- Krishnan Umachandran added an answer:Has the use and introduction of technology in the students' learning environments significantly improved their quality of learning?Much investment has been made in the Irish primary and post primary educational system in IT but the question has to be asked has this resulted in an educational pay off?
Hind side to technology implementation - " Adoption of new teaching technologies is frequently driven by commercial reasons - to develop a “high tech” image for the institution, to access otherwise unreachable student populations or to appeal to student demands for flexible learning. The technologies then determine the teaching activities and modes, the mere presence of a particular technology does not by itself, improve learning.
It actually creates more free time, which otherwise would have been for skills and art developments such as Drawing, Writing, Painting etc., which have all started diminishing in use by students and teachers.Following
- Anup Kumar Bandyopadhyay added an answer:What are the major reasons limiting school teachers in using technology in their classrooms?Technology usage by teachersI do not understand that why at all a school teacher should use technology in the classroom? Is it because the technology will glorify his/her presentation so that learning becomes entertaining? Is it because of the fact that this makes promotion of a teacher easy? We must be able to prove first that inside a classroom the use of technology improves the teaching quality. We must prove that the use of technology is necessary. Only then the teachers will start using the same.Following
- Mehdi Hedayatpoor added an answer:What do you think about the Fordist production of knowledge?Believing that science has impacted universities with this type of knowledge production, what can it bring about?in my opinion The core of Fordism is the concept of mass production catering the development of a mass market. Production is highly structured with a pyramidal command structure. It usually services a national market with a focus on supply (production) and the expectation that the market will absorb the output. This is linked with production cycle times that spend weeks if not months to adapt to the fluctuation of the demand, as well as information flows (e.g. sales data) that are slow and lagging. A Fordist corporation usually expands through vertical (moving upstream or downstream the supply chain) or horizontal (acquiring competitors) integration. The core resources of Fordism are physical assets such as plants and machine tools representing a large share of the total capital investments. The value (supply) chains tend to be discontinuous, implying that a large amount of parts and finished goods are held in inventory to deal with longer production cycle times (lead times) and difficulties to distribute goofs. The product life cycle of goods is designed to last years (if not decades) with limited adjustments in the characteristics of the product. Although efforts are made to insure a reasonable quality level, it is expected that defects will take place and that defective products will be returned.
Post-Fordism. The core of Post-Fordism is mass customization; being able to provide large quantities of goods but with the option of customizing them for specific markets and/or customer preferences. Economic globalization has permitted the exploitation of global comparative advantages in terms of labor and resources (outsourcing and offshoring), leading to networked organization forms to manage such a system. Demand is a key driver with the capability to quickly adapt production based upon its fluctuations (e.g. seasonality). A better access to information, particularly through information technologies, enables a real-time update about market conditions (demand and price). Globalization and the growing level of flexibility required in production has incited a higher level of outsourcing and offshoring. The growing influence of technology and market factors has shifted the importance of core resources towards innovation and knowledge, which have become key competitive factors. Value chains are integrated where processes such as research and development, design, manufacturing, distribution and retailing are part of a continuous chain. This is also linked with lower inventory levels and short production cycle times. Rapid technological change is also inciting much shorter product life cycles with new generations of products being regularly introduced (sometimes on bi-annually). Quality and zero-defect become prevalent with customers having little tolerance for defective products in a highly competitive environment allowing substitution to another product.Following
- Josee Lebel added an answer:What science teaching method can be best compared? I need something new to work on :)Ex. Contructivist 5E's vs. Inquiry method
Collaborative Learning vs. Direct InstructionI find it interesting that you put Constructivist 5Es vs Inquiry Method - Douglas Llewellyn (2002, Inquire Within: Implementing Inquiry-Based Science Standards, p. 47) actually linked the two together in his "Constructivist Inquiry Cycle" - perhaps worth investigating further?Following
- Anna Guillaumet added an answer:Do you think the science divulgation activity must compute as a curricular item in the researcher's CV?Look at this initiative: They ask that the scientific divulgation compute in the curriculum in the university teaching staffMaybe, if you have a blog or a trending twitter account, could be a good way to compute as a curricular item, isn't it?Following
- Jetty Ramadevi added an answer:To what extent can ecotechnology tools be usable for today's science and technology?Classroom teaching or field extended studies are useful for the resent generation.Both class room teachings as well as field studies do help environmental degradation.
I believe class room teaching is needed later field studies. Tell them in such way by showing examples how environment is deteriorating, take them field trips, show then everybody realize.
By following basic things we can save Earth. Sanitation is more important. Then automatically everything would be tuned.
