Technology

Towards a Science- and Technology-Based Innovation of Turkey's Educational System

by D. Matthew Boyer

Boyer, D. M. (2012). Towards a science- and technology-based innovation of Turkey's educational system. Paper presented at the Eurasia Business and Economics Society 2012 Conference, İstanbul.

Through its structure, objectives, contents, and reform efforts, the Turkish educational system contributes to the... more Through its structure, objectives, contents, and reform efforts, the Turkish educational system contributes to the development of its students toward their roles as modern Turkish citizens. Scholastic achievement viewed through a comparative, international lens shows how aspects of the Turkish educational system contribute to marked differences between Turkish students and their foreign peers. Previous policies and practices have resulted in the current status quo, but innovative, systemic changes based on science and technology can help Turkish schooling keep pace with exceptional growth in economic and business sectors. Projects such as FATİH seek to modernize schools through a large investment in trendy commercial technologies, but focus too heavily on one area while ignoring other interconnected issues throughout the system. This work focuses on how a holistic approach to innovation in the Turkish educational system can be supported through a focus on science and technology.

Reproductive Technology and Reproductive Autonomy

by Sylvia Burrow

This paper argues that the normalized or routine use of technology produces a technological imperative undermining... more This paper argues that the normalized or routine use of technology produces a technological imperative undermining reproductive autonomy in the context of labor and birth. A technological imperative encourages dependence on technology for reassurance whenever possible through creating both a (i) perceived need for laboring and birthing women to use technology whenever possible; and (ii) separation of maternal and fetal interests decreasing risk tolerance. I present a relational account of autonomy showing that a technological imperative undermines women’s capacity to resist use of technology and then develop a positive account appealing to self-trust and self-confidence to promote autonomy in response. On my view, autonomy is not simply a matter of choosing freely and acting on our choices, it is also a matter of possessing the ability to resist social contexts undermining choice and action. An important implication of this view is that respecting autonomy requires more than simply respecting persons’ ability to make and act on choices. Respecting patient autonomy requires a recognition of patients’ needs to resist factors impeding autonomy and support for that which is needed to cultivate autonomy.

“Speaking Shadows”: A History of the Voice in the Transition from Silent to Sound Film in the United States

by Jessica Taylor

Published in the Journal of Linguistic Anthropology, Volume 19 Issue 1 June 2009

In this paper I examine the media discourse surrounding the voice in the silent to sound film transition in American... more In this paper I examine the media discourse surrounding the voice in the silent to sound film transition in American cinema. When the technologies of synchronized sound became widespread in the late 1920s the question of how this new technology would be incorporated into the well-established film culture was of great interest, revealing some of the underlying ideologies of language at the time. These discussions worked to stabilize the new sound cinema around an ideology of the voice, closely tied to an ideology of American society, which became less audible as it became more certain, leaving behind its now naturalized structures of voiced race, class, gender and ethnicity. [voice, technology, cinema, race, gender]

Soldering Toward Media Democracy: Technical Practice as Symbolic Value in Radio Activism

by Christina Dunbar-Hester

Journal of Communication Inquiry, 2012

This article follows radio activists engaged in a combination of policy advocacy and broadening access to technology... more This article follows radio activists engaged in a combination of policy advocacy and broadening access to technology and skills through hands-on work. In practice, this largely played out as a systematic elevation of “technical” work and downplaying of policy/advocacy expertise, even though both were salient features of their work. The article argues that radio activists cultivated a technical identity that served to mark boundaries between their group and others in the terrain of media democracy work. Technical identity also took on special significance as the group grappled with organizational maturation, mitigating the anxiety felt by workers as they experienced the shift from an inexperienced, though highly driven and successful activist collective, to a more sustainable nonprofit activist organization. The article concludes by naming technological activism as one strategy in the wider spectrum of work to promote media democracy and speculates on the consequences of technical identity within the wider movement.

