This research investigates two competing hypotheses from the literature: 1) the Social Enhancement (“Rich Get Richer”) hypothesis that those more popular offline augment their popularity by increasing it on Facebook™, and 2) the “Social Compensation” (“Poor Get Richer”) hypothesis that users attempt to increase their Facebook™ popularity to compensate for inadequate offline popularity. Participants (n= 614) at a large, urban university in the Midwestern United States completed an online survey. Results are that a subset of users, those more extroverted and with higher self‐esteem, support the Social Enhancement hypothesis, being more popular both offline and on Facebook™. Another subset of users, those less popular offline, support the Social Compensation hypotheses because they are more introverted, have lower self‐esteem and strive more to look popular on Facebook™. Semantic network analysis of open‐ended responses reveals that these two user subsets also have different meanings for offline and online popularity. Furthermore, regression explains nearly twice the variance in offline popularity as in Facebook™ popularity, indicating the latter is not as socially grounded or defined as offline popularity.
Today's teachers must prepare students for the global marketplace. To be effective in the 21st century, teachers must prepare students to compete in an environment in which students must be able to read expertly, think critically, and communicate effectively through writing and speaking. This article describes why classroom teachers might use a strategic literacy approach called annotation to help students become more expert readers of content‐area materials. Annotation helps students visualize as they read, which in turn makes it easier for students to understand the content and become involved and engaged with the text and content discussions. The act of annotating makes it difficult for readers to just skim through text without focusing on the important aspects and content within the text. Annotation encourages students to become autonomous learners. The article offers examples for the application of annotation to content‐area texts, especially in science. يجب على أساتذة اليوم أن يحضّروا الطلاّب للسوق العالمية وليكون فعالاً في القرن الحادي والعشرين لا بد للأساتذة من تحضير الطلاّب للمنافسة في بيئة يلزم الطلاّب فيها أن يكون في قدرتهم أن يقرؤوا على مستوى الخبير ويفكّروا نقدياً ويتواصلوا بشكل فعال في الكتابة والمحادثة. لذا تصف هذه المقالة السبب قد تستخدم أساتذة الصف منهاج معرفة القراءة والكتابة الأستراتيجي يسمى حاشية تفسيرية لتساعد الطلاّب في الاقتراب إلى مستوى الخبير في قراءة مواد مجال المحتوى. وعليه فإن الحاشية التفسيرية تساعد في القيام بالتصوير الذهني أثناء القراءة وبالتالي تسهّل على الطلاّب فهم المحتوى وينهمكون وينشغلون في مناقشات النص ومحتواه. إن عملية الحاشية التفسيرية تستعصى على الطلاّب القيام بقراءة النص بالتصفّح بدون التركيز على عناصر النص المهمة والمحتوى. وتشجع الحاشية التفسيرية الطلاّب على أن يصبحوا دارسين مستقلين وتوفر المقالة أمثلة لتطبيق الحاشية التفسيرية على نصوص مجال المحتوى خصوصاً في مادة العلم. 现今的教师必须为学生将来要参与全球化市场竞争而作好准备。要在二十一世纪的竞争环境中发挥效能,学生必须具备卓越的阅读能力、批判式思维能力,和良好的书写和口语沟通能力。为作好准备,教师必须培养学生在这些方面的竞争能力。本文阐述教室教师为何可以利用一个名为“注释”的策略性读写能力教学法,帮助学生发展成为卓越的学科教材阅读者。“注释”这个教学方法,有助学生一面阅读,一面想象所阅读的内容,使之形象化,从而使学生易于理解和专心投入所阅读的内容,以及易于专心参与学科内容的讨论。对那些只是略读文本而不去注意其中的要点及内容的阅读者来说,进行注释时是有一定程度的困难的。“注释”这个教学方法,鼓励学生发展成为有自主能力的学习者。本文提出例子,说明“注释”这个教学方法在阅读学科篇章的应用,特别是在阅读科学科篇章上的应用。 Les enseignants d'aujourd'hui doivent préparer les élèves à la mondialisation du marché. Pour être efficaces au 21ème siècle, les professeurs doivent préparer les élèves à être compétitifs dans un environnement où les élèves doivent pouvoir lire de façon experte, penser de façon critique, et communiquer efficacement à l'écrit et à l'oral. Cet article décrit pourquoi les enseignants doivent utiliser en classe une approche de lecture‐écriture stratégique que l'on appelle l'annotation pour aider les élèves à devenir de meilleurs lecteurs dans les matières enseignées. L'annotation aide les élèves à visualiser en cours de lecture, ce qui leur permet par conséquent de comprendre plus facilement le contenu, de s'investir et de s'impliquer dans le texte et dans les débats à son sujet. Le fait d'annoter rend difficile aux élèves de se contenter d'effleurer le texte s...
