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Crisis situations such as the current Covid-19 pandemic are a catalyst for change. This study stresses the need to work towards achieving quality education, and to prepare future teachers in sustainability competencies. The research questions are related to the key competencies necessary to accelerate change and to how to increase awareness and literacy of the SDGs in higher education. A quantitative methodology aimed at improving the training of future teachers who engage in reflective and critical thinking was used. Data were gathered on the level of reflection of students from three Spanish universities. The instrument used, the Reflective Practice Questionnaire, includes concepts defined in the literature related to reflective capacity such as Reflection in Action, Reflection on Action and Reflection with Others. The results of the study provide quantitative data showing a positive impact of reflective practice on future teachers. Education for sustainable development requires participatory methods that motivate and empower students to change their behaviour. Reflective practice must be accompanied by processes of communication and supervision that encourage confidence and the desire to improve. Training future teachers in reflective practice should be a differentiating element to achieve quality education, allowing adaptation to current and future adverse situations.
M. Fuertes-Camacho; Carles Dulsat-Ortiz; Isabel Álvarez-Cánovas. Reflective Practice in Times of Covid-19: A Tool to Improve Education for Sustainable Development in Pre-Service Teacher Training. Sustainability 2021, 13, 6261 .
AMA StyleM. Fuertes-Camacho, Carles Dulsat-Ortiz, Isabel Álvarez-Cánovas. Reflective Practice in Times of Covid-19: A Tool to Improve Education for Sustainable Development in Pre-Service Teacher Training. Sustainability. 2021; 13 (11):6261.
Chicago/Turabian StyleM. Fuertes-Camacho; Carles Dulsat-Ortiz; Isabel Álvarez-Cánovas. 2021. "Reflective Practice in Times of Covid-19: A Tool to Improve Education for Sustainable Development in Pre-Service Teacher Training." Sustainability 13, no. 11: 6261.
Partindo da compreensão de que vivemos em sociedades em que as possibilidades e as opressões, em alguma medida, estão relacionadas às dinâmicas tecnológicas, e conscientes da necessidade de os processos educativos colocarem tais dinâmicas em perspectiva, neste artigo voltamos nosso olhar para os hackers e a percepção que possuem sobre a possibilidade de vivência de elementos da sua cultura nas escolas. Compreender quais elementos da cultura hacker, na percepção dos hackers de distintos movimentos e países, deveriam fazer parte do ambiente escolar é o objetivo principal deste trabalho. Um questionário misto, criado para uma pesquisa mais abrangente, sobre educação hacker e empoderamento, foi distribuído através de diversas listas de e-mail para comunidades de distintas vertentes e países. Neste artigo, focados no objetivo proposto, voltamos nosso olhar à análise de um único item dissertativo desse questionário: ‘De acordo com sua experiência, quais são as características da cultura hacker que podem ser levadas para as escolas ou universidades?’. Foram analisadas as respostas de 64 hackers. Através da construção de uma nuvem de palavras, destacamos os termos mais recorrentes e revisitamos cada uma dessas respostas, buscando aprofundar seus significados e relações, bem como construindo diálogo com um referencial teórico sobre educação hacker e pedagogia crítica. Os resultados revelam cinco aspectos: 1) lógica de compartilhamento aberto; 2) ecossistema comunitário de colaboração; 3) aprendizagem prática, valorizando os erros; 4) valorização das tecnologias livres e problematização das implicações sociais e humanas das tecnologias; e 5) respeito e valorização das curiosidades, somados ao estímulo do pensamento crítico.
Alexandre Garcia Aguado; Isabel Alvarez Canovas. Cultura hacker e educação: percepções dos hackers sobre a vivência de elementos de sua cultura nas escolas. Perspectiva 2021, 39, 1 -18.
AMA StyleAlexandre Garcia Aguado, Isabel Alvarez Canovas. Cultura hacker e educação: percepções dos hackers sobre a vivência de elementos de sua cultura nas escolas. Perspectiva. 2021; 39 (3):1-18.
