Pragmatism, connectionism and the internet: A mind’s perfect storm

Glassman, Michael; Kang, Min

doi:10.1016/j.chb.2010.04.019

Cited by 16 publications

(12 citation statements)

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“…The key idea was that Web 2.0 tools have a number of affordances that transform the learning context by providing multiple opportunities for shared content and resources, self-directed learning, collaborative learning, ubiquitous and lifelong learning (Clark et al, 2009;Ravenscroft, 2009;McLoughlin & Lee, 2010;Glassman & Kang, 2010). Because of its read/write nature, Web 2.0 offers new learning environments based upon the user-centred, participative and social networking characteristics embedded.…”

Section: Defining Educational Web 20mentioning

confidence: 99%

“…Current views and perceptions of learning determine the way that educational Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning. The use of Web 2.0 is expected to exert a significant impact on instruction and learning since it provides multiple opportunities for students' engagement, communication, active and self-directed learning, while it offers shared content and resources and promotes collaborative learning (Dede, 2008;McLoughlin & Lee, 2010;Glassman & Kang, 2010). In addition, Web 2.0 technologies extend students' learning spaces (both physical and virtual) beyond the walls of the classroom, while they can bridge learning and instruction spaces across school, home, and the wider community (Jimoyiannis, 2010b).…”

Section: Introductionmentioning

confidence: 99%

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Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

Jimoyiannis

Tsiotakis

Roussinos

et al. 2013

AJET

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Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and the authentic learning approach were the guiding principles that largely influenced the Web 2.0 pedagogical framework, which was designed and applied in this particular teacher preparation program. The program findings were encouraging as far as the participants' perceptions and beliefs towards educational Web 2.0 and the expected outcomes for the students. Implications and recommendations are drawn in relation to the use of the proposed Web 2.0 pedagogical framework to guide teachers' development and the effective implementation of Web 2.0 tools in the classroom to maximize benefits and enhance students' learning. IntroductionDuring the past decade, the nature of the Web and the way people access and use web resources for personal, educational, employment, entertainment and other social purposes, have been fundamentally changed. The browser is becoming the universal interface to a range of new generation Web tools and media storing applications. In addition, the Web has been transformed from a space where users passively retrieve information, delivered by a small group of experts (Web 1.0), to a participatory, read/write platform (Web 2.0) which broadens users' communication capabilities and enables content distribution, sharing, co-creation, and remixing through participatory practices. Web 2.0 is a collective term for a series of Web-based technologies that include blogging and microblogging platforms, wikis, mediasharing sites, podcasting, content aggregators, social networks, social bookmarking sites, and other emerging forms of participatory and social media. Timothy O'Reilly (2005), generally accepted to be the originator of the notion of Web 2.0 (Anderson, 2007), has focused on the architecture of participation in contrast to the passive consumption of information. Therefore, we can broadly define the second generation of Web applications as more personalised and communicative Web spaces that support active participation, connectivity, collaboration and sharing of knowledge and ideas among users.While students are increasingly usin...

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Section: Defining Educational Web 20mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

Jimoyiannis

Tsiotakis

Roussinos

et al. 2013

AJET

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“…Internet-based, hypertext-capable tools such as blogs and wikis offer the opportunity for non-linear, simultaneous interrelationships between information sources that makes Pragmatic education more possible. Internet tools offer a systematic approach that recognizes the role of certainty, but emphasizes the value in ways that might better reflect both the cultural development of human thinking and the way in which the human mind works (Glassman & Kang, 2010). …”

Section: The Certainty-value Continuum In Educationmentioning

confidence: 98%

“…Positing of major premises and teaching deductive strategies for general problem solving became a more important focus of practices, research and policy in education. 10 Even though a strong argument can be made that abduction is both more natural to the way humans think when attempting to adapt to new environments/ ecologies (Glassman and Kang 2010), and more important to human progress and problem solving, abduction has fallen by the wayside because the right technology just did not exist to cultivate this logic in the classroom. Dewey's idea of small problem-solving groups was too open to pitfalls (inability to promote multiple premises simultaneously, time and space constraints, distance from everyday social and societal expectations).…”

