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

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

<研究論文>The Roles of Grammar Instruction in English Writing Class

The present study evaluated whether grammar instruction can produce a positive effect on the grammatical accuracy of college students’ English writing. The methods of selective correction and comprehensive correction were compared among two groups of students (total 82 students) attending a weekly writing class, and the former was found to be a more effective teaching strategy in helping students to improve their accuracy rate, although the degree of improvement was somewhat subtle. The study also analyzed data concerning the students’ grammatical errors. In addition to the error patterns pointed out in earlier research, some additional noticeable error patterns were evident. Certain basic grammatical structures were incorrectly used by the students and some were found to be “difficult” for over 70% of the students, indicating the need to review grammar in college-level lessons. An understanding of the typical error patterns made by students will help English teachers to provide narrowly focused grammar instruction to students in efforts to improve their accuracy of English writing

Anemia and Related Factors in Preschool Children in the Southern Rural Lao People’s Democratic Republic

Anemia is a severe public health problem in the Lao People’s Democratic Republic (PDR). Consequently, a new control strategy to reduce the burden of anemia has been introduced for preschool children (aged 6–52 months). The objective of this study was to assess the current prevalence of anemia and related factors in preschool children in southern rural Lao PDR. A population-based cross-sectional study was carried out in six communities in Songkhone district, Savannakheth province, in February 2009. As a result, the prevalence of anemia was found to be 48.9% (95% confidence interval (CI), 43.5–54.3), although most cases were mild. A multiple logistic regression analysis indicated that there was no protective effect of breastfeeding against anemia. The anemia prevalence was higher in 1) children aged 6–23 months (Odds Ratio (OR) = 1.73, 95% CI, 1.02–2.90) than in older children, 2) children in large families (6 or more members) (OR = 1.96, 95% CI, 1.17–3.29), and 3) children in three remote villages with relatively difficult access to markets (OR = 3.01, 95% CI, 1.25–7.47)