Water is vital thing for all living organisms. Sufficient rainfall in seasons is very much required, which is accompanied by afforestation. Greenery helps many matters. Give a student to take care of a plant that is more than sufficient. Population growth is root cause for all calamities. If everybody follows sanitation we need not suffer at all.
"We Were Born to help the World, Not to Destroy it, Then Why we are Destroying the Environment"-?Following
- Lutz von Wangenheim added an answer:Are there self-sustaining oscillator effects outside of the field of electronics?Inspired by
* Erik Lindberg´s recent contribution (The oscillator - principle of nature), and
* a discussion in RG about analogy between electrical and other technical systems
I wonder if there are some non-electrical and self-sustaining effects due to positive feedback. In this context, I have asked myself since a long time: What is the physical background of the thing called "fire"?
It is a self-sustaining phenomenon - and I think, we can observe something like positive feedback. Of course, the fire burns only as long as this feedback can exist - that means: as long as there is some material that is able to burn.
Question: Is this a kind of analogy to the electrical supply voltage (necessary to let oscillators oscillate)?
As another analogy, there will be, of course, a continuous energy exchange
* from biological/chemical energy to heat, resp.
* from chemical/mechanical (dc supply) to electrical energy.(ac voltage).
What do you experts think about this positive feedback phenomenon?
Perhaps an attempt to explain my view:
The high temperatures of the flame (nothing else than high-temperature air) causes a chemical (?) effect within the wood, which creates heat again and, thus, keeps the fire alive.Dear Erik - thanks for replying.
But I like to ask again:
Is the thing called "fire" an effect caused by positive feedback - which means:
The result (high temperature) retroacts onto the "input" (material that is able to create again heat that keeps the fire alive).Following
- Dr. Devang J. Pandya added an answer:I am looking for an institution that I can enhance my knowledge of the pedagogical use of ICT. Anyone know any researcher who could help me?I am writing a thesis on the relationship between ICT and science education and would like to know any project in which the use of ICT (eg games) has been used to teach and thus be able to discuss this learning process.Following
- Emanuela A. Matei added an answer:Are all universities worthful and valuable?In recent years, we have observed a tremendous growth in the number of universities globally. Are all these universities valuable in the concept of spreading knowledge and producing real contribution for scientific needs?
Recently I observed a university in India only had access to 2 colleges and located in one area. There are more than 9001 universities in 208 countries. Do all these universities have real value and how can we know the value of the university? Do these universities really value professional needs?Of course, it is reasonable to require language competence. However it is not reasonable to ask that a specific test is passed (when this test is not easily accessible to everyone and its cost may exclude students with lower financial possibilities). The purpose is not that TOEFL shall earn lots of money by organising tests, but that the student shows the ability to speak/write/understand English at the academic level. The reality of today is complex. Many of us have never studied in their native language. Many of us are polyglots and it is clear that the level is not equal in all the languages we speak. However it's nevertheless true that when a person already speaks 4-5 European languages, she/he will easily assimilate a new language.
If a person e.g. started the study of English in the elementary school and had high-school exams in English, has already studied around 300 ECTS in English achieved at good universities and still has to pass a formal test in order to be admitted at a British university, this demand would be clearly unreasonable. Language as a criterion is a potential source of (indirect) discrimination on grounds of nationality.
When it is not clear from the previous school degrees that the person could cope up with studies in English, alternatives (less expensive and more efficient) must be made available. I know examples of fraud in connection with the test (a different person solved it) and in some countries is easier to succeed than in others.
My opinion is that students should pursue with a complaint against this practice, insisting on the possibility to show the language competence in other ways than by passing a test. (TOEFL, GRE) In my case for instance, all of my academic papers, except two of them are written in English. This can be an argument.
I have done an international master in English and I know that we can always make the difference between a paper written by a native and one written by a non-native (especially by paying attention to the syntax and the use of prepositions). But the meaning of the test is not ensure that all these differences vanish and your English will be perfectly British over the nights. English as means of communication in school, in business, in court is different from cultural English, the language of Shakespeare and Thomas Wyatt. If somebody wants to study English on that level, in this case the test is too easy and hence inappropriate.Following
- Sanjay Mishra asked a question:How can a teacher strengthen and upgrade his/her skills in the welfare of students?-Following
- P. Gold Harvey-Buschel asked a question:Technology in K-12Is it possible to successfully integrate technology in K-12 classrooms without losing out on content?Following
- Eng. Sattar B. Sadkhan asked a question:Join to GroupI wish to join this groupFollowing
About Science and Technology for Teachers
mentor and support science in k-12 settings