Bibliography: Social Media (page 101 of 144)

Young, Jeffrey R. (2009). 2 Professors Rock Out Online to Study Fame–and Us, Chronicle of Higher Education. Most people who stumble across the YouTube video of the self-proclaimed rock star Gory Bateson singing to a scantily clad prostitute in Amsterdam's red-light district probably have no idea that the work is part of a research project–or that the man holding the guitar is a tenured professor. The video has attracted more than 12,000 views and won a few online fans. But it has upset some of the professor's colleagues, who say that whatever this two-minute clip is, it is definitely not academic work. Those colleagues make some good points. But despite this project's oddities and flaws, it suggests a new kind of ethnographic study made possible by online social media. And this singing scholar is not the only professor seeking online fame in hopes of studying the experience. Another one has produced videos shocking enough to get deleted from YouTube. The man in Amsterdam is actually Nick Trujillo, a professor of communication studies at California State University at Sacramento. The project fits into an academic practice called performance studies, in which fiction or music or dance is created to critically explore social issues. By jointly writing the stories of an aging rocker and his groupies, scholars say they are revealing shared cultural memories and social stereotypes. Objections, however, come in several forms. In the halls of his department at Sacramento, he drew complaints from colleagues after he taped to a wall outside his office a picture of his character serenading the prostitute. Another professor filed a grievance against Mr. Trujillo claiming sexual harassment because of a picture he taped in the hallway from one of his videos–a close-up of a dog licking the professor's toes. The professor's off-campus promotional efforts have also sparked a backlash, including charges of violating research ethics. Neil L. Whitehead, a professor of anthropology at the University of Wisconsin at Madison who goes by the stage name Detonator, is also doing an academic project. He studies depictions of sexual violence. He started the band Blood Jewel three years ago as a way to get a new perspective on the culture of goth industrial music–and to propose a new approach to anthropology. The music made by these bands is hardly for everyone. But if the two professors behind them succeed–and convince colleagues that this kind of work can be done in an ethical manner–they may give new meaning to the term "public intellectual."   [More]  Descriptors: College Faculty, Musicians, Music, Singing

Minocha, Shailey (2009). Role of Social Software Tools in Education: A Literature Review, Education & Training. Purpose: The purpose of this paper is to provide a review of literature on the role of Web 2.0 or social software tools in education. Design/methodology/approach: This paper is a critical and comprehensive review of a range of literature sources (until January 2009) addressing the various issues related to the educator's perspective of pedagogical effectiveness of social software tools. Findings: The paper provides insights about the: educational goals of using social software tools; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative. Research limitations/implications: It is hoped that the analysis, as captured in this paper, will highlight the different pedagogical roles of social software: communication, nurturing creativity and innovation, and collaborative learning. The paper will be of interest to researchers in the areas of social software and technology-enabled learning environments, in general. Further, this paper demonstrates how the analysis of academic literature sources has been combined with commentaries and opinions on the web to develop this literature review. Practical implications: The review has been written from an educator's perspective: the questions and challenges that an educator encounters when considering the use of social software tools for learning and teaching. The analysis of the literature review in this paper is presented as answers to questions, which educators may have about social software initiatives. The findings in this paper may influence learning and teaching strategies in higher and further education — specifically institutions that are considering the use of social software. Originality/value: The paper presents theoretical underpinnings related to pedagogical role of social software tools. In this paper, the practical issues and challenges for educators and policy makers who are considering the adoption of social software tools in learning and teaching are analysed. The paper consolidates a variety of literature sources from academic publications, recent reports on social software (2007-2009), and commentaries and views on social software within the social media itself (blogs, wikis, YouTube).   [More]  Descriptors: Educational Technology, Internet, Teaching Methods, Computer Software

