Jae Park – författare

This volume highlights key aspects of new media, knowledge practices and multiliteracies in communication and education, providing readers with a range of empirical findings, novel theories and applications. The reports also include best practices, case studies, innovative solutions and lessons learned with regard to three core fields: (1) New media: discussions on the effects of traditional and new media, legal risks concerning social media, the effects of media intervention on help-seeking attitudes, obstacles of using tablets for learning, qualitative interpretation of media reporting, use of social media for enhancing design practices, and news-reading habits; (2) Knowledge practices: exploration of online viewing and lifestyles, reform of school management models, undergraduate students’ mathematics learning experiences, perceived accounting ethics and online knowledge sharing, creating knowledge repositories, digital technologies outside school, smartphone usage and life satisfaction, and cultural differences and isomerism; and (3) Multiliteracies: studies on learning style inventories, the impact of ICT in interdisciplinary approaches, ePortfolios for learning, video production and generic skills enhancement, mobile-assisted collaborative learning, and the effects of project-based learning on student achievements. The reports presented are from various countries and organizations.

This book demonstrates the value of approaching education from a sociological and philosophical perspective. Specifically, it addresses current and long-standing educational issues in the Asia-Pacific region, integrating sociological and philosophical insights with practical applications in four key areas: educational aims, moral education, educational policy, and the East-West dichotomy. It discusses educational aims in terms of rationality, philosophical thinking, and sustainable development and presents the literary, religious, and analytical approaches to moral education. Four educational policies are then considered: Hong Kong’s language policy, Hong Kong’s policy on the internationalization of education, East Asia’s policies on English education, and Australia’s policy on teacher education. Different aspects of the East-West dichotomy are analysed: Confucian rationalism versus Western rationalism, Confucian learning culture versus Western learning culture, and Asian research methodology versus Western research methodology. Taken as a whole, the book shows that issues in education are rarely simple, and looking at them from multiple perspectives allows for rich and informed debates. It presents a rare philosophical and sociological analysis of the cultures and experiences of education in the Asia-Pacific region, and promotes research that leads to more culturally rooted educational policies and practice.

This volume highlights key aspects of new media, knowledge practices and multiliteracies in communication and education, providing readers with a range of empirical findings, novel theories and applications. The reports also include best practices, case studies, innovative solutions and lessons learned with regard to three core fields: (1) New media: discussions on the effects of traditional and new media, legal risks concerning social media, the effects of media intervention on help-seeking attitudes, obstacles of using tablets for learning, qualitative interpretation of media reporting, use of social media for enhancing design practices, and news-reading habits; (2) Knowledge practices: exploration of online viewing and lifestyles, reform of school management models, undergraduate students’ mathematics learning experiences, perceived accounting ethics and online knowledge sharing, creating knowledge repositories, digital technologies outside school, smartphone usage and life satisfaction, and cultural differences and isomerism; and (3) Multiliteracies: studies on learning style inventories, the impact of ICT in interdisciplinary approaches, ePortfolios for learning, video production and generic skills enhancement, mobile-assisted collaborative learning, and the effects of project-based learning on student achievements. The reports presented are from various countries and organizations.

This book demonstrates the value of approaching education from a sociological and philosophical perspective. Specifically, it addresses current and long-standing educational issues in the Asia-Pacific region, integrating sociological and philosophical insights with practical applications in four key areas: educational aims, moral education, educational policy, and the East-West dichotomy. It discusses educational aims in terms of rationality, philosophical thinking, and sustainable development and presents the literary, religious, and analytical approaches to moral education. Four educational policies are then considered: Hong Kong’s language policy, Hong Kong’s policy on the internationalization of education, East Asia’s policies on English education, and Australia’s policy on teacher education. Different aspects of the East-West dichotomy are analysed: Confucian rationalism versus Western rationalism, Confucian learning culture versus Western learning culture, and Asian research methodology versus Western research methodology. Taken as a whole, the book shows that issues in education are rarely simple, and looking at them from multiple perspectives allows for rich and informed debates. It presents a rare philosophical and sociological analysis of the cultures and experiences of education in the Asia-Pacific region, and promotes research that leads to more culturally rooted educational policies and practice.