Use and integration of computer-related technology in teaching by preservice teacher education faculty

This research study examined the current state of computer-related technology use by preservice teacher education faculty at eight Research I universities. Results from this study described faculty past and current proficiency in using computer-related technology, faculty attitudes toward computer-related technology, and factors that affected faculty use and integration of computer-related technology;One hundred-fifty teacher education faculty from the eight research one universities responded to the questionnaire entitled, Survey of the Use and Integration of Computer-Related Technology by Teacher Education Faculty. In general, respondents indicated they were proficient in using word processing and telecommunication technologies, but were less proficient in using other analytical tools such as databases and spreadsheets. Overall, results indicated that preservice teacher education faculty were relatively confident in their ability to use computer-related technology and had positive attitudes toward these technologies. Major barriers identified by preservice teacher education faculty that impeded their use of computer-related technology, included the lack of time to learn about computer-related technology, the lack of access to equipment and software, and the lack of training to use new technologies. Respondents indicated that support was available for them to use and integrate computer-related technology in courses through workshops, access to hardware and software, and faculty colleagues. However, teacher education faculty reported they still needed additional workshops and equipment to support future efforts to use and integrate computer-related technology in courses

Iowa survey of computer-related technology use by K-12 teachers

It has been more than a decade since microcomputers became available as a new technology for schools. During this decade, computer-related technologies have become an integral part of the educational environment in schools throughout the United States. Many school districts have purchased large amounts of computer-related hardware and software, only to find that many teachers were uncertain of the potential instructional uses of these technologies. Becker (1990) stated that even though computer acquisition has continued to expand in most schools, there has continued to be a small minority of teachers using computers for instruction, learning, or productive work in the classroom. According to Becker\u27s research, it is evident that teachers need to improve upon their use of computer-related technologies. In order to establish successful plans and programs for such change in the use of computer-related technologies by teachers in the future, it is important to continually and accurately assess current teacher uses of computer-related technologies. Future plans for technology use may be based upon evaluations of the current status of computers within the educational environment (Biggs, 1988)

Enhancing Poetry Writing Through Technology: The Yin and the Yang

This paper describes the outcome of an innovative mentoring program at a midwestern university that paired technology faculty and methods faculty in order to form partnerships to facilitate the modeling of technology for preservice teachers. Both faculty members concluded that topics in seeming juxtaposition such as poetry and technology could provide successful models of integration. Prior applications within poetry instruction mostly included incorporating visuals or using electronic postings. These applications treat technology as an addition rather than a true partner reaching into the actual writing of poetry. Conversely, this paper describes the creation of useful applications for enhancing poetry writing through technology for elementary school students

Fraxinus pennsylvanica Marsh.

https://thekeep.eiu.edu/herbarium_specimens_byname/21221/thumbnail.jp

Fraxinus pennsylvanica Marsh.

https://thekeep.eiu.edu/herbarium_specimens_byname/21221/thumbnail.jp

Análisis de validez y confiabilidad de la versión adaptada para el portugués del Cuestionario de Sentido de Coherencia de Antonovsky entre profesionales de enfermería

