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Article

✓ Peer Reviewed

Influenciadores do uso de tecnologia computacional da aprendizagem: uma breve descrição da evolução histórica (parte 2) / Influencers of the use of computational technology in learning: a brief description of the historical evolution (part 2)

Available from: European Publications

Publication: Cuadernos de Educación y Desarrollo, vol. 15, no. 2

Pages: 1455-1489

Information and communications technology (ICT)

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Abstract/Notes: This article constitutes a summarized narrative of the historical-educational context in the development of teaching-learning strategies with the use of computational technology. We selected some thinkers and traced a timeline, which began, in Part 1, with Socrates, Plato, Aristotle, Avicenna, René Descartes, Francis Bacon, John Locke, David Hume and Jean-Jacques Rousseau. In this second part we describe the theories that were directly influenced by the thinkers described above. We begin with Immanuel Kant, exponent of the late modern age. In contemporary education, we started Maria Montessori and her Golden Material; going to Jean Piaget, the great name of constructivism; Lev Vygotsky, founder of social-interactionism; and Paulo Freire with liberating education. And finally, the theories of Seymour Papert, a pioneer in the study of information and communication technology as a teaching tool. / Este artigo constitui uma narrativa resumida do contexto histórico-educacional no desenvolvimento de estratégias de ensino-aprendizagem com o uso de tecnologia computacional. Selecionamos alguns pensadores e traçamos uma linha do tempo, que iniciou-se, na Parte 1, com Sócrates, Platão, Aristóteles, Avicena, René Descartes, Francis Bacon, John Locke, David Hume e JeanJacques Rousseau. Nesta segunda parte descrevemos as teorias que tiveram influência direta dos pensadores descritos anteriormente. Começamos com Immanuel Kant, expoente do final da Idade moderna. Já na educação contemporânea, iniciamos Maria Montessori e o seu Material Dourado; indo para Jean Piaget, o grande nome do construtivismo; Lev Vygotsky, fundador do sóciointeracionismo; e Paulo Freire com a educação libertadora. E finalmente, as teorias de Seymour Papert, pioneiro do estudo da tecnologia da informação e comunicação enquanto ferramenta de ensino.

Language: Portuguese

ISSN: 1989-4155

Article

Report from Asilomar [11th Annual Meeting of the Teacher Trainers' Council of North America]

Publication: AMI/USA Bulletin, vol. 1, no. 6

Pages: 6

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Language: English

Article

From Infancy to Graduate School: A Sustainability Institute for All Seasons in South Africa

Available from: Association Montessori Internationale

Publication: AMI Journal (2013-), vol. 2020

Pages: 242-247

Africa, South Africa, Southern Africa, Sub-Saharan Africa, Sustainability

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Language: English

ISSN: 2215-1249, 2772-7319

Article

The First Montessori School in America

Publication: American Montessori Society Bulletin, vol. 2, no. 2-3

Pages: 1-8

Americas, Anne E. George - Writings, McClure's Magazine, Montessori materials, Montessori method of education, Montessori schools, North America, United States of America

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Language: English

ISSN: 0277-9064

Article

Montessori in America

Publication: American Montessori Society Bulletin, vol. 1, no. 1

Pages: 1-2

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Language: English

ISSN: 0277-9064

Doctoral Dissertation

The Montessori Method in America: Montessori Schools in New York and Rhode Island from 1910-1940

Available from: Loyola University Chicago

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Abstract/Notes: During the very early twentieth century, Dr. Maria Montessori produced a pedagogical approach that permitted the developmental delayed, socioeconomically disadvantaged, and the youngest of children to advance their cognition and adaptive skills to conventional standards. Her renowned "Montessori Method" was unleashed in 1906 in her home country of Italy and found its way to the shore of the United States soon after. This research will compare the implementation of the Montessori Method in two states, Rhode Island and New York. Both states invested time and money into the instructional ideals of Dr. Montessori in response to the advice of educators and, as is frequently overlooked in the scholarly literature, at the request of parents and community organizations. This study will focus on policy implementation: the how and the who, and on the overall growth and decline of Montessori programs, concentrating on the role parents played.

Language: English

Published: Chicago, Illinois, 2011

Doctoral Dissertation

Innovation Diffusion as Manifested in Two Eras of Montessori Education in America

Available from: ProQuest - Dissertations and Theses

Americas, Montessori method of education, Montessori movement, North America, United States of America

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Language: English

Published: Commerce, Texas, 1977

Doctoral Dissertation (Ph.D.)

Emergent Voices from an Orphanage School in Belize, Central America

Available from: ProQuest - Dissertations and Theses

Americas, Belize, Central America, Early childhood education

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Abstract/Notes: An attempt is made in this study to gain a better understanding of a non-traditional early learning program in an orphanage school setting, located in Ladyville, Belize, Central America. The teaching staff of Liberty Children‘s Home (LCH) and Learning Centre (LLC) discovered innovative and strategic ways to differentiate traditional academic ways of early learning. The teaching approaches emulate a theoretical social-constructivist theory, implementing methodologies from Pikler, Montessori and Reggio Emilia. In 1996, a comprehensive literacy survey was conducted in Belize that indicated the functional literacy rate to be approximately 40 percent (Cornerstone, 2007). In addition, it is estimated one person in four in developing countries are illiterate (Terryn, 2006). This research site was approved and supported through Liberty Foundation, Ltd., charity of London, England and the Research Ethics Board (REB) from the University of Windsor, Ontario, Canada. This 17-week qualitative grounded theory (Glaser, 1997) study was conducted on site at LCH and LLC. Responses from the students and staff were documented and interpreted utilizing various anecdotal and observation field notes, journals, interviews, audio/DVD/video recordings and photography. The students and staff responded to the Belizean ways of implementing early learning curricula in the natural learning environment. The grounded theory study offers a rich description of cultural responses that extend early childhood education further from an institutionalized and international point of view.

Language: English

Published: Windsor, Ontario, Canada, 2010

Book Section

The Montessori Movement in America [Chapter 15]

Available from: HathiTrust

Book Title: Report of the Commissioner of Education for the Year Ended June 30, 1914

Pages: 355-362

Americas, North America, United States of America

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Language: English

Published: Washington, D.C.: Government Printing Office, 1915

Volume: 1 of 2

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