Section: The Certainty-value Continuum In Educationmentioning

confidence: 99%

The logic of wikis: The possibilities of the Web 2.0 classroom

Glassman

Kang

2011

Computer Supported Learning

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The emergence of Web 2.0 and some of its ascendant tools such as blogs and wikis have the potential to dramatically change education, both in how we conceptualize and operationalize processes and strategies. We argue in this paper that it is a change that has been over a century in coming. The promise of the Web 2.0 is similar to ideas proposed by Pragmatists such as Charles Peirce and John Dewey. Peirce proposed the logic of abduction as critical for the types of unique/progressive thinking that leads to creative problem solving and/or discovery. While logic based in deduction offers outcomes with certainty, logic based in abduction offers potentially valuable insights. Dewey tried to implement progressive education in the classrooms. Dewey's ideas, while influential, were often misunderstood, or considered too idealistic and/or unworkable in the traditional classrooms. Logics based in abduction required that different major premises and hypotheses for problem solving be held simultaneously and over time. This type of scenario is often times difficult if not impossible in education based on direct interactions. Hypertext, especially as capture through emerging tools of Web 2.0, may offer the technologies that enable the type of information based networks within the education process that promote abduction and the democratic classroom as Dewey envisioned.

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“…İnternet öz-yeterliğine sahip bireyler araştırma yapmaya istek duymakta ve hızla gelişen internet uygulamalarını da kullanarak problemlerini çözebilmektedir. İnternet öz-yeterliği, yeni iletişim imkânlarını kullanabilmekten, internette belirli amaca hizmet eden topluluklara katılabilmeye, benzer grupları oluşturabilmeye ve teknik bir takım sorunlara çözüm üretebilmeye kadar pek çok alan üzerinden değerlendirilebilmektedir (Glassman ve Kang, 2010). …”

Section: Introductionunclassified

İnternet Öz-yeterliği Ölçeği Türkçe Formunun Geçerlik ve Güvenirliği

Akın¹,

Kaya²,

Akın³

et al. 2014

BUEFAD

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I S S N : 1 3 0 8 -7 1 7 7 C i l t / V o l u me : 3 2 0 1 4 -3 S a y ı / I s s u e : 2 K ı ş / Wi n t e r 2 0 1 4 U l u s l a r a r a s ı H a k e m l i D e r g i I n t e r n a t i o n a l R e f e r e e d J o u r n a l The Validity and Reliability Studies of Turkish Version of the Internet Self-efficacy Scale Abstract: The aim of the present study is to examine the validity and reliability of the Turkish Version of the Internet Self-efficacy Scale (Kim & Glassman, 2013). Participants were 235 undergraduate students. Results of confirmatory factor analysis demonstrated that the seventeen items loaded on five factors ( reactive/generative, differentiation, organization, communication and search) and the fivedimensional model was well fit (x²= 267.62, df= 159, RMSEA= .076, CFI= .94, IFI= .94, SRMR= .069). Internal consistency reliability coefficients were .75 for search subscale, .87 for differentiation subscale, .86 for organization subscale, .88 for reactive/generative subscale, .83 for communication subscale, .94 for overall scale. The corrected item-total correlations ranged from .52 to .77. These results demonstrate that this scale is a valid and reliable instrument. Sınıf Fen ve Teknoloji Öğretim Programı Canlılar Dünyasını Gezelim Tanıyalım Ünitesinin Sağlamlığının İncelenmesi Examining the Adequacy of the Lesson Unit of Let's Learn about the World of Biology in the Elementary School Fifth-Grade Course of Science and Technology

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Pragmatism, connectionism and the internet: A mind’s perfect storm

Cited by 16 publications

References 12 publications

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

The logic of wikis: The possibilities of the Web 2.0 classroom

İnternet Öz-yeterliği Ölçeği Türkçe Formunun Geçerlik ve Güvenirliği

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