Search

The search found 16 results in 0.008 seconds.

Search results

1. Netprov in the Classroom: Character Building and Team Building

   This talk shares collaboration strategies and “funnest practices” for using netprov — networked improvisation, online roleplay literature — in the classroom. In sequences of “jump right in” creative games, students explore such topics as character development and character voice in a real-time laboratory of quick creative exchanges (accompanied by mutual encouragement and laughter). By building a bridge between students’ own social media writing practices and learning about historic literature, their creative strategies are expanded and critical connections between canonical texts and contemporary, everyday writing are made. What students may not realize is that netprov also can help break through their own creative blockages and freezes.

   Milosz Waskiewicz - 27.05.2021 - 16:41

2. The text and cultural politics

   The school curriculum is not neutral knowledge. Rather, what counts as legitimate knowledge is the result of complex power relations, struggles, and compromises among identifiable class, race, gender, and religious groups. A good deal of conceptual and empirical progress has been made in the last 2 decades in answering the question of whose knowledge becomes socially legitimate in schools. Yet, little attention has actually been paid to that one arti-fact that plays such a major role in defining whose culture is taught–the textbook. In this article, I discuss ways of approaching texts as embodiments of a larger process of cultural politics. Analyses of them must focus on the complex power relationships involved in their production, contexts, use, and reading. I caution us against employing overly reductive kinds of perspectives and point to the importance of newer forms of textual analysis that stress the politics of how students actually create meanings around texts. Finally, I point to some of the implications of all this for our discussions of curriculum policy.

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 20:27

3. Giving Teaching Back to Education: Responding to the Disappearance of the Teacher

   Giving Teaching Back to Education: Responding to the Disappearance of the Teacher

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 20:34

4. The Challenge of 21st-Century Literacies

   In the second edition of their influential book New Literacies: Everyday Practices and Classroom Learning, Lankshear and Knobel argued that engagement with these practices was “largely confined to learners’ lives in spaces outside of schools.” That was nearly 10 years ago, and in some respects, very little has changed. In many classrooms, there is a lot more technology than there was back then; for instance, the provision of interactive whiteboards, desktops, laptops, and portable devices is better, and there is a greater variety of software and hardware on offer. Yet, even when equipment is available, up to date, and in good working order, problems of curricular integration still arise. Despite all the rhetoric about the importance of new or digital literacies in education, recent curricular reforms and their associated assessment regimes have tended to privilege traditional literacy skills and printed text. An expansive view of new literacies in practice seems hard to realize. Why should this be the case?

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 20:49

5. Introduction: Critical studies of digital education platforms

   Introduction: Critical studies of digital education platforms

   Daniel Johannes Flaten Rosnes - 17.06.2021 - 21:25

6. Editorial: the datafication of education

   Editorial: the datafication of education

   Daniel Johannes Flaten Rosnes - 17.06.2021 - 21:34

Pages