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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Technology; Teaching Methods; Curriculum Design; Educational Media; Reflective Teaching; Teacher Education Programs; Graduate Study; Curriculum Implementation; Educational Principles; Educational Philosophy; Instructional Design; Computer Uses in Education; College Instruction
Abstract:
In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how "little-r" revolutions in teaching and learning, i.e., technology facilitated revolutions specific to individual classrooms and contexts, are used to introduce our students to the thinking patterns of designers and innovators. This is accomplished by an overlapping emphasis on learning by design, trans-disciplinary creative cognitive tools, innovative technology, and reflective practice. In this environment, we also transition our students from acting as consumers of educational media to being producers of educational experiences. That is, not only do the students construct new educational media, they consider the aesthetic and affective implications of technology use for teaching and learning. Finally, given the rapid evolution of educational technologies, we support students as they establish a foundational vision for the interplay of education and technology that will serve them into the future, as they, and their learners, adapt to new and emerging digital environments.
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Pub Date: |
2012-12-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Chemistry; Science Instruction; Learning; Teaching Methods; Concept Formation; Educational Media; Prior Learning; Knowledge Level; Path Analysis; Cues; Notetaking
Abstract:
Theories on learning with Multiple External Representations (MER) claim that low prior knowledge learners in science have difficulties using MER, which are seen as necessary to achieve a conceptual understanding. In two experiments, we analyze the mechanisms underlying the learning of chemistry with MER. Our first experiment focuses on how MER can support learning. We found no difference in learning gains of conceptual understanding, regardless of the format (whether MER were provided or not). It is concluded that chemical MER on themself cannot be seen as learning aids. The second experiment compares three types of instructional aids (prompts, prompts with an answer, and note-taking) to determine which types of aids enhance learning with MER. Contrary to the findings of Seufert (Learn Instr 13:227-237, 2003), path-analysis suggests that the lowest prior knowledge group benefits the most from instructional aids such as prompts and note-taking. These aids guide learners' attention towards one specific representational format (symbols), while other formats (submicroscopic representations) receive less attention.
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Author(s): |
N/A |
Source: |
John D. and Catherine T. MacArthur Foundation |
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Academic Achievement; Evidence; Instructional Design; Young Adults; Internet; Learning Processes; Educational Media; Grants; Information Technology; Computer Mediated Communication; Outcomes of Education; Careers; Educational Principles; Social Networks; Instructional Innovation
Abstract:
MacArthur launched the digital media and learning initiative in 2006 to explore how digital media are changing the way young people learn, socialize, communicate, and play. Since 2006, the Foundation has awarded grants totaling more than $100 million for research, development of innovative new technologies, new learning environments for youth, including a school model based on game design principles, and efforts to build the new field of digital media and learning. The goal of the grantmaking in digital media and learning is to create more opportunities for more young people to achieve the time-honored outcomes of a good education--career, academic, and civic success--through the adoption and use of a simple set of principles that re-imagines how young people learn and how that learning is supported. A new framework for thinking about learning--connected learning--has emerged as a result of the grantmaking. It draws on successful approaches of the past, is based on evidence of what works best in the contemporary context, and is designed for the digital age. MacArthur supports demonstration sites that put the connected learning approach into action. They include Hive Learning Networks, Quest to Learn schools, and YOUmedia, an innovative teen space for engagement and learning. (Contains 7 resources.)
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Pub Date: |
2012-07-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Teaching Methods; English (Second Language); Foreign Countries; Distance Education; English Instruction; Technology Integration; Nonformal Education; Program Effectiveness; Second Language Learning; Second Language Programs; Handheld Devices; Open Education; Delivery Systems; Communicative Competence (Languages); Educational Media; Program Descriptions; Educational Strategies
Abstract:
The program entitled "English in Action (EIA)", 9 year period DFID funded project in Bangladesh, was launched in 2008, for the desire to bring a change in the learning of English language. EIA works to reach a total of 25 million primary and secondary students and adult learners through communicative language learning techniques and the use of ICT, textbooks and supplementary materials in an innovative way. The project has been running, with the help of BBC World Service Trust and BBC Learning English, the program entitled "BBC Janala", an initiative that is providing English language lessons to citizens via their mobile phones as part of the wider English in Action program in Bangladesh. Survey research found that women are particularly interested in learning by mobile (especially given its "any time, any place" nature). That means, it is absolutely being implemented as a non-formal education (NFE) under the Open and Distance Learning (ODL) mode what is known as Open Non-formal Education (ONFE). BBC Janala allows Bangladeshis to access short (2-3 minute) audio lessons through a simple voice call by calling a four digit short code. The program has been a real challenge as it has the ability to address the need of students with an effective integration of ICT to support learning. This paper discusses how one increasingly ubiquitous ICT device--the mobile phone--has become increasingly relevant to learners in Bangladesh, in various ways and contexts.
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Braille; Emergent Literacy; Reading Fluency; Written Language; Educational Media; Educational Technology; Conventional Instruction; Students; Children; Visual Impairments; Special Education Teachers; Student Attitudes; Teacher Attitudes; Outcomes of Education; Instructional Effectiveness; Semi Structured Interviews; Curriculum Based Assessment
Abstract:
Introduction: The study reported here evaluated whether there was a difference in students' outcomes for braille fluency when instruction was provided with traditional braille media or refreshable braille. Students' and teachers' perceptions of the efficacy of the use of the different instructional media were analyzed. Methods: Nine students from public and residential schools, using the "Patterns" reading series, participated in the study. In an alternating-treatments design, weekly curriculum-based measures that were developed to measure oral reading fluency and word-writing fluency were used to monitor the students' progress with each instructional medium. Semistructured interviews at the conclusion of the study gathered information about the benefits and challenges of each medium. Results: Throughout the 18 weeks of instruction, there were no consistent differences between students' use of the refreshable braille display and their use of paper and the Perkins Brailler. All students achieved gains in their knowledge of braille letters and contractions, and many achieved an increase in fluency, although the increase was not tied to one instructional medium. The participants identified both the advantages and disadvantages of each medium. Discussion: The study did not reveal consistent differences among the students between the outcomes of instruction with the traditional Perkins Brailler and paper or the electronic braille notetaker with a refreshable braille display. The teachers were concerned about the inability of students to obtain spatial relationships using refreshable braille. Implications for practitioners: This study did not provide a clear answer to questions regarding differences in outcomes. The findings suggest that following some instruction with the technology, students can quickly learn to use an electronic braille device, are motivated to use these devices, and may demonstrate enhanced outcomes. (Contains 3 tables and 2 figures.)
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