Using Technology to Enhance Pre-Service Teacher Preparation

Use of the internet to deliver a portion of the content in an introductory science, education, and technology methods course for pre-service teachers provides an opportunity for a much needed introduction to basic computer literacy. A web page was developed for use in conjunction with the math, science, and technology educational methods courses at Brooklyn College. Students are introduced to this page as a group in the computer lab, and work in small groups with more experienced students serving as mentors to other students. The Brooklyn College Science Education Webpage is designed as a simple jump page with links to various resources for science education. It serves as a starting point to expose pre-service teachers to a wide range of resources available to them on the world wide web and in the real world. Students use their internet research skills in open-ended assignments throughout the semester. The web page continues to serve as a resource for students in the next courses in the math and science education sequence. The Brooklyn College Science Education Webpage helps education graduates to begin their teaching better prepared to use technology in the classroom

A usable web for long-stay hospitalised children

This paper analyses the problems that should be considered when designing a web site for disadvantaged children. We focus our research on long-stay hospitalised children who use the Internet to communicate with realities located outside their usual surroundings, especially with distance education related activities. We introduce a case study which focuses on the use of the Internet in some Italian hospitals and then we sketch out some guidelines for designing usable web sites for hospitalised children

E-learning as a tool for knowledge transfer through traditional and independent study at two UK higher educational institutes: a case study

Much has been made of the advances in computer aided learning activities. Websites, virtual campus, the increased use of Web CT and chat rooms and further advances in the use of WebCT are becoming more commonplace in UK universities. This paper looks for ways of changing higher education students’ perception of the usefulness of recommended internet web sites for learning purposes, with the intention of increasing the usage rate of recommended module web-sites. The change could represent an adaptation of the existing, well-known technology to change students’ perception regarding its potentially formative role. Subsequently, the outcomes from this preliminary research could be used in order to enhance the quality of the Internet use for teaching and learning purposes

Acceptability and Feasibility of Web-based Diabetes Instruction for Latinos with Limited Education and Computer Experience

Introduction: The internet offers an important avenue for developing diabetes self-management skills, but many Latinos have limited experience with computer-based instruction. Objective: To evaluate the feasibility and acceptability of delivering a web-based diabetes education program in a computer classroom for Spanish-speaking Latinos. Methods: Spanish-speaking Latinos (n=26) attended two classroom sessions to learn computer skills while navigating a web-based diabetes education platform. Diabetes knowledge was assessed before and after the intervention; structured interviews were completed to assess program acceptability. Results: Half of participants (50%) had not previously used a computer. Post-intervention, diabetes knowledge improved significantly (p=.001). The majority of participants (86%) indicated a preference for web-based instruction as a stand-alone program or as an adjunct to traditional classroom training, particularly citing the advantage of being able to engage the material at their own pace. Conclusion: With limited support, Latinos with minimal computer experience can effectively engage in web-based diabetes education

Can the Internet Swing the Vote? Results from a study of the 2007 Danish parliamentary election

This article investigates whether political use of the Internet affects users politically. Using a combination of log- and survey data from a study of Internet use during the Danish 2007 parliamentary election, and inspired by theories on agenda setting and on the active/interactive user, three hypotheses are tested: 1) that those who use the Internet most intensively politically are also the most politically affected, 2) that "net activists" (web 2.0 users) are affected more by their political Internet use than "information seekers" (web 1.0 users), and 3) that those who are somewhat or little interested in politics are those most affected by their political Internet use in an election period. All three hypotheses are verified with some modifications. Furthermore, it is demonstrated that socio-demographic factors like age, gender, education and income are of little importance in explaining variation in how voters are affected by their political Internet use. Rather, the level and type of political activity on the Internet and political interest seem to be the most important factors in explaining the degree to which voters are politically affected by their Internet use.political Internet use, parliamentary election, political effects of Internet use, web 2.0, political interest, political media

Moving from Education 1.0 Through Education 2.0 Towards Education 3.0

This article compares the developments of the Internet and the Web with those of education. The web influences people\u27s way of thinking, doing and being, and people influence the development and content of the web. The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used as a metaphor of how education should also be evolving, as a movement from Education 1.0 towards that of Education 3.0. The Web, Internet, Social Media, and the evolving, emerging technologies have created a perfect storm or convergence of resources, tools, open and free information access. The result is not only a change in what individuals learn but how, why, and where they learn. Taking this one step further, or from another angle, moving from Education 1.0 to Education 3.0 can be likened to moving from Pedagogy/ Essentialism/ Instructivism through Andragogy/ Construttivism towards Heutagogy/ Connectivism. Source materials and content for this article, and the associated graphics come from Education 3.0: Altering Round Peg in Round Hole Education (http://usergeneratededucation.wordpress.com/2013/06/09/education-3-0-altering-round-peg-in-round-hole-education)

Gambling and the Law®: An Introduction to the Law of Internet Gambling

This article brings to gaming researchers, with or without a legal education, a roundup of major issues and problems in the unsettled field of Internet gaming. By citing laws, cases, articles and treatises this annotated essay leads the reader through the maze of confusion and contradiction that now clutters the legal scene. Topics touched on include: elements of gambling, Federal, state and local gambling regulation, organized crime implications, extraterritorial jurisdiction, police power and advertising. Conclusions are addressed to businesses considering the risks of operating Internet gambling web sites

Adult Education Adrift in a Net: Making Waves or Clutching a Lifering?

The Internet and World Wide Web exemplify values advanced by heroic adult education theorists such as Ivan Illich. They have also triggered a deluge of hyperbole and surfeit of false dichotomies (e.g. online versus face-to-face education). But, in the chorus of critics and advocates, adult educators have been noticeably silent. This symposium is designed to rectify this situation by interrogating Internet and Web learning and education from an adult education perspective