Normal school

Summary

A normal school or normal college is an institution created to train teachers by educating them in the norms of pedagogy and curriculum. In the 19th century in the United States, instruction in normal schools was at the high school level, turning out primary school teachers. Many such schools are now called teacher training colleges or teachers' colleges, but in Mexico, continue to be called normal schools, with student-teachers being known as normalistas. Many schools currently require a high school diploma for entry, and may be part of a comprehensive university. Normal schools in the United States, Canada, and Argentina trained teachers for primary schools, while in Europe, the equivalent colleges typically educated teachers for primary schools and later extended their curricula to also cover secondary schools. In 1685, St. Jean-Baptiste de La Salle, established the Institute of the Brothers of the Christian Schools, founded what is generally considered the first normal school, t

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A Robotic Teacher Community to Foster the Integration of Educational Robotics in School

The digital society requires the acquisition of skills related to computer sciences like computational thinking or competences in coding. Also transversal competences like communication, collaboration and creativity are increasingly important. Educational robotics is perceived as a valuable tool to increase such competences and is more and more present in the new school curricula. However only few teachers carry out educational robotics activities in their classes. The Roteco project aims to train school teachers in the field of educational robotics and computer science and to develop a community where teachers can find support and exchange experiences and educational activities in order to increase the presence of robotics in school classes. In the project a teacher training and a collaborative platform have been developed. The platform allows teachers to contact other teachers or experts. Teachers can easily publish, select and download didactic activities of other pairs with the related materials. In this paper the project and first results are presented.

Springer, Cham2021

Educational technologies are often developed such that students work on specific social levels (e.g., individual, small group, whole class) at specific times. However, in the reality of the classroom, learning activities are not so cleanly divided, with transitions occurring between social levels for students at different times. To support these social transitions in a way that can promote student learning, we need to lower the teacher’s orchestration load around managing fluid social transitions. Co-orchestration, in which the orchestration decisions are shared between different parties, can help to lower the orchestration load when it is designed according to the teacher’s values and classroom culture. In this paper, we present a taxonomy of social transitions and investigate how the responsibilities of orchestration can be divided between primary school teachers and a co-orchestration system in order to support the extension from rigid social transitions to fluid transitions in technology-enhanced classrooms. Across two studies, we used a design process involving co-design and prototyping with teachers. We uncovered and refined co-orchestration design desires that balance teachers’ orchestration loads while providing them with a sense of control. We present six design desires for maintaining a balance between teacher and system responsibilities regarding the orchestration of social transitions that can be implemented, such as in our mid-fidelity prototype, to support the range of social transitions. The list of desires contributes to co-orchestration research and more broadly technology design for classrooms by highlighting the changing balance of teacher control depending on what is the focus of the orchestration support.

2020

Effect of Iodine Doping on Bi2Sr2Ca1Cu2Ox - Charge-Transfer or Interlayer Coupling

Helmuth Berger, Giorgio Margaritondo

A comparative study has been made of iodine-intercalated Bi2Sr2Ca1Cu2Ox single crystal and 1 atm O2 annealed Bi2Sr2Ca1Cu1Ox single crystal using an AC susceptibility measurement, X-ray photoemission (XPS) and angle-resolved ultraviolet photoemission spectroscopy (ARUPS). The AC susceptibility measurement indicates that O2 doped samples studied have a T(c) of 84 K, whereas T(c) of the iodine-doped samples studied are 80 K. XPS Cu 2p core-level data establish that the hole concentration in the CuO2 planes is essentially the same for these two kinds of samples. ARUPS measurements show that the electronic structure of the normal states near the Fermi level has been strongly affected by iodine intercalation. We conclude that the dominant effect of iodine doping is to alter the interlayer coupling.

1994