As new computer technology moves into more and more workplaces, the study of its potential impacts on workers and their work is becoming increasingly common. However, such research is often weakened by a too‐narrow conception of technology and technological change as primarily a technical issue. In fact, it is impossible to abstract the “impacts” of technology from the dense web of social relations and the complex milieu surrounding technology's design and use.this article describes a different approach to studying technological change as a social and cultural process. Using ethnographic principles and methods, it reports on the key social and organizational issues surrounding the implementation of a complex computer system at a small manufacturing plant. It also argues that this ethnographic approach has special promise for helping work organizations analyze and understand their experiences with technological change.
Inquiry-based methods are effective for STEM education, but they are perceived as difficult to implement. Often teachers have not experienced inquiry-based learning themselves, which limits their appreciation of their value of these methods. Changing this requires modifications at the classroom level to simplify implementation of inquiry-based methods and implementing professional development for teachers to encourage adoption. A participatory design project is described that is part of a multi-year program in which five high school physics teachers are collaborating with researchers at Tufts University to develop classroom educational technology tools for promoting collaborative inquiry-based learning. By participating in a technologydesign project, teachers are experiencing the inquiry process as well as developing tools that will facilitate using inquiry-based methods in their classrooms. The research and design effort to date has led to requirements for (and a prototype of) a classroom tool that promotes student collaboration and sharing of their ideas. An overview of the design process is provided along with a discussion of the activities planned for the implementation phase.Index Terms -Participatory design, inquiry-based learning, educational technology.
Mit leidenschaftlicher Sortimentskompetenz und hoher Frischequote begeistert Edeka Niemerszein seine Kunden. Die Teilnehmer der Young Business Factory besuchten zwei Märkte des Händlers und diskutierten über die Zukunft des Formates Supermarkt.
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