Amonett, Catherine York (2012). An Existential Portraiture of an Educational Leadership Course: Soulful Transcendence through Poetics, ProQuest LLC. This portrait captured a journey of 13 individuals that participated in an educational leadership course. The subjects were members of a Cohort and the course was the last course in the program. The portraiture methodology was utilized so that the nuances in relationships, feelings and the portraitist's voice could create a layered, contextual portrait of the participants' experience. Three layers were identified following the course and served as the primary focus of the group's discussions: Social Poetics and Media Influences on Society, Democratic Platforms in Education and Moral Imperatives of Scholar-Practitioners. These three themes were evident in classes throughout the semester in the discussions. The Cohort members reflected on the themes in two questionnaires, one before the class began and a follow up questionnaire following the course completion. The portraiture revealed that educational scholar-practitioners have existential, moral responsibilities that require action and reflection to better promote democratic educational arrangements that cultivate all learners. Difficult, often ignored topics must be explored so that true understanding of the elements that limit social justice and derail democracy can be overcome in the scholar-practitioner's practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Portraiture, Questionnaires, Instructional Leadership, Mass Media Effects

Thevenin, Benjamin (2012). The Re-Politicization of Media Literacy Education, Journal of Media Literacy Education. Despite the efforts made by the media literacy movement in the U.S. to institute media education as a means of addressing social issues, there still exists the potential for a more politically empowering media literacy education. While media literacy scholars and practitioners' avoidance of adopting particular political or social agendas is understandable, others have noted that while an apolitical media literacy curriculum might be easier to pitch to schools and parents, this approach is ultimately inadequate at addressing problems that plague modern society (Lewis and Jhally 1998; Kellner and Share 2005, 2007). This paper argues that by reexamining the foundational philosophies of Plato and John Dewey, tracing the development of their ideas in contemporary social theory and media scholarship, and identifying their application in media literacy scholarship, media literacy scholars and practitioners may be able to create a media literacy education that more effectively confronts injustice and promotes social change. The author calls this process the "re-politicization of media literacy education" because he argues that at the heart of the philosophies of Plato and Dewey, from which current approaches to media education commonly draw, is a commitment to the creation of a just society through critical civic engagement.   [More]   [More]  Descriptors: Media Literacy, Educational Philosophy, Politics, Social Change

Guramatunhu-Mudiwa, Precious; Bolt, Les L. (2012). Does the Gender of School Personnel Influence Perceptions of Leadership?, School Leadership & Management. The purpose of this study was to investigate whether the gender of school building leaders (principals and assistant principals), teachers (including intervention specialist, vocational, literacy specialist, special education teacher, etc.) and other school-based roles (school counsellor, school psychologist, social worker, library media, etc.) influences the perceptions of leadership as measured by the Teacher Working Conditions (2008) Survey conducted in North Carolina Public Schools. The study used analysis of variance techniques on a sample that had been selected through data-mining and propensity score-matching techniques to minimise the effects of disparate cell sizes and multicollinearity of confounding variables with gender. The study revealed that the gender of the respondent did not have a significant difference on teacher perceptions of leadership among public schools in North Carolina although the role of the respondent was significant across all dimensions. The interaction effects between gender and role of the respondents were significant on the major dimensions of leadership (School Leadership and Educator Leadership). An examination of the marginal means for the interaction effects indicated that females in instructional and administrative roles had higher scores on leadership variables than males, but females had lower scores than males in the other roles.   [More]  Descriptors: Public Schools, Females, Leadership Qualities, Interaction

