ANNOTATION: Higher Order Thinking in an Online World: Toward a Theory of Web-Mediated Knowledge Synthesis Deschryver, M. (2014). Higher order thinking in an online world: Toward a theory of web-mediated knowledge synthesis. Teachers College Record, 116(12), 1-44. Access to the web is nearly ubiquitous at home, work, and school. Most people use the web for straightforward information-based tasks, butContinue reading “Higher Order Thinking in an Online World: Toward a Theory of Web-Mediated Knowledge Synthesis”
Tag Archives: 21st century skills
Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs
PHOTO: iStock ANNOTATION: An, Y. J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62. Twenty-first century educational thinking moves beyond what Reigeluth (cited in paper, 1994, 1999b) referred to a factory-model “sorting” role, to achieve a higher-order learning role better designedContinue reading ” Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs”
On the Nature of Creativity: Drawing from the PISA 2021 Creative Thinking Framework
CITATION: OECD. (2019). Framework for the Assessment of Creative Thinking in PISA 2021 (Third Draft) This is a long entry—much longer than I normally post—that in effect summarizes the PISA Creativity Framework, the theoretical foundation for an international test designed to assess creativity. This post begins with an overview of the assessment, then moves into a descriptionContinue reading “On the Nature of Creativity: Drawing from the PISA 2021 Creative Thinking Framework”
“The Web as an Information The Web as an Information Resource in K–12 Education: Strategies for Supporting Students in Searching and Processing Information.”
ANNOTATION: Kuiper, Els, Monique Volman, and Jan Terwel. “The Web as an Information Resource in K–12 Education: Strategies for Supporting Students in Searching and Processing Information.” Vrije Universiteit Amsterdam. Review of Educational Research. Fall 2005, Vol. 75, No. 3, pp. 285–328. This article from 2005 is a meta-analysis of research in Web-based learning from 1997-2002.Continue reading ““The Web as an Information The Web as an Information Resource in K–12 Education: Strategies for Supporting Students in Searching and Processing Information.””
“A Paradigm Analysis of Arts-Based Research and Implications for Education”
ANNOTATION: Rolling, Jr., James Haywood. A Paradigm Analysis of Arts-Based Research and Implications for Education. Studies in Art Education: A Journal of Issues and Research 2010, 51(2), 102-114. In “A Paradigm Analysis of Arts-Based Research and Implications for Education,” author James Haywood Rolling, Jr. of Syracuse University, attempts to describe arts-based research and outline itsContinue reading ““A Paradigm Analysis of Arts-Based Research and Implications for Education””
“Making Artistic Learning Visible: Theory Building Through A/r/tographical Exploration”
ANNOTATION: Ruopp, Amy, and Kathy Unrath. “Making artistic learning visible: Theory building through a/r/tographical exploration.” Visual Arts Research, vol. 45, no. 2, 2019, pp. 29–48, https://doi.org/10.5406/visuartsrese.45.2.0029. In this article, authors Ruopp and Unrath present the results of a six-week research project with 15 pre-service art teachers in a project aimed at developing aspiring teacher/artists’ abilityContinue reading ““Making Artistic Learning Visible: Theory Building Through A/r/tographical Exploration””
Susan Gedutis Lindsay 