Digital Technologies and Their Role in Achieving Our Ambitions for Education

TL;DR: In this paper, the authors explored the perceptions of UTM academic staff towards the use of an interactive learning environment -MIT BLOSSOMS - in enriching 21st century higher education students' entrepreneurial skill specifically on job creation.

TL;DR: The use of Information Communications Technology (ICT) in higher education (HE) seems to have adopted the mantle of a self-evident good, with its adoption acquiring a sense of inevitability (Donnelly and O'Rourke, 2007) as discussed by the authors.

TL;DR: In this paper, a sistema de apoyo for el aprendizaje de las matematicas basado en Web is presented. Butte et al. present a desarrollo, construccion, and implementation of un s system for aproaches.

TL;DR: In this paper, a series of inter-related attempts to diversify the groups usually involved in envisioning future education environments are described, highlighting the value of ensuring that multiple and diverse voices are included in discussions about education: now and for the future.

TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.

TL;DR: 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, is Experience and Education as discussed by the authors.

TL;DR: Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.

Abstract: 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.