Baudino, Frank, Ed. (2011). Brick and Click Libraries: Proceedings of an Academic Library Symposium (11th, Maryville, Missouri, November 4, 2011), Online Submission. Twenty-three scholarly papers and twelve abstracts comprise the content of the eleventh annual Brick and Click Libraries Symposium, held at Northwest Missouri State University in Maryville, Missouri. The peer-reviewed proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. The 2011 paper and abstract titles include: (1) Redefining Relevancy in the Electronic Age: The Library as a Real Place (Alberta Davis Comer); (2) E-science and Libraries (for Non Science Librarians) (Eric Snajdr); (3) The Ins and Outs of a Multicultural Library Orientation Session (Tony Garrett); (4) Student Assistants 2.0: Utilizing Your Student Assistant's Capabilities (Carla M. Gruen and Anne M. Wooden); (5) Bridging the Gaps: Teaching Transliteracy (Lane Wilkinson); (6) Proactive Approach to Embedded Services (Charissa Loftis and Valerie Knight); (7) Weed the Stack, Feed the Collection and Harvest the Space (Deborah Provenzano); (8) Making an Impact: The Who, What, Where, Why, and How of Creating a Genre Based Popular Collection in an Academic Library (Kathy Hart, Sara Duff, Lisa Jennings, and Neil Robinson); (9) Info on the Go: Using QR Codes to Enhance the Research Experience (Melissa Mallon); (10) Tweet-a-Librarian: How to Use Twitter for Free Text Messaging Reference (Sonnet Ireland and Faith Simmons); (11) Use It or Lose It: Are One-Time Purchases of Electronic Resources an Effective Use of Limited Funds? (Lea Currie and Kathy Graves); (12) "Full Exposure" of Hidden Collections: Drake University First-Year Students Create a Living Archive (Claudia Thornton Frazer and Susan Breakenridge Fink); (13) From Static HTML to Interactive Drupal: Redesigning a Library Intranet that Enables Collaboration and Social Interaction (Elaine Chen); (14) Demographic Trends of College Students Today and Tomorrow: How Do We Entice Them to Use the Academic Library? (Marie Bloechle and Sian Brannon); (15) A Winning Strategy: University Library and Athletic Department Partnership (Rosalind Alexander); (16) Multilingual Zotero: Its Promises and Limits (Fu Zhuo); (17) A Fine Balance: Tangible or Electronic? (Gretchen Gould); (18) The Advantages of Importing Usage Statistics to Millennium ERM with SUSHI (Li Ma); (19) A Look from Both Sides Now (Melissa Muth); (20) Campus Copyright Support from a University Library (Chris LeBeau and Cindy Thompson); (21) Jack be Nimble…Quick', and Communicative: Flexible Staffing Positions for Changing Technical Services Workflows (Angela Rathmel); (22) Putting the Customer First: Developing and Implementing a Customer Service Plan (Kathy Howell and Lori Mardis); (23) Catch the "Campus Express!" (Brad Reel); (24) Wiki-fy Your Student Worker Program (David Kupas); (25) Smartphone Trends on the UCM Campus: Is it just the Net Generation? (Alice Ruleman); (26) Social Media Wrangling: A Comparison of Feed Tools (Kristen Mastel); (27) Putting QR Codes to the Test (Jason Coleman and Leo Lo); (28) Speaking to the Masses: The Evolution of Library Instruction for SPCM 101, Fundamentals of Speech (Elizabeth Fox and Nancy Marshall); (29) Don't Panic!: Revising Your Collection Development Policy and Putting it into Action (Abbey Rimel, and Andy Small; (30) 2 for the Price of 1: Combining Access Services and Reference Desks (Diane Hunter and Mary E. Anderson); (31) Do I Have the Best Library Website on the Planet or What? (Rene Erlandson and Rachel Erb); (32) Implementing LibAnswers at Multiple Service Points (Elizabeth A. Stephan, Gabe Gossett, and Rebecca Marrall); (33) College Readiness Dialogs: Librarian Collaborations from High School to College (Laurie Hathman, Ken Stewart, Jill Becker, and Danielle Theiss); (34) Fu Can Cook: Using Chinese Cooking Techniques to Teach Library Instruction (Fu Zhuo); and (35) Is There Really an App for That? (Robert Hallis). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines. For the 2010 proceedings, see ED513812.]   [More]  Descriptors: Conferences (Gatherings), Athletics, Multilingualism, Interpersonal Relationship

