Adaptation, resistance and access to instructional technologies: assessing future trends in education
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "This book captures the current trends in technology integration from PreK-12 to higher education, focusing on the various constituent groups, namely students, teachers, and communities, in education and the effects of educational technology on learning and empowerment"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXVI, 527 S. Ill. |
| ISBN: | 9781616928544 |
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| 245 | 1 | 0 | |a Adaptation, resistance and access to instructional technologies |b assessing future trends in education |c [ed. by] Steven D'Agustino |
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| 300 | |a XXVI, 527 S. |b Ill. | ||
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| 500 | |a "This book captures the current trends in technology integration from PreK-12 to higher education, focusing on the various constituent groups, namely students, teachers, and communities, in education and the effects of educational technology on learning and empowerment"--Provided by publisher. | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Education |x Effect of technological innovations on | |
| 650 | 4 | |a Education and state |z United States | |
| 650 | 4 | |a Intelligent tutoring systems |z United States | |
| 650 | 4 | |a Educational change | |
| 650 | 4 | |a Computer-assisted instruction | |
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| adam_text | IMAGE 1
TABLE OF CONTENTS
FOREWORD XXI
PREFACE XXIII
ACKNOWLEDGMENT XXVI
SEETION 1 ACCESS
CHAPTER 1 THE DIGITAL INFORMATION DIVIDE 1
RANDALL MCC/URE. GEORGIA SOUTHERN UNIVERSITY. USA
CHAPTER 2 THE ADOPTION AND SUSTAINABILITY OFTECHNOLOGY-ENHANCED
EDUCATION IN HIGHER INSTITUTIONS OF LEARNING IN AFRICA 19
CHIJIOKE J. EVOH, NEW YORK CITY DEPARTMENT OF EDUCATION. USA
CHAPTER 3 TECHNOLOGICAL INFRASTRUCTURE AND IMPLEMENTATION ENVIRONMENTS:
THE CASE OF LAPTOPS FOR NEW ZEALAND TEACHERS 40
BRONWEN COWIE, UNIVERSITY OF WAIKATO. NEW ZEA/AND AUSTER JONES.
UNIVERSITY OF WAIKATO. NEW ZEA/AND ANN HAR/OW, UNIVERSITY OF WAIKATO,
NEW ZEA/AND
CHAPTER 4 PERCEPTIONS OFSTUDENTS AND TEACHERS ABOUT THE USE OFE-LEARNING
/ SHARING PORTAL IN EDUCATIONAL ACTIVITIES 53
AZAD ISIK, CYBERSOFT INFORMATION TECHN%GIES LTD. CO., TURKEY CENGIZ S.
ASKUN, MIDD/E EAST TECHNICA/ UNIVERSITY. TURKEY M YASAR OZDEN, MIDD/E
EAST TECHNICA/ UNIVERSITY. TURKEY
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SECTION 2
ENABLING STUDENTS
CHAPTER 5 STUDENT-AUTHORED TEXTBOOKS: WHY THEY RE NECESSARY AND HOW THEY
CAN BE DONE 76 PA TRICK M 0 SHEA, OLD DOMINION UNIVERSITY, USA JENNIFER
K. KIDD, OLD DOMINION UNIVERSITY, USA
PETER B. BAKER, OLD DOMINION UNIVERSITY, USA JAMIE A. KAU/MAN, OLD
DOMINION UNIVERSITY, USA DWIGHT W.ALLEN, OLD DOMINION UNIVERSITY, USA
CHAPTER 6 SAY IT DOWN! SCAFFOLDING ENGLISH LANGUAGE LEAMERS ACADEMIC
WRITING WITH
SPEECH RECOGNITION TECHNOLOGY 87
KAREN P. KAUN, KNOWLEDGE ITRUST, USA
CHAPTER 7 DESIGN AND DEVELOPMENT OFPERSONALIZED LEAMING ENVIRONMENTS 108
RAJA MAZNAH RAJA HUSSAIN, UNIVERSITY 0/ MALAYA, MALAYSIA
CHAPTER 8 PEER ASSISTANCE AND INTERACTION IN AN ONLINE FORUM 118
UGUR KAIE, WEST VIRGINIA UNIVERSITY, USA
SECTION 3
ENABLING COMMUNITIES
CHAPTER 9 HAMESSING THE POTENTIAL OF COOPERATIVE INTERACTION: BUILDING
SOCIAL & PHYSICAL PRESENCE DURING ONLINE LEAMING 131
CAROLINE L. HILK, UNIVERSITY 0/ MINNESOTA - TWIN CWES, USA MICHAEL C.
MENSINK, UNIVERSITY 0/ MINNESOTA - TWIN CWES, USA
CHAPTER 10 EMPOWERING FACULTY COMMUNITIES FOR FOSTERING AND ASSESSING
STUDENT PERFORMANCE IN VIRTUAL LANDSCAPES 147
HOLLY LYNN BAUMGARTNER, LOURDES COLLEGE, USA GARRICK DUCAT, MERCY
COLLEGE 0/ NORTHWEST OHIO, USA
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CHAPTER 11
COLLABORATION AND THE USE OFTHREE DIMENSIONAL INTERFACE WITHIN A VIRTUAL
LEAMING ENVIRONMENT 168
BRIAN G. BURTON, ABILENE CHRISTIAN UNIVERSITY, USA BARBARA MARTIN,
UNIVERSITY O/CENTRAL MISSOURI, USA DOUG THOMAS, UNIVERSITY O/CENTRAL
MISSOURI, USA
CHAPTER 12 FIELD NOTES FROM THE WILD: ADULTS LEAMING IN A VIRTUAL WORLD
182
SUZANNE AURILIO, SAN DIEGO STATE UNIVERSITY, USA
CHAPTER 13 USING THE 3VMODEI TO EXPLORE VIRTUALITY, VERACITY AND VALUES
IN LIMINAL SPACES 199
SIMON ATKINSON, MASSEY UNIVERSITY, NEW ZEALAND KEVIN BURDEN, UNIVERSITY
0/ HULL, UK
SECTION 4
ENABLING TEACHERS
CHAPTER 14 SOCIAL NETWORKS: IMPLICATIONS FOR EDUCATION 216
MARY HRICKO, KENT STATE UNIVERSITY, USA
CHAPTER 15 THE INTEGRATION OF SOCIAL NETWORKING IN CREATING
COLLABORATIVE PARTNERSHIPS IN EDUCATION 235 LARRY S. TINNERMAN, INDIANA
STATE UNIVERSITY, USA JAMES JOHNSON, INDIANA STATE UNIVERSITY, USA
CHAPTER 16 A DINOSAUR HATCHES ITS EGGS: USING TECHNOLOGY AS A
PEDAGOGICAL TOOL 256
LINDA B. PINCHAM, ROOSEVELT UNIVERSITY, USA
CHAPTER 17 THE TREND OF COMMITMENT: PEDAGOGICAL QUALITY AND ADOPTION 273
PATRICIA BAIA, ALBANY COLLEGE 0/ PHARMACY AND HEALTH SCIENCES, USA
CHAPTER 18 THE MOMENTUM OFTHE TECHNOLOGY OFTHE CLASSROOM 316
SCOTT REID, MEMORIAL UNIVERSITY 0/ NEW/OUNDLAND, CANADA
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SEETION 5
