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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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[علوم تربیتی]

Science and Technology

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[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

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which hinder progress in studying intelligence. He also noted an uncertainty regarding essential dichotomies (implicit/explicit, procedural/declarative, etc.), modularity of cognition and structure of memory. However, a quick look at the existing cognitive architectures reveals persisting disagreements in terms of their research goals, structure, operation and application. Instead of looking for a particular definition of intelligence [323], it may be more practical to define it as a set of competencies and behaviors demonstrated by the system. While no comprehensive list of capabilities required for intelligence exists, several broad areas have been identified that may serve as guidance for ongoing work in the cognitive architecture domain.

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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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[تاریخ و فلسفه]

From Theory to Practice

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Student’s Interest in Science and Technology and its Relationships with Teaching Methods, Family Context and Self-Efficacy

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[... عمومی ...]

Education Sciences

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[تاریخ و فلسفه]

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