Chicago/Turabian StyleAlexandre Garcia Aguado; Isabel Alvarez Canovas. 2021. "Cultura hacker e educação: percepções dos hackers sobre a vivência de elementos de sua cultura nas escolas." Perspectiva 39, no. 3: 1-18.
El artículo estudia la lengua kichwaen estudiantes1de 5 a 7 años en seis escuelas comunitarias interculturales bilingües en Ecuador mediante la expresión gráfica del dibujo. El estudio pretende ver si la lengua utilizada refleja cambios en los conceptos clave del alumnadode corta edad. Se obtienen 2252dibujos que son la muestra de niñosy niñas indígenas. El objetivo es ver la relación de la lengua con la forma que los estudiantesobservan el mundo inmediato y lo importante que espara ellos la lenguay la cultura kichwa. La metodología es cualitativa, el muestreo es intencionalyse vehicula en 4 variables: a) dibujos que usan castellano; b) dibujos en lengua kichwa; c) dibujos bilingües castellano y kichwa; y, d) dibujos sin presencia de lengua escrita. Los resultados indican que la elección y las características de los elementos escogidos por el alumnadoestá relacionado con el uso espontáneo y determinado de una lengua. En conclusión, hay una supremacía de lengua castellana en los niñosindígenas para nombrar los elementos del entorno.Losque usan lengua indígena priorizan, dibujan mejor y emplean dimensiones mayores a los emblemas relacionados con la cultura kichwa,aunque, la espontaneidad de lengua no determina alejamiento alguno de los valores, la organización ni de los elementos culturales de losSaraguro.
Miguel Ángel Saritama Valarezo; Universidad Autónoma De Barcelona (España); Isabel Álvarez Canovas. DRAWINGS AND SPONTANEITY OF LANGUAGE IN INDIGENOUS CHILDREN. MLS Educational Research 2020, 4, 69 -98.
AMA StyleMiguel Ángel Saritama Valarezo, Universidad Autónoma De Barcelona (España), Isabel Álvarez Canovas. DRAWINGS AND SPONTANEITY OF LANGUAGE IN INDIGENOUS CHILDREN. MLS Educational Research. 2020; 4 (2):69-98.
Chicago/Turabian StyleMiguel Ángel Saritama Valarezo; Universidad Autónoma De Barcelona (España); Isabel Álvarez Canovas. 2020. "DRAWINGS AND SPONTANEITY OF LANGUAGE IN INDIGENOUS CHILDREN." MLS Educational Research 4, no. 2: 69-98.
This article examines the language in indigenous students within bilingual schools of the indigenous communities, through the
Miguel Angel Saritama Valarezo; Isabel Alvarez. Language Preferences of Bilingual Indigenous Children to Label Items of Their Drawings: Draw and Write Technique. Universal Journal of Educational Research 2020, 8, 1520 -1528.
AMA StyleMiguel Angel Saritama Valarezo, Isabel Alvarez. Language Preferences of Bilingual Indigenous Children to Label Items of Their Drawings: Draw and Write Technique. Universal Journal of Educational Research. 2020; 8 (4):1520-1528.
Chicago/Turabian StyleMiguel Angel Saritama Valarezo; Isabel Alvarez. 2020. "Language Preferences of Bilingual Indigenous Children to Label Items of Their Drawings: Draw and Write Technique." Universal Journal of Educational Research 8, no. 4: 1520-1528.
