Bertram C. Bruce

Bio: Bertram C. Bruce is an academic researcher from University of Illinois at Urbana–Champaign. The author has contributed to research in topics: Literacy & Educational technology. The author has an hindex of 35, co-authored 230 publications receiving 5247 citations. Previous affiliations of Bertram C. Bruce include University of Queensland & Bible Broadcasting Network.

Theoretical issues in reading comprehension : perspectives from cognitive psychology, linguistics, artificial intelligence, and education

Abstract: Research in cognitive psychology, linguistics, education and artificial intelligence -- the four disciplines that have the most direct application to an understanding of the mental processes in reading -- is presented in this multilevel work that attempts to provide a systematic and scientific basis for understanding and building a comprehensive theory of reading comprehension. The major focus is on understanding the processes involoved in the comprehension of written text. The underlying message in most of the contributions is the assumption that skilled reading comprehension requires a coordination of text with context in a way that goes far beyond simply chaining together the meanings of a string of decoded words.

Reconceptualizing the role of the user of spatial data infrastructure

Abstract: Spatial data infrastructures, which are Internet-based mechanisms for the coordinated production, discovery, and use of geospatial information in the digital environment, have diffused worldwide in the last two decades. Currently, there are about one hundred spatial data infrastructures at the national level and many other at supra- and sub-national levels. These contemporary spatial data infrastructures operate with two main assumptions: formal organizations are the producers and suppliers of geospatial information; users are the passive recipients of information. The recent phenomenon of volunteered geographic information departs from these assumptions. In this paper, we argue that reconceptualizing the user of a spatial data infrastructure can accommodate this new phenomenon. Such a reconceptualization creates a middle ground between spatial data infrastructure and volunteered geographic information, which has important implications for future research.

Educational Technology: Media for Inquiry, Communication, Construction, and Expression:

Abstract: We describe a new way of classifying uses of educational technologies, based on a four-part division suggested years ago by John Dewey: inquiry, communication, construction, and expression. This taxonomy is compared to previous taxonomies of educational technologies, and is found to cover a wider range of uses, including many of the cutting-edge uses of educational technologies. We have tested the utility of this taxonomy by using it to classify a set of "advanced applications" of educational technologies supported by the National Science Foundation, and we use the taxonomy to point to new potential uses of technologies to support learning.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Maintaining knowledge about temporal intervals

Abstract: An interval-based temporal logic is introduced, together with a computationally effective reasoning algorithm based on constraint propagation. This system is notable in offering a delicate balance between

Maintaining knowledge about temporal intervals

Abstract: An interval-based temporal logic is introduced, together with a computationally effective reasoning algorithm based on constraint propagation. This system is notable in offering a delicate balance between

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.