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Educational Technology (educational + technology)
Selected AbstractsPros and Cons of Educational Technologies as Methods for Disseminating Evidence-Based TreatmentsCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 3 2004Jennifer M. Lane The article by Weingardt (this issue) proposes the adoption of instructional design technologies (IDTs) for the dissemination of empirically supported psychological therapies (ESTs). Although the use of such tools for the dissemination of ESTs clearly has multiple benefits, it is important to consider the broader implications of these approaches for clinical research and treatment. We suggest that reliance of educationally based technologies could have important consequences for the way in which the scientist-practitioner relationship is framed. Furthermore, we propose that the adoption of IDT principles raises some significant practical and conceptual concerns about the future directions of psychotherapy research and practice. [source] Educational technology,a long look backBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2008Richard Hooper No abstract is available for this article. [source] Pushing the boundaries of technology to educate and train the next generation of crystallographersJOURNAL OF APPLIED CRYSTALLOGRAPHY, Issue 5-2 2010Katherine Kantardjieff This article describes the evolution of educational technologies, moving from the Web 1.0 to the current Web 3.0 decade, with the aim of stimulating discussion and inspiring innovative and effective crystallography education in the Web 3.0 decade. In the last 15 years, academic crystallography has largely migrated from a research specialty to a technique employed by a broad user community. This has led to the growth of and dependence on independently funded workshops and summer schools, as well as other non-traditional curricular resources for crystallography instruction, such as web pages and online courses, which allow crystallography to be self-taught. In fact, informal courses and e-learning constitute 70,80% of all learning today, and students expect on-demand learning. Implementing modern web technologies with sound pedagogy requires skilful integration of relevant, often disparate, resources into useful and usable frameworks, enabling learners to interact, explore new situations, and use scientific reasoning skills such as hypothesis testing and model-based reasoning. The evident disproportion in implementing contemporary technologies into our global crystallography education resources requires that we shift our focus from simply imparting subject knowledge by posting largely text-based content to empowering students with the fundamental processes and skills needed for on-demand learning and practice in crystallography. [source] Interaction for lifelong learningBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 6 2004Norm Friesen The term ,lifelong', as applied to education or learning, has been in circulation for more than a quarter of a century. It has played an important role in policy discussions, as well as in studies of the sociology and economics of education. The relationship of this term to the rapidly changing world of information and educational technologies, and to the various conceptions of interaction that are central to these technologies, however, has been considered much less frequently. This paper seeks to shed light on the relationship between lifelong learning and the interactive technologies that have become associated specifically with the Semantic Web. It begins by presenting a fictional narrative to illustrate a lifelong learning scenario in the context of the services and resources that the Semantic Web will be capable of providing. It then proceeds to isolate a number of general characteristics of lifelong learning as they are manifest in this scenario and in recent literature on the subject. The paper then explores how emergent, interactive technologies of the Semantic Web have the general potential to address many of the characteristics of lifelong learning, and hold out the promise of satisfying a wide variety of lifelong learning needs. It will conclude by considering some of the outstanding challenges presented by lifelong learning contexts, and mention some of the limitations of advanced technologies used to address these needs. [source] Technology-Mediated Learning 10 Years Later: Emphasizing Pedagogical or Utilitarian Applications?FOREIGN LANGUAGE ANNALS, Issue 1 2007Article first published online: 31 DEC 200, Nike Arnold Abstract: In recent years, educational technology has come a long way. Technological advancements and significant investments in computer equipment and training have opened new opportunities for foreign language teachers. In addition, instructional technology (IT) is now an accepted component of teacher training and foreign language teaching. This study addresses the question how IT actually is being used for foreign language learning in higher education. It reports the findings of an online survey, which was completed by 173 college foreign language teachers. Results suggest that the vast majority of participants do use computer technology for their teaching, but at a very basic level. Teachers' IT use seems to be motivated largely by utilitarian reasons, followed by a variety of pedagogical benefits. [source] The use of a computer simulation to promote scientific conceptions of moon phasesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2008Randy L. Bell Abstract This study described the conceptual understandings of 50 early childhood (Pre-K-3) preservice teachers about standards-based lunar concepts before and after inquiry-based instruction utilizing educational technology. The instructional intervention integrated the planetarium software Starry Night BackyardŌ with instruction on moon phases from Physics by Inquiry by McDermott (1996). Data sources included drawings, interviews, and a lunar shapes card sort. Videotapes of participants' interviews were used along with the drawings and card sorting responses during data analysis. The various data were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and postinstruction conceptual understandings of moon phases. Results indicated that before instruction none of the participants understood the cause of moon phases, and none were able to draw both scientific moon shapes and sequences. After the instruction with technology integration, most participants (82%) held a scientific understanding of the cause of moon phases and were able to draw scientific shapes and sequences (80%). The results of this study demonstrate that a well-designed computer simulation used within a conceptual change model of instruction can be very effective in promoting scientific understandings. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 346,372, 2008 [source] Learning the New Technologies: Strategies for SuccessNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 98 2003Kathleen P. King Educators of adults come to professional development in educational technology with many needs and concerns. The model presented in this chapter provides principles, insights, and strategies to meet these needs and prepare educators for lifelong learning in this challenging area. [source] WebCT in occupational therapy clinical education: implementing and evaluating a tool for peer learning and interactionOCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2005Aliki Thomas Abstract As occupational therapy expands into new practice arenas such as wellness, driver rehabilitation and ergonomics, educators are challenged to revise the curriculum as well as change educational technology. One of the changes in occupational therapy educational programmes is the utilization of on-line teaching. The purpose of this study was to evaluate the learning experiences of 42 occupational therapy students who were involved in a virtual learning environment during their six-week fieldwork placement. The results indicated that the majority of students enjoyed participating in this web-based learning environment (WebCT). A vast array of themes emerged from the on-line discussion and these themes reflected different levels of learning. Participation in WebCT during fieldwork appears to have a beneficial effect on student learning and achievement of stage 1 learning objectives by supporting students in peer learning. Other benefits include improving student autonomy during fieldwork, supporting self-directed learning and stimulating higher order thinking. Although the results of this study were positive there is still a need to further evaluate the effectiveness of web-based learning as an alternative to traditional educational methods during fieldwork education. Copyright © 2005 John Wiley & Sons, Ltd. [source] But what do they really expect?PERFORMANCE IMPROVEMENT QUARTERLY, Issue 4 2010Employer perceptions of the skills of entry-level instructional designers This descriptive study employed a convenience sample drawn from members of a professional organization supporting instructional designers (IDs) to investigate four research questions: What skills do potential employers expect entry-level instructional designers to possess? To what extent have their recently hired entry-level IDs met these expectations? To what extent do these expectations vary across industry, government, and nonprofit settings? To what extent do these expectations apply to entry-level IDs who are recent graduates of master's programs in instructional technology, instructional design, educational technology, and similar disciplines? Analysis of 185 surveys indicated that over half of all respondents expect their entry-level IDs to possess the skills required to complete 22 common ID activities comprising the phases of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Respondents typically reported that entry-level IDs could not perform to expectations in spite of assistance, or performed to expectations with a lot of assistance. [source] Psychological research in educational technology in ChinaBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2010Ru-De Liu Information and communication technology (ICT) has increasingly been bringing about significant changes in education in an ongoing process. The educational reform is not a mere technological issue but rather is based on an empirical grounding in a psychological research approach to learning and instruction. This paper introduces the research work on the application of ICT in education from the psychological perspective in China in the past three decades. The introduction focuses on four important issues with systemic theoretical thinking based on continuous empirical research and innovative practices. The first is dialectic constructivism which has offered some dialectic explanation for knowledge, learning and teaching, and balanced various contradictory aspects of learning and teaching. The second is theoretical thinking and instructional practice about the principles of learning environment design which emphasises learners' higher-order thinking, deep understanding, collaboration and self-regulated learning. The third is a model for the effectiveness and conditions of Computer-Assisted Instruction. The fourth is a framework for the integration of ICT and education and a zigzag training model for teacher training for integration. [source] Capability building in educational technology for teachers in ChinaBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2010Jun Han This paper gives a brief introduction to the project called Education Technology Capacity Building Plan for All Primary and Secondary Teachers now being implemented in China. Because information and communication technology skills training cannot match the demand of teachers' professional development, the Chinese Ministry of Education established the education technology standard for teachers and launched the project. This paper introduced the features of standard training and testing, and discusses the output and influence of the project. [source] ,Blended' education and the transformation of teachers: a long-term case study in postgraduate UK Higher EducationBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2006Gary Motteram This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students' experiences of using a number of online tools. As our students are primarily in-service teachers, this experience is particularly relevant and equips them to make use of educational technology in the language classroom. Some comparisons are also made with a cohort of teachers studying the programme at a distance. The paper explores a range of issues that currently feature in the adult education literature, namely, deep and surface learning, communities of practice, and the importance of educational dialogue. The paper illustrates how important the blended nature of this module is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. A transformative education scale is used to show that teachers can be transformed. The paper is a case study that makes use of data that explore the student perspective on a series of research questions. [source] The effects of mandatory and optional use on students' ratings of a computer-based learning packageBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2004Kate Garland Continuing developments in educational technology and increasing undergraduate numbers in the UK have facilitated the use of computer-based learning packages. One of the effects of the increasing use of these packages is the shift in teaching of material from being primarily lecturer-led to student-driven. This has a number of implications concerning using the package, since it is quite likely that students will be working in isolation, and the use of the package may be mandatory or optional. In this study we report on the usefulness ratings of a software package for undergraduate use within the context of whether or not students choose to use it. Level 1 students and lecturers in Economics were surveyed at three UK universities. Findings indicate that students whose use was mandatory rated the learning package as more useful than those whose use was optional. Reasons for non-use centred on lack of instruction and on student apathy. These results have important implications for the use of computer-based learning packages and for understanding user attitudes. [source] | ||||||||||