Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story
The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Continuous Classroom Assessment At Primary Level
Impact of Computer Technology on Design And Craft Education
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
This article provides a descriptive account of the development of an approach to the support of design and technology education with 3D Virtual Reality (VR) technologies on an open and distance learning basis. This work promotes an understanding of the implications and possibilities of advanced virtual learning technologies in education for teachers, learners and educational decision- makers. Furthermore, this work aims to ensure that theoretical and pedagogical considerations are given weight in the development of integrated Information and Communication Technology (ICT)-based learning services, while considering innovative and improved methods of educational use of integrated learning technology (ILT) for technology education.
The term distance education is commonly used to describe courses in which nearly all the interaction between the teacher and student takes place electronically. Electronic communication may take the form of audio, video, e-mail, chat, teleconferencing, and, increasingly, the Internet. Distance education courses range from short term training workshops to undergraduate and graduate programs for college credit. Distance education courses for academic credit have been expanding dramatically at colleges and universities. Proponents of distance education point out that the practice may allow learning to reach thousands or even millions more people on an “anytime anywhere” basis. This applies especially to potential students who are homebound or physically remote from a college campus, as well as students who find it extremely difficult to fit their family and work responsibilities into a traditional academic schedule. This paper proposes a method and modeling framework and proof-of-concept standards that will attempt to fill the gap between alternative processes for distance education.
The introduction of blended learning added new dimension to training, and the possibilities for delivering knowledge and information to learners at an accelerated pace and opened new vistas for knowledge management. Industry pioneers and academicians agree that blended learning will continue to become a driving force in business and in education. Few years ago the term blended learning was not well known among the people. Technology-enabled learning and online Web-based training, which morphed into blended learning is an important tool in Education Scenario. The phrase “blended learning” is being used increasingly to describe learning and teaching approaches which contain a mixture of online activities and face to face activities. Blended learning provides the necessary communication, collaboration, and learning technology to quickly and efficiently keep employees up-to-date on new procedures and offerings without taking them out of the field.
This article provides a brief history of Web logging and subsequent examples of Web log use specific to an educational arena. Although the blogging phenomenon began a few years ago, it is only recently that a critical mass of educators has realized its potential in and out of the classroom for teaching and learning content while acting as a catalyst for becoming technology proficient. The authors present a connection between blogging and Vygotsky's theoretical foundation for learning through communication. The blogging analogy parallels Vygotsky's dialectivism where an initial concept is proposed, a contrary idea is provided whereby a comparative discussion occurs toward synthesis of the ideas.
The work outlined here provides a comprehensive report and formative observations of the development and implementation of hypermedia resources for learning and teaching used in conjunction with a managed learning environment (MLE). These resources are used to enhance teaching and learning of an electronics module in product design at final year undergraduate level in Loughborough University. This research has taken place over a two year period when such resources were developed and implemented. Such hypermedia-based learning resources were developed by the author and include text, graphical, video and sound based media.
The managed learning environment referred to in this paper as 'Learn' is a university wide file-server system which is used to facilitate distance learning as well as provide support to many aspects of teaching, learning and assessment at Loughborough University. The work reported here focusses on the use of the MLE in support of face to face learning as this module is not undertaken on a distance learning basis. The author has uploaded all relevant teaching and learning resources onto the MLE for accessibility by the students on this module. Moreover, internet-based learning resources andassessments, in the form of pre-written computer programs and circuit building projects, were developed by the author, to enable the students to gauge their knowledge and understanding at staged points through the tutorial and laboratory sessions within the module.
In addition, this paper presents through case study, the way in which this module is delivered and received, illustrating how such resources are used by both teacher and learner. As such this proves as , an exemplar for effective deployment of such supportive technologies and resources in learning, teaching and assessment of a product design and technology module at undergraduate level.
The Business Communication courseware is a supplementary learning tool used in Universiti Tun Abdul Razak. It is used to complement face to face classes, online tutorials and lecture notes. The courseware's Instructional Design has been summatively evaluated with positive results. To ensure quality, the screen design is evaluated as well. Students' evaluations of the screen design of the courseware are gathered and analyzed. The results of the research show that the courseware's screen design is favoured and effective as a supplementary material in the university. The outcome of the summative evaluation will be used to improve the quality of teaching as well as the development of other courseware or instructional materials in the future.
Audio-visual advances in virtual reality (VR) technology have given rise to innovative new ways to teach and learn. However, so far teaching and learning processes have been technologically driven as opposed to pedagogically led. This paper identifies the development of a pedagogical model and its application for teaching, studying and learning with 3D virtual reality technologies. This is in the context of design and technology education, where it has been devised for the support of innovation education. This work promotes an understanding of the implications of virtual learning technologies in education for teachers, learners and educational decision-makers. Furthermore, it can be shown that when pedagogical considerations are given weight in the development of such technology-based learning services, improvements arise for all stakeholders.
Recent language testing research investigates factors other than language proficiency that may be responsible for systematic variance in language test performance. One such factor is the test takers' cognitive styles. The present study was carried out with the aim of finding the probable effects of Iranian EFL learners' cognitive styles on their performance on communicative tests. For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners' communicative-test performance. 240 junior and senior students all majoring in English took the Group Embedded Figures Test (GEFT), the 1990 version of IELTS, and the Communicative Test (CT) designed for the present study. The results of the present study provided evidence that the field-dependent (FD) subjects, compared to their field independent (FI) counterparts, performed much better on the CT. It was, therefore, concluded that test takers' cognitive styles may be viewed as a source of systematic variance in performance on communicative language tests.
