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

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

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.

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

How to ... be a reflective practitioner.

The World is Flat: A Brief History of the Twenty-First Century Thomas L. Friedman Farrar, Straus and Giroux, 2005 Thomas Friedman is a widely-acclaimed journalist, foreign affairs columnist for the New York Times, and author of four best-selling books that include From Beirut to Jerusalem (1989). His eminence as a journalist is clearly demonstrated in the way he prepared for The World is Flat. He traveled throughout the world, interviewing in depth the political and business leaders who have the most direct, hands-on knowledge of the truly incredible developments occurring in the business structures and technology of globalization. Only a journalist who moves freely at the highest levels could interview the likes of Sir John Rose, the chief executive of Rolls-Royce; Nobuyuki Idei, the chairman of Sony; Richard Koo, the chief economist for the Nomura Research Institute; Bill Gates of Microsoft; Wee Theng Tan, the president of Intel China; David Baltimore, president of Caltech; Howard Schultz, founder and chairman of Starbucks; Nandan Nilekani, CEO of Infosys in Bangalore - and many others, each of whom gave him the inside story of how, specifically, the barriers of time and space separating economies, workforces, sources of capital, and technical abilities are crumbling. The result of this unfolding story, already far along but with much farther to go, according to Friedman, is that "the world is flat." With some notable exceptions in sub-Saharan Africa and the Islamic swathe, everything is connected with everything else on a horizontal basis, with distance and erstwhile time-lags no longer mattering. Friedman describes in detail the galloping globalization that has unfolded in even so limited a time as the past five years. Under the impetus of a worldwide network of interconnectivity, the world economy is much-changed from what it was at the turn of the century a mere half-decade ago. Friedman quotes the CEO of India's Infosys: "What happened over the last [few] years is that there was a massive investment in technology, especially in the bubble era, when hundreds of millions of dollars were invested in putting broadband connectivity around the world, undersea cables," while (Friedman paraphrases him) "computers became cheaper and dispersed all over the world, and there was an explosion of software - e-mail, search engines like Google, and proprietary software that can chop up any piece of work and send one part to Boston, one part to Bangalore, and one part to Beijing...." Microprocessors today have 410 million transistors compared to the 2800 they had in 1971. And now, "wireless is what will allow you to take everything that has been digitized, made virtual and personal, and do it from anywhere." The effect on productivity is revolutionary: "It now takes Boeing eleven days to build a 737, down from twenty-eight days just a few years ago. Boeing will build the next generation of planes in three days, because all the parts are computer-designed for assembly." The most strikingly informative aspect of this book, however, is not about technology. Most especially, Friedman explores the rapidly evolving global business systems, each constantly regenerating itself to keep ahead of the others. These are systems that span the continents seeking the lowest-cost providers of everything from expert scientific and engineering work to the lowliest grunt work. Friedman points out that India produces 70,000 accounting graduates each year - and that they are willing to start at $100 a month. It is no wonder that Boeing employs 800 Russian scientists and engineers for passenger-plane design when "a U.S. aeronautical engineer costs $120 per design hour, a Russian costs about one-third of that." Friedman describes a call center in India where outbound callers sell "everything from credit cards to phone minutes," while operators taking inbound calls do "everything from tracing lost luggage for U.S. and European airline passengers to solving computer problems for confused American consumers. …

