941,294 research outputs found

    How to Prepare Interprofessional Teams in Two Weeks: An Innovative Education Program Nested in Telehealth

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    PROBLEM: Preparing health professional students for interprofessional collaborative practice, especially at a distance where provider shortages prevail remains difficult. APPROACH: A two-week interprofessional education (IPE) immersion experience preparing students from 11 disciplines and four universities was implemented. Week-one, using online technology, students develop/present an interprofessional careplan for a complex patient. Students then meet face-to-face to conduct group interviews with two standardized patient dyads. Week-two, students develop a website for use of the patient dyads. Websites are presented to faculty and fellow students via an online virtual meeting space. OUTCOMES: To date, 594 students have participated demonstrating capacity to: 1.effectively engage in interprofessional care,  2. utilize Telehealth to impact care and break down barriers of isolation, and 3. implement skills to advance healthcare. CONCLUSION: IPE combined with Telehealth technology provides future providers with knowledge and skills for interprofessional care regardless of geographic barriers. Next Step: Integrate more technology using mobile devices and enhance the evaluation process

    Culturally-adapted and audio-technology assisted HIV/AIDS awareness and education program in rural Nigeria: a cohort study

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    Background: HIV-awareness programs tailored toward the needs of rural communities are needed. We sought to quantify change in HIV knowledge in three rural Nigerian villages following an integrated culturally adapted and technology assisted educational intervention. Methods: A prospective 14-week cohort study was designed to compare short-term changes in HIV knowledge between seminar-based education program and a novel program, which capitalized on the rural culture of small-group oral learning and was delivered by portable digital-audio technology. Results: Participants were mostly Moslem (99%), male (53.5%), with no formal education (55%). Baseline HIV knowledge was low (\u3c 80% correct answers for 9 of the 10 questions). Knowledge gain was higher (p \u3c 0.0001 for 8 of 10 questions) in the integrated culturally adapted and technology-facilitated (n = 511) compared with the seminar-based (n = 474) program. Conclusions: Baseline HIV-awareness was low. Culturally adapted, technology-assisted HIV education program is a feasible cost-effective method of raising HIV awareness among low-literacy rural communities

    The relationship of selected personal characteristics of e-faculty to their perceived technological knowledge

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    This study investigated the technological development of e-faculty at five randomly selected Carnegie classified (2006) Doctorate-Granting Research Universities with very high research activity (RU/VH) in the Southern Regional Education Board (SREB). The majority of e-faculty report that they do not have release time/reduced teaching load for preparing web-based materials/courses, nor do they have graduate or teaching assistants available for assisting with web-based learning. However, a little over half of them reported having instructional designers or curriculum developers to help with the designing of web-based materials and a large majority reported having adequate institutional research resources (library holdings that are accessible by web and technical support). E-faculty reported that student technical support resources are offered in almost all cases and over two-thirds (76.35%) reported that those resources were offered seven days a week. The technical support resources for e-faculty were also offered in almost all cases, but only 63.77% reported the resource was available to them seven days a week. A large majority of e-faculty report that they do not receive sources of funding for e-learning course technology training/conferences. However, almost half of them (44.50%) report that the funding that they receive for e-learning technology events/work is adequate. The self-learning subconstructs of the BISL© describe e-faculty most of the time. E-faculty perceive that they have moderate technology knowledge, good teaching self-efficacy and minor technology anxiety. Three variables, technology anxiety, self-efficacy and perceived level of support explain a large amount of the variance (over half) in perceived technology knowledge of e-faculty. Therefore, as technology anxiety decreases and self efficacy and perceived level of support increase, the perceived technology knowledge of e-faculty increases

    Pursuing the Peak of Excellence: Wiki as a Knowledge Base

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    The pursuit of excellent communication is a path not easily navigated. Challenges arise at every turn, and the greatest obstacle of all is ensuring availability and accuracy of information. Help Desk representatives are the first point of contact for customers placing technology requests and they must have a broad range of knowledge about services provided by the department. A large amount of time is spent in training staff members to achieve the desired level of expertise. At Valparaiso University these staff members are students, adding to the complexity of information sharing as these staff members are only employed for a few years before graduating and entering “the real world.” Having a knowledge base is one way to reduce the amount of time needed to train staff members, as information is easily accessible. The Valparaiso University IT Help Desk has been on an ongoing journey to find a knowledge base and after investigating different solutions we have settled on a wiki. At SIGUCCS’07 we described the process of selecting our solution and our anticipated use of the wiki. By October 2008 we will have had over one year of using the wiki, including populating data, keeping it up-to-date, and training staff on its use. Come and look at the journey we have traveled thus far and explore with us the growing potential of this tool as the map of the terrain grows larger with each passing week

    Using Technology and Collaboration to Support Reading Comprehension

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    The purpose of this action research study was to determine if there is a connection between using technology and collaboration to help increase reading comprehension skills. A combination of research-based instructional strategies infused with technology was used over a ten-week period. Quantitative data was collected through weekly assessment scores. Analysis of the data concluded that students who were involved in an intervention program infused with technology and collaboration would have better knowledge of the story. After further analysis of the data it is concluded that students who were involved in this action research study improved their academic scores