(1) Background: This study aims to reflect student nurses’ perceptions of professional values across the four training years. (2) Methods: This study was designed as a cross-sectional study; data were collected using the Nurses’ Professional Values Scale-Revised, adapted by Basurto-Hoyuelos. A total of 315 student nurses participated from a Nursing Faculty in Spain representing each of the four academic years. (3) Results: Students’ perceptions of professional values were significantly correlated with their academic year. Overall, students’ scores were higher in the ethics dimension. The two highest scores were for Maintain patient confidentiality for years 1 and 2 (4.77 and 4.68, respectively) and Safeguard patients’ right to privacy for years 3 and 4 (4.95 and 4.98, respectively). Lower scores were observed in the professional expertise dimension across all years, and corresponded to a single item Participate in peer review (3.51, 3.38, 3.98, and 3.26, respectively). (4) Conclusions: This study is relevant as it highlights how nursing students’ perceptions of professional values change overtime, even during the four years of their training. The ethics dimension was the most highly regarded across all academic years. However, the professional expertise dimension requires greater attention throughout the degree as students regarded it as less important for their immediate future.
Silvia Bleda; Isabel Alvarez; Mercè Prat. The Perceptions of Professional Values among Students at a Spanish Nursing School. Healthcare 2020, 8, 74 .
AMA StyleSilvia Bleda, Isabel Alvarez, Mercè Prat. The Perceptions of Professional Values among Students at a Spanish Nursing School. Healthcare. 2020; 8 (2):74.
Chicago/Turabian StyleSilvia Bleda; Isabel Alvarez; Mercè Prat. 2020. "The Perceptions of Professional Values among Students at a Spanish Nursing School." Healthcare 8, no. 2: 74.
This study explores the use of mindfulness school-based intervention program in an elementary school. Mindfulness training is an accepted and effective didactic approach to improve the executive functions (EFs) of elementary school students. This study aimed to evaluate the effects of the Mind Yeti program on the executive functions of elementary school students. A diverse sample of third, fourth, and fifth grade elementary school students (n = 177) participated in their natural classroom setting, with six sessions per week for six weeks. Students self-reported their EFs on the Executive Function Student Questionnaire (EFSQ) pre- and posttest. Paired-sample t-tests indicated that students significantly improved on the three of the six EFs examined. Additionally, students in fifth grade responded better to Mind Yeti than students in third grade. Results were consistent with the hypothesis, suggesting that Mind Yeti is an appropriate and effective intervention for improving the EFs of students.
Anne Ritter; Isabel Alvarez. Mindfulness and Executive Functions: Making the Case for Elementary School Practice. European Journal of Investigation in Health, Psychology and Education 2020, 10, 544 -553.
AMA StyleAnne Ritter, Isabel Alvarez. Mindfulness and Executive Functions: Making the Case for Elementary School Practice. European Journal of Investigation in Health, Psychology and Education. 2020; 10 (1):544-553.
Chicago/Turabian StyleAnne Ritter; Isabel Alvarez. 2020. "Mindfulness and Executive Functions: Making the Case for Elementary School Practice." European Journal of Investigation in Health, Psychology and Education 10, no. 1: 544-553.
In this paper, we present the technological possibilities of sports technicians during their distance training. It does special emphasis in the role that the communication has for all participants and as it differentiates of the face-to-face delivery to benefit those sportive specialities with fewer practitioners and/or with heterogeneous distribution in the territory. Besides, this training delivery contributes to the application of the new knowledge to the sessions and trainings in which they participate. The research begins with the following questions: (a) does access to the courses facilitate the fact that it is online; and (b) how does the use of the platform contribute to communication between participants? The study focuses on participants during their first on-line course under the current legislation of the sportive technicians of the distinct sportive specialities of the Royal Spanish Federation of Skating. The methodology used is qualitative for interviewing the coordinator and both qualitative and quantitative for students’ and instructors’ questionnaires. This research concludes with a clear need for teachers to be taught using the same technologies that they later have to deliver and, that the communication in the platform is rather limited. Extending the kind of tools that the platform has is a key factor to give an array of possibilities of online training.
Carles Dulsat-Ortiz; Isabel Álvarez-Cánovas. Online training of sportive technicians: A present with a future. Revista de Estudios e Investigación en Psicología y Educación 2019, 6, 44 -55.
AMA StyleCarles Dulsat-Ortiz, Isabel Álvarez-Cánovas. Online training of sportive technicians: A present with a future. Revista de Estudios e Investigación en Psicología y Educación. 2019; 6 (1):44-55.