In this chapter the authors focus on the opportunities for youth to engage in technical design through participation in two different afterschool robotics programs - the Digital Youth Network (DYN) and Robot Diaries (RD). The programs each take a different approach to motivating and engaging participants with robotic technology and design. Through an analytic comparison of these two programs, the authors offer insight on the relationship between programmatic goals and participant experiences. Specifically, they describe how programmatic goals influenced the opportunities available for participants to engage with technology, increase their comfort level with technology, and build skills in adapting technology to facilitate individual and group–centered design goals. The chapter concludes by offering recommendations regarding programmatic structure (e.g., the role of audience, the importance of materials selection, instructor’s roles, and instructor knowledge-based resources) based on the desired participant outcomes.
If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/ authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to examine the development and use of a scaffolded-social learning network (S 2 LN) called Remix World. The local aim is to increase understanding of how Remix World is integrated into programmatic and curricular structures as a way to support learning. The broader aim is to contribute to conversations about learning opportunities that S 2 LNs afford for participants.Design/methodology/approach -Remix World was integrated into the Digital Youth Network (DYN) in-school and after-school digital arts curriculum. DYN used Remix World to display and comment on media, artifacts and designs, and to post original work. Two of the authors were given accounts on Remix World, where they logged in to respond to comments and note site activities and conversations.Findings -The data suggest that students across the grade levels regularly used Remix World to post commentary, post media, and critique peers. Students used Remix World across ecologies (home, after school, and school day). Mentors' efforts to integrate the site into their classes increased the number of users and activities on Remix World.Practical implications -Integrating a media-based curriculum that encourages critique and production requires some formal feedback and guidelines. It is essential to explore how mentors and teachers pedagogically leverage the students' posts to reach curricular and programmatic learning goals.Originality/value -This study explores how features and affordances of social networking sites can be redesigned to intentionally support in-school pedagogical use that promotes transformative communication and the development of critical, new media literacies.A s access to, and use of, Web 2.0 technologies increases, an important analytic and design concern is better understanding of participants' literacy and learning opportunities and experiences within these spaces. When schools seek to leverage online learning spaces, tensions can emerge in negotiations between formal and informal knowledge that students may bring to Web 2.0 spaces. Previous research has focused on using social networks and social software as learning tools within classroom settings (McLoughlin and Lee, 2007;R...
In this chapter, the authors focus on the motivational and engagement aspects of robotics technical design experiences for youth participating in two different afterschool robotics programs: the Digital Youth Network (DYN) and Robot Diaries (RD). The programs each take a different approach to motivating and engaging participants with robotic technology and design. The authors analytically describe and compare the relationship between programmatic goals of each program and participant experiences. Programmatic goals influenced the participants' opportunities to engage with technology, increased their comfort level with technology, and helped them develop skills in adapting technology to facilitate individual and group-centered design goals. The authors offer recommendations for the design of robotics programs for youth and point to the importance of the role of audience and materials selection that engage and motivate youth, instructor roles, and instructor knowledge.
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