Paul Resta

Bio: Paul Resta is an academic researcher from University of Texas at Austin. The author has contributed to research in topics: Collaborative learning & Educational technology. The author has an hindex of 13, co-authored 62 publications receiving 1029 citations. Previous affiliations of Paul Resta include University of New Mexico.

Technology in Support of Collaborative Learning

Abstract: This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research gaps and issues that may help focus future research in this emerging field of study.

Toward Digital Equity: Bridging the Divide in Education

Abstract: About the Authors. Preface: Digital Equity and the Future (with acknowledgements), Gwen Solomon. Introduction: Educational Technology and Equity, Gwen Solomon and Nancy Allen. I. SETTING THE STAGE. 1. Creating Educational Access, Karin M. Wiburg and Julia F. Butler. 2. Barriers to Equity, Kathleen Fulton and Robert Sibley. 3. Factors of the Divide, Karin M. Wiburg, Rudolfo Chavez- Chavez, Jeanette Haynes Writer, Maria Mercado, Jim O'Donnell, Elissa Poel, and Paula Wolfe. II. POWER AND LITERACY 4. Empowering Individuals, Schools, and Communities, Joyce Pittman. 5. Defining Literacy for the 21st Century, Kevin Rocap. III. LEARNERS AND TECHNOLOGY. 6. Connections Across Culture, Demography and New Technologies, Henry T. Ingle. 7. Technologies and Native America: A Double-Edged Sword, Vivian Delgado. 8. Building Learning Communities, Amy Staples and Joyce Pittman. 9. Gender Issues or the Gender Divide, Lynne Schrum and Sandra Geisler. 10. Refocusing Curricula, Lynne Schrum and Bonnie Bracey. IV. ROADMAP TO THE FUTURE. 11. Professional Development for Change, Carmen L. Gonzales and Steven A. Sanchez. 12. Leadership for a Changing World, Nancy Allen and Linda Wing. 13. Building Meaningful Organizational Change, Karen M. Keenan and Joan M. Karp. 14. Assessing Equity in Educational Technology, J. David Ramirez. 15. Policy Implications of Moving Toward Digital Equity, Paul Resta and Robert McLaughlin. Conclusion: Technology's Promise, Gwen Solomon. Resource List, Pat Laster and Cheryl Grable. References. Glossary. Index.

Cognitive, social and teaching presence in a virtual world and a text chat

Abstract: Using a framework of cognitive, social, and teaching presence, the nature of learning experiences in a three-dimensional virtual world environment (Second Life) and a text-chat learning environment without visuals (TeachNet) were investigated. A mixed method of code frequencies, coherence graphs, interviews, and a survey was used. The results revealed that the TeachNet debates included more cognitive presence codes that indicate higher levels of cognitive processing than in SL debates. The teams were significantly different from each other in the collaboration style for developing arguments and in the ways to use utterances associated with cognitive, social, and teaching presences, and the groups' collaboration style became more established with more experience with the tasks. The three critical factors-tool, tasks and group cohesion-that affect cognitive, teaching, and social presence are discussed.

Infusing a Teacher Preparation Program in Learning Disabilities with Assistive Technology

Abstract: A recent trend in the fields of special education, rehabilitation, and technology is the development and implementation of assistive technology (AT) devices and services to assist individuals in compensating for disabilities and/or utilizing functional capabilities to meet environmental demands. AT devices and services have major implications for individuals with learning disabilities (LD) regarding life span issues, environmental and curricular accessibility, and compensatory strategies. Faculty members in higher education who are responsible for designing teacher preparation programs in LD must explore ways to structure curricula, methodologies, and practica to better prepare teachers to work with students who use AT devices to compensate for their specific learning disabilities. The purpose of this article is to describe curriculum design steps and barriers to and solutions for infusing LD teacher preparation programs with assistive technology.

Digital equity and intercultural education

Abstract: Digital equity and intercultural education continue to be areas of concern in the emerging knowledge-based society. The digital divide is present across the globe as the result of a complex of factors such as the inequality in: access to hardware and connectivity; autonomy of use; digital and literacy skills; availability of technical and social support; and access to educators skilled in the use of information and communication technologies (ICTs). Although there is rapid progress in the growth of mobile subscriptions across the globe, there remain groups of digitally excluded peoples within and across countries. Moreover, although progress has been made in addressing connectivity issues and challenges in learning about digital technology, teachers and learners continue to face issues and challenges related to teaching-and-learning with digital technologies and resources within local contexts and beyond. For instance, in an era of rapid global cultural, political, economic and social changes, the need for intercultural education has never been greater. Not only does digital exclusion contribute to a knowledge divide but it also limits opportunities for intercultural connections, communications and understandings. Building on the work of previous EDUsummITs, the EDUsumIT 2013 participants focused on exploring how digital equity and intercultural education are intertwined. This paper describes current needs and challenges as well as opportunities related to digital equity and intercultural education, as well as the increasingly important role technology plays in helping to foster intercultural understanding and education. These are illustrated by examples of how access to digital resources may help bridge both the digital and cultural divides and relate them to some of the recommendations for policy and practice made by the EduSummit 2013 Digital Equity and Intercultural Education Workgroup to help address these needs.

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.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Abstract: From the Publisher: A Question of Identity Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.