Chicago/Turabian StyleCarles Dulsat-Ortiz; Isabel Álvarez-Cánovas. 2019. "Online training of sportive technicians: A present with a future." Revista de Estudios e Investigación en Psicología y Educación 6, no. 1: 44-55.
Metaphors in communication can serve to convey individuals’ backgrounds, contexts, experiences, and worldviews. Metaphors used in a health care setting can help achieve consensual communication in professional–patient relationships. Patients use metaphors to describe symptoms, or how disease affects them. Health professionals draw on shared understanding of such metaphors to better comprehend and meet patient needs, and to communicate information that patients can more easily integrate into their lives. This study incorporated a theoretical framework based on four worldviews, each with an underlying foundational metaphor (root metaphor). The use of these root metaphors (formism, mechanism, contextualism, and organicism) can have an explanatory function and serve to impart new meanings, as each type of metaphor can lead to a particular interpretation. The study aimed to extract and discuss the root metaphors, with a view to analyzing the communication between health professionals and patients. In a case study in Spain over a six-month period, we analyzed the content of recorded, transcribed interviews conducted by one nurse with 32 patients who had chronic illnesses. We inductively extracted five categories that emerged from the interviews: blood sugar, cholesterol, exercise, blood pressure, and diet. We then examined these categories from the standpoint of each of the four root metaphors using two approaches: A series (deductive) and an emergent (inductive) approach. The results show that the nurse tended to primarily use two worldviews: mechanism and formism. In contrast, patients tended to favor mechanism when discussing cholesterol, blood pressure, and blood sugar levels, whereas contextualism was predominant when the category was diet or exercise. This study adds to the existing literature on health professionals and patients’ communication. It shows how the use of Pepper’s root metaphors help to analyze the communication between the nurse and patients. Furthermore, it shows they are both using different root metaphors when they are talking about illness and treatments especially regarding blood sugar, cholesterol, exercise, blood pressure, and diet. Further qualitative and quantitative studies are needed to solidly these findings.
Isabel Álvarez; Laia Selva; José Luis Medina; Salvador Sáez. Using root metaphors to analyze communication between nurses and patients: a qualitative study. BMC Medical Education 2017, 17, 1 -11.
AMA StyleIsabel Álvarez, Laia Selva, José Luis Medina, Salvador Sáez. Using root metaphors to analyze communication between nurses and patients: a qualitative study. BMC Medical Education. 2017; 17 (1):1-11.
Chicago/Turabian StyleIsabel Álvarez; Laia Selva; José Luis Medina; Salvador Sáez. 2017. "Using root metaphors to analyze communication between nurses and patients: a qualitative study." BMC Medical Education 17, no. 1: 1-11.
The aim of this study is to show how the perceptions and attitudes of secondary school students towards mental health issues changed over the course of a Learning and Service project. The Learning and Service project was carried out by 58 students, together with the residents of a mental health institution during three months. Both students and residents shared several activities to bring them closer. Secondary school students did not have any previous experience with mental health residents before. The analysis took place during the course of the process, with the students responding to four questionnaires, each one after having done an activity together. The study demonstrates that through this Learning and Service project most of the students' perspectives changed for the better, some even viewed radical change while others were positive and finally few students only experienced neutral evolution of their ideas with respect to people with mental health disorders.
Maria Lourdes Mila; Isabel Alvarez. What do Adolescents Know about Mental Health Illnesses? A Case Study based on Learning and Service in a Secondary School. Journal of Social Science Studies 2017, 5, 223 .
AMA StyleMaria Lourdes Mila, Isabel Alvarez. What do Adolescents Know about Mental Health Illnesses? A Case Study based on Learning and Service in a Secondary School. Journal of Social Science Studies. 2017; 5 (1):223.
Chicago/Turabian StyleMaria Lourdes Mila; Isabel Alvarez. 2017. "What do Adolescents Know about Mental Health Illnesses? A Case Study based on Learning and Service in a Secondary School." Journal of Social Science Studies 5, no. 1: 223.