Monahan, Torin (2004). Just Another Tool? IT Pedagogy and the Commodification of Education, Urban Review: Issues and Ideas in Public Education. This article investigates the social relations being produced through the incorporation of information technology (IT) into educational practices. Drawing upon field research with the Los Angeles public school system, the article analyzes social relations in three technology classrooms, discusses gender and ethnic inequalities with technology, and documents the kinds of educational technology programs that teachers and administrators find valuable. Rather than IT being an apolitical tool, these examples illustrate how technologies operate within larger ideological systems, linking students and public institutions intimately with globalization processes of privatization and commodification. In conclusion, an alternative framework for technology pedagogy is introduced, one that confronts the politics of technology by perceiving information technologies as "social media" rather than simple tools.   [More]  Descriptors: Global Approach, Educational Practices, Privatization, Information Technology

Bowers, Jill R. (2013). Online Program Development for Youth: A Qualitative Analysis of Online Program Content, Instruction, and Implementation, ProQuest LLC. Although many practitioners have turned to the Internet as a viable means of reaching youth with their programs, there is little research on how and when youth engage with online educational resources. The present study employed a grounded theory design to gain an understanding of how practitioners can develop online programs that engage youth. Participants completed face-to-face interviews (n = 27) and reviewed two online programs that addressed relationship education (n = 22), which provided the foundation for the analysis of how youth's preferences for online program characteristics are linked to their online program exposure and ongoing participation. The analysis resulted in a four stage model of engaging youth in online programs, with a focus on the types of content, or topics (i.e., work/careers, social skills), technological tools (i.e., social networking platforms, videos), and delivery style (i.e., entertaining, opportunities to give/receive feedback) preferred by older adolescents. Implications center on the types of content (e.g., work/careers, social skills, relationships, media literacy) and delivery modes (e.g., the different instructional pathways for the various topics covered) that practitioners should consider. Additionally, future research that quantitatively examines the four-stage model and individuality among youth, or qualitatively allows youth to be a part of the program development and evaluation process is discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Program Implementation, Program Development, Internet, Grounded Theory

