Christine Greenhow, Julia Sonnevend, and Colin Agur (eds)
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780262034470
- eISBN:
- 9780262334853
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262034470.001.0001
- Subject:
- Society and Culture, Media Studies
The past ten years have brought significant growth in access to Web technology and in the educational possibilities of social media. These changes challenge previous conceptualizations of education ...
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The past ten years have brought significant growth in access to Web technology and in the educational possibilities of social media. These changes challenge previous conceptualizations of education and the classroom, and pose practical questions for learners, teachers, and administrators. Today, the unique capabilities of social media are influencing learning and teaching in ways previously unseen. Social media is transforming sectors outside education by changing patterns in personal, commercial, and cultural interaction. These changes offer a window into the future(s) of education, with new means of knowledge production and reception, and new roles for learners and teachers. Surveying the uses to which social media has been applied in these early years, we see a need to re-envision education for the coming decades. To date, no book has systematically and accessibly examined how the cultural and technological shift of social media is influencing educational practices. With this book, we aim to fill that gap. This book critically explores the future of education and online social media, convening leading scholars from the fields of education, law, communications, and cultural studies. We believe that this interdisciplinary edited volume will appeal to a broad audience of scholars, practitioners, and policy makers who seek to understand the opportunities for learning and education that exist at the intersection of social media and education. The book will examine educational institutions, access and participation, new literacies and competencies, cultural reproduction, international accreditation, intellectual property, privacy and protection, new business models, and technical architectures for digital education.Less
The past ten years have brought significant growth in access to Web technology and in the educational possibilities of social media. These changes challenge previous conceptualizations of education and the classroom, and pose practical questions for learners, teachers, and administrators. Today, the unique capabilities of social media are influencing learning and teaching in ways previously unseen. Social media is transforming sectors outside education by changing patterns in personal, commercial, and cultural interaction. These changes offer a window into the future(s) of education, with new means of knowledge production and reception, and new roles for learners and teachers. Surveying the uses to which social media has been applied in these early years, we see a need to re-envision education for the coming decades. To date, no book has systematically and accessibly examined how the cultural and technological shift of social media is influencing educational practices. With this book, we aim to fill that gap. This book critically explores the future of education and online social media, convening leading scholars from the fields of education, law, communications, and cultural studies. We believe that this interdisciplinary edited volume will appeal to a broad audience of scholars, practitioners, and policy makers who seek to understand the opportunities for learning and education that exist at the intersection of social media and education. The book will examine educational institutions, access and participation, new literacies and competencies, cultural reproduction, international accreditation, intellectual property, privacy and protection, new business models, and technical architectures for digital education.
Patricia Gándara
- Published in print:
- 2011
- Published Online:
- July 2014
- ISBN:
- 9780807835128
- eISBN:
- 9781469602585
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807869208_frankenberg.20
- Subject:
- Education, History of Education
The rapid growth of the Latino population in the United States brings particular urgency to the problem of increasing school segregation. An analysis of the hypersegregation of Hispanic students, and ...
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The rapid growth of the Latino population in the United States brings particular urgency to the problem of increasing school segregation. An analysis of the hypersegregation of Hispanic students, and particularly Spanish-speaking English Language Learners (ELLs), suggests that little or no attention has been given to the consequences of linguistic isolation for these students. This chapter suggests how creating dual-language schools could provide enriching, equal-status integrated schooling experiences that would benefit students of all races especially the Latino students in many regions of the country.Less
The rapid growth of the Latino population in the United States brings particular urgency to the problem of increasing school segregation. An analysis of the hypersegregation of Hispanic students, and particularly Spanish-speaking English Language Learners (ELLs), suggests that little or no attention has been given to the consequences of linguistic isolation for these students. This chapter suggests how creating dual-language schools could provide enriching, equal-status integrated schooling experiences that would benefit students of all races especially the Latino students in many regions of the country.
Steven L. Robinson, Margaret J. Robinson, and Lionel A. Blatchley
- Published in print:
- 2012
- Published Online:
- August 2015
- ISBN:
- 9780816679706
- eISBN:
- 9781452947631
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816679706.003.0016
- Subject:
- Education, Educational Policy and Politics
This chapter focuses on the use of Curriculum-Based Measurement (CBM) for making special education eligibility decisions for English Language Learners (ELLs) in Saint Paul Public Schools (SPPS), a ...
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This chapter focuses on the use of Curriculum-Based Measurement (CBM) for making special education eligibility decisions for English Language Learners (ELLs) in Saint Paul Public Schools (SPPS), a large urban district in the Midwest. It describes the process, procedures, data, and results of using CBM reading, writing, and mathematics to develop district-wide local norms for ELLs. The norms presented can be used to represent typical progress for students who are learning basic skills while they are learning English. The progress of students referred for special education services can be compared to the progress of their peers. Comparisons can then be used for special education decision making (e.g. eligibility for placement in special education) and monitoring progress in academics.Less
This chapter focuses on the use of Curriculum-Based Measurement (CBM) for making special education eligibility decisions for English Language Learners (ELLs) in Saint Paul Public Schools (SPPS), a large urban district in the Midwest. It describes the process, procedures, data, and results of using CBM reading, writing, and mathematics to develop district-wide local norms for ELLs. The norms presented can be used to represent typical progress for students who are learning basic skills while they are learning English. The progress of students referred for special education services can be compared to the progress of their peers. Comparisons can then be used for special education decision making (e.g. eligibility for placement in special education) and monitoring progress in academics.