During an academic year took place the experience of observing learning strategies through the development of discursive skills for academic writing with two core subjects in the Degree in Primary Education in English (DPEE). A total of N=219 students’ rubrics were analyzed. The methodology was based on two instances: The text-based and documentary data analysis resulted from two factors: (a) implementation of academic writing tasks that regulated the level of student guidance: semi-guided and autonomous in textual, discursive genres: argumentation, critical reflection, and (b) a rubric for students’ self-assessment. Results showed that the sample group lacked meta-cognition and had continuous deficiency in oral expression, consequently their progress fell somewhat short of expectations. However, the study resulted in facilitation of pupils’ discursive oral production in the first and second years for transfer of knowledge to subsequent academic years and in potential changes to the rubric.
Isabel Alvarez; Patricia Olmos. First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English. Education and Linguistics Research 2017, 3, 146 .
AMA StyleIsabel Alvarez, Patricia Olmos. First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English. Education and Linguistics Research. 2017; 3 (2):146.
Chicago/Turabian StyleIsabel Alvarez; Patricia Olmos. 2017. "First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English." Education and Linguistics Research 3, no. 2: 146.
The aim of this study is based on the analysis of a socio-educational programme, from a relational and real-life perspective, enriched by John Dewey's Theory concerning experiences of aesthetic quality. The e-learning is an omnia point located in the Raval neighbourhood in Barcelona, Spain. The methodology is qualitative and interpretative, and concentrates on the study of one particular case, with in-depth interviews with key contributors. The results obtained underline the importance of the study as regards the promotion, creation and consolidation of human relationships, networking and, consequently, the personal development of the participants. Finally, the conclusions presented are related to the community experiences of aesthetic quality, particularly insofar as they impinge on interpersonal relationships, their influence on learning, each association's connections with the community and networking as a means of communication among all the associations in the neighbourhood, which makes it possible to organise socio-cultural events in which all the residents in the neighbourhood are given a voice, thus promoting the development of community.
Ana Amat; Isabel Alvarez. A Social E-Learning Experience in the Raval Neighbourhood: Human Perceptions and Community Development. International Research in Education 2016, 5, 1 .
AMA StyleAna Amat, Isabel Alvarez. A Social E-Learning Experience in the Raval Neighbourhood: Human Perceptions and Community Development. International Research in Education. 2016; 5 (1):1.
Chicago/Turabian StyleAna Amat; Isabel Alvarez. 2016. "A Social E-Learning Experience in the Raval Neighbourhood: Human Perceptions and Community Development." International Research in Education 5, no. 1: 1.
Decreasing enrollment at The Royal Spanish Skating Federation for Training SportTechnicians compelled the adoption of an online version of a training course. This paperidentifies the resistance experienced by participants and explores the relations among fourpower variables: communication and participation, daily routines, flexibility of the courses,and training programs. Participants included students and instructors who completed aquestionnaire. The results indicated that the students felt that they lack contact and interaction,leading to a feeling of apprehension. In addition, they had limited Internet access, whichaggravated their lack of participation, isolating them and leaving them feeling inadequatelyinformed. In contrast, the instructors focused their attention on the training programs. Thispaper proposes solutions and improvements for future versions of the course for redressingimbalances in power relationships among the participants.
Isabel Alvarez; Carles Dulsat. Resistance to a First-Time Online Training Course for Sport Technicians. International Journal of Education 2016, 8, 92 .
AMA StyleIsabel Alvarez, Carles Dulsat. Resistance to a First-Time Online Training Course for Sport Technicians. International Journal of Education. 2016; 8 (4):92.
Chicago/Turabian StyleIsabel Alvarez; Carles Dulsat. 2016. "Resistance to a First-Time Online Training Course for Sport Technicians." International Journal of Education 8, no. 4: 92.