Russell, William Benedict, III, Ed. (2013). The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 28 & March 1, 2013). Volume 2013, Issue 1, International Society for the Social Studies. The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2013 proceedings: (1) Teaching About Asia in a Social Science Education Program (Cyndi Mottola Poole and Joshua L. Kenna); (2) Teaching Students about Contemporary Germany (Janie Hubbard and Karen Larsen Maloley); (3) Evaluating Pedagogical Techniques in Education Courses: Does Assignment Resubmission for Higher Grades Increase Student Achievement? (Joseph Asklar and Russell Owens); (4) Incorporating Global Citizenship into Social Studies Classroom (Anatoli Rapoport); (5) Internal Culture: The Heart of Global Education (Cyndi Mottola Poole); (6) The Treatment of Monotheistic Religions in World History Textbooks (Jason Allen); (7) College Readiness: Preparing Rural Youth for the Future (Jason Hedrick, Mark Light, and Jeff Dick); (8) The University Core Curriculum Program: Factors of Success and Opportunities for Potential Improvement (Mohamed Elgeddawy); (9) Communication processes of Online Education: The Need for a Sociological Reflection (Beatriz Fainholc); (10) Cinema and History of Brazil: A Debate in the Classroom (Paulo Roberto de Azevedo Maia); (11) Practitioner Inquiry in the K-12 Social Studies Classroom (Heather Leaman); (12) Role-Playing Parent-Teacher Conferences Defending a Social Justice Curriculum (Christopher Andrew Brkich and April Cribbs Newkirk); (13) "Steve Obamney": Political Scumbaggery, the Internet, and the Collective Memetic American Consciousness (Christopher Andrew Brkich and Tim Barko); (14) Democratic Twittering: Using Social Media in the Social Studies (Daniel G. Krutka); (15) An Electorate Equality: Are we Seeing a New Age or Era in American History? (Sean M. Lennon); (16) Instances of Reification in Contemporary Society: Work, Consumption, Cyberculture, and Body (Julio Cesar Lemes de Castro); (17) The Ent's Will Rise Again: The Representation of Nature in the Film "The Lord of the Rings: The Fellowship of the Ring" (Iclal Alev Degim); (18) "We need to conserve the beautiful places of the world, and protect them from being destroyed:" Using Papers about Place in an Environmental History Class (Russell Olwell); (19) Lesson Study in Elementary Social Studies Methods (Lara Willox); (20) Visualization of Teacher's Thinking Process While Observing Students: An Educational Neuroscientific Approach (Naoko Okamoto and Yasufumi Kuroda); (21) Perceptions of Teacher Candidates on Quality Standards of Education Faculty (Aysun Dogutas); (22) Laptops and iPads and Smartphones, Oh My! (Brian D. Furgione, Jason Dumont, Alexandra Razgha, and Joe Sanchez); (23) Academic Transition from High School to College (Barbara Houser and Cheryl Avila); (24) QR Codes: Let's Get Them in (and out of) Your Classroom! (Brian D. Furgione, Jason Dumont, Alexandra Razgha, and Joe Sanchez); (25) Creating a New Space: Partners in Global Education (Denise Dallmer); (26) Letting Go of the Textbook: Applying Multimodal Intertextuality in the Secondary Social Studies Classroom (Terrell Brown); (27) Preservice Elementary Teachers' Economic Literacy: Are They Ready to Teach Economics Concepts? (Kenneth V. Anthony, Nicole Miller, and Becky Smith); (28) The Effect of Family Disintegration on Children and Its Negative Impact on Society (Nourah Mohammad Altwaijri); (29) Historical Examination of the Segregated School Experience (Anthony Pellegrino, Linda Mann, and William B. Russell, III); (30) The Effects of Transnational Prejudice on Incorporation and Identity Formation of Oaxacans in the U.S. (Monica Valencia); (31) Neo-Liberalism and the Deconstruction of the Humanistic Pedagogic Tradition (Chris Sparks); (32) The Great Depression as a Generational Lens on Contemporary Social Studies Reform Movements (Doug Feldmann); (33) Digital Collaboration to Promote Learning in the Social Studies Classroom (Raymond W. Francis and Mary Jo Davis); (34) Disrupting Patriarchy: Challenging Gender Violence In Post-Apartheid South Africa and Post-Conflict Northern Ireland (Erin Tunney); (35) The Relationship between Teachers' Conceptions of Democracy and The Practice of Teaching Social Studies: A Collective Case Study of Three Beginning Teachers (Andrew L. Hostetler); (36) Facilitating the Reduction of Recidivism: A Political Philosophical Approach to Community Justice (Philip Waggoner); (37) Teaching Social Studies Through Photography: World Travels of a Pre-Service Teacher (Rebecca Stump); (38) Young Children's Descriptions about the History of Their Given Names (Lois M. Christensen, Szymanski Sunal, Melissa G. Whetstone, Amanda Daniel Pendergrass, and Ebtesam Q. Rababah); (39) Apoyo: How Does This Culturally Learned Practice from México Characterize Hispanic Households in America? (Gilbert Duenas); and (40) Implications of Common Core State Standards on Social Studies Education (Joshua L. Kenna). (Individual papers contain references.) [For the 2012 proceedings, see ED531864.]   [More]  Descriptors: Social Studies, Preservice Teacher Education, Teaching Methods, Education Courses