Tecnología 8: 3er ciclo EGB

by Gabriel Marey

Educación Tecnológica

by Gabriel Marey

Explaining Technological Pedagogical Change: A comparison of pedagogical technologists in schools

by David Woo

Paper abstract for CESA 2012

This paper explores the role of selected pedagogical technologists and examines what they do to impact schools’ ways... more This paper explores the role of selected pedagogical technologists and examines what they do to impact schools’ ways of working with and through technology.  In particular, it investigates the characteristics of the pedagogical technologists’ interactions with other school stakeholders, particularly teachers.
A pedagogical technologist helps teachers and other stakeholders in a school to use technology to best support student learning, taking into account technological, pedagogical content knowledge. A pedagogical technologist is neither a teacher in a traditional sense, nor a technician. In examining the pedagogical technologist, the paper employs a qualitative, multiple-case study research strategy with the pedagogical technologist role being the case unit of analysis.  The study adopts an iterative, grounded approach to data collection and analysis. Grounding data collection and analysis entails initial data collection and analysis informing subsequent data collection and analysis in terms of development, primacy and validation of concepts. Data is collected by observing, interviewing and interacting with selected pedagogical technologists and other school stakeholders. Balance and variety are emphasized in the development of the study and the presentation of findings.
Some persistent qualities of interactions between pedagogical technologists and other school stakeholders are illustrated in the data. The preeminent interaction characteristic is the pedagogical technologist explaining technological pedagogical change to others in a way that they can understand. The content of this explaining includes the sharing of technological pedagogical practice or solutions, and the sharing of the technological pedagogical beliefs, values and assumptions which underlie the practice and solutions. The form of this explaining often incorporates technological pedagogical knowledge, other knowledge, interpersonal skills and metaphorical language. The significance of this interaction characteristic on teacher education is discussed.  Other implications for practitioners, organizations and researchers are discussed.

Physiotherapy Students’ Use of Online Technology as part of their Learning Practices: A Case Study

by Michael Rowe

The relevance of non-technical skills have long been acknowledged as important components of clinical learning, and... more The relevance of non-technical skills have long been acknowledged as important components of clinical learning, and there is evidence that integrating technology can facilitate their development by encouraging reflection, and by enhancing communication and reasoning. However, effectively integrating technology into learning practices must take the contextual needs of students into consideration. The aim of this study was to determine what online tools undergraduate physiotherapy students at one South African university are familiar with, and how they use them as part of their learning practices. The case study was conducted in a university physiotherapy department in the Western Cape during 2010. A cross-sectional, descriptive design used a survey to obtain quantitative and qualitative data from participants, and a plot study was conducted to test the reliability of the instrument. All ethical considerations were adhered to. Seventy six percent of participants had access to the internet at home, and 93% of them belonged to a social network, although fewer than half used it for their studying. Few students reported using the internet for more than information retrieval but reported wanting to use it for enhanced communication with lecturers. Almost all respondents believed that lectures were a useful way to learn. However, 61% added that integrating online learning activities with lectures could have value. Integrating technology into healthcare education has the potential to develop non-technical skills that are relevant for clinical practice. However, this group of students currently lack the experience and insight to use technology effectively as part of their learning practices. Educators must take cognisance of the educational and contextual needs of students if they wish to integrate technology into clinical teaching.

The use of assisted performance within an online social network to develop reflective reasoning in undergraduate physiotherapy students

by Michael Rowe

Background: The development of practice knowledge is an important component of clinical education and reflective... more Background: The development of practice knowledge is an important component of clinical education and reflective reasoning is known to play a role in its development. Online social networks may have some potential for developing practice knowledge by providing tools for clinical educators to guide students’ reasoning practices.
Aim: To determine if an online social network could be used to facilitate reflective reasoning in clinical contexts, as it relates to
developing practice knowledge.
Method: The study was conducted within a South African university, physiotherapy department, using an online social network to facilitate engagement. Tharp and Gallimore’s theory of assisted performance was used as a framework to conduct qualitative analysis of students’ reflective blog posts within the network.
Results: The lecturer was able to use strategies within the assisted performance framework to facilitate reflection among students. These included modelling, contingency management, feedback, instruction, questioning and cognitive structuring. The features of the social network enabled enhanced communication between teacher and student, as well as promoted engagement around clinical scenarios.
Conclusion: Online social networks can be used to facilitate reflective reasoning as part of the development of practice
knowledge by exposing students’ understanding of clinical practice. However, careful facilitation using sound pedagogy is still necessary to guide students to deeper understanding.

