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A Corpus-based Lexical Study of Sermons in Nigeria
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In: http://ccsenet.org/journal/index.php/elt/article/viewFile/19185/12669/
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Moving from face-to-face to online classrooms: The reflective university teacher
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In: http://dro.deakin.edu.au/eserv/DU:30009787/stacey-movingfromface-2006.pdf
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| 323 |
© InternationalJournal.org Exploring Teachers ’ Cognitions and Practices in Teaching Reading in English as a Second Language (ESL).
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In: http://www.openaccesslibrary.org/images/BGS240_Suhaida_Omar.pdf
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| 324 |
EDUCATION TRANSACTIONS SERIES A: THE CURRICULUM GENERAL EDITORS
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In: http://www.bangor.ac.uk/addysg/publications/Mathematics_Primary_School.pdf
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| 325 |
Culture teaching in English language teaching: Teachers ’ beliefs and their classroom practices
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In: http://www.world-education-center.org/index.php/GJFLT/article/viewFile/3232/3062/
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2010 Published by Canadian Center of Science and Education 29
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In: http://www.ccsenet.org/journal/index.php/ies/article/download/9110/6651/
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| 327 |
Retos y oportunidades en la educación lingüística y tecnológica desde tres centros en Cataluña
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Retos y oportunidades en la educación lingüística y tecnológica desde tres centros en Cataluña ; Challenges and opportunities in digital language education from three schools in Catalonia
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| 329 |
Connecting Creativity, Technology, and Communities of Practice: Exploring the Efficacy of Technological Tools in Support of Creative Innovation
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Abstract:
Creativity is increasingly becoming both an important issue in our rapidly changing society, and a popular subject of research. Research findings are beginning to conceptualize creativity as a much more complex process and studies are now focusing on the effects of social interaction and collaborative efforts on creativity as well as the potential impact of technology on collaboration and the creative process itself. This study looks at the influence of both collaboration and technology on the creative process to develop a clearer picture of the way in which they intersect. Due to the complexity of this study, two theoretical frameworks (Communities of Practice and Genex Framework) have been employed to inform the development of the study and to assist in contextualizing the results. To this end, this mixed-methods study collected data both from fashion design students enrolled in the third year of a Bachelor of Fashion Design program, and from their faculty. Data gathering methods included personal semi-structured interviews with both students (n = 13) and faculty (n = 9) and an online questionnaire with a larger group of students (n = 65). The research questions that framed this study focus on developing an initial understanding of the creative process as experienced by these students and then exploring in depth the ways that collaboration and working in community affect the creative process, as well as the impact of technology in supporting both creativity and collaboration. Results suggest that technology was indeed a valuable support in the creative process through its ability to facilitate particular kinds of collaborative practices, including brainstorming, developing and sharing ideas, and giving and receiving feedback. Such practices directly affected the creative process by enhancing the development of more professional sketches as well as facilitating the collaborative efforts of the members of the design community. Finally, the implications of these results for curriculum design and the appropriate choice of pedagogical approaches are discussed. The results presented will help to support curriculum designers and instructors who seek to encourage creative endeavour to focus on effective technological tools as well as strategies that promote collaboration and a sense of community in order to achieve these ends. ; PhD
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Keyword:
0710; collaboration; communities of interest; communities of practice; computer technology; creativity; creativity and curriculum design; creativity and teaching; creativity and technology; curriculum design; social creativity; technology
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URL: http://hdl.handle.net/1807/26416
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| 330 |
Ensinar e aprender língua estrangeira/ adicional na escola: a relação entre perspectivas críticas e uma experiência prática localizada
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In: Revista Brasileira de Linguística Aplicada, Vol 15, Iss 1, Pp 61-84
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