TRAINING TEACHERS
CHAPTER 19 ICT ECOLOGIES OFLEARNING: ACTIVE SOCIALLY ENGAGED LEARNING,
RESILIENCY AND LEADERSHIP 332 JENNY ARNTZEN, UNIVERSITY 0/ BRITISH
COLUMBIA, CANADA DON KRUG, UNIVERSITY 0/ BRITISH COLUMBIA, CANADA
CHAPTER 20 EXPLORING THE FACTORS TO DETERMINE THE COMPETENCE
OFTECHNOLOGY INTEGRATION FOR TEACHER CANDIDATES 355
HAE SEONG PARK, AZUSA PAEIFIE UNIVERSITY, USA JOANNE GILBREATH, AZUSA
PAEIFIE UNIVERSITY, USA DANIEL LAWSON, AZUSA PAEIFIE UNIVERSITY, USA
HELEN EASTERLING WILLIAMS, AZUSA PAEIFIE UNIVERSITY, USA
CHAPTER 21 ACCESS AND ADVANCEMENT: TEACHER TRANSFORMATION AND STUDENT
EMPOWERMENT THROUGH TECHNOLOGY MENTORING 362
STEVEN D AGUSTINO, FORDHAM UNIVERSITY, USA KATHLEEN P. KING, UNIVERSITY
0/ SOUTHERN FLORIDA, USA
CHAPTER 22 BRINGING THE VILLAGE TO THE UNIVERSITY CLASSROOM: UNCERTAINTY
AND CONFUSION IN TEACHING SCHOOL LIBRARY MEDIA STUDENTS IN THE DESIGN
OFTECHNOLOGY ENHANCED INSTRUCTION 381 JOETTE STE/EL-MABRY, STATE
UNIVERSITY O/NEW YORK - ALBANY, USA
WILLIAM E. J DOANE, BENNINGTON COLLEGE, USA MIEHAEL S. RADLIEK,
INSTITUTE /OR RESEAREH ON LEARNING TEEHNOLOGY VISIONS, USA
CHAPTER 23 PREPARING TEACHERS TO INTEGRATE TECHNOLOGY EFFECTIVELY: THE
CASE OF HIGHER-ORDER THINKING SKILLS (HOTS) 395
DREW POLLY, UNIVERSITY 0/ NORTH CAROLINA AT CHARLOTTE, USA
CHAPTER 24 DEVELOPING AN ONLINE MENTORING PROGRAM FOR BEGINNING TEACHERS
410
NANEY K. GAGEN CLOUSE, UNIVERSITY 0/ MONTANA, USA SANDRA R. WILLIAMS,
UNIVERSITY 0/ MONTANA, USA ROBERTA D. EVANS, UNIVERSITY 0/ MONTANA, USA
CHAPTER 25 ELECTRONIC PORTFOLIOS IN THE PROFESSIONAL DEVELOPMENT
OFEDUCATORS 429
GREG SHERMAN, RAD/ORD UNIVERSITY, USA AL BYERS, NATIONAL SCIENEE
TEAEHERS ASSOCIATION, USA
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CHAPTER 26
TEACHING IN THE FUTURE: A BLUEPRINT FR FACULTY DEVELPMENT... 445
DAVID S. STEIN, THE OHIO STATE UNIVERSITY, USA CONSTANCE E. WANSTREET,
THE OHIO STATE UNIVERSITY, USA
COMPILATION OF REFERENCES 460
ABOUT THE CONTRIBUTORS 509
INDEX 520
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DETAILED TABLE OF CONTENTS
FOREWORD XXI
PREFACE XXI II
ACKNOWLEDGMENT XX VI
SECTION 1 ACCESS
CHAPTER 1 THE DIGITAL INFORMATION DIVIDE I
RANDALL MCCLURE, GEORGIA SOUTHERN UNIVERSITY. USA
THIS CHAPTER EXPLORES THE GAP IN INFORMATION BETWEEN DIGITAL NATIVES AND
DIGITAL IMMIGRANTS. ADVANCES IN COMPUTER TECHNOLOGY HAVE TRANSFORMED
INFORMATION, AND RESULTING CHANGES IN INFORMATION BEHAVIOR CLEARLY MARK
THE DIGITAL INFORMATION DIVIDE. THESE CHANGES IN INFORMATION BEHAVIOR
HAVE AFTECTED INFORMATION LITERACY INSTRUCTION, YET EDUCATORS HAVE OPTED
FOR QUICK FIX STRATEGIES, IGNORING THE NEED TO DEVELOP A COMPREHENSIVE
INFORMATION LITERACY CURRICULUM FOR THE DIGITAL AGE.
PARTNERSHIPS-BETWEEN PRIMARY, SECONDARY, AND POSTSECONDARY TEACHERS AND
LIBRARIANS AND CURRICULUM DESIGNERS WORKING TO ES-
TABLISH A VERTICALLY AND HORIZONTALLY SCAFFOLDED K-16 INFORMATION
LITERACY CURRICULUM-MAY EFFECTIVELY BRIDGE THE DIVIDE.
CHAPTER 2 THE ADOPTION AND SUSTAINABILITY OFTECHNOLOGY-ENHANCED
EDUCATION IN HIGHER INSTITUTIONS OF LEARNING IN AFRICA 19
CHIJIOKE J. EVOH, NEW YORK CITY DEPARTMENT 0/ EDUCATION, USA
THIS CHAPTER EXPLORES FACTORS THAT ENHANCE AND CONSTRAIN THE ADOPTION
AND SUSTAINABILITY OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN
UNIVERSITIES AND HIGHER INSTITUTIONS OF LEARNING IN SOUTH AFRICA.
THIS STUDY EXAMINES PEDAGOGICAL, SOCIO-ECONOMIC AND EPISTEMOLOGICAL
ASPECTS OF THE PARADIGM SHIFT IN HIGHER EDUCATION DELIVERY IN AFRICA.
ADOPTING AND SUSTAINING ICTS FOR EDUCATIONAL IMPROVEMENT IS A
MULTIFACETED PROCESS. AS A DYNAMIC PROCESS, ALL THE VITAL ELEMENTS OF
TECHNOLOGY ADOPTION NEED TO BE
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PRESENT IN ORDER TO MEET THE GOALS OF TECHNOLOGY-ENHANCED HIGHER
EDUCATION IN AFRICA. IT FURTHER ARGUES
THAT POLICY GUIDELINES AND STRATEGIC PLANS ARE ESSENTIAL FOR THE
SUCCESSFUL ADOPTION AND SUSTAINABILITY OF ICTS IN HIGHER EDUCATION (HE)
INSTITUTIONS IN AFRICA. THE CHAPTER ARGUES THAT THE SUCCESS OF
ICTMEDIATED HIGHER EDUCATION IS NOT ONLY TECHNICAL BUT ALSO POLITICAL IN
NATURE.
CHAPTER 3 TECHNOLOGICAL INFRASTRUCTURE AND IMPLEMENTATION ENVIRONMENTS:
THE CASE OF LAPTOPS FOR NEW ZEALAND TEACHERS 40
BRONWEN COWIE, UNIVERSITY 0/ WAIKATO, NEW ZEALAND ALISTER JONES,
UNIVERSITY 0/ WAIKATO, NEW ZEALAND ANN HARLOW. UNIVERSITY 0/ WAIKATO.
NEW ZEALAND
THE INTEGRATION OF ICT IS THE APPARENT GOAL OF RANGE OF EDUCATIONAL
INITIATIVES WORLDWIDE. TO DATE, HOWEVER, THE IMPACT OFICTS HAS LAGGED
BEHIND THE RHETORIC. RATHER THAN TECHNOLOGY TRANSFORMING TEACHING AND
LEAMING IT APPEARS THAT TEACHERS OFTEN ASSIMILATE IT INTO EXISTING
PRACTICES. THIS CHAPTER USES DOUGLAS ENGELBART S (1992) NOTION OF AN
IMPROVEMENT INFRASTRUCTURE TO EXPLORE AND EXPLAIN THE FACTORS THAT HAVE
FRAMED AND SHAPED NEW ZEALAND TEACHER ACCESS TO, ADOPTION OF, AND
RESISTANCE TO THE USE OF
LAPTOPS. ENGELBART POSITS THAT ORGANIZATIONS SHOULD ASPIRE TO CREATING
THREE LEVELS OF INFRASTRUCTURE FOR IMPROVEMENT: A CORE CAPABILITY
INFRASTRUCTURE, AN INFRASTRUCTURE THAT ENABLES THE IMPROVEMENT OF CORE
WORK, AND AN INFRASTRUCTURE THAT ENABLES THE ON-GOING IMPROVEMENT OF THE
IMPROVEMENT PROCESSES.
