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Descriptors:
Foreign Countries; Content Analysis; Qualitative Research; Comparative Analysis; Cross Cultural Studies; Case Studies; Computer Literacy; Program Descriptions; Educational Technology; National Curriculum; Curriculum Design; Elementary School Curriculum; Educational Principles; Computer Uses in Education; Educational Policy

Abstract:
The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Religious Education; Biblical Literature; Interdisciplinary Approach; Ideology; Adult Education; Educational Theories; Intercultural Communication; Teaching Methods; Educational Principles; Pictorial Stimuli

Abstract:
Biblical texts and ancient Near Eastern pictorial images and material culture are separated by thousands of years from people living in the 21st century. This not only represents a temporal divide, but also a significant ideological (or worldview) divide. Following a brief introduction to important principles of adult-educational theory, this article describes an experiment of using ancient Near Eastern images and material culture to connect modern, often secular, people to the world of the Bible. It suggests that these images represent helpful means to initiate a truly cross-cultural conversation, linking 21st-century people (outside of academia) to the concerns and issues of those living in the biblical world. (Contains 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Educational Technology; Learning Theories; Lesson Plans; Pretests Posttests; Preservice Teacher Education; Teacher Education Programs; Educational Strategies; Educational Principles; Educational Improvement; Instructional Improvement; Instructional Development; Educational Practices; Knowledge Base for Teaching; Student Developed Materials

Abstract:
Efficient lesson planning with universal design for learning (UDL) enables teachers to more effectively meet students' individual needs. In this study, a comparison of lesson plans by teacher candidates in a teacher preparation program before and after UDL training is presented. After training, teachers (n = 45) incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. A variety of changes and options was examined, and examples of commonly occurring choices selected by the teacher candidates were provided. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Early Intervention; Best Practices; Culturally Relevant Education; Cultural Relevance; Educational Principles; Reflection; Family Characteristics; Cultural Awareness; Program Evaluation; Change Strategies; Integrated Services

Abstract:
The purpose of this article is to provide a framework that offers a way for early intervention (EI) service providers to better meet the needs of the culturally diverse children and families they serve. This framework was created to organize existing research and literature on cultural responsiveness in a way that fit the unique context of EI. The framework draws from multiple fields of study, including early childhood, multicultural, and special education, as well as psychology and speech-language pathology, and synthesizes knowledge and best practices into four guiding principles: (1) Examining One's Own Culture; (2) Acquiring Knowledge of Family Cultures; (3) Building Culturally Responsive Practices; and (4) Reflecting and Evaluating Practices. Each principle ties together correspondent themes and ideas from multiple fields, and suggests knowledge and best practices that can be utilized to increase one's cultural responsiveness when working with families. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Curriculum; Internship Programs; Educational Principles; Program Descriptions; Transitional Programs; Articulation (Education); Seminars; Humanistic Education; Student Centered Curriculum; Program Effectiveness; Outcome Measures; Teaching Methods

Abstract:
In an earlier issue of this journal, the authors described a capstone course, Internship, that both "caps" the undergraduate experience and functions as a "bridge" to the world beyond college. Here, they describe a sequel to that course, Advanced Internship, which both extends and enhances the "capping" and "bridging" experiences. The bridging function of the course is especially profound. The principles on which Advanced Internship is based apply to a variety of academic courses and disciplines. Impact of the course on students' learning and confidence is high; costs for implementing the course are low. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Archives; Information Literacy; Curriculum Development; Workshops; Program Descriptions; Educational Principles; Curriculum Design; Instructional Design; Cooperative Planning; Teamwork; Library Instruction; Social Sciences

Abstract:
This article describes a year-long application of critical information literacy theory for social-science-related library workshops. Each of these workshops had a customized section that included working with special collections and university archives. The students who participated ranged from incoming freshman to seniors at Stanford University. The curriculum development method for these workshops is based on principles of collaborative co-design. (Contains 1 figure and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Web 2.0 Technologies; Learning Activities; Instructional Development; Instructional Innovation; Educational Philosophy; Educational Principles; Teacher Attitudes; College Faculty; Computer Simulation; Computer Mediated Communication; Computer Uses in Education; Electronic Learning; Influence of Technology; Technology Integration; Internet; Instructional Design

Abstract:
With the advent of web 2.0 and virtual technologies and new understandings about learning within a global, networked environment, online course design has moved beyond the constraints of text readings, papers, and discussion boards. This next generation of online courses needs to dynamically and actively integrate the wide-ranging distribution of content knowledge: network learners, in new ways, while still addressing their unique qualities, assess the process as well as the products of learning and assimilate the rapidly-emerging technologies that are expanding communication and sharing. The acceleration of change in the communication process is requiring a flexibility in the course development process but also in the "attitude" of the instructor. Instructors must be open to new conceptions of learning and evidence of learning and must be willing to embrace challenge and uncertainty while establishing ongoing development, evaluation, and research goals. This article provides plentiful examples of ways that growth in online and technology-mediated environments can generate high levels of knowledge, learning, and engagement, and can allow for the open development of new learning resources. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Educational Technology; Literacy; Technology Integration; Writing Workshops; Learning Processes; Multimedia Materials; Educational Strategies; Change Strategies; Educational Principles; Scaffolding (Teaching Technique); Web 2.0 Technologies; Writing (Composition); Program Descriptions; Electronic Publishing

Abstract:
The Common Core State Standards call for an expanded view of literacy instruction, one where children learn to critically consume and produce text using technology and media. This article describes how a Digital Writers' Workshop can be a vehicle for integrating multimodal composition into the classroom. It offers general workshop principles and strategies, followed by a multimodal poem project illustrating how to scaffold students' design processes. It invites teachers to contribute to the conversation about literacy and technology integration at The Reading Teacher's Facebook page at www.facebook.com/pages/The-Reading-Teacher#!/pages/The-Reading-Teacher/297544810290021. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Supplementary Education; Tutoring; Peer Teaching; Guides; Study Guides; Program Guides; Instructional Materials; Training Methods; Training Objectives; Tutors; Bibliographies; Pretests Posttests; Educational Principles; Teacher Responsibility; Program Improvement; Records (Forms); Statistical Data; Problem Sets; Learning Activities; Reference Materials; Program Descriptions; Educational Strategies; Educational Practices

Abstract:
This manual consists of an introduction to our Academic Peer Instruction (API) program at LaGuardia Community College, a compilation of the materials we have developed and use for training of our tutors (with answers), and a bibliography. API is based on an internationally recognized peer tutoring program, Supplemental Instruction. (Contains 6 tables and 23 figures.)

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Descriptors:
Females; Textbooks; Textbook Bias; Textbook Content; Textbook Research; Heritage Education; Womens Studies; Controversial Issues (Course Content); Social Attitudes; Curriculum Evaluation; Curriculum Research; Gender Issues; Gender Bias; Educational Principles; Beliefs; Arabs; Foreign Countries

Abstract:
Teaching heritage to a nation is important. The Israeli Arab curriculum on Druse heritage helps students connect religion with modern society. The textbooks that are still used were written in the end of the 1970s and do not reflect the changing reality of Druse women. This research shows that women must be portrayed in more diverse roles in textbooks and there must be more articles written by women. If teachers are to prepare pupils for the future, they must have more current material. If not, teachers have the obligation to model new ways of seeing women so that young Druse women can achieve equality in work and education and lead modern lives, and so that young men will accept and encourage their advancements. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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