    The Integration of Technical Subjects in Civil Technology Curriculum with Special Reference to Further Education and Training(FET) Technical Schools

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    Published ArticleThis study aimed at investigating the extent to which Civil Technology Teachers understand and implement Curriculum. The research used qualitative and quantitative methodology to collect data, questionnaires and interviews were used as instruments to collect data. The sample of the study consisted of 21 Civil Technology teachers from 18 Technical schools from 5 education districts in the Free State. Teachers revealed that majority of respondents indicated that Department of Education (DoE) failed to offer formal training on the new Civil Technology Curriculum, but received one week workshops. They regarded Civil Technology as a subject developed for high level of knowledge and skills. Teachers recommended that the Department of Education should provide a full training course on the new understanding and implementation of Civil Technology Curriculum in Free State Schools in South Africa

    Technology In The Classroom

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    The purpose of this study was to discover how I, a kindergarten teacher, used technology within the classroom. The authors of the articles and case studies in the literature review discuss the various technological tools available in school districts and how teachers utilize them effectively. This was a qualitative, self-study where I looked at my practices concerning technology in the classroom. The data were collected during a six-week period using journaling, factual information, and lesson plans. The results of the study showed that I used 10 different forms of technology in the classroom during lessons created. Results also showed the deficiencies in the amount of training of technological devices there were in the Appleton Central School District (pseudonym). This study opened the possibilities into the world of technology and how it can effectively be used in the classroom. In an interconnected world it is important for students to have more access to information about the world. Technology provides that opportunity for students. The real strength of technology in the classroom is differentiation. They have a greater pool of knowledge but also have an ability to interact with the knowledge unique to their learning styles

    In the pursuit of a course design: a tpack-based geometry for preservice mathematics teachers

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    Preservice mathematics teachers seem to need professional support regarding the use of educational technologies to teach geometry topics. Particularly, our previous study showed that when it comes to their techno-pedagogical content knowledge (TPACK), they self-report to need guidance to teach with technology. The purpose of this study was to develop a 14-week course to increase their TPACK in hopes of bridging the knowledge gap identified in earlier studies. This paper summarized the course content with a humble expectation to get valuable feedback from an international audience. The developed course included lessons on components of TPACK, which were found to require improvement to best meet future students’ needs in teaching geometry with technology. We hope that preservice teachers’ TPACK levels will be improved after the course

    Implementing Technology in the Primary Montessori Classroom

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    TECHNOLOGY IN THE PRIMARY MONTESSORI CLASSROOM 2 Abstract The purpose of this research was to find out if implementing technology that parallels the Montessori language sequence would increase student engagement with literacy work. Would an increase in student interest facilitate the potential for them to meet the expected goals for alphabetic knowledge? This study was conducted in a primary Montessori classroom consisting of four year-old students identified as being “at risk” for school readiness. Prior to beginning the project, observations of student work with the language materials was conducted to create a log of lessons completed by each student. An assessment of student knowledge of upper and lower case letter names and sounds was also completed. Daily activities to increase phonological awareness were implemented by utilizing the classroom Smart Board and iPad over a six week period. Post assessments revealed an increase in language lessons completed each day and an increase in knowledge of letter names and sounds by most students

    Confidence and Willingness among Preservice Teachers to Use Technology to Support Learner-Centered Strategies that Address the Diverse Needs of Students: A Multimedia Experience

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    The purpose of this study was to examine the change in preservice teachers\u27 attitudes towards using technology to meet the needs of diverse students as noted by the National Educational Technology Standards for Teachers (NETS*S) III. B. This research included two interventions: a research paper assignment and a hands-on practice using technology to assist students with special needs. The study took place within the coursework in an instructional technology class offered for preservice teachers. After the pre-intervention survey was collected on the 10th week of the semester, the instructor explained the research paper assignment for assisting students with special needs with technology. The research question each student formulated was How can I meet the needs of ____ with technology? Each student selected his or her target group by filling in the blank. The second set of data was collected immediately after the paper was due. During the 13th week of the semester, there was a collaborative lecture delivered by the course instructor and a special education faculty member about readers\u27 theater multimedia. The lecture suggested readers\u27 theater as a way of including weak readers in a general classroom. Following the lecture, the class had a discussion to connect the knowledge that they gained from the research paper and an example of mainstreaming provided by the faculty members. During the 14th and 15th weeks, preservice teachers got into groups to create readers\u27 theater multimedia productions using PowerPoint. The third survey was filled in at the end of the readers\u27 theater multimedia production. The data analysis indicated that the research participants generally had positive attitudes about assistive technology prior to the interventions. Therefore, a significant change of attitude for positive direction occurred in limited items. The results of this study indicated that preservice teachers may have positive attitudes about special education-general education collaboration prior to their field practicum or student teaching and increased knowledge about assistive technology may affirm this positive attitude
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