694 research outputs found

    Using the BioDatamation strategy to learn introductory college biology: value-added effects on selected students\u27 conceptual understanding and conceptual integration of the processes of photosynthesis and celluar respiration

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    The purpose of this exploratory research was to study how students learn photosynthesis and cellular respiration and to determine the value added to the student\u27s learning by each of the three technology-scaffolded learning strategy components (animated concept presentations and WebQuest-style activities, data collection, and student-constructed animations) of the BioDatamationā„¢ (BDM) Program. BDM learning strategies utilized the Theory of Interacting Visual Fieldsā„¢ (TIVF) (Reuter & Wandersee, 2002a, 2002b; 2003a, 2003b) which holds that meaningful knowledge is hierarchically constructed using the past, present, and future visual fields, with visual metacognitive components that are derived from the principles of Visual Behavior (Jones,1995), Human Constructivist Theory (Mintzes & Wandersee, 1998a), and Visual Information Design Theory (Tufte, 1990, 1997, 2001). Student alternative conceptions of photosynthesis and cellular respiration were determined by the item analysis of 263,267 Biology Advanced Placement Examinations and were used to develop the BDM instructional strategy and interview questions. The subjects were 24 undergraduate students of high and low biology prior knowledge enrolled in an introductory-level General Biology course at a major research university in the Deep South. Fifteen participants received BDM instruction which included original and innovative learning materials and laboratories in 6 phases; 8 of the 15 participants were the subject of in depth, extended individual analysis. The other 9 participants received traditional, non-BDM instruction. Interviews which included participantsā€™ creation of concept maps and visual field diagrams were conducted after each phase. Various content analyses, including Chi\u27s Verbal Analysis and quantitizing/qualitizing were used for data analysis. The total value added to integrative knowledge during BDM instruction with the three visual fields was an average increase of 56% for cellular respiration and 62% increase for photosynthesis knowledge, improved long-term memory of concepts, and enhanced biological literacy to the multidimensional level, as determined by the BSCS literacy model. WebQuest-style activities and data collection provided for animated prior knowledge in the past visual field, and detailed content knowledge construction in the present visual field. During student construction of animated presentations, layering required participants to think by rearranging words and images for improved hierarchical organization of knowledge with real-life applications

    Journal of Mathematics and Science: Collaborative Explorations

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    New Updates in E-Learning

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    This book presents state-of-the-art educational technologies and teaching methodologies and discusses future educational philosophies in support of the global academic society. New Updates in E-Learning is a collection of chapters addressing important issues related to effective utilization of the Internet and Cloud Computing, virtual robotics, and real-life application of hybrid educational environments to enhance student learning regardless of geographical location or other constraints. Over ten chapters, the book discusses the current and future evolution of educational technologies and methodologies and the best academic practices in support of providing high-quality education at all academic levels

    Journal of Mathematics and Science: Collaborative Explorations

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    Developing and evaluating second level teachersā€™ technology integration in classroom practice

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    Over the past twenty years, significant advances have been made in addressing intrinsic and extrinsic barriers to technology integration that has led to an increased use of technology-supported teaching and learning in the classroom. However, a key challenge remains in the design and implementation of professional development programmes, for both pre-service and in-service teachers, which can increase the impact of technology-enhanced classroom practices. This thesis presents three studies that examined second level teachersā€™ technology integration in their classroom practices. The first and second case studies discusses the practices of two cohorts of teachers (n=15). The first cohort were awarded a set of tablet devices for a whole year group, the second cohort were provided tablets by the research team for one academic term. The final study, which built upon the findings in case studies one and two discusses the design and implementation of an undergraduate module for second level pre-service science teachers (n=10), with no prior teaching experience, to extend their technological pedagogical knowledge. These studies present data collected from teacherā€™s lesson plans, interviews, and independent classroom observations. The Technological Pedagogical Content Knowledge Framework (TPACK), proposed by Koehler & Mishra (2006), was used as an operational framework to discuss teacherā€™s classroom practices. The results of this thesis highlight that even though the barriers to technology integration have been significantly reduced, and in some cases eliminated, teachers continue to struggle to integrate technology in their pedagogical practices. While school-based professional development was shown to increase in-service teachersā€™ use of technology-enhanced strategies, the teachersā€™ felt they required significantly more support, both to design and implement changes in their classroom practices. The pre-service teachers believed the exposure to new technologies and tools enhanced their confidence and attitudes to integrating technology in their pedagogical approaches. However, observations from a micro-teaching observation with this cohort illustrated that these pre-service teachers had good levels of technology literacy but generally low TPACK levels. This research has focussed on the teachersā€™ approaches to technology-enhanced classroom practices, however further research needs to be conducted to examine the impact on student learning. In addition, it highlights the need for extended studies on the design and implementation of different models for professional learning programmes that can impact on the technology-enhanced classroom practices of both pre- and in-service teachers

    The 4IR and teacher education in South Africa:

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    The 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived

    IAIMS newsletter

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    NewsletterThe IAIMS Newsletter (1996-2005) provides valuable information about library activities and resources as well as informative articles related to information technology

    Recommendations for the Classroom Technology and Layout at WPI

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    The Academic Technology Center (ATC) at WPI replaces the technology in each classroom every five years. The goal of this project, sponsored by the ATC, was to determine how current classroom technology could be improved to enhance the teaching and learning experience. Using interviews and surveys we gathered both qualitative and quantitative information from more than 140 faculty members and 550 students. Based on those findings, we formulated recommendations that include increasing the size of the podium tops and moving the projector screen to maximize board space

    Quality in teaching and learning: making it happen: the proceedings of the teaching & learning forum

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    These papers represent the proceedings of the third Teaching and Learning Forum to be conducted in Perth, the first two by Curtin University and this one by Edith Cowan University.... The Forum was organised around three major themes - or at least it was in the beginning! Papers that were presented, and the discussion that was generated, led us to concede that there was really a great deal of interaction between the themes, which were: ā€¢ ways of defining quality ā€¢ working towards quality ā€¢ evaluating quality Accordingly, we have not attempted to designate papers as being solely or even predominantly within any one of the themes. Rather, we present them in alphabetical order with outlines of workshops and short presentations taking their place alongside research papers- as was the case at the Forum

    The 4IR and teacher education in South Africa:

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    The 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived
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