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Descriptors:
Foreign Countries; Curriculum Development; Undergraduate Study; Graduate Students; Technology Integration; Dentistry; Educational Change; Educational Technology; Teaching Methods; Outcomes of Education; Outcome Measures; Interdisciplinary Approach; Computer System Design; Electronic Learning; Computer Assisted Instruction; Instructional Design; Program Implementation; Program Evaluation; Higher Education; College Instruction; College Curriculum; Curriculum Implementation; Program Descriptions; Program Effectiveness; Instructional Effectiveness; Research Methodology; Qualitative Research; Statistical Analysis; Workstations; Computer Simulation; Dental Schools

Abstract:
hapTEL, an interdisciplinary project funded by two UK research councils from 2007 to 2011, involves a large interdisciplinary team (with undergraduate and post-graduate student participants) which has been developing and evaluating a virtual learning system within an HE healthcare education setting, working on three overlapping strands. Strand 1 involves the technical development and evaluation of the hapTEL workstation which simulates clinical conditions for dental training including haptics (sense of touch). Strand 2 involves examining the traditional undergraduate curriculum and how this could benefit from the use of haptics. Strand 3 is concerned with the educational evaluation of the impact of the work carried out within Strands 1 and 2. Two theoretical frameworks (Entwistle, (1987) and Webb and Cox (2004)) have been used to identify as many factors as possible which could affect the impact of Technology Enhanced Learning (TEL) on the quality of the learning achieved. These frameworks have formed a foundation for measuring the impact of TEL on curriculum change, teachers' pedagogical practices, students' learning and on institutional practices. A range of quantitative and qualitative methods were designed, piloted and evaluated in order to measure the impact of TEL on teaching and learning; and to have a rich and robust data set which also addresses the variables in the frameworks. The results from using these frameworks show that institutional and departmental factors should be considered when evaluating the impact of TEL in higher education and that these had a major influence on the design and curriculum integration of the hapTEL systems. We have also shown that by involving the end users from the beginning enabled not only an enhancement of the students' learning experiences but also a modification to the traditional curriculum itself and the successful integration of TEL within a very traditional undergraduate higher education dental curriculum. The conclusions from this paper confirm earlier reviews of researching TEL that technology integration is extremely complex and the related research requires a comprehensive approach of both quantitative and qualitative methods if one is to take account of the range of variables identified by theoretical frameworks. Finally, repeating the range of empirical investigations for a second year enables researchers to validate the effectiveness of the methods used in the initial year and thereby maximise the reliability and generalisability of the research outcomes. (Contains 5 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Student Projects; Active Learning; Educational Technology; Teaching Methods; Technology Integration; Academic Standards; Core Curriculum; Interdisciplinary Approach; Alignment (Education); Class Activities; Electronic Learning; Career Education; Best Practices; Learning Processes; Computer Assisted Instruction; Educational Assessment; Elementary School Students; Language Arts; Mathematics Instruction; Science Instruction; Geography Instruction

Abstract:
This comprehensive book offers a practical pathway for developing twenty-first-century skills while simultaneously strengthening content-area learning. "Digital Learning" contains a wealth of research-based practices to integrate the International Society for Technology in Education (ISTE) National Education Technology Standards (NETS) for both students and teachers. Each of the suggested project-based learning examples (in Language Arts, Mathematics, Science and Geography) can be used successfully as stand-alone units, but are even more effective when approached in a cross-disciplinary way. This book: (1) Provides detailed descriptions of each of the NETS, how to teach them, and how to know if students are meeting them; (2) Includes dozens of activities that integrate the NETS with each content area and align with Common Core standards; (3) Gives clear instruction on teaching twenty-first-century skills; and (4) Includes a complementary DVD with video interviews and project maps to help see how students are progressing. The digital learning described in this book has been created to meet the diverse needs of students in a variety of situations. Appended are: (1) Connect Your Classroom and Real Life: Career Clusters; (2) Multidisciplinary Project: Our Community Fifty Years from Now; and (3) How to Use the DVD. Notes and an index are also included. This book contains the following chapters: (1) Digital Age Learning: Why Now? Why Me?; (2) Rethinking Best Practices and Digital Age Learning; (3) The Digital Learning Process; (4) Do Try This at Home! Checking Your Digital Age Teaching and Learning Tool Kit; (5) Eyes on the Prize!; (6) Walking the Talk: Evolving Your Practice with NETS for Teachers. (Appended are: (1) Connect Your Classroom and Real Life: Career Clusters; (2) Multidisciplinary Project: Our Community Fifty Years from Now; and (3) How to Use the DVD.) [Foreword by Monica M. Beglau. DVD is not available from ERIC at this time.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Municipalities; Geography Instruction; Area Studies; Field Studies; Learning Activities; Instructional Design; Program Descriptions; Human Geography