IMPROVEMENT OF IMPROVEMENT TYPICALLY RECEIVES THE LEAST LONG-TERM
STRATEGIC INVESTMENT. FOR TEACHERS WITH LAPTOPS IMPROVEMENT OF
IMPROVEMENT IS WH AT ENABLES TEACHERS TO ENHANCE THEIR ABILITY TO USE
THEIR LAPTOP. IN THIS CHAPTER WE SHOW THAT THIS INVOLVES THE SYSTEM
OFTEACHER CONFIDENCE AND EXPERTISE, TEACHER PROFESSIONAL DEVELOPMENT
OPPORTUNITIES, TEACHER ACCESS TO A RELIABLE TECHNOLOGICAL
INFRASTRUCTURE, AND
THE EXISTENCE OF A SUPPORTIVE SCHOOLLEADERSHIP AND CULTURE FOR
ICT/LAPTOP USE.
CHAPTER 4 PERCEPTIONS OF STUDENTS AND TEACHERS ABOUT THE USE OF
E-LEAMING / SHARING PORTAL IN EDUCATIONAL ACTIVI TIES 53
AZAD ISIK. CYBERSOFLLN/ORMATION TECHNOLOGIES LID. CO., TURKEY CENGIZ S.
ASKUN, MIDDLE EAST TECHNICAL UNIVERSITY, TURKEY M YASAR OZDEN, MIDDLE
EAST TECHNICAL UNIVERSITY, TURKEY
THIS STUDY EXAMINED THE PERCEPTIONS OF THE STUDENTS AND THE TEACHERS OF
METU DEVELOPMENT FOUNDATION SCHOOLS ABOUT THE USE OF E-LEAMING / SHARING
PORTAL TECHNOLOGY IN THEIR EDUCATIONAL ACTIVITIES.
THEIR PERCEPTIONS WERE INVESTIGATED IN TERMS OF THREE ASPECTS: EFFECTS
OF THE USE OF THIS TECHNOLOGY ON THEIR PERCEIVED MOTIVATION, THE
PERCEIVED USEFULNESS, AND THE PERCEIVED EASE OF USE OF THIS TECHNO 1OGY.
A CENTRAL SERVER WAS INSTALLED FOR SETTING UP AN E-LEAMING / SHARING
PORTAL ENVIRONMENT. MICROSOFT SHAREPOINT, WHICH IS A SHARING PORTAL
SOFTWARE, WAS USED TO ACCESS TO THE CENTRAL SERVER. THE STUDY WAS
CONDUCTED IN THE FORM OF ACTION RESEARCH. THE DATA WERE COLLECTED FROM
6TH AND 7TH GRADE STUDENTS BY USING A QUESTIONNAIRE. IN ADDITION TO THE
QUESTIONNAIRE WITH STUDENTS, INTERVIEWS WERE CONDUCTED WITH THE
TEACHERS. DESCRIPTIVE STATISTICS, FREQUENCY DISTRIBUTIONS, AND
DESCRIPTIVE ANALYSIS METHODS WERE USED TO ANALYZE THE RESULTS. THE
FINDINGS OF THE STUDY INDICATED THAT THE STUDENTS AND THE TEACHERS
PERCEIVED
IMAGE 8
THAT E-IEAMING / SHARING PORTAL TECHNOLOGY IS A USEFUL AND EASY TO USE
TECHNOLOGY. IT WAS FOUND OUT THAT
THE STUDENTS AND THE TEACHERS ARE SATISFIED WITH ADVANTAGES OF THE USE
OF THIS NEW TECHNOLOGY IN THEIR LEAMING ENVIRONMENT. FURTHERMORE, THE
TEACHERS AND THE STUDENTS STATED THAT USING THE SYSTEM AFFECTED
STUDENTS PERCEIVED MOTIVATION TOWARDS THE EDUCATIONAL ACTIVITIES
POSITIVELY.
SEETION 2
ENABLING STUDENTS
CHAPTER 5 STUDENT-AUTHORED TEXTBOOKS: WHY THEY RE NECESSARY AND HOW THEY
CAN BE DONE 76 PATRICK M 0 SHEA, OLD DOMINION UNIVERSITY, USA JENNIFER
K. KIDD, OLD DOMINION UNIVERSITY, USA
PETER B. BAKER, OLD DOMINION UNIVERSITY, USA JAMIE A. KAUFMAN, OLD
DOMINION UNIVERSITY, USA DWIGHT WALLEN, OLD DOMINION UNIVERSITY, USA
THIS CHAPTER DESCRIBES A UNIQUE EDUCATIONAL INITIATIVE REQUIRING
STUDENTS TO WRITE THEIR OWN, SHARED TEXTBOOK USING WIKI TECHNOLOGIES.
THIS CHAPTER ATTEMPTS TO ADDRESS THE STRENGTHS AND WEAKNESSES OF THIS
TYPE OF EDUCATIONAL PROGRAM. IN ADDITION, IT EXPLORES THE PHILOSOPHICAL
UNDERPINNINGS OF SUCH A PROCESS, THE IMPLICATIONS OF THIS PROCESS FOR
EDUCATIONAL SYSTEMS IN GENERAL, AND SEVERAL METHODS FOR INCORPO-
RATING THIS TYPE OF PROJECT INTO EVERY LEVEL OF EDUCATION. SPECIAL
EMPHASIS IS PLACED ON EXPLORING HOW STUDENT-AUTHORING ADDRESSES SKILLS
INCLUDING INFORMATION LITERACY SKILLS, THAT ARE UNDERSERVED IN MORE
TRADITIONAL EDUCATIONAL SETTINGS.
CHAPTER 6 SAY IT DOWN! SCAFFOLDING ENGLISH LANGUAGE LEAMERS ACADEMIC
WRITING WITH SPEECH RECOGNITION TECHNOLOGY 87
KAREN P. KAUN, KNOWLEDGE ITRUST, USA
ENGLISH LANGUAGE LEAMERS (ELLS) ARE IN URGENT NEED OFINSTRUCTION AND
TOOLS TO SUPPORT THEIR ACADEMIC WRITING IN ENGLISH, WHICH IS ESSENTIAL
TO ACHIEVEMENT IN EVERY ACADEMIC SUBJECT AND TO OVERALL SCHOOL SUCCESS
(AUGUST & SHANAHAN, 2006). THIS CHAPTER ASSESSES THE POTENTIAL OF SPEECH
RECOGNITION (SR) SOFTWARE, WHICH THROUGH ADVANCES IN RESEARCH AND
DEVELOPMENT FUELED BY MYRIAD COMMERCIAL APPLICA-
TIONS, NOW HOLDS PROMISE FOR NEW APPLICATION IN THE CLASSROOM. SR HAS
BEEN STUDIED FOR USE IN GENERAL EDUCATION AND BY STUDENTS WITH LEAMING
DISABILITIES FOR ACADEMIC WRITING. HOWEVER, FEW STUDIES TO DATE HAVE
ANALYZED THE IMPACT OF SR ON ELLS WRITING. THIS STUDY SHOWS THAT SR
SOFTWARE SUPPORTED STUDENT PRONUNCIATION SKILLS, WH ICH IN TURN MAY
IMPACT WORD FLUENCY AND TEXT PRODUCTION. IN ADDITION, STUDENTS
USED THE SOFTWARE ALONG WITH OTHER SEMIOTIC TOOLS (LANGUAGE,
DOCUMENT-BASED QUESTIONS, AND OTHER CURRICULAR MATERIAL) TO ENHANCE
THEIR WRITING DURING THE NEW YORK STATE EDUCATION DEPARTMENT EXAMINATION
IN SODAL STUDIES, WHICH SCORES STUDENTS ESSAYS FOR HOW THEY UTILIZE
HIGHER LEVEL THINKING SKILLS AND THE EXTENT TO WHICH THEY SUPPORT THEIR
IDEAS WITH FACTS, EXAMPLES, AND DETAILS. FINALLY, THIS CHAPTER
EXPLORES HOW THE CONSTRAINTS AND AFFORDANCES OF THE SR TECHNOLOGY AS A
SCAFFOLD TRANSFORMED WITH THE STUDENTS MASTERY OF SPOKEN LANGUAGE AND
LITERACY.
