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.

经验与教育 = Experience and education

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

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The Practice Of Everyday Life

In this paper, we discuss how iPads offer innovative opportunities for early literacy learning but also present challenges for teachers and children. We lent iPads to a Children’s Centre nursery (3- to 4-year-olds), a primary school reception class (4- to 5-year-olds) and a Special School (7- to 13-year-olds), discussed their potential uses with staff in pre- and post-interviews and observed how they were integrated into practice over a two-month period. We found variability in the ways iPads were used across the settings, but a commonality was that well-planned; iPad-based literacy activities stimulated children’s motivation and concentration. They also offered rich opportunities for communication, collaborative interaction, independent learning, and for children to achieve high levels of accomplishment. In some cases, this led teachers favourably to re-evaluate the children’s literacy competence, and enabled children to construct positive images of themselves in the literacy classroom. Practitioners particularly valued the opportunities iPads afforded to deliver curriculum guidelines in new ways, and to familiarise all students with touch-screen technologies.

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New directions for early literacy in a digital age: The iPad

This study investigates the effects of a story-making app called Our Story and a selection of other educational apps on the learning engagement of forty-one Spanish 4-5-year-olds. Children were observed interacting in small groups with the story-making app and this was compared to their engagement with a selection of construction and drawing apps. Children's engagement was analysed in two ways: it was categorised using Bangert-Drowns and Pyke's taxonomy for individual hands-on engagement with educational software, and using the concept of exploratory talk as developed by Mercer et al. to analyse peer engagement. For both approaches, quantitative and qualitative indices of children's engagement were considered. The overall findings suggested that in terms of the Bangert-Drowns and Pyke taxonomy, the quality of children's individual engagement was higher with the OS app in contrast to their engagement with other app software. The frequency of children's use of exploratory talk was similar with the OS and colouring and drawing apps, and a detailed qualitative analysis of the interaction transcripts revealed several instances of the OS and drawing apps supporting joint problem-solving and collaborative engagement. We suggest that critical indices of an app's educational value are the extent to which the app supports opportunities for open-ended content and children's independent use of increasingly difficult features.

/pdf/children-s-engagement-with-educational-ipad-apps-insights-4nksmox2oc.pdf

Children's engagement with educational iPad apps: Insights from a Spanish classroom

Since their first appearance in 2010, iPads and other comparable tablets have been heralded for their potential to revolutionize education, including that of young children. Like previous multimedia technologies (e.g., whiteboards, Kozma, 1991), iPads are multimodal, allowing users to use texts, pictures, and sounds. In comparison with other, so far available multimedia technologies, iPads have three novel features which have the potential to make a positive difference to early education: iPads are portable and light-weight (unlike netbooks and laptops), they eliminate the need for separate input devices requiring certain levels of dexterity (such as mouse and keyboard) and thirdly, they are specifically designed to accommodate a number of apps, many of which have a child-friendly intuitive design. With several of these apps, iPads provide unprecedented opportunities for children to create their own contents and participate in rich and dynamic learning contexts.
 
Yet, despite the possible benefits, there is an absence of research supporting the enthusiastic claims that iPads will “revolutionize education” (e.g., Ferenstein, 2011). This is due to several reasons but in early education, two prevalent myths concerning new technologies hinder research progress and innovation in practice: technological determinism and the digital/non-digital binary. This article outlines how these technology myths relate to the emerging iPad research in early education of children aged between 2 and 8 years old. After a critical assessment of the assumptions underlying some of the studies, attention is turned to a “second wave” of iPads' research which avoids these conceptual obstacles. Recommendations for future research are provided throughout the article, with the aim of provoking a wider debate regarding some of the identified issues.

/pdf/ipads-in-early-education-separating-assumptions-and-evidence-4mhtwkgn1h.pdf

iPads in early education: separating assumptions and evidence.

Little is known about how specific iPad applications affect parent–child story-sharing interactions. This study utilises a case-study approach to provide an insight into the patterns of interaction, which emerge when a mother and her 33-month-old daughter share a self-created, audio-visual ‘iPad story’ .M ultimodal analysis allowed us to gain insights into the complex interaction patterns orchestrated in this new, personalised story-sharing medium. We found that the app-mediated story-sharing context produced a harmonious and smooth interaction, achieving a coherence that is typical of ‘happy’ oral stories. We suggest that the observed interaction resembles that of experiencing a piece of art, and we highlight the need for a holistic approach to understanding the implications for research and practice of children’s interactions during multimedia story sharing.

/pdf/sharing-personalised-stories-on-ipads-a-close-look-at-one-jed6p8zl6p.pdf

Sharing personalised stories on iPads: a close look at one parent-child interaction

In this paper we discuss the potential of iPads for supporting literacy learning in special education, with a focus on how the gestural and sensory experience of touch can enable young learners with moderate to complex physical and/or cognitive disability to engage in fun, independent and inclusive classroom-based literacy activities. We report on a case study where we observed the literacy learning opportunities offered by the touch screen interface provided by iPads for a diverse group of students aged 3 to 19 years in a special school in the English Midlands. We also made field notes and sought teachers’ and students’ views about the potentials and challenges of using iPads in the classroom. We begin by outlining our interdisciplinary theorisation of touch, and conceptualisations of its role in learning. Applying these concepts to the data, we discuss the affordances and constraints of iPad devices in terms of mobility, flexibility and sensory experience. We then illustrate how the sensory and kinaesthetic experience of human touch often enhanced the students’ motivation, control and independence when engaged in literacy endeavour with iPads, and led to high levels of achievement and creative opportunities for their self-expression.

/pdf/touching-the-virtual-touching-the-real-ipads-and-enabling-7cezhc2dfp.pdf

Natalia Kucirkova

Papers

New directions for early literacy in a digital age: The iPad

Children's engagement with educational iPad apps: Insights from a Spanish classroom

iPads in early education: separating assumptions and evidence.

Sharing personalised stories on iPads: a close look at one parent-child interaction

Touching the virtual, touching the real: iPads and enabling literacy for students experiencing disability