Quinn, Therese M., Ed.; Ploof, John, Ed.; Hochtritt, Lisa J., Ed. (2011). Art and Social Justice Education: Culture as Commons, Routledge, Taylor & Francis Group. "Art and Social Justice Education" offers inspiration and tools for educators to craft critical, meaningful, and transformative arts education curriculum and arts integration projects. The images, descriptive texts, essays, and resources are grounded within a clear social justice framework and linked to ideas about culture as commons. Essays and a section written by and for teachers who have already incorporated contemporary artists and ideas into their curriculums help readers to imagine ways to use the content in their own settings. This book is enhanced by a Companion Website (www.routledge.com/cw/quinn) featuring artists and artworks, project examples, and dialogue threads for educators. Proposing that art can contribute in a wide range of ways to the work of envisioning and making a more just world, this imaginative, practical, and engaging sourcebook of contemporary artists' works and education resources advances the field of arts education, locally, nationally, and internationally, by moving beyond models of discipline-based or expressive art education. It will be welcomed by all educators seeking to include the arts and social justice in their curricula. Part I, The Commons: Redistribution of Resources and Power, begins with an introduction to section one by Therese Quinn and contains the following: (1) Justseeds: An Artists' Cooperative (David Darts); (2) Heidi Cody: Letters to the World and the ABCs of Visual Culture (Kevin Tavin); (3) Kutiman: It's the Mother of All Funk Chords (K. Wayne Yang); (4) ToroLab: Border Research Gone Molecular (Nato Thompson); (5) Mequitta Ahuja: Afro-Galaxy (Romi Crawford); (6) Emily Jacir: The Intersection of Art and Politics (Edie Pistolesi); (7) Paula Nicho Cumez: Crossing Borders (Kryssi Staikidis); (8) Rafael Trelles: Cleaning Up the Stain of Militarism (Nicolas Lampert); (9) Experience, Discover, Interpret, and Communicate: Material Culture Studies and Social Justice in Art Education (Doug Bandy); (10) Educational Crisis: An Artistic Intervention (Dipti Desai and Elizabeth Koch); and (11) Social Media/Social Justice: The (Creative) Commons and K-12 Art Education (Robert W. Sweeny and Hannah Johnston). Part II, Our Cultures: Recognition and Representation, begins with an introduction to section two by John Ploof and contains the following: (12) Kaisa Leka: Confusing the Disability/Ability Divide (Carrie Sandahl); (13) Darrel Morris: Men Don't Sew in Public (Donal O'Donoghue); (14) Nicholas Galanin: Imaginary Indian and the Indigenous Gaze (Anne-Marie Tupuola); (15) Kimsooja: The Performance of Universality (Dalida Maria Benfield); (16) Xu Bing: Words of Art (Buzz Spector); (17) Bernard Williams: Art as Reinterpretation, Identity as Art (James Haywood Rolling, Jr.); (18) Hock E Aye Vi Edgar Heap of Birds: Beyond the Chief (Elizabeth Delacruz);  (19) Samuel Fosso: Queering Performances of Realness (G. E. Washington); (20) Cultural Conversations in Spiral Curriculum (Olivia Gude); (21) Arts Making as an Act of Theory (Miia Collanus and Tiina Heinonen); and (22) Pedagogy, Collaboration, and Transformation: A Conversation with Brett Cook (Korina Jocson and Brett Cook). Part III, Toward Futures: Social and Personal Transformation, begins with an introduction to section three by Lisa Hochtritt and contains the following: (23) Harrell Fletcher: Shaping a New Social (Juan Carlos Castro); (24) Pinky & Bunny: Critical Pedagogy 2.0 (Steven Ciampaglia); (25) La Pocha Nostra: Practicing Mere Life (Jorge Lucero); (26) Future Farmers: Leaping Over the Impossible Present (A. Laurie Palmer); (27) Appalshop: Learning from Rural Youth Media (Maritza Bautista); (28) Navjot Altaf: What Public, Whose Art? (Manisha Sharma); (29) The Chiapas Photography Project: You Can't Unsee It (Lisa Yun Lee); (30) Dilomprizulike: Art as Political Agency (Raimundo Martins); (31) In Search of Clean Water and Critical Environmental Justice: Collaborative Artistic Responses Through the Possibilities of Sustainability and Appropriate Technologies (B. Stephen Carpenter, II and Marissa Munoz); (32) Opening Spaces for Subjectivity in an Urban Middle-School Art Classroom: A Dialogue between Theory and Practice (Carol Culp and Ruben Gaztambide-Fernandez); and (33) Story Drawings: Revisiting Personal Struggles, Empathizing with "Others" (Sharif Bey). Part IV, Voices of Teachers, begins with an introduction section four, Art Matters, by Graeme Sullivan and contains the following: (34) Holding the Camera (Maura Nugent); (35) The Streets Are Our Canvas: Skateboarding, Hip-Hop, and School (Keith (K-Dub) Williams); (36) The Zine Teacher's Dilemma (Jesse Senechal); (37) Miracle on 79th Street: Using Community as Curriculum (Delaney Gersten Susie); (38) Public School, Public Failure, Public Art? (Bert Stabler); (39) Animating The Bill of Rights (William Estrada); (40) Think Twice, Make Once (Anne Thulson); (41) Art History and Social Justice in the Middle School Classroom (Kimberly Lane); and (42) Whatever Comes Next will be Made and Named by Us (Vanessa Lopez-Sparaco). An index is included.   [More]  Descriptors: Social Justice, Art History, Critical Theory, Elementary Secondary Education

