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Descriptors:
Teaching Methods; Physiology; Anatomy; Biology; Concept Mapping; Undergraduate Students; Course Content; Models; Lecture Method; Pretests Posttests; Foreign Countries; Comparative Analysis; Control Groups; Experimental Groups; Higher Education; Computers; Evaluation; College Students; Computer Uses in Education; Computer Assisted Instruction; Feedback (Response)

Abstract:
The aim of this study is to compare the effectiveness of models of programmed instruction and conventional (informative-illustrative) expository teaching in terms of fulfilling the aims of the course "Human anatomy and physiology" which is included in the physiology programme and designed for undergraduate students majoring in biology education at the Faculty of Biology, University of Belgrade. For this purpose, a model of a pedagogical experiment with parallel groups of students was applied. One group was presented the course content through programmed instruction, with the help of computers and programmed materials, which included the elaboration of concept maps. The second group was presented the same content through expository (informative-illustrative) instruction, the traditional lecturing model. In terms of quantity and quality of knowledge acquired by students in the tested teaching field, the experimental model of programmed instruction was more effective. (Contains 2 tables and 5 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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Postsecondary Education; Postmodernism; Competition; Commercialization; Computers; Neoliberalism; Performance; Research; Financial Support; Foreign Countries

Abstract:
Jean-Francois Lyotard's classic work, "The Postmodern Condition," was first published in 1979 and has been available in English translation since 1984 (Lyotard 1984). Intended as a "report on knowledge," "The Postmodern Condition" has gained a wide readership among critical policy analysts with an interest in universities and research. Lyotard identifies fundamental shifts in conceptions of the nature, function, and status of knowledge that would become clearly evident both within and beyond the confines of the academy. Lyotard did not frame his work in terms of the organizing themes of utopia or dystopia, but "The Postmodern Condition" lends itself readily to analysis from such a perspective. With so much having been written about Lyotard, and "The Postmodern Condition" in particular, it can be helpful to focus on a quite specific context as a means for making some broader theoretical observations. In this article, the author examines developments in tertiary education and research policy in New Zealand, paying particular attention to the Performance-Based Research Fund (PBRF) as an example of performativity, competition