"Blogging in the Classroom: Using a Blog as a Supplemental Resource"

by Brian J Griffith

Co-authored with Sarah A. Curtis and Jason Lahman
Perspectives on History: The Newsmagazine of the American Historical Association (April 2012).

"There was a time when preparing for a new course (or revising an old one) involved assembling some of the best... more "There was a time when preparing for a new course (or revising an old one) involved assembling some of the best books and articles on a particular subject and writing careful word-based lectures on a series of significant topics. That approach is still valid, of course, but for certain historical topics, particularly ones involving cultural history, the internet provides a multitude of new sources that are often auditory or visual in nature. Straying from one's wordprocessing program over to a Web browser can both exhilarate and frustrate—how much of this material can one really incorporate into a lecture after all? Having identified these sources, how can instructors share them with their students?

In spring 2011, we had precisely this problem in a course entitled "Paris: Biography of a City," offered through San Francisco State University's humanities department. This course was expressly designed to be interdisciplinary in nature, combining history, art history, literature, film, and music. Even cursory searches of the Web, however, yielded more visual images, film, and sound clips than could possibly be shown in class. In three different roles—instructor, teaching assistant, and technological adviser, respectively—we discovered the solution to this embarrassment of riches: a course blog."

Role of Technology in Education of English

by Michael Barton

Role of Technology in Education of English:
A 21st Century Approach
Role of Technology in Education of English:
A 21st Century Approach

Revisiting ‘complexification’, technology and urban form in Lefebvre

by Stephen Read

in press: Space and Culture

Henri Lefebvre gave suggestive hints at a theory of urban form that have inspired those involved in the design and... more Henri Lefebvre gave suggestive hints at a theory of urban form that have inspired those involved in the design and planning disciplines. His search was for an urban praxis that opened potentials for new forms of social relations and to this end he proposed a ‘metaphilosophy’ designed to engage with the open-ended material relations of cities and societies. This contradicted however his Marxist commitment to a ‘finality’ of man and society and his association of technology with alienation. We try here to rethink technology as intrinsic to human and social life: not as means to realise thought in the materialisation of spaces and societies, but as medium and source, in processes of historical realisation, of orders that comes before thought in human practice. We relate this to ‘worlds’ of practice which are the technically and historically constructed ‘metaphilosophical’ ‘totalities’ within which we are enabled and act. This pluralises and technologises ‘world’, and Lefebvre’s ‘urban form’ becomes a construction of multiple material-technological ‘worlds’, each perceived, conceived and lived as wholes. These articulate with one another and evolve historically. It is the articulations and interfaces between spaces rather than the spaces themselves which locate the places of productivity and vitality in the city. The question of an open urban shifts subtly from one of resistance to the abstract rationalities of ‘planning’ or an ‘authoritarian state’ to one of the maintenance of open relations between different spaces each with their necessary technical or abstract rationalities.

Infrastructure as world-building

by Stephen Read

in: K. Stoll & S. Lloyd (eds.), Infrastructure as Architecture (Berlin: Jovis) pp. 124-135

Another Form: From the ‘Informational’ to the ‘Infrastructural’ City

by Stephen Read

in: Footprint 5. Special Issue: D. Prosperi, A. Vernez Moudon & F. Claessens (eds.), Metropolitan Form. pp. 5-22

