Current discussions about educational policy and practice are often embedded in a mind-set that considers students who were born in an age of omnipresent digital media to be fundamentally different ...from previous generations of students. These students have been labelled digital natives and have been ascribed the ability to cognitively process multiple sources of information simultaneously (i.e., they can multitask). As a result of this thinking, they are seen by teachers, educational administrators, politicians/policy makers, and the media to require an educational approach radically different from that of previous generations. This article presents scientific evidence showing that there is no such thing as a digital native who is information-skilled simply because (s)he has never known a world that was not digital. It then proceeds to present evidence that one of the alleged abilities of students in this generation, the ability to multitask, does not exist and that designing education that assumes the presence of this ability hinders rather than helps learning. The article concludes by elaborating on possible implications of this for education/educational policy.
•Information-savvy digital natives do not exist.•Learners cannot multitask; they task switch which negatively impacts learning.•Educational design assuming these myths hinders rather than helps learning.
El objetivo principal de este trabajo fue presentar y analizar el proyecto educativo de Darío Salas (1881-1941), el más importante educador chileno de la primera mitad del siglo veinte. La primera ...parte es una breve biografía. La segunda es una síntesis de su obra principal: El problema nacional, de 1917, en la que propone una amplia reforma educativa y una "Ley de Instrucción Primaria Obligatoria". En la tercera parte se exponen los principales comentarios de historiadores de la educación sobre ella. En cuarto lugar, se presentan elementos para una nueva interpretación, complementaria a las anteriores, sobre su trayectoria docente e investigativa, y sobre la vigencia de su pensamiento social y educativo. La última sección se refiere a los supuestos teóricos y políticos que contiene su obra, los cuales permiten profundizar en el análisis del sentido de su pensamiento y su trayectoria.
As is known, the world's exploration efforts in Central Asia intensified in the second half of the 19th century. During this period when colonialism was at its peak, Western researchers raced in ...their attempt to solve the mysteries of Central Asia. Although these studies served colonialism, research results that reveal the deep old aspects of Turkish culture have brought what is known about Turkish history to different points. Therefore, while the developing Turkology was experiencing its golden age, historical studies were bearing fruit one at a time, with valuable works in general being written about every period of Central Asian history.
The purpose of this paper was to determine the readiness of kindergarten teachers in Bulgaria in anticipation of impending inclusion-driven reforms in the education system. Data on 922 kindergarten ...teachers' attitudes towards inclusion across three dimensions (cognitive, affective, and behavioural), their concerns, and self-efficacy were analysed. Overall, teachers reported being willing to adapt their behaviour to promote inclusion in their classroom, despite not feeling particularly positively about inclusion. Inclusion-related training, which is critical for teachers to meet the demands of reforms, was a robust, positive predictor of teachers’ attitudes across all three dimensions.
•This paper examined the attitudes towards inclusion of 922 teachers in kindergartens in Bulgaria across three dimensions (cognitive, affective, behavioural), their concerns, and self-efficacy in this regard.•Teachers were most likely to hold negative affective attitudes and positive behavioural attitudes towards inclusion.•Inclusion-related training significantly predicted positive attitudes towards inclusion across cognitive, behavioural, and affective domains.•The findings accentuate the importance of continuous professional development for teachers already teaching in the system in fostering more positive attitudes towards inclusion.
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