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CHAPTER 7
DESIGN AND DEVELOPMENT OFPERSONALIZED LEARNING ENVIRONMENTS 108
RAJA MAZNAH RAJA HUSSAIN, UNIVERSITY 0/ MALAYA, MALAYSIA
THIS CHAPTER DESCRIBES A PEDAGOGICAL APPROACH TO ENGAGE STUDENTS IN
ONLINE LEARNING ENVIRONMENTS, USING XNAMEX BECTA S MODEL FOR
PERSONALIZED LEARNING AND STUDENT ENGAGEMENT (PLEASE). PLEASE MAXIMIZES
LEARNING OUT COMES BY SUPPORTING STUDENTS AT TIMES AND IN PLACES THAT
ARE APPROPRIATE TO THEIR NEEDS AND IN WAYS THAT SUIT THEIR PERSONAL
DISPOSITIONS IN THIS STUDY, STUDENTS ARE ENCOURAGED TO EXPLORE,
DEVELOP, REFLECT AND CONSTRUCT THEIR OWN KNOWLEDGE AND CREATE THEIR OWN
LEARNING CONTENT, WHILE THE INSTRUCTOR PLAYS THE ROLE OF COACH AND
FACILITATOR. THIS STUDY IS PART OF AN ONGOING ACTION RESEARCH PROJECT ON
THE SCHOLARSHIP OFTEACHING AND LEARNING (SOTL) IN HIGHER EDUCATION,
WHOSE PURPOSE IS TO DESIGN AND DEVELOP THE PEDAGOGY OF ENGAGEMENT
INTEGRATING TECHNOLOGY (POEIT) MODEL. POEIT ENGAGES
LEARNERS IN THE USE OF ONLINE TOOLS SUCH AS FORUMS AND BLOGS WHILE
DEVELOPING THEIR SOFT SKILLS USING MOODLE PLATFORM. THIS STUDY SHOWS
THAT WITH THE RIGHT INTEGRATION OFPEDAGOGY AND TECHNOLOGY STUDENTS CAN
BE TRANSFORMED TO BECOME INDEPENDENT LEARNERS.
CHAPTER 8 PEER ASSISTANCE AND INTERACTION IN AN ONLINE FORUM 118
UGUR KAIE, WEST VIRGINIA UNIVERSITY, USA
THIS STUDY EXAMINES PEER INTERACTION AND PEER ASSISTANCE OBSERVED IN ON
AN ONLINE FORUM, PART OF A GRADUATE LEVEL INSTRUCTIONAL DESIGN COURSE
DURING THE 2008 SPRING ACADEMIC TERM. IT INCORPORATES BOTH CONTENT
ANALYSIS AND SOCIAL NETWORK ANALYSIS TECHNIQUES. THE CONTENT ANALYSIS
RESULTS SHOWED THAT THE FOUR TYPES OF PEER ASSISTANCE ADOPTED FROM AN
EXISTING FRAMEWORK WERE ADEQUATE TO CATEGORIZE THE
PEER ASSISTANCE THAT THE STUDENTS RECEIVED DURING THE STUDY. STUDENTS
TENDED TO RECEIVE MORE REFLECTIVE ASSISTANCE FROM THEIR PEERS IF THEIR
READING REFLECTIONS PROVIDED HIGH RELEVANCE TO THE COURSE PROJECTS.
SOCIAL NETWORK ANALYSIS RESULTS REVEALED THAT WHILE 70% OF THE STUDENTS
PROVIDED PEER ASSISTANCE TO ONE ANOTHER, THEY WERE LESS LIKELY TO GO
BEYOND THE COURSE REQUIREMENT OF POSTING TOWARD TO END OF THE SEMESTER.
ALSO, A FURTHER ANALYSIS DEMONSTRATED HOW SNA APPROACH MAY HELP EXAMINE
THE INFLUENCES OF ACTOR ATTRIBUTES ON THEIR OBSERVED COMMUNICATION.
SEETION 3
ENABLING COMMUNITIES
CHAPTER 9 HARNESSING THE POTENTIAL OF COOPERATIVE INTERACTION: BUILDING
SOCIAL & PHYSICAL PRESENCE DURING ONLINE LEARNING 131
CAROLINE L. HUK, UNIVERSITY 0/ MINNESOTA - TWIN CWES, USA MICHAEL C.
MENSINK, UNIVERSITY 0/ MINNESOTA - TWIN EWES, USA
AS EDUCATORS MAKE GREATER USE OF ONLINE LEARNING ENVIRONMENTS AND
VIRTUAL COMMUNITIES, INCREASED ATTENTION IS BEING PAID TO THE ASPECTS OF
COMPUTER-MEDIATED COMMUNICATION WHICH FACILITATE CONSTRUCTIVE
INTERACTION BETWEEN LEARNERS. THE BENEFITS OFFACE-TO-FACE COOPERATIVE
LEARNING ARE BEING PURSUED IN THE
IMAGE 10
EVOLVING COMPUTER-SUPPORTED COLLABORATIVE LEARNING (CSCL) ENVIRONMENT.
THE SUCCESS OF COMPUTER-
SUPPORTED COLLABORATIVE LEARNING IS INFLUENCED BY THE AMOUNT AND QUALITY
OF SOCIAL AND PHYSICAL PRESENCE AVAILABLE IN THE ONLINE ENVIRONMENT.
THIS CHAPTER OFFERS SEVERAL BEST PRACTICES FOR ENHANCING LEAMERS
PERCEPTIONS OF SOCIAL AND PHYSICAL PRESENCE WITHIN THE DIGITAL REALM,
AND IT SUGGESTS FUTURE AVENUES OF RESEARCH WHICH MAY LEAD TO FURTHER
IMPROVEMENTS IN THE INSTRUCTIONAL POTENTIAL OF ONLINE LEAMING
ENVIRONMENTS.
CHAPTER 10 EMPOWERING FACULTY COMMUNITIES FOR FOSTERING AND ASSESSING
STUDENT PERFORMANCE IN VIRTUAL LANDSCAPES 147
HOLLY LYNN BAUMGARTNER, LOURDES COLLEGE, USA GARRICK DUCAT. MERCY
COLLEGE 0/ NORTHWEST OHIO. USA
THIS CHAPTER PRESENTS A CASE STUDY AND A NARRATIVE OF AN EXPERIMENTAL
COURSE, AN UNDERGRADUATE ALLIED HEALTH INTERDISCIPLINARY SEMINAR, AND
ITS CORRESPONDING FACULTY LEAMING COMMUNITY EXPLORING HOW COLLABORATIVE
LEARNING MAY BE FOSTERED IN A VIRTUAL WORLD. THE OBJECTIVES OF THE
COURSE INCLUDED ENHANCING STUDENT TECHNOLOGY LITERACY, ENGENDERING
REFLECTIVE PRACTICE, AND CREATING A STUDENT-FOCUSED FACULTY
LEARNING COMMUNITY; ADDITIONALLY, THE FACULTY LEARNING COMMUNITY BOTH
INSPIRED AND WAS INSPIRED BY STUDENTS, FUELING INNOVATIVE TEACHING
PRACTICES WHICH, AS A RESULT, HAVE INFUSED THE COLLEGE CURRICULUM.
RECEIVING MENTORING FROM LEARNING COMMUNITY MEMBERS, STUDENTS WERE
RESPONSIBLE FOR THE DESIGN, DEVE!OPMENT, AND IMPLEMENTATION OF A VIRTUAL
SOLUTION TO A STUDENT DEFINED, HEALTHCARE-BASED, NEEDS ANALYSIS. THE
LAST PART OF THIS CASE STUDY PROVIDES EXPLICATION OF THE RIME MODEL OF
STUDENT AND LEAMING COMMUNITY ASSESSMENT FOR USE IN TEACHING WITH A
MULTI-USER VIRTUAL ENVIRONMENT (MUVE) WHICH MAY,
BY EXTENSION, BE APPLIED TO OTHER EMERGENT TECHNOLOGIES AND SOCIAL
MEDIA. THIS INSTRUMENT ASSESSES STUDENT LEARNING OUTCOMES IN THE AREAS
OF RETENTION, IMMERSION, MOTIVATION, AND ENGAGEMENT.