The city is at once material and medium, substantial and enduring on the one hand but mobile, changeable and different... more The city is at once material and medium, substantial and enduring on the one hand but mobile, changeable and different things to different people on the other. So to speak of its form has never been straightforward. In the last fifty years the city has become enmeshed in momentous processes transforming our societies and our senses of our place in the world. We have seen urban places become drawn into ever more integrated circuits with other places across the boundaries of nations and continents. This leaves us with question marks about the places we inhabit today and has generated problems of place and coherence in the contemporary city. Without offering solutions to problems of sprawl and fragmentation, I propose here a way of understanding the city and its growth as ordered. To do this I extend Castells’s idea of the ‘technological paradigm’ to spaces of places as well as those of flows and outline an urban form comprising limited technical systems, both high and low tech, establishing coherent and bounded infrastructures of objects, subjects and practices. These infrastructures are internally ordered as total technical systems or paradigms while they are also externally related to other infrastructures in backward and forward articulations that are capable of being generative and place-forming. I argue that we need to understand complex processes of boundary and centre formation in these articulations and use this knowledge to deliver a ‘dappled world’ of varying niches or inhabitable places from the very large to the very small. We need to find alternatives to the macrophysics and smooth pervasive power of the space of flows by maintaining, inventing and reinventing microphysical architectures of enabling places offering us multiple ways of being and living in our contemporary city.

Technicity and publicness

by Stephen Read

in Footprint 3. Special issue: P.A. Healy & B. O’Byrne (eds.), Phenomenology in Architecture and Urbanism. pp. 7-22

Heidegger’s space, with its emphasis on the disclosure of entities in settings of mutually referring entities, and the... more Heidegger’s space, with its emphasis on the disclosure of entities in settings of mutually referring entities, and the integration of settings and action, requires us to think carefully about issues like the identities and being of people and things and their relations with each other in a realm of plurality. All entities are captured in webs of co-reference which make their relations between themselves and to ourselves a very public matter. These webs themselves are at the same time the very channels by which we know and access all things, and relations of power become built into them which affect the ways we know things and the possibilities we see for acting. This paper explores and reviews issues of technicity, intersubjectivity, and plurality in relation to Heidegger’s thinking, in order to begin the process of outlining an urban space of the settings ‘between men’ for coherence and action, and to define a direction for further research on urban space and place.

It's Not the Voting that's Democracy, It's the Counting"1 Public Attitudes towards the Electoral Process in the Wake of HAVA

by Chad Murphy

Ackergeräte, in: Wissensdatenbank (Geisteswissenschaftliches Zentrum Leipzig: online publication), Leipzig 2012, 10 pp.

by Joachim Henning

(Zugriff 29.04.2012)
The artice was once written for the planned "Enzyklopädie zur Frühgeschichte Europas" and has now been published in the internet by Geisteswissenschaftliches Zentrum Leipzig (GWZO)

Learning web analytics: A tool for strategic communication

by Rebeca Pop

Co-authored with Michael L. Kent, Bryan J. Carr, Rebekah A. Husted.

This essay discusses the usefulness of analytical software for public relations and communication professionals. Using... more This essay discusses the usefulness of analytical software for public relations and communication professionals. Using data from four organizations (academic, professional, governmental, and activist), the authors unpack web analytic tools and their potential for improving the strategic communication skills of students.

A Delphi Study of New Technology

by Rebeca Pop

Authors:
Michael L. Kent, Ph.D.
Adam Saffer, MA
Rebeca Pop, BA

In an effort to learn what other technology professionals know about new technologyand social media, this study used a... more In an effort to learn what other technology professionals know about new technologyand social media, this study used a Delphi methodology and solicited the participation of more than fifty technology professionals from computer science, professional writing, communication, art, business, music, and other areas. Keeping up with technological innovations in any area takes a lot of time. Keeping up with innovations in every area is probably impossible. Thus, this study sought to learn about broad issues of technologies and forecast trends.

Did the “agricultural revolution” go east with Carolingian conquest? Some reflections on early medieval rural economics of the Baiuvarii and Thuringi

by Joachim Henning

to be published, in: J. Fries-Knoblach & H. Steuer (eds.), The Bavarians and Thuringians in the Migration Period. An Ethnographic Perspective, Studies in Historical Archaoethnology. International conference in San Marino, Center for Interdisciplinary Research on Social Stress (Giorgio Aussenda), September 2004 (The Boydell Press, Woodbridge 2012) forthcoming