Robinson, John P.; Martin, Steven (2008). What Do Happy People Do?, Social Indicators Research. Little attention in the quality-of-life literature has been paid to data on the daily activity patterns of happy and less happy people. Using ratings-scale information from time-diary studies, this article examines the hypothesis that people who describe themselves as happier engage in certain activities more than those who describe themselves as less happy. Based on 34 years of data collected by the General Social Survey (GSS) on social activities and media usage, it is found that people who are happy report being more active in most social activities, in religion and in newspaper reading. On the other hand, happier people report less time watching television, a relation that holds after control for education, marital status and other predictors of happiness. The need to replicate these findings using panel data is highlighted.   [More]  Descriptors: Marital Status, Quality of Life, Psychological Patterns, Diaries

Letukas, Lynn; Barnshaw, John (2008). A World-System Approach to Post-Catastrophe International Relief, Social Forces. As our understanding of disaster shifts from an event concentrated in time and space to a social occasion occurring across time and space, so too must our explanations of disaster shift from theories of the middle range to broader theoretical frameworks. We explore the world-system approach in an effort to understand the upper limits of theory for disaster and offer this approach as a better understanding of how long-term development shapes social change. Utilizing media reports of the 2004 Indian Ocean tsunami from the United States to India, Indonesia and Thailand over a one-year period, we find perceptions of aid vary by economic zones and nation-states in the contemporary world system.   [More]  Descriptors: Social Change, Foreign Countries, Global Approach, Crisis Management

Zhao, Yali; Zhou, Xiaoguang; Huang, Lihong (2008). Chinese Students' Knowledge and Thinking about America and China, Social Studies. The authors interviewed more than one hundred high school students in three regions of China about their knowledge and perceptions of the United States and China. The authors' findings suggest the following: (1) students possess extensive knowledge about the United States in terms of its history, geography, socioeconomic system, and education, and they obtain the knowledge from multiple media sources besides social studies curriculum; (2) students obtain knowledge about China mainly from news media, social studies class, and their personal experience; (3) students admire American socioeconomic and educational systems but resent America's interference with China's domestic issues and its hegemony in world affairs; (4) students take pride in China's economic development but resent the education system and are concerned about economic inequity existing in China today; and (5) students believe that mutual understanding and learning from each other will benefit the United States, China, and the whole world.   [More]  Descriptors: Foreign Countries, High School Students, Student Attitudes, Educational Attitudes