CHAPTER 11 COLLABORATION AND THE USE OFTHREE DIMENSIONAL INTERFACE
WITHIN A VIRTUAL LEARNING ENVIRONMENT 168
BRIAN G. BURTON, ABILENE CHRISTIAN UNIVERSITY, USA BARBARA MARTIN,
UNIVERSITY O/CENTRAL MISSOURI, USA DOUG THOMAS, UNIVERSITY O/CENTRAL
MISSOURI, USA
THIS CHAPTER S GOAL IS TO EXAMINE THE EXPERIENCES AND PERCEPTINS
OFUNDERGRADUATE STUDENTS USING A 3D VIRTUAL LEARNING ENVIRONMENT. AFTER
CREATING A 3D DIDACTIC CONSTRUCTIVIST VIRTUAL ENVIRONMENT, STUDENT
CONVERSATIONS WERE OBSERVED FOR COLLABORATIVE ELEMENTS. FINDINGS
REVEALED THAT FIVE FORMS OF COLLABORATION AMPLIFIED THE LEARNING PROCESS
AND INDEED OCCURED WITHIN THE VIRTUAL LEAMING ENVIRONMENTS. RE-
SULTS FURTHER SUGGESTED THAT THE 3D VLE PROJECT, THOUGH LIMITED IN TIME
AND SCOPE, SUCCESSFULLY CREATED A COMMUNITY OF LEARNERS.
CHAPTER 12 FIELD NOTES FROM THE WILD: ADULTS LEAMING IN A VIRTUAL WORLD
182
SUZANNE AURILIO, SAN DIEGO STATE UNIVERSITY, USA
IMAGE 11
THIS CHAPTER TAKES A NOVEL ORIENTATION TO UNDERSTANDING ADULTS AS
LEARNERS BY ARGUING THAT THE CONTEXT
RATHER THAN AGE OF THE LEARNER IS MORE INDICATIVE OF THEIR APPROACHES TO
LEARNING TO USE TECHNOLOGIES.
DRAWING ON DATA FROM A STUDY OF EVERYDAY AVATARS LEARNING TO BUILD THE
ONLINE VIRTUAL WORLD SECOND LIFE, THIS CHAPTER ARGUES THAT LEARNING
THROUGH RECREATIONAL ACTIVITIES SUCH AS THESE ADULTS DO IN SECOND LIFE
IS ADULT LEARNING AND A KIND OF 21 ST CENTURY LEARNING THAT TAKES PLACE
IN THE WILD OF VIRTUAL WORLDS. IN ORDER TO IMAGINE OURSELVES, STUDENTS
AND COLLEAGUES OR CORPORATE EMPLOYEES ENGAGED BY AND
IN WORLD-BUILDING, EDUCATORS MUST VIEW ONLINE TECHNOLOGIES AS RICH
SOCIAL CONTEXTS RATHER THAN SIMPLY EDUCATIONAL TECHNOLOGIES. THE ROLES
OFTEACHERS, TRAINERS OR SUPPORT PERSONNEL ARE AS DESIGNERS FOR LEARNING.
THEY CREATE CONTEXTS WHERE THE LEARNING OBJECTIVES THEY HAVE SET CAN BE
ACHIEVED.
CHAPTER 13 USING THE 3VMODEI TO EXPLORE VIRTUALITY, VERACITY AND VALUES
IN LIMINAL SPACES 199
SIMON ATKINSON. MASSEY UNIVERSITY. NEW ZEA/AND KEVIN BURDEN. UNIVERSITY
0/ HU//. UK
ADAPTATION AND ADOPTION OF IMMATURE EMERGENT TECHNOLOGIES FOR
INSTRUCTION FAILS TO ACCOUNT FOR THE CHALLENGE TO, AND CREATION OF, NEW
CONCEPTS OF SELF, IDENTITY AND COMMUNITY BOTH IN REAL AND VIRTUAL
SPACES. NEW INSIGHT IS NECESSARY TO DEVELOP SOCIAL POLICY RESPONSES,
INCLUDING THOSE OF EDUCATIONAL SYSTEMS AND INSTITUTIONS, TO THE
CONSEQUENCES OF THESE NEW CONCEPTUALISATIONS. THIS CHAPTER PRESENTS
AN ORIGINAL THEORETICAL MODEL WHICH AIMS TO ASSIST IN THE INTERPRETATION
OF EXISTING THEORY, EXPLORING THE INTERRELATED DIMENSIONS OF VALUES,
VIRTUALITY AND VERACITY DISTURBED BY THE ADAPTATION OF EMERGENT
TECHNOLOGIES. IT INVITES AN EXPLORATION OF EXISTING THEORETICAL AND
METHODOLOGICAL INSTRUMENTS AVAILABLE WITHIN THE BROADER SOCIAL SCIENCES
TO EXAMINE EMERGING NOTIONS OF IDENTITY. THE EMERGENT THEORETICAL
MODEL VISUALIZES A SET OF COMPLEX ASSUMPTIONS WITHIN THE CONCEPTS OF THE
REAL-VIRTUAL INTERFACE CREATED BY EMERGENT TECHNOLOGIES; THE 3V MODEL
REPRESENTS ONE MEANS OF EXPLORE INTERNAL STRUCTURE TO THIS LIMINAL SPACE
AND INVITES FURTHER EMPIRICAL STUDY.
SECTION 4
ENABLING TEACHERS
CHAPTER 14 SOCIAL NETWORKS: IMPLICATIONS FOR EDUCATION 216
MARY HRICKO, KENT STATE UNIVERSITY. USA
ONLINE SOCIAL NETWORKS (SNS) ARE DYNAMIC WEB 2.0 APPLICATIONS THAT CAN
BE USED FOR TEACHING, LEARNING, AND RESEARCH ACTIVITIES. THESE SNS OFFER
A MYRIAD OF COLLABORATIVE FEATURES FOR GENERATING CONTENT AND FOSTERING
INTERACTIVE COMMUNICATION. ALTHOUGH MANY K-16 ADMINISTRATORS TEND TO
FOCUS ON THE NEGATIVE CONSEQUENCES OFUSING SUCH APPLICATIONS, ONLINE
SOCIAL NETWORKS, IFMANAGED EFFECTIVELY AS INSTRUCTIONAL TOOLS, CAN
PROVIDE OPPORTUNITIES FOR EDUCATORS TO HELP STUDENTS DEVELOP 21ST
CENTURY SKILLS. THIS DISCUS-
SION PROVIDES AN OVERVIEW HOW ONLINE SOCIAL NETWORKS CAN BE USED IN
EDUCATION AND OFFERS GUIDELINES FOR IMPLEMENTATION.
IMAGE 12
CHAPTER 15
THE INTEGRATION OFSOCIAL NETWORKING IN CREATING COLLABORATIVE
PARTNERSHIPS IN EDUCATION 235 LARRY S. TZNNERMAN, INDIANA STATE
UNIVERSITY, USA JAMES JOHNSON, INDIANA STATE UNIVERSITY, USA
TECHNOLOGICAL COMMUNICATION ADVANCEMENTS IN RECENT YEARS, INCLUDING, BUT
NOT LIMITED TO, THE INTERNET, CELL PHONES, PDAS AND TEXTING, HAVE
CHANGED COMMUNICATION, ACCESSING INFORMATION, AND DOING BUSINESS.
UNFORTUNATELY, EDUCATION HAS OFTEN LAGGED BEHIND IN THE EFFECTIVE
IMPLEMENTATION OF THESE TECHNOLOGICAL ADVANCES. THIS CHAPTER EXAMINES
ONE TECHNOLOGICAL DEVELOPMENT THAT HAS THE POTENTIAL
TO CHANGE THE HIGHER EDUCATIONAL LANDSCAPE. THE USE OF ONLINE SOCIAL
NETWORKING TOOLS CAN BE USED TO HELP ESTABLISH CONNECTIONS STUDENT TO
STUDENT, STUDENT TO FACULTY, FACULTY TO STUDENT AND FACULTY TO FACULTY.
THESE TOOLS CAN BE USED TO ENCOURAGE SCHOLARLY COLLABORATION IN A
CONSTRUCTIVIST MANNER THAT BUILDS UPON THE SOCIALLEARNING THEORIES OF
ALBERT BANDURA AND LEV VYGOTSKI.