This methodological study aimed to evaluate the construct validity and reliability of the Brazilian-Portuguese version of Antonovsky's Sense of Coherence Questionnaire (ASCQ) among nursing professionals. The study included 211 professionals who worked in the surgical wards of eleven hospitals in a city in the interior of the State of Paraná-Brazil. The majority of participants were female (86.7%), with a mean length of service of 9.3 (SD=8.0) years. Construct validity was evaluated using Pearson correlation tests between the measures of sense of coherence and correlated constructs, obtaining strong negative correlations between sense of coherence and anxiety (r=-0.53) and sense of coherence and depression (r=-0.61). Internal reliability, assessed by Cronbach's alpha, obtained an acceptable value of 0.87. The Brazilian-Portuguese version of ASCQ maintained the psychometric properties of the original scale when used with nursing professionals.Este é um estudo metodológico cujo objetivo foi avaliar a validade de constructo e a confiabilidade da versão brasileira do Questionário de Senso de Coerência de Antonovsky (QSCA), entre profissionais de enfermagem. Participaram do estudo 211 profissionais que atuavam nos blocos cirúrgicos de onze hospitais, de uma cidade do interior do Paraná, Brasil. A maioria dos participantes era do sexo feminino (86,7%), com tempo médio de atuação de 9,3 (dp=8,0) anos. A validade de construto foi avaliada com testes de correlação de Pearson entre as medidas do senso de coerência e de construtos correlatos, obtendo correlação inversa e forte entre senso de coerência e ansiedade (r=-0,53) e senso de coerência e depressão (r=-0,61). A confiabilidade, avaliada pelo alfa de Cronbach, obteve valor aceitável de 0,87. A versão adaptada para o português do QSCA manteve as propriedades psicométricas da escala original, quando utilizada em profissionais de enfermagem.Estudio metodológico cuyo objetivo fue evaluar la validez de constructo y la confiabilidad de la versión brasileña del Cuestionario de Sentido de Coherencia de Antonovsky entre profesionales de enfermería. Participaron del estudio 211 profesionales que actuaban en los centros quirúrgicos de once hospitales de una ciudad del interior de Paraná, Brasil. La mayoría de los participantes era del sexo femenino (86,7%), con tiempo promedio de actuación de 9,3 (D.E.=8,0) años. La validez de constructo fue evaluada con pruebas de correlación de Pearson entre las medidas del Sentido de Coherencia y de constructos correlacionados, obteniendo correlación inversa y fuerte entre Sentido de Coherencia y ansiedad (r=-0,53) y Sentido de Coherencia y depresión (r=-0,61). La confiabilidad, evaluada por el alfa de Cronbach, obtuvo valor aceptable de 0,87. La versión adaptada para el portugués del QSCA mantuvo las propiedades psicométricas de la escala original cuando utilizada en profesionales de enfermería

Análise da validade e confiabilidade da versão adaptada para o português do Questionário de Senso de Coerência de Antonovsky, entre profissionais de enfermagem

This methodological study aimed to evaluate the construct validity and reliability of the Brazilian-Portuguese version of Antonovsky's Sense of Coherence Questionnaire (ASCQ) among nursing professionals. The study included 211 professionals who worked in the surgical wards of eleven hospitals in a city in the interior of the State of Paraná-Brazil. The majority of participants were female (86.7%), with a mean length of service of 9.3 (SD=8.0) years. Construct validity was evaluated using Pearson correlation tests between the measures of sense of coherence and correlated constructs, obtaining strong negative correlations between sense of coherence and anxiety (r=-0.53) and sense of coherence and depression (r=-0.61). Internal reliability, assessed by Cronbach's alpha, obtained an acceptable value of 0.87. The Brazilian-Portuguese version of ASCQ maintained the psychometric properties of the original scale when used with nursing professionals.Estudio metodológico cuyo objetivo fue evaluar la validez de constructo y la confiabilidad de la versión brasileña del Cuestionario de Sentido de Coherencia de Antonovsky entre profesionales de enfermería. Participaron del estudio 211 profesionales que actuaban en los centros quirúrgicos de once hospitales de una ciudad del interior de Paraná, Brasil. La mayoría de los participantes era del sexo femenino (86,7%), con tiempo promedio de actuación de 9,3 (D.E.=8,0) años. La validez de constructo fue evaluada con pruebas de correlación de Pearson entre las medidas del Sentido de Coherencia y de constructos correlacionados, obteniendo correlación inversa y fuerte entre Sentido de Coherencia y ansiedad (r=-0,53) y Sentido de Coherencia y depresión (r=-0,61). La confiabilidad, evaluada por el alfa de Cronbach, obtuvo valor aceptable de 0,87. La versión adaptada para el portugués del QSCA mantuvo las propiedades psicométricas de la escala original cuando utilizada en profesionales de enfermería.Este é um estudo metodológico cujo objetivo foi avaliar a validade de constructo e a confiabilidade da versão brasileira do Questionário de Senso de Coerência de Antonovsky (QSCA), entre profissionais de enfermagem. Participaram do estudo 211 profissionais que atuavam nos blocos cirúrgicos de onze hospitais, de uma cidade do interior do Paraná, Brasil. A maioria dos participantes era do sexo feminino (86,7%), com tempo médio de atuação de 9,3 (dp=8,0) anos. A validade de construto foi avaliada com testes de correlação de Pearson entre as medidas do senso de coerência e de construtos correlatos, obtendo correlação inversa e forte entre senso de coerência e ansiedade (r=-0,53) e senso de coerência e depressão (r=-0,61). A confiabilidade, avaliada pelo alfa de Cronbach, obteve valor aceitável de 0,87. A versão adaptada para o português do QSCA manteve as propriedades psicométricas da escala original, quando utilizada em profissionais de enfermagem

