Mike Ribble博士是美国国际教育技术协会(ISTE)数字公民专业学习网络(PLN)创始人,担任其第一任联合主席。他还是美国数字公民委员会以及数字公民国际委员会成员。现任是堪萨斯州Manhattan-Ogden学区技术部主任,乔治亚洲Kennesaw州立大...Mike Ribble博士是美国国际教育技术协会(ISTE)数字公民专业学习网络(PLN)创始人,担任其第一任联合主席。他还是美国数字公民委员会以及数字公民国际委员会成员。现任是堪萨斯州Manhattan-Ogden学区技术部主任,乔治亚洲Kennesaw州立大学兼职教授,同时受雇于美国各地区作技术顾问;他出版了专著《学校中的数字公民》和《抚养一个数字儿童》,撰写合著文章20余篇,受邀于加拿大、比利时、波兰、爱沙尼亚、新加坡和澳大利亚等国际会议做主旨演讲30余次。由于在数字公民教育领域做了很多开创性的研究工作,Mike博士被称为'数字公民教父'。通过访谈Mike Ribble博士,该文分享了他对数字公民的理解以及这一概念的发展,他提出了数字公民的三主题九要素:尊重(数字礼仪、数字接入、数字法律);教育(数字素养、数字交流、数字商务);保护(数字权利与责任、数字安全、数字健康),他将现实世界的公民与虚拟世界的数字公民进行了对比与引申,让我们更深入地理解数字公民的内涵;他结合案例说明当前在小学、初中、高中、学区乃至大学层面多样的数字公民教育实践经验,他还特别说明了互联网接入不只是技术问题,实质上是一个价值取向的问题;最后,他就数字公民的未来发展提出了若干焦点问题;Mike Ribble博士认为我们应该克服恐惧,利用机遇积极塑造数字公民内容,引导学生成为时代变革的领导者。展开更多
Purpose: In recent years, there has been concern in Japan about the increase in STDs among adolescents aged 15 - 19. In order to prevent STDs and guide adolescents toward desirable sexual behavior, this study’s goal ...Purpose: In recent years, there has been concern in Japan about the increase in STDs among adolescents aged 15 - 19. In order to prevent STDs and guide adolescents toward desirable sexual behavior, this study’s goal was to examine the actual state of STD prevention education taught by school nurses as part of the school curriculum, as well as the kinds of digital content they wish to have for teaching on the subject. Method: An anonymous, self-administered questionnaire was distributed by email and leaflet. Targeting the 100 valid responses received from the surveyed school nurses, descriptive statistics were made for each survey item and comparisons were made between the early- and mid-career groups based on years of experience. Results: 70.0% of respondents reported teaching about STDs in Health & Physical Education classes. School nurses in the early-career group used ready-made materials, while the mid-career group used both ready-made and self-made materials. 95% of respondents reported that they had little or no knowledge of STDs, while 84% reported that they were “good” or “fairly good” at teaching classes on sexuality. Both groups reported difficulty with the topics of “phimosis” and “nocturnal emissions” in the physiological category, “sexual behavior” in the “sex-adjacent” category, and “sexual and reproductive issues” in the psychosocial category. Respondents expressed a need for digital content covering the topics of “sexual violence”, “sexual abuse”, “sexually transmitted diseases”, and “how to turn down sex”. The mid-career group desired digital content for more items than the early-career group, with significant differences in the pathogens involved in sexually transmitted diseases and sex-adjacent items. 32.0% of respondents answered that they had done self-study for sex education classes in the past three years, and both groups desired self-study on “sexually transmitted diseases”, with the mid-career group significantly higher than the early-care展开更多
Purpose This study investigates middle school students’learning experiences through digital storytelling,applying a multimodal analytical framework to uncover patterns in digital stories.This study explores how parti...Purpose This study investigates middle school students’learning experiences through digital storytelling,applying a multimodal analytical framework to uncover patterns in digital stories.This study explores how participants engage in pedagogical activities,reflect on their learning experiences,and articulate their voices through digital stories.Design/Approach/Methods Employing qualitative case study methods,we purposefully selected three 12-year-old female students at an urban school in the northern US.Analyses of digital stories and other data sources(interviews,classroom observations,and reflective journals)show that the students were engaged in both teaching and reflection.Findings The findings describe(1)participants and their learning experiences,(2)students’representational and interpersonal constructs as used in their digital stories,and(3)their participation as teachers as well as learners.Originality/Value Our multimodal analytical framework illuminates how students express themselves through digital stories.Our discussion focuses on students’learning,their identity development,the effectiveness of the analytical framework,and pedagogical implications.展开更多
文摘Purpose: In recent years, there has been concern in Japan about the increase in STDs among adolescents aged 15 - 19. In order to prevent STDs and guide adolescents toward desirable sexual behavior, this study’s goal was to examine the actual state of STD prevention education taught by school nurses as part of the school curriculum, as well as the kinds of digital content they wish to have for teaching on the subject. Method: An anonymous, self-administered questionnaire was distributed by email and leaflet. Targeting the 100 valid responses received from the surveyed school nurses, descriptive statistics were made for each survey item and comparisons were made between the early- and mid-career groups based on years of experience. Results: 70.0% of respondents reported teaching about STDs in Health & Physical Education classes. School nurses in the early-career group used ready-made materials, while the mid-career group used both ready-made and self-made materials. 95% of respondents reported that they had little or no knowledge of STDs, while 84% reported that they were “good” or “fairly good” at teaching classes on sexuality. Both groups reported difficulty with the topics of “phimosis” and “nocturnal emissions” in the physiological category, “sexual behavior” in the “sex-adjacent” category, and “sexual and reproductive issues” in the psychosocial category. Respondents expressed a need for digital content covering the topics of “sexual violence”, “sexual abuse”, “sexually transmitted diseases”, and “how to turn down sex”. The mid-career group desired digital content for more items than the early-career group, with significant differences in the pathogens involved in sexually transmitted diseases and sex-adjacent items. 32.0% of respondents answered that they had done self-study for sex education classes in the past three years, and both groups desired self-study on “sexually transmitted diseases”, with the mid-career group significantly higher than the early-care
文摘Purpose This study investigates middle school students’learning experiences through digital storytelling,applying a multimodal analytical framework to uncover patterns in digital stories.This study explores how participants engage in pedagogical activities,reflect on their learning experiences,and articulate their voices through digital stories.Design/Approach/Methods Employing qualitative case study methods,we purposefully selected three 12-year-old female students at an urban school in the northern US.Analyses of digital stories and other data sources(interviews,classroom observations,and reflective journals)show that the students were engaged in both teaching and reflection.Findings The findings describe(1)participants and their learning experiences,(2)students’representational and interpersonal constructs as used in their digital stories,and(3)their participation as teachers as well as learners.Originality/Value Our multimodal analytical framework illuminates how students express themselves through digital stories.Our discussion focuses on students’learning,their identity development,the effectiveness of the analytical framework,and pedagogical implications.