CHAPTER 16 A DINOSAUR HATCHES ITS EGGS: USING TECHNOLOGY AS A
PEDAGOGICAL TOOL 256
LINDA B. PINCHAM, ROOSEVELT UNIVERSITY, USA
OKSIKA, JOHNSON, AND BUTEAU (2009) STATE THAT INCORPORATING NEW PEDAGOGY
INTO TEACHING IS ATTRIBUTED TO THE INSTRUCTOR S FEELINGS AB OUT
THEMSELVES AND WHAT THEY HAVE PREVIOUSLY LEARNED. IN OTHER WORDS, IF ONE
HAS A POSITIVE ATTITUDE TOWARDS TECHNOLOGY, ONE WILL BE MORE INCLINED TO
INCORPORATE IT INTO ONE S TEACHING. THIS CHAPTER DISCUSSES CHANGED
ATTITUDES AND MINDSETS TOWARD TECHNOLOGY, PARTICULARLY IN THE
MINDSETS OFTHE SECONDARY EDUCATION FACULTY IN THE AUTHOR S COLLEGE.
BECAUSE TECHNOLOGY HAS BEEN INTEGRATED IN THE COLLEGE S SECONDARY
EDUCATION COURSES, THE FACULTY, INCLUDING THE AUTHOR OFTHIS CHAPTER, HAD
TO LEARN ABOUT NEW TECHNOLOGIES TO TEACH AS WEIL AS MODEL TO THEIR
STUDENTS. THIS CHAPTER ALSO DISCUSSES
THE AUTHOR S PERSONALJOURNEY INTO USING TECHNOLOGY AS A PEDAGOGICAL
TOOL. VARIOUS TECHNOLOGY METHODS TAUGHT TO SECONDARY EDUCATION STUDENTS
WILL BE HIGHLIGHTED, WITH A CONCLUDING SAMPLING OF STUDENTS IDEAS TO
ILLUSTRATE THE CREATIVE THINKING THAT TECHNOLOGY INTEGRATION CAN
PRODUCE.
CHAPTER 17 THE TREND OF COMMITMENT: PEDAGOGICAL QUALITY AND ADOPTION 273
PATRICIA BAIA, ALBANY COLLEGE 0/ PHARMACY AND HEALTH SCIENCES, USA
THROUGH THE LENS OFTECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPCK),
THIS CHAPTER S GOAL IS TO UNDERSTAND HOW COMMITMENTS AFFECT READINESS TO
INNOVATE AND HOW READINESS TO INNOVATE AFFECTS COMMITMENTS. EVEN
FURTHER, IT INITIATES THE CONVERSATION ON WHAT ENGAGES FACULTY TO CHANGE
AND IMPROVE THEIR OWN TEACHING. CAN FACULTY S COMMITMENT TO PEDAGOGICAL
QUALITY (CPQ) PREDICT INSTRUCTIONAL TECHNOLOGY
ADOPTION? CURRENT INSTRUCTIONAL TECHNOLOGY ADOPTION MODELS (ITAMS)
IGNORE ISSUES OFPEDAGOGY AND ARE MOSTLY DEVELOPED FOR AN ALTERNATIVE
AUDIENCE AND ENVIRONMENT, OUTSIDE THE REALITIES AND CHARACTERISTICS OF
HIGHER EDUCATION. A LITERATURE REVIEW EXPLORES EXITING MODELS FOR
FACTORS MOTIVATING FULL-TIME FACULTY TO INCORPORATE TECHNOLOGY. THREE
AUDIENCE CATEGORIES NATURALLY EMERGE (NON-EDUCATIONAL, K-12,
AND HIGHER EDUCATION), WHICH HIGHLIGHT HOW EACH COMMUNITY TREATS
TEACHING AND LEARNING DIFFERENTLY. IN ADDITION, A STUDY WAS CONDUCTED TO
ANALYZE RELATIONSHIPS BETWEEN CPQ AND ADOPTION. RESULTS INDICATED
IMAGE 13
CPQ IS RELATED TO INSTRUCTIONAL TECHNOLOGY ADOPTION THROUGH BELIEFS,
ACADEMIC TITLE, YEARS TAUGHT, TENURE
STATUS, INTRINSIC AND EXTRINSIC MOTIVES, AND CURRICULUM.
CHAPTER 18 THE MOMENTUM OFTHE TECHNOLOGY OFTHE CLASSROOM 316
SEOTT REID, MEMORIAL UNIVERSITY 0/ NEW/OUNDLAND. CANADA
THIS PAPER EXAMINES THE VIABILITY OFTHE CONCEPT OF TECHNOLOGICAL
MOMENTUM FROM THOMAS HUGHES TECHNOLOGICAL SYSTEMS THEORY IN THE
CONTEXT OFTHE ADOPTION AND USE OF ONLINE COURSES IN POST-SECONDARY
EDUCATION. A CASE STUDY APPROACH USING QUALITATIVE INTERVIEWS IS USED TO
EXPLORE THE TECHNOLOGICAL MOMENTUM OF THE CLASSROOM AS PROFESSORS
ADOPT THE USE OF ONLINE COURSES. THE FINDINGS PROVIDE
SPECIFIC EXAMPLES OF HOW PREVIOUS CLASSROOM PRACTICE INFLUENCES
PROFESSORS ATTITUDES AND PRACTICE IN RELATION TO THE ADOPTION AND USE
OF ONLINE COURSES.
SEETION 5
TRAINING TEACHERS
CHAPTER 19 ICT ECOLOGIES OF LEAMING: ACTIVE SOCIALLY ENGAGED LEAMING,
RESILIENCY AND LEADERSHIP 332
JENNY ARNTZEN, UNIVERSITY 0/ BRITISH COLUMBIA, CANADA DON KRUG.
UNIVERSITY 0/ BRITISH COLUMBIA, CANADA
THIS MULTIPLE CASE STUDY INVESTIGATES HOW A COHORT OF THIRTY-EIGHT
ELEMENTARY TEACHER CANDIDATES (TC) AND A VOLUNTEER SUBGROUP OF EIGHT
TEACHER CANDIDATE RESEARCHERS (TCR) WERE PREPARED TO USE ICT IN THEIR
TEACHER EDUCATION PROGRAM (TEP). THE AUTHORS EXPECTED SOCIAL AND
CULTURAL RELATIONSHIPS WOULD CONTRIBUTE TO THE FORMATION OFTHESE
BEGINNING TEACHER S PEDAGOGICAI PERSPECTIVES AND PRACTICES IN RELATION
TO ICT. THE STUDY EXAMINED BOTH TC AND TCR USES OFICT FROM MULTIPLE
PERSPECTIVES: AS STUDENTS
IN THE TEP; AS TEACHERS IN THEIR PRACTICUM CLASSROOMS; AND AS RESEARCH
PARTICIPANTS. THE RESEARCHERS COLLECTED DATA ON HOW THEIR TEP, AND ICT
ECOLOGIES OF LEAMING (ICT-EL) EXPERIENCES, INFLUENCED THE FORMATION OFTC
AND TCR ICT PERSPECTIVES REGARDING CURRICULUM KNOWLEDGE (ICT LITERACIES)
AND PEDAGOGY (ICT PRACTICES). THIS CHAPTER DESCRIBES THE ROLE
INSTITUTIONAL ISOMORPHISM AND KNOWLEDGE AND CUR-
RICULUM FRAGMENTATION APPEAR TO PLAY IN THE FORMATION OF OPPOSITIONAL,
OR RESISTANT, ICT PERSPECTIVES. IT ARGUES FOR ACTIVE SOCIALLY ENGAGED
LEAMING (ASEL), EFFICACIOUS LEAMING, AND CRITICAL INQUIRY AS EMERGENT
SYSTEMS THAT ARE IN A CONTINUOUS STATE OF FORMATION AND CHANGE WITHIN
THESE INSTITUTIONAL CONTEXTS.