Franetovic, Marija (2012). A Higher Education Case: Millennial Experience toward Learning in a Virtual World Designed as an Authentic Learning Environment, ProQuest LLC. Current educational initiatives encourage the use of authentic learning environments to realistically prepare students for jobs in a constantly changing world. Many students of the Millennial generation may be social media savvy. However, what can be said about learning conditions and student readiness for active, reflective and collaborative learning and media literacy within their discipline? Virtual worlds such as Second Life (SL) represent future hybridized work environments which can support authentic learning. With their immersive and interaction affordances, virtual worlds may be designed to incorporate real-world team projects for both online and blended courses.   This qualitative single embedded case study sought to understand learner experiences regarding the authentic learning environment instructional design which was provided through Second Life. The study took place in a higher education game development course facilitated through SL during the fall 2009 semester. The goals of the student project were to work in simulated real-world teams to design and co-create a game, test the game by role-play as non player characters with a random student player, experience game development requirements, and reflect upon lessons learned. The research study took place at a mid-size private university in a Midwest metropolitan suburb. Participants included eighteen Millennial generation students who had never used SL in a formal learning setting. The majority of the students were white male gamers majoring in STEM disciplines. Data collection included participant observation over a three month period, 75 student journal entries, 12 in-depth interviews, and four student focus groups. Data analysis included domain, taxonomic, componential, vignette, and theme analyses and trustworthiness methods. The case study was presented through abstract models of learner processes, rich thick detailed descriptions, theme analysis matrices, and in-world snapshots.   The case study scene was parsed into three components representing learner needs in an authentic learning multi-user virtual environment (ALMUVE): 1) support of authentic active, reflective and collaborative learning, 2) design of authentic activities and assessment, and 3) creation of an authentic learning environment and community. Students exhibited active learning over a range of learning domains and problem types through the team project. Chances of sustained learning engagement increased when class sessions were choreographed and activities were varied. Both peer-reflective and self-reflective learning were facilitated and categorized into five types, ranging from low to high levels of self-reflection. Students were not comfortable with reflective writing and they requested more structure. For virtual world collaborative learning, participation and synthesis were observed rather than division of labor found with other tools. Though team behaviors mirrored face-to-face ones, there was a need for increased transparency and communication.   Authentic activities need to be progressively staged with a variety of perspectives and tasks to construct a real-world team project. Co-creation and role-play activities were conducive for ALMUVE engagement. Authentic assessment mirrored authentic activities and included opportunities for assessing individual and team efforts. The study showed a need for more authentic assessment methods for virtual world team projects. Team projects were successful, with each team developing and enacting an innovative game with their own interpretation of game narrative, characters, environment, player choices, goals and rewards, and methods of interaction. Though a rich environment could be created, the locus of class activities as well as resources and tools competed for student attention. There was a need for additional technology, instructional design, and 3-D development support as well as a need to match the instructor's use of technology to that required of students. Embedding multiple perspectives in activities created opportunities for immersion and interactivity. More team role rotation and accountability, modeling and coaching strategies may enhance engagement. Students desired more "learning by doing" to take advantage of virtual world attributes.   Millennial learner types of the game development course were identified in terms of their perspectives toward virtual learning. Gamers who played mostly first-person shooter games exhibited a bias toward learning in SL, viewing SL in terms of the games they play. It was difficult for them to visualize how game development could be taught using SL. They may also have viewed the virtual world building subculture in contrast to their own gaming subcultures. Gamers, who were engaged team leaders, demonstrated comfort with ambiguity, creativity, collaboration, self-confidence, and an inclination toward lifelong learning. These characteristics aligned to class challenges with ALMUVE engagement.   Virtual world media effects were explored regarding evolution of communication practices, student-development of the 3-D environment, and progression of collaboration on the project. Communication was found to be short, frequent and transmitted through various tools. There were inferred differences between affordances and cultures of a virtual world, an MMORPG, and uses of an application. As the communication became easier and more expressive, a more authentic 3-D environment developed.  Likewise, team collaboration increased with co-created 3-D environments and role-play.   This case study has implications for instructional designers and faculty interested in creating real-world learning experiences using virtual worlds. The findings illuminate instructional design considerations when creating virtual world learning environments for Millennial students and for the gamer subculture in particular. The study is also applicable to instructional design constructivist studies, studies related to learning through virtual worlds, studies involving Millennial subcultures, and studies using virtual research methodologies.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Educational Environment, Virtual Classrooms, Cooperative Learning, Learner Engagement

Johari, Abbas (2002). Meeting the Cultural Challenges of Instructional Technology in Iran, Educational Media International. Discusses instructional technology in Iran. Highlights include a historical background of Iran; Islamic faith and technology; technology without western culture and influence; access to mass communication; telecommunications conferences; Internet access, usage, and connectivity; social issues; media in schools; Internet inequalities; and international educational technology affairs, particularly in less developed countries. Descriptors: Conferences, Cultural Influences, Developing Nations, Educational Media

Leave a Reply

Your email address will not be published. Required fields are marked *