Abstract:
Growing up in Loretto, Tennessee, population 1,700, people called it "going to town" when they went to any city big enough to have a McDonald's, Walmart, or a movie theater. If someone is not from a small town, they may not know what type of economic activities a small town can support. Will the town have a police department? Will there be enough students for a secondary school? Will there be a grocery store? These are the types of questions students will need to think about when completing the "Going to Town" lesson. This lesson introduces the concepts of "threshold" and "range" and has students apply them to Loretto. Students will give their best guess as to which city near Loretto has a specific service. They will need to determine when someone in Loretto needs to "go to town" or can stay home. (Contains 5 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Technology; Student Attitudes; Second Language Learning; Case Studies; Constructivism (Learning); Mathematics Instruction; Elementary Secondary Education; Educational Games; Higher Education; Computer Games; Student Motivation; Females; Grade 7; Social Studies; Standards; Handheld Devices; Nutrition Instruction; Computer Simulation; College Instruction; Teaching Methods; Instructional Design; Curriculum Implementation; Grade 4; Art Education; Computer Science Education; Adolescents; Preservice Teacher Education; Internet; Education Courses; Simulation; Animation; Manipulative Materials; Reflection; Computer Software Evaluation; Business Administration Education; Usability; Use Studies; Physics; Engineering Education; Fiction; Elementary School Students; Nursing Education; High School Students; Middle School Students; Social Networks; Adult Students

Abstract:
In K-12 classrooms, as well as on the college and university level, the incorporation of digital games has played a vital role in the educational system. While introducing teachers to new fields, these digital games have been designed and implemented for the classroom and have shown positive results at a variety of educational levels. Cases on Digital Game-Based Learning: Methods, Models, and Strategies analyzes the implementation of digital game applications for learning as well as addressing the challenges and pitfalls experienced. Providing strategies, advice and examples on adopting games into teaching, this collection of case studies is essential for teachers and instructors at various school levels in addition to researchers in game-based learning and pedagogic innovation. Contents include: (1) "Come Fly with Us": Playing with Girlhood in the World of Pixie Hollow (Maria Velazquez); (2) Using MMORPGs in Classrooms: Stories vs. Teachers as Sources of Motivation (Mete Akcaoglu); (3) Are Wii Having Fun Yet? (Christina Badman and Matthew DeNote); (4) Beyond Hidden Bodies and Lost Pigs: Student Perceptions of Foreign Language Learning with Interactive Fiction (Joe Pereira); (5) Civilization IV in 7th Grade Social Studies: Motivating and Enriching Student Learning with Constructivism, Content standards, and 21st Century Skills (Solomon Senrick); (6) QRienteering: Mobilising the M-Learner with Affordable Learning Games for Campus Inductions (Christopher Horne); (7) Enhancing Nutritional Learning Outcomes within a Simulation and Pervasive Game-Based Strategy (Mark McMahon); (8) "Sell Your Bargains" or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education (Chrissi Nerantzi); (9) Medicina: Methods, Models, Strategies (Amanda Muller and Gregory Mathews); (10) Strategies for Effective Digital Games Development and Implementation (T. Lim, S. Louchart, N. Suttie, J. M. Ritchie, R. S. Aylett, I. A. Stanescu, I. Roceanu, I. Martinez-Ortiz, and P. Moreno-Ger); (11) Learning and Teaching as Communicative Actions: Broken Window as a Model of Transmedia Game Learning (Scott J. Warren and Anjum Najmi); (12) Get Your Head in the Game: Digital Game-Based Learning with Game Maker (Brian Herrig); (13) Elements of Game Design: Developing a Meaningful Game Design Curriculum for the Classroom (Danielle Herro); (14) Game-Making in a Fourth Grade Art Classroom Using Gamestar Mechanic (Michelle Aubrecht); (15) Using Game Design as a Means to Make Computer Science Accessible to Adolescents (Roxana Hadad); (16) 3D GameLab: Quest-Based Pre-Service Teacher Education (Chris Haskell); (17) Preparing Pre-Service Teachers for Game-Based Learning in Schools (Soojeong Lee); (18) Death in Rome: Using an Online Game for Inquiry-Based Learning in a Pre-Service Teacher Training Course (Shannon Kennedy-Clark, Vilma Galstaun and Kate Anderson); (19) Games, Models, and Simulations in the Classroom: Designing for Epistemic Activities (Terence C. Aher and Angela Dowling); (20) The Role of Animations and Manipulatives in Supporting Learning and Communication in Mathematics Classrooms (Lida J. Uribe-Florez and Jesus Trespalacios); (21) It's All in How You Play the Game: Increasing the Impact of Gameplay in Classrooms (Shani Reid, Helene Jennings and Scot Osterweil); (22) Challenges of Introducing Serious Games and Virtual Worlds in Educational Curriculum (C. Ribeiro, J. Pereira, C. Calado, and C. Ferreira); (23) Serious Games for Reflective Learning: Experiences from the MIRROR Project (L. Pannese, M. Prilla, A. Ascolese, and D. Morosini); (24) Evaluating Games in Classrooms: A Case Study with DOGeometry (Gunter Wallner, Simone Kriglstein, and Johannes Biba); (25) Learning with the Support of a Digital Game in the Introduction to Finance Class: Analysis of the Students' Perception of the Game's Ease of Use and Usefulness (M. Romero and M. Usart); and (26) Racing Academy: A Case Study of a Digital Game for Supporting Students Learning of Physics and Engineering (Richard Joiner, Ioanna Iacovides, Jos Darling, Andy Diament, Ben Drew, John Duddley, Martin Owen, and Carl Gavin). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Population Education; Human Geography; Social Studies; Population Trends; Conflict; Agriculture; History; Sex Role; Mortality Rate; Natural Resources; Course Content; Teaching Methods