This article aims to determine the role that should exercise a School Counselor in social entrepreneurship education programs. To achieve this objective, first, we have analyzed the main approaches of these programs that are being carried out currently in Europe, which has allowed getting a concrete and contextualized idea about the status of the situation and studies done until the present day. Secondly, we have been held a qualitative research based on the realization of three semi-structured interviews to three specialists involved in entrepreneurship educational programs from different levels. After analyzing the data, it was concluded that the most viable option for achieving the target would be including a proposal about a program of entrepreneurship education in which the functions carried out by the professional would be in a detailed, contextualized and well defined situation. This program has been designed to develop in a secondary school and tries to compensate the difficulties and limitations of the environment for its implementation. The importance of this research lies in the fact that the number of studies on the subject is very little and there are very few focused on the value that can bring School Counselors and the role they should play in these entrepreneurship education programs.
Gemma Cuervo; Isabel Alvarez. The School Counselor Leading (Social) Entrepreneurship within High Schools. Journal of Educational Issues 2016, 2, 352 .
AMA StyleGemma Cuervo, Isabel Alvarez. The School Counselor Leading (Social) Entrepreneurship within High Schools. Journal of Educational Issues. 2016; 2 (2):352.
Chicago/Turabian StyleGemma Cuervo; Isabel Alvarez. 2016. "The School Counselor Leading (Social) Entrepreneurship within High Schools." Journal of Educational Issues 2, no. 2: 352.
This project used an ICT workspace to enable pre-service teachers in Barcelona, Spain, to communicate with in-service teachers in Chicago, USA, about issues of teaching and culture. This qualitative paper reports on the nature of the experience from the views of the participants and professors. Surmounting language differences, participants learned about another culture, learned about alternative ways of teaching, and learned about themselves as risk takers. The collaborative learning environment helped them transcend their immediate context.
Isabel Alvarez; Brent Kilbourn; George Olson. Barcelona, Chicago, Toronto: Pre-Service Students Collaborate Using ICT to Learn about Teaching, Culture, and Themselves as Risk Takers. Global Journal of Educational Studies 2016, 2, 1 .
AMA StyleIsabel Alvarez, Brent Kilbourn, George Olson. Barcelona, Chicago, Toronto: Pre-Service Students Collaborate Using ICT to Learn about Teaching, Culture, and Themselves as Risk Takers. Global Journal of Educational Studies. 2016; 2 (1):1.
Chicago/Turabian StyleIsabel Alvarez; Brent Kilbourn; George Olson. 2016. "Barcelona, Chicago, Toronto: Pre-Service Students Collaborate Using ICT to Learn about Teaching, Culture, and Themselves as Risk Takers." Global Journal of Educational Studies 2, no. 1: 1.
Resumen El propósito de este artículo es fortalecer la colaboración entre dos instituciones que buscan integrar e-learning en sus prácticas más cotidianas y en contextos donde antes no habían tenido experiencia previa. El objetivo principal es acercar a los estudiantes universitarios, en este caso a los usuarios del Banco del Tiempo (BdT) del Ayuntamiento de Terrassa, Barcelona, a las prácticas reales para que obtengan un aprendizaje más significativo,. La experiencia relata el proceso de coordinación, diseño, gestión y valoración desde el punto de vista del aprendizaje en la formación inicial de los estudiantes de grado.
Isabel Álvarez. Experiencia Aprendizaje colaborativo con intercambios on-line: relato de una experiencia / Collaborative learning with exchanges online: account of an experience. RECI Revista Iberoamericana de las Ciencias Computacionales e Informática 2015, 3, 21 .
AMA StyleIsabel Álvarez. Experiencia Aprendizaje colaborativo con intercambios on-line: relato de una experiencia / Collaborative learning with exchanges online: account of an experience. RECI Revista Iberoamericana de las Ciencias Computacionales e Informática. 2015; 3 (6):21.