CHAPTER 20 EXPLORING THE FACTORS TO DETERMINE THE COMPETENCE
OFTECHNOLOGY INTEGRATION FOR TEACHER CANDIDATES 355
HAE SEONG PARK. AZUSA PAEIFIE UNIVERSITY, USA JOANNE GILBREATH. AZUSA
PAEIFIE UNIVERSITY, USA DANIEL LAWSON, AZUSA PAEIFIE UNIVERSITY. USA
HELEN EASTERLING WILLIAMS, AZUSA PAEIFIE UNIVERSITY. USA
IMAGE 14
THE PURPOSE OF THIS STUDY IS TO EXAMINE THE FACTORS TO DETERMINE THE
COMPETENCE OF TECHNOLOGY INTE-
GRATION FOR TEACHER CANDIDATES. THIS STUDY UTILIZED DATA FROM A 2006
QUICK-RESPONSE SURVEY ENTITLED EDUCATIONAL TECHNOLOGY IN TEACHER
EDUCATION PROGRAMS FOR INITIAL LICENSURE. ONLY 1,350 INSTITUTIONS THAT
HAVE TEACHER EDUCATION PROGRAMS FOR INITIAL LICENSURE WERE SELECTED. THE
RESULT OF A HIERARCHICAL REGRESSION REVEALED THAT THE EXTENT OF
INSTITUTIONAL TRAINING PROGRAMS FOR TECHNOLOGY EXPLAIN MOST VARIA-
TION (33%) OF THE COMPETENCE OF TECHNOLOGY INTEGRATION OF TEACHER
CANDIDATES. IN ADDITION, THE MORE VARIATION OFTECHNOLOGY PROGRAMS AN
INSTITUTION EMPLOYS IN ITS PROGRAM, THE MORE CONFIDENCE THE TEACHER
CANDIDATES POSSESS. THE RESULT SUPPORTS FINDINGS FROM PREVIOUS RESEARCH
AS WEIL AS SUPPORTING SOME EMPHASIS ON PROFESSIONAL DEVELOPMENT DESIGN
CONSIDERATIONS THAT MAY BE OF VALUE TO THOSE PLANNING
THE SIMILAR TECHNOLOGY TRAININGS.
CHAPTER 21 ACCESS AND ADVANCEMENT: TEACHER TRANSFORMATION AND STUDENT
EMPOWERMENT THROUGH TECHNOLOGY MENTORING 362
STEVEN D AGUSTINO, FORDHAM UNIVERSITY, USA KATHLEEN P. KING, UNIVERSITY
OF SOUTHERN FLORIDA, USA
THIS RESEARCH STUDIED A PROFESSIONAL DEVELOPMENT TECHNOLOGY MENTORING
PROGRAM SERVING APPROXIMATELY 500 K-12 TEACHERS IN NEW YORK CITY. THE
TEACHER TRAINING MODEL, DESIGNED TO IMPROVE STUDENT OUTCOMES THROUGH THE
INTEGRATION OF TECHNOLOGY INTO INSTRUCTION, EMPLOYED SCHOOL VISITS BY
PROFESSIONAL DEVELOPMENT TECHNOLOGY MENTORS, TRAINING WORKSHOPS AND AN
ONLINE COLLABORATION ENVIRONMENT
FOR PARTICIPANTS. WITH A THEORETICAL BASIS IN TRANSFORMATIVE LEAMING,
THE MODEL FOCUSED ON DEVELOPING RELATIONSHIPS OF TRUST BETWEEN TEACHERS
AND PROFESSIONAL DEVELOPERS. FINDINGS IN THE PAPER DISCUSS HOW TO
IMPROVE STUDENT PERFORMANCE IN MATHEMATICS AND ENGLISH LANGUAGE ARTS
THROUGH TECHNOLOGY INTEGRATION AND TEACHER COMPETENCE IN TEACHING WITH
TECHNOLOGY, AND THEY PROVIDE NEW INSIGHTS INTO THE POTENTIAL FOR
PROFESSIONAL DEVELOPMENT INITIATIVES INCORPORATING SIMILAR PERSPECTIVES
AND PRACTICES.
CHAPTER 22 BRINGING THE VILLAGE TO THE UNIVERSITY CLASSROOM: UNCERTAINTY
AND CONFUSION IN TEACHING SCHOOL LIBRARY MEDIA STUDENTS IN THE DESIGN
OFTECHNOLOGY ENHANCED INSTRUCTION 381 JOETTE STEFEL-MABRY, STATE
UNIVERSITY OF NEW YORK - ALBANY, USA
WILLIAM E. J. DOANE, BENNINGTON COLLEGE, USA MICHAEL S. RADLICK,
INSTITUTE FOR RESEARCH ON LEARNING TECHNOLOGY VISIONS, USA
THIS CHAPTER HIGHLIGHTS CRITICAL LESSONS LEAMED DURING THE PAST SIX
YEARS DURING THE DEVELOPMENT OF A CAPSTONE GRADUATE EDUCATIONAL
TECHNOLOGY COURSE, TEACHING SCHOOL LIBRARY MEDIA (SLMS) PRE-SERVICE
STUDENTS HOW TO DEVELOP LEAMER CENTERED, KNOWLEDGE CENTERED AND
ASSESSMENT CENTERED WEB-BASED LEAMING TOOLS; IN SHORT, TO ENABLE THEM TO
BECOME CHANGE AGENTS IN THEIR EDUCATIONAL COMMUNITIES. A
LARGE NORTHEASTEM UNIVERSITY HAS CULTIVATED EDUCATIONAL PARTNERSHIPS
THAT BRING TOGETHER UNIVERSITY STUDENTS WITH THEIR PROFESSIONAL,
IN-SERVICE, PREK -12 COUNTERPARTS TO EXPLORE ISSUES OF TECHNOLOGY IN
EDUCATION, PEDAGOGY, THEORY, CURRICULUM, INFORMATION LITERACY,
ASSESSMENT, AND EVALUATION. UNLIKE TRADITIONAL COURSES WITH PREPACKAGED
ACADEMIC ASSIGNMENTS, THIS COURSE ENGAGES SCHOOL LIBRARY MEDIA
SPECIALISTS
WITH REAL-WORLD TEACHING AND LEAMING SITUATIONS THAT ARE FREQUENTLY
ILL-STRUCTURED, OFTEN CHAOTIC, AND COLLABORATIVELY DEFINED BY THE
LEAMING NEEDS OF ALL PARTICIPANTS (PREK-12 THROUGH UNIVERSITY;
IN-SERVICE
IMAGE 15
AND PRE-SERVICE). THE STRENGTHS AND WEAKNESSES OFTHE COURSE ARE CANDIDLY
DISCUSSED WITH RECOMMENDA-
TIONS FOR IMPROVEMENT.
CHAPTER 23 PREPARING TEACHERS TO INTEGRATE TECHNOLOGY EFFECTIVELY: THE
CASE OFHIGHER-ORDER THINKING SKILLS (HOTS) 395
DREW POLLY, UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE, USA
TECHNOLOGY HAS THE GREATEST IMPACT ON STUDENT LEAMING OUTCOMES WHEN
STUDENTS COMPLETE TECHNOLOGYRICH ACTIVITIES THAT ALSO DEVELOP THEIR
HIGHER-ORDER THINKING SKILLS (HOTS). THIS CHAPTER PRESENTS FINDINGS FROM
A STUDY THAT EXAMINED TWO LESSON PLANS FROM 74 FIRST-YEAR TEACHERS WHO
WERE LEAMING HOW TO PLAN TECHNOLOGY-RICH INSTRUCTION FOCUSED ON
STUDENTS HOTS. FINDINGS INDICATE THAT TEACHERS LESSON PLANS DID NOT
ADDRESS STUDENTS HOTS AND RATED LOW ON THE LEVEL OF TECHNOLOGY
INTEGRATION (LOTI)
SCALE. FURTHER, TEACHERS USE OF AN INDIRECT INSTRUCTION LESSON PLAN
FORMAT THAT PROMOTED STUDENT DISCOVERY WAS ASSOCIATED WITH HIGHER LEVELS
OF HOTS AND TECHNOLOGY USE. IMPLICATIONS AND FUTURE TRENDS FOR BOTH
PRACTICE AND RESEARCH ARE ALSO SHARED.