Abstract:
The study of world population integrates so many themes and disciplines in the social studies because it encompasses all of human history--the rise of agriculture and civilizations, scientific progress, territorial conflicts, changing gender roles and more. It is also at the heart of human geography and how people came to dominate and alter the land and seas. In this modern age, where people have the ability to control fertility and reduce mortality, population studies involve personal choices, education, economics, social and cultural norms and politics. Learning about how the world's population grew to seven billion helps students understand contemporary challenges and discuss dwindling global resources. (Contains 4 notes and 4 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Phonics; Interdisciplinary Approach; English Instruction; Teaching Methods; Story Telling; Elementary School Curriculum; Reading Material Selection; Literacy; History Instruction; Geography Instruction; Art Education; Science Instruction; Mathematics Instruction; Moral Development; Religious Education

Abstract:
Starting from the question "what is a story?" "Storytelling Across the Primary Curriculum" leads the reader through the theory and practise of storytelling as an educational method--a method taught by the author over the last ten years through Primary English teaching programmes. This practical book gives teachers the skills and confidence to use storytelling and the spoken word in new and exciting ways in the classroom. It will also give teachers the confidence to "put down the book" and trust themselves to tell, rather than read, a story. It provides a wealth of examples of cross-curricular teaching opportunities, including a section on the ways in which the teaching of phonics can be embedded in the "real" language of story. "Storytelling Across the Primary Curriculum" is ideal for trainee and practicing primary school teachers who want to develop their classroom practice within the field of storytelling. Students on BA Primary, BEd, and PGCE courses, particularly those specialising in English, will also benefit from this book's stimulating and intuitive approach to teaching English language and literacy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Pluralism; Human Geography; Foreign Countries; Educational Change; Multicultural Education; Global Approach; Capacity Building; Economic Development; Information Technology; Instructional Design; Cognitive Style; Individual Development; History

Abstract:
Purpose: Education for equity in global development and cultural diversity calls for professional capacity building to perceive diverse perspectives on complex procedures of globalisation. The discipline of human geography is such a "provider of perspectives". The purpose of this paper is to propose a historic series of how theories of geography and human development have emerged. Design/methodology/approach: This paper contributes to education and training by proposing a historic series of how theories of geography and human development have emerged. Findings: The outcomes of this analysis of geographic paradigms offer options for the management of multicultural education in development. A critical synopsis and a combination of various paradigms on global development seem most promising for a holistic and comprehensive understanding of globalisation. Research limitations/implications: In particular, recent developments in human geography exhibit rapidly changing paradigms (ironically called "the Latin America of sciences") and are hence difficult to systematise. Practical implications: Spaces are understood to be communicational spaces, the substrate of which is enabling communication technologies. The theoretical contemplations of this paper permit to design learning environments, learning styles and related technologies. Social implications: Perception and understanding of contradicting theories on global (economic and human) development facilitate education fostering multiple cultures of understanding. The author's own professional experience shows that only esteem for all paradigms can provide the full picture. Success means "collective production of meaning". Originality/value: Understanding history frees us to reach future consensus. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Human Geography; Geography Instruction; High School Students; Advanced Placement; Creative Teaching; Lesson Plans; Teaching Methods; Web Sites; Learner Engagement

