouste Gulbenkian.

Espera-se que seja uma ferramenta útil e sugestiva a todos os que procuram e queiram aplicar outras estratégias, apoiadas na pedagogia do teatro, visando assim facilitar o processo de ensino-aprendizagem de uma nova língua e de inclusão na sociedade de acolhimento.

Referência: CPR e Fundação Gulbenkian lançam o Caderno de Práticas Teatrais para a Aprendizagem da Língua. (2020). Retrieved 12 June 2021, from https://cpr.pt/7214/

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