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Technology and Language Arts Education. The Narrative Voice of Teachers

Автор:   Vetta V.
мягкая обложка
156 страниц
2008 год
Издательство:   Книга по Требованию
2413 руб
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Описание:This study discloses the factors that have most significantly facilitated and inhibited the implementation of technology in their classrooms. Data collection included formal and informal discussions, interviews, extensive field notes and the observation of classes. This 3 months study explores how three English teachers at an urban secondary school in Vancouver experienced the use of technology in their classrooms. Qualitative methods were used to generate, analyze and report data. Research reveals, however, that even when there is sufficient access, far too many English teachers are reluctant to use technology as a teaching/learning resource. This research also provides an account of these teachers' perspectives of how teacher preparation programs might equip pre-service teachers for the challenges and potential of integrating technology into secondary Language Arts classrooms. The University of British Columbia as well as many of the secondary schools in Vancouver, B. C. have invested in the potential of technology. Perhaps this is because of concerns about appropriately integrating technology into their classroom praxis.

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Brave New World Revisited

In their anti-rational propaganda the enemies of freedom systematically pervert the resources of lang]uage in order to wheedle or stampede their victims into thinking, feeling and acting as they, the mind-manipulators, want them to think, feel and act. An education for freedom (and for the love and intelli]gence which are at once the conditions and the results of freedom) must be, among other things, an educa]tion in the proper uses of language. For the last two or three generations philosophers have devoted a great deal of time and thought to the analysis of symbols and the meaning of meaning. How are the words and sentences which we speak related to the things, per]sons and events, with which we have to deal in our day-to-day living? To discuss this problem would take too long and lead us too far afield. Suffice it to say that all the intellectual materials for a sound education in the proper use of language an education on every level from the kindergarten to the postgraduate school are now available. Such an education in the art of distinguishing between the proper and the improper use of symbols could be inaugurated immediately ...»

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