Abstract:
The challenge of teaching AP Human Geography to high school students is to make geography relevant, engaging and "real world." Often the pace of teaching AP classes constrains the ability of teachers to do creative projects and truly engage students until after the exam is over in May. In this lesson plan, the author suggests using "Petites Projects" to further engage students in geography and provides a list of all the linked chapters (using Rubenstein's "The Cultural Landscape" 9th ed.) to Petites Projects that he does with each along with Web sites (if applicable) that might help in understanding and completing them. (Contains 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Enrichment; Organizational Change; Teaching Methods; Interdisciplinary Approach; Learning Strategies; Problem Solving; Urban Schools; STEM Education; Educational Technology; Instructional Design; Educational Trends; Educational Research; Inservice Teacher Education; Elementary Secondary Education; Undergraduate Students; Computer Simulation; Student Teachers; Preservice Teacher Education; Mixed Methods Research; Writing Teachers; Writing Instruction; Curriculum Development; Energy; Military Schools; Educational Games; Citizen Participation; Case Studies; College Instruction; Partnerships in Education; Computer Science Education; English (Second Language); Second Language Instruction; Energy Management; Armed Forces; Federal Programs; Biology; Dental Health

Abstract:
Involving two or more academic subjects, interdisciplinary studies aim to blend together broad perspectives, knowledge, skills, and epistemology in an educational setting. By focusing on topics or questions too broad for a single discipline to cover, these studies strive to draw connections between seemingly different fields. Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics: Studies on Urban Classrooms presents research and information on implementing and sustaining interdisciplinary studies in science, technology, engineering, and mathematics for students and classrooms in an urban setting. This collection of research acts as a guide for researchers and professionals interested in improving learning outcomes for their students. Contents include: (1) Interdisciplinary Learning from a Student's Perspective (Marlene Hidalgo); (2) STEM Academic Enrichment and Professional Development Programs for K-12 Urban Students and Teachers (Cecelia Wright Brown and Kevin A. Peters); (3) STEM Learning Communities: An Interdisciplinary Approach to Teaching and Learning (Bernadette Kelley and Lisa McClelland); (4) Reengineering an Introductory Computer Education Course for Undergraduate Students (Farhat J. Lakhavani and April Rupp); (5) Communication, Culture, and Technology: Learning Strategies for the Unteachable (Ray Gallon); (6) Using Second Life to Support Student Teachers' Socio-Reflective Practice: A Mixed-Method Analysis (Melissa Burgess); (7) Virtual Interdisciplinary Experiences for Teachers of Writing: Considerations for Implementation (Christine Rosalia and Laura Baecher); (8) Energizing Interdisciplinarity: Addressing Army Energy Use through Curricular Reform at West Point (Bruce Keith); (9) Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies (Paul C. King); (10) Enhancing Diversity in STEM Interdisciplinary Learning (Reginald A. Blake and Janet Liou-Mark); (11) Development of Interdisciplinary Problem-Solving Strategies through Games and Computer Simulations (Candido Cabo and Reneta D. Lansiquot); (12) Integration of Civic Engagement of Pedagogies in the STEM Disciplines (Gwen Cohen Brown and Laina Karthikeyan); and (13) All Hands on Deck: Using Case Studies to Support Institutional Change (Cinda P. Scott, Bonne August, and Constanza Eggers-Pierola). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; Skill Development; Job Skills; Education Work Relationship; Curriculum Development; Educational Policy; College Curriculum; Role of Education; Educational Objectives; Educational Environment; Human Geography; Geography Instruction; Educational Strategies

Abstract:
This paper revisits the skills agenda and suggests that in light of shifts from supply-side to demand-led provision within the UK higher education sector, there is a need to think more critically about the role and place of skills within university curricula. It suggests that if universities are to respond effectively to sector changes, then the increasing focus on embedding employability and skill development within curricula needs to be accompanied by consideration of how skills are understood, negotiated and given meaning at the curricula level. Consequently, this paper assesses how "place" affects our understandings of skills; it moves on to address the relationship between skills and the development of student personality, before concluding with an exploration of the performance of skills, which questions what we actually mean when we talk about skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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