Capitulo 2. la tecnologia educativa como disciplina pedagogica

•

0 gostou•129 visualizações

megamedjai

Educação Turismo Negócios

Capitulo 2. la tecnologia educativa como disciplina pedagogica

Mais conteúdo relacionado

Destaque

Conjunctions

Globalização

Referral program

Nt suffixes

Heijmans en diversiteit

Sander Willems

Trufas vs kisses

Amor González Sánchez

Example Digital Story- Letter T

Julia Becker

Estructuras en c++

Cesar Oswaldo Osorio Agualongo

I.S.I.S. Marchesini - Sacile. Chi siamo ...

Carmen Garau

Vector Technology Corp. released a new generation public phone VTouch . VTouch is a payphone or KIOSK with a 7-inch touch screen . Via a big and interactive User graphic interface , The VTouch not only provide phone call service , but also provide a lot of new service . VTouch use android OS. That means VTouch should be launch the APP from Google play. But we modify the android to make the phone more suitable for public . So we development the KIOSK mode and only can be launched our Vector Payphone app only. VTouch can read /write some payment cards such as “RFID” “Credit card “ or some phone card or QR code card. VTouch also have a reception printer which can print a ticket or reception. Please contact with us to implement your new idea with our mini KIOSK –Vtouch payphone

Vt800 android payment terminal

Joe Ran

Abstract Views about the value of Design and Technology (D&T) to students, the economy and society are diverse, occasionally exaggerated, and usually conflicting. For example: is D&T a subject with specialised knowledge? A subject that applies knowledge from other subjects? A vocational subject? A subject to meet the country’s economic needs? Or a subject to develop good citizens? These conflicting views were brought to the fore when the review of the English National Curriculum proclaimed that D&T has an insufficient disciplinary coherence (Department for Education, 2011). Strong, disciplinary coherent subjects have a clear form of knowledge and are favoured by the current UK government. Subjects with disciplinary coherence have strongly defined boundary between itself and other subjects (Bernstein, 2000), and strongly defined knowledge that is ‘sacred … not ordinary or mundane’ (Bernstein, 2003, p.73). In response to this review, and other challenges, the Design and Technology Association (D&TA) has run two campaigns to ‘fight’ for D&T to be recognised as an important and essential part of the school curriculum (Design and Technology Association, 2011; 2015). But D&TA has not systematically investigated how D&T teachers and their students, the activators and receivers of D&T, perceive the subject’s purpose and coherence. This paper uses Bernstein’s (2000; 2003) concepts of classification and framing to analyse the perceptions of these two groups. Their assorted views are different to D&TA’s campaign messages but as conflicting, and they concur with the curriculum review that D&T does not have a strong disciplinary coherence. The conclusion suggests how this analysis could inform future D&TA campaigns and suggests that by addressing D&T’s specialised knowledge and the contribution D&T makes to students 21st Century Skills is not lost but strengthened.

Hardy Patt2016: An assortment box of D&T values

Alison Hardy

"viaggio-pellegrinaggio" a Mauthausen-Harteim

Carmen Garau

Presentacio Pintura

Oriol Garcia

As x like

infocusvirtual2

2010.09.01 taxe consulare

violetacoman

Diabetes management ; In hospital; insulin; aims kochi

Mohan Shenoy

Word Processing Orientation Video

Katy Adams

Formative assessment

Alison Hardy

Destaque (18)

Conjunctions

Globalização

Referral program

Nt suffixes

Heijmans en diversiteit

Trufas vs kisses

Example Digital Story- Letter T

Estructuras en c++

I.S.I.S. Marchesini - Sacile. Chi siamo ...

Vt800 android payment terminal

Hardy Patt2016: An assortment box of D&T values

"viaggio-pellegrinaggio" a Mauthausen-Harteim

Presentacio Pintura

As x like

2010.09.01 taxe consulare

Diabetes management ; In hospital; insulin; aims kochi

Word Processing Orientation Video

Formative assessment