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Pub Date: |
2003-02-00 |
Pub Type(s): |
Opinion Papers |
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Descriptors:
Administrator Attitudes; Adoption (Ideas); Adult Literacy; Diffusion (Communication); Educational Practices; Educational Research; Educational Researchers; English (Second Language); Literacy Education; Mail Surveys; Research Needs; Research Utilization; Resource Materials; Teacher Attitudes; Theory Practice Relationship; Use Studies
Abstract:
Staff members of a state literary resource center surveyed their practitioner clients to determine how they viewed research and the kinds of uses they made of it. Mail surveys were sent to all of the 404 adult education and English as a second language program directors in the state, and followup telephone interviews were conducted with 16 of the 143 respondents. Sixty-six percent of respondents were involved in instruction, while 34% were involved in administration; 37% had training in research while 49% were interested in further research and education in adult literacy; and research consumption among them was frequent but not particularly extensive. Some of the results are as follows: 66% of respondents indicated that they had changed a practice as a result of research-based information; practitioners assessed the value of research by source credibility, relevance and applicability, similarity of setting, quality of research design, and whether the reader agreed with the conclusions; more experienced practitioners read more research and more fully integrated it into their practice; there was no significant correlation between practitioners' levels of education, ethnicities, or genders and their relationship to research; and when practitioners view research as useful and relevant they are more likely to have recently made a change based on it. (Includes 9 references.) (MO)
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Pub Date: |
2002-12-00 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Business Communication; Change Strategies; Communications; Computer Oriented Programs; Cybernetics; Diffusion (Communication); Discourse Communities; Educational Technology; Epistemology; Experiential Learning; Group Dynamics; Informal Education; Information Networks; Information Technology; Information Transfer; Information Utilization; Organizational Culture; Role of Education; Teleworking; Work Environment
Abstract:
Workspaces are sites of contention over what is knowledge and who can say so; work-related education has never been a neutral arbiter. In a context in which workspaces routinely bring together physical place and cyber place in communication networks, traditional struggles over knowledge and knowing are affected by communications technologies (CT) in powerful but unobtrusive ways. CT play a part in construction of knowledge, community, and identity between and within workspaces. Formal, informal, and nonformal education mediates CT and helps shape local and global economic activities, working communities, and working lives. Communications networks operate to construct contemporary hybrid workspaces, but are also adopted by local working communities. Knowledge at work in hybrid workspaces has a social and textual character. Technology plays a part in shaping communication and knowledge production in workspaces. Organizations try to join up geographically and temporally dispersed workspaces by introducing software that mimics a physically integrated workspace. Two perspectives for education are the following: (1) educators may adopt the position that trainees, children, or colleagues should be informed of ways in which technology mediated knowledge construction and technologically facilitated collaborative environments can work to their advantage in contrast to the view that the role of education is to provide skills that will make future workers flexible and adaptable to the needs of the organization, and (2) educators can use those aspects of group communication and knowledge construction that benefit learning. (Contains 20 references) (YLB)
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