The World Is Flat: A Brief History of the Twenty-First Century

Our paper reports findings from a two-phase deployment of iPod Touch and iPad devices in a large, urban Canadian school board. The purpose of the study was to gain an understanding of the infrastructure required to support handheld devices in classrooms; the opportunities and challenges teachers face as they begin to use handheld devices for teaching and learning; and the opportunities, challenges and temptations students face when gaining access to handheld devices and wireless networks in K – 12 schools. A mixed method approach was used: online survey, monthly professional development activities with teachers, collected samples of lesson plans and student work, and regular classroom observations. Phase 1 findings (exploring only the use of the iPod Touch devices) suggest participants (students, teachers, and IT support staff) preferred a range of devices for a variety of commonplace tasks. They indicated they would select the iPod Touch for recording voices / sounds, listening to podcasts, and playing games. They preferred a laptop for searching the Internet, creating media, and checking email, and they selected paper or traditional options for drawing, reading, and tracking work / maintaining an agenda. Sixty percent had never used the device prior to the project. Despite that surprising finding, 70% of respondents felt it took less than hour to become familiar with it. However, this question did not probe comfort levels with the syncing / charging, iTunes’ account management side of use, and herein lay a challenge. In order to use personal devices in school settings, the school / district needed to create a common iTUNEs account and dedicate a computer to sync, share, and organize applications (apps), content, and system settings. This common account formed a “digital commons” of sorts; a place where participants had to negotiate what apps to share and permissions and access protocols. Participation in the commons required an ongoing exploration of what digital citizenship meant in classrooms and how this impacted teacher’s work, parental responsibility and changes in disciplinary approaches for administrators. Year 1 of Phase 1 yielded a wealth of data. Specifically, the iPod Touch devices were well received and well used by the majority of participants in the elementary and junior high settings. The high school students and teachers were more critical, as both appeared to struggle to find educational uses for the devices. Further, high school students initially appeared to “resent” the intrusion of school issued personal devices. Phase 2 continued to work with the Phase 1 participants and added the deployment of the iPad devices in three additional schools. Probably the most interesting finding was the lack of familiarity of these devices by all the participants. We anticipated many would have owned similar devices and be proficient in their use – this was not the case.

/pdf/personal-devices-in-public-settings-lessons-learned-from-an-5dzr83sgyd.pdf

Personal Devices in Public Settings: Lessons Learned from an iPod Touch/iPad Project

Recognizing the power of the Internet to connect people, regardless of place or time, we explore the notion of a virtual form of ethnography, suggesting online, textual interactive interviews are worthy of research consideration. This paper reports on three research projects, drawing examples from almost ten years in the evolution of Internet supported conferencing software. It is the position of this paper that we were able to share and develop new insights into being authors, interlocutors, online learners, online researchers, and members of an educational context. Further, we feel that we were able to sustain conversations beyond the scope of many traditional face-to-face interview sessions, noting that the participants enjoyed the process and often found it hard to quit their interactions with us. Hence our position that even though the technology is still emerging and improving, the potential is clearly rich, inviting, and worth continued study.nstructor if given the authority in a social constructivist learning environment.

/pdf/virtual-ethnography-interactive-interviewing-online-as-3ft1mex4t8.pdf

Virtual ethnography: Interactive interviewing online as method

Literature published between 2000 and 2003 at the intersection between online learning and disability can be classified into didactic, descriptive, research, and opinion pieces. In this article, two research pieces surveying the literature are reviewed. The resounding theme throughout the literature is that improving accessibility of online learning for students with disabilities will promote best practices in online learning for all students.

A Review of 2000-2003 Literature at the Intersection of Online Learning and Disability

Qualitative researchers have long used ethnographic methods to make sense of complex human activities and experiences. Their blessing is that through them, researchers can collect a wealth of raw data. Their challenge is that they require the researcher to find patterns and organize the various themes and concepts that emerge during the analysis stage into a coherent narrative that a reader can follow. In this article, the authors introduce a technology-enhanced data collection and analysis method based on clipped audio files. They suggest not only that the use of appropriate software and hardware can help in this process but, in fact, that their use can honor the participants’ voices, retaining the original three-dimensional recording well past the data collection stage.

/pdf/clipping-and-coding-audio-files-a-research-method-to-enable-4vfte9hr5p.pdf

Susan Crichton

Papers

Personal Devices in Public Settings: Lessons Learned from an iPod Touch/iPad Project

Virtual ethnography: Interactive interviewing online as method

A Review of 2000-2003 Literature at the Intersection of Online Learning and Disability

Clipping and Coding Audio Files: A Research Method to Enable Participant Voice:

Generational Attitudes and Teacher ICT Use