Chicago/Turabian StyleIsabel Álvarez. 2015. "Experiencia Aprendizaje colaborativo con intercambios on-line: relato de una experiencia / Collaborative learning with exchanges online: account of an experience." RECI Revista Iberoamericana de las Ciencias Computacionales e Informática 3, no. 6: 21.
Knowledge Building is approached in this study from an organizational perspective, with a focus on the nature of school-university-government partnerships to support research-based educational innovation. The paper starts with an overview of what is known about effective partnerships and elaborates a conceptual framework for Knowledge Building partnerships based on a review of literature and two case studies of school-university-government partnerships. In one case, a Ministry of Education wanted to bring more vitality into schools of small remote villages, and in the other case another Ministry of Education wanted to renew its school-based international cooperation profile. Emerging from this work is a three-component model for going to scale with Knowledge Building partnerships: Knowledge Building as a shared vision; symmetric knowledge advancement; and multi-level, research-based innovation. Characteristics of, and conditions for, effective partnerships for Knowledge Building are elaborated, and an emerging model is developed to help communities establish effective partnerships and contribute to this evolving model.
Thérèse Laferrière; Mireia Montane; Begona Gros; Isabel Alvarez; Merce Bernaus; Alain Breuleux; Stéphane Allaire; Christine Hamel; Mary Lamon. Partnerships for Knowledge Building: An Emerging Model. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie 2010, 36, 1 .
AMA StyleThérèse Laferrière, Mireia Montane, Begona Gros, Isabel Alvarez, Merce Bernaus, Alain Breuleux, Stéphane Allaire, Christine Hamel, Mary Lamon. Partnerships for Knowledge Building: An Emerging Model. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie. 2010; 36 (1):1.
Chicago/Turabian StyleThérèse Laferrière; Mireia Montane; Begona Gros; Isabel Alvarez; Merce Bernaus; Alain Breuleux; Stéphane Allaire; Christine Hamel; Mary Lamon. 2010. "Partnerships for Knowledge Building: An Emerging Model." Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie 36, no. 1: 1.
Brent Kilbourn; Isabel Alvarez. Root-metaphors for understanding: A framework for teachers and teacher educators of information and communication technologies. Computers & Education 2008, 50, 1354 -1369.
AMA StyleBrent Kilbourn, Isabel Alvarez. Root-metaphors for understanding: A framework for teachers and teacher educators of information and communication technologies. Computers & Education. 2008; 50 (4):1354-1369.
Chicago/Turabian StyleBrent Kilbourn; Isabel Alvarez. 2008. "Root-metaphors for understanding: A framework for teachers and teacher educators of information and communication technologies." Computers & Education 50, no. 4: 1354-1369.
This article concerns the Information Society literature and is set in the context of teaching and learning about it, particularly in educational technology settings. In spite of the infancy of the Information Society phenomenon, a large literature has emerged in recent years that discusses its nature. Not surprisingly, the literature does not present a uniform view; rather, there are differences of opinion as to the nature and significance of the Information Society. We argue that the literature constitutes an educational problem for those teaching and learning about this complex territory. The discussion visits the complexity by constructing a comprehensive map that charts 1) topics, 2) perspectives, and 3) root metaphors. Mapping the literature helps both teachers and learners find their way in a potentially confusing field of study. Special emphasis is devoted to root metaphors - philosophical views about the nature of reality that in turn help teachers and learners become more sensitive to critical, underlying features of the Information Society discussion. We argue that some root metaphors are more helpful than others for understanding literature about the Information Society.
Isabel Alvarez; Brent Kilbourn. Mapping the Information Society Literature: Topics, Perspectives, and Root Metaphors. First Monday 2002, 7, 1 .
AMA StyleIsabel Alvarez, Brent Kilbourn. Mapping the Information Society Literature: Topics, Perspectives, and Root Metaphors. First Monday. 2002; 7 (1):1.
Chicago/Turabian StyleIsabel Alvarez; Brent Kilbourn. 2002. "Mapping the Information Society Literature: Topics, Perspectives, and Root Metaphors." First Monday 7, no. 1: 1.