CHAPTER 24 DEVELOPING AN ONLINE MENTORING PROGRAM FOR BEGINNING TEACHERS
410
NANCY K. GAGEN C/OUSE, UNIVERSITY OF MONTANA, USA SANDRA R. WILLIAMS,
UNIVERSITY OFMONTANA, USA ROBERTA D. EVANS, UNIVERSITY OF MONTANA, USA
IF SCHOOLS ARE TO RETAIN WELL-QUALIFIED AND MUCH NEEDED NEW TEACHERS, IT
IS IMPORTANT THAT TEACHERS ARE PROVIDED A VARIETY OF RESOURCES FOR
HELPING THEM THROUGH THE TRANSITION FROM PRE-SERVICE EDUCATION TO THE
CLASSROOM. AN ELECTRONIC MENTORING PROGRAM THAT PROVIDES SCHOOL
ADMINISTRATORS AND TEACHERS A CONNECTION TO A WIDE SPECTRUM OF
PROFESSIONAL CONTACTS WITHOUT THE CONSTRAINTS OF TIME AND DISTANCE
CAN BE A VALUABLE TOOL FOR THE RETENTION AND PROFESSIONAL DEVELOPMENT
OFTHIS PRECIOUS HUMAN RESOURCE.
THE LEADERSHIP ROLE FOR AN ELECTRONIC MENTORING PROGRAM CALLS FOR A
UNIQUE COMBINATION OF IN-DEPTH KNOWLEDGE OF THE DEVELOPMENTAL NEEDS OF
BEGINNING TEACHERS, A PLAN FOR DEVELOPMENT OF AN ONLINE PROGRAM BASED ON
KNOWLEDGE OFTHE NECESSARY PROGRAM COMPONENTS, AN UNDERSTANDING
OFPROFESSIONAL DEVELOPMENT AND ADULT LEAMING, SKILLS TO EFFECTIVELY
COMMUNICATE ONLINE, AND THE ABILITY TO WORK IN A
COLLABORATIVE, FACILITATIVE, AND EVER-CHANGING ENVIRONMENT.
CHAPTER 25 ELECTRONIC PORTFOLIOS IN THE PROFESSIONAL DEVELOPMENT
OFEDUCATORS .429
GREG SHERMAN, RADFORD UNIVERSITY, USA AL BYERS, NATIONAL SCIENCE
TEACHERS ASSOCIATION, USA
THIS CHAPTER PRESENTS AN OVERVIEW OF CURRENT ELECTRONIC PORTFOLIO
OPTIONS AVAILABLE TO PRACTICING EDUCATORS, EMPHASIZING THE DIFFERENT
ROLES PORTFOLIOS PLAY WITHIN THE PROFESSIONAL DEVELOPMENT PROCESS.
AVAILABLE FEATURES WITHIN A VARIETY OFFREE AND SUBSCRIPTION WEB-BASED
PORTFOLIO SERVICES ARE COMPARED AND THE USE OF SPECIFIC PORTFOLIO
OPTIONS WITHIN DIFFERENT PROFESSIONAL DEVELOPMENT ENVIRONMENTS SUCH AS
UNIVERSITY GRADUATE PROGRAMS ARE PROFILED. USING A CASE STUDY-LIKE
APPROACH, THE CHAPTER DETAILS THE
IMAGE 16
USE OF THE NATIONAL SCIENCE TEACHERS ASSOCIATION S (NSTA) LEAMING
CENTER, A COLLECTION OF RESOURCES
AVAILABLE TO TEACHERS THAT INCLUDES A WEB-BASED PROFESSIONAL DEVELOPMENT
PLAN AND PORTFOLIO TOOL. THE CHAPTER CONCLUDES WITH A REFLECTION ON THE
DIFFERENT WAYS IN WHICH PROFESSIONAL ORGANIZATION RESOURCES LIKE THE
NSTA S PD PLAN AND PORTFOLIO TOOL CAN BE USED IN THE NEAR FUTURE TO
CONTINUALLY IMPROVE THE PROFESSIONAL PRACTICE OF EDUCATORS.
CHAPTER 26 TEACHING IN THE FUTURE: A BLUEPRINT FOR FACULTY
DEVELOPMENT... 445
DAVID S. STEIN, THE OHIO STATE UNIVERSITY, USA CONSTANCE E. WANSTREET,
THE OHIO STATE UNIVERSITY, USA
BASED ON AN INTELLECTUAL EXERCISE THAT GUIDED PROJECTIONS OF THE
CLASSROOM ENVIRONMENT IN 2020 AND BEYOND, THIS CHAPTER ENVISIONS A
FUTURE WHERE FEWER FACULTY ARE AFFILIATED WITH ONLY ONE INSTITUTION AND
MORE ARE INDEPENDENT SCHOLARS. FACULTY WILL SERVE AS KNOWLEDGE-BROKERS,
AND LEAMERS WILL ASSEMBLE THEIR OWN COHORT OF SCHOLARS AND OTHER LEAMERS
AROUND SIMILAR INQUIRY PROJECTS. TOOLS TO FACILITATE LEAM-
ING WILL INCLUDE PERSONALLEAMING ENVIRONMENTS AND COMPUTER-BASED
INSTRUCTIONAL AGENTS. SOCIAL PRACTICES WILL INCLUDE LEAMING CONTENT IN
THE CONTEXT OF DOING THE WORK AND JOINTLY COMING TO AGREEMENT ABOUT WHAT
CONSTITUTES MASTERY OF THE SUBJECT MATTER. FACULTY DEVELOPMENT MUST
ATTEND TO THE INTERACTIONS AMONG TOOLS, PARTICIPANTS, SOCIAL PRACTICES,
LEAMING IN COMMUNITY, AND THE LEAMING OUTCOME.
COMPILATION OF REFERENCES 460
ABOUT THE CONTRIBUTORS 509
INDEX 520
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV036781009 |
| callnumber-first | L - Education |
| callnumber-label | LB1028 |
| callnumber-raw | LB1028.3 |
| callnumber-search | LB1028.3 |
| callnumber-sort | LB 41028.3 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 1960 |
| ctrlnum | (OCoLC)705974951 (DE-599)BVBBV036781009 |
| dewey-full | 371.33 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33 |
| dewey-search | 371.33 |
| dewey-sort | 3371.33 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
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| genre_facet | Aufsatzsammlung |
| geographic | USA |
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| id | DE-604.BV036781009 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:47:57Z |
| institution | BVB |
| isbn | 9781616928544 |
| language | English |
| lccn | 2010016448 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020697658 |
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| physical | XXVI, 527 S. Ill. |
| publishDate | 2011 |
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| publisher | Information Science Reference |
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| spelling | Adaptation, resistance and access to instructional technologies assessing future trends in education [ed. by] Steven D'Agustino Hershey [u.a.] Information Science Reference 2011 XXVI, 527 S. Ill. txt rdacontent n rdamedia nc rdacarrier "This book captures the current trends in technology integration from PreK-12 to higher education, focusing on the various constituent groups, namely students, teachers, and communities, in education and the effects of educational technology on learning and empowerment"--Provided by publisher. Includes bibliographical references and index Erziehung Education Effect of technological innovations on Education and state United States Intelligent tutoring systems United States Educational change Computer-assisted instruction Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf USA (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 D'Agustino, Steven Sonstige oth Erscheint auch als Online-Ausgabe 978-1-61692-856-8 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020697658&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Adaptation, resistance and access to instructional technologies assessing future trends in education Erziehung Education Effect of technological innovations on Education and state United States Intelligent tutoring systems United States Educational change Computer-assisted instruction Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Adaptation, resistance and access to instructional technologies assessing future trends in education |
| title_auth | Adaptation, resistance and access to instructional technologies assessing future trends in education |
| title_exact_search | Adaptation, resistance and access to instructional technologies assessing future trends in education |
| title_full | Adaptation, resistance and access to instructional technologies assessing future trends in education [ed. by] Steven D'Agustino |
| title_fullStr | Adaptation, resistance and access to instructional technologies assessing future trends in education [ed. by] Steven D'Agustino |
| title_full_unstemmed | Adaptation, resistance and access to instructional technologies assessing future trends in education [ed. by] Steven D'Agustino |
| title_short | Adaptation, resistance and access to instructional technologies |
| title_sort | adaptation resistance and access to instructional technologies assessing future trends in education |
| title_sub | assessing future trends in education |
| topic | Erziehung Education Effect of technological innovations on Education and state United States Intelligent tutoring systems United States Educational change Computer-assisted instruction Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Erziehung Education Effect of technological innovations on Education and state United States Intelligent tutoring systems United States Educational change Computer-assisted instruction Computerunterstützter Unterricht USA Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020697658&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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