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طراحی و اعتباریابی الگوی برنامه درسی مبتنی برشایستگی دوره دوم متوسطه هنرستانهای استعدادهای درخشان

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[علوم تربیتی]

Can newcomers perform better at hotels? Examining the roles of transformational leadership, supervisor-triggered positive affect, and perceived supervisor support

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[توسط کاربر]
[تاریخ و فلسفه]

From Theory to Practice

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[... عمومی ...]

From Theory to Practice

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[توسط کاربر]
[تاریخ و فلسفه]

From

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[توسط کاربر]
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the ability

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[علوم تربیتی]

Over time, accumulated depreciation reduces the carrying value of these items

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[... عمومی ...]

This position paper explores the ambiguity of technology, toward refined understanding of Educational Technology. The purpose of education is described by John Dewey as growing, or habitual learning. Two philosophical conceptions of technology are reviewed. Dewey positions inquiry as a technology that creates knowledge. Val Dusek offers a “consensus definition,” a systems approach to technology that merges into social construction theory and actor-network theory, both of which emphasize complex relations between humans and technology. Using Dewey and Dusek as reference, literature related to Educational Technology is reviewed. A history of its definitions and conceptions of hard (material) technology and of soft (process) technology are examined. Three brief case studies reveal a bias toward hard technology in contemporary discourse. A misconception that soft technology begins with pre-authenticated knowledge is identified and shown to obscure the reciprocity between technology and the intellect.

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[توسط کاربر]
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Science and Technology

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[توسط کاربر]
[علوم تربیتی]

Education systems, educational institutions and educational professions, including those of distance learning, can often be inward-looking, backward-looking and self-referential, meaning that they are often fixated on their own concerns, values and processes. In many respects, this is necessary and valuable but the topic of challenges and future trends in distance learning is an opportunity to explore the place of distance learning in a wider world where cultures and ideologies clash, where education and employment are no longer stable and secure, where universities and colleges are under unprecedented pressures, where the technologies and trends of educational technology represent a crowded and chaotic space and where a critical examination of distance learning is necessary to underpin its methods and its mission. This paper addresses in essence three questions, firstly, is the distance learning community clear about the definition and purpose of its work, secondly, what are global political, economic and te