Piaget and Engineering Education

Thomas Edison was a noted engineer while Jean Piaget made his fame in children’s educational psychology. Piaget’s “cognitive constructivism” has been adopted in many early childhood programs, but it also applies to engineering education and its “hands-on” approach, especially in laboratories and project-based courses. The direction of education dramatically shifted when Jean Piaget developed a child-centered developmental learning theory. According to his theory, children construct knowledge about their world through their active involvement in experiences that are meaningful for them in order to provide an ideal learning environment. A Piagetian classroom is filled with authentic activities designed to challenge students so they can construct knowledge at their own developmental pace. Creating constructivist learning environments where students construct their own meaning is not an easy task. Learners need opportunities to learn in a constructivist manner to effectively connect new ideas to existing schema. Educators must empower students to ask their own questions and seek their own answers, experience the world’s richness, and challenge them to understand the world’s complexities. Classroom instruction is frequently centered on delivering the content to students instead of facilitating student inquiry during the learning process. Although many of the principles of constructivism offer promise in the development of successful learning environments, practical applications are often hard to incorporate into the common constraints of the school environment.1 With the recent emphasis on “learner-centered” education in engineering education, a deeper understanding and application of Piaget’s work is in order. The purpose of this paper is to present a model of an engineering/education collaborative program that is built on Piagetian principles and attempts to outreach to K-12 students to build their enthusiasm for engineering and science. Thus, this paper will describe how Piaget’s work was continued by Seymour Papert who then introduced the idea of “constructionism” and how that concept applies to engineering education in the Toying With TechnologySM Program at Iowa State University (http://www.eng.iastate.edu/twt). A comparison of Piaget’s pedagogy and Edison’s work will demonstrate why this pedagogy has application in engineering

A DIFÍCIL ARTE DE CRESCER: REFLEXÕES ACERCA DE UM CASO CLÍNICO

O objetivo deste estudo foi refletir sobre os fatores que envolvem a vivência da adolescência, assim, como os anseios que esta fase pode suscitar ao sujeito e sua família. Para tanto, foi realizado um estudo qualitativo a partir de um caso clínico de acompanhamento psicoterápico com uma adolescente de 13 anos de idade. Os atendimentos aconteceram em uma clínica-escola de psicologia durante o período de dez meses. Ao longo do processo terapêutico observou-se que os conflitos apresentados pela paciente estavam relacionados à transição da infância para a entrada na adolescência. Pôde-se evidenciar que esta fase do ciclo vital envolve sentimentos diversos na qual se mostra muito importante o apoio familiar. Concluiu-se que os sintomas apresentados sugeriam ser transitórios e inerentes à fase evolutiva da adolescência. Acredita-se, porém, que o espaço terapêutico e a escuta qualificada foram importantes para a evolução da paciente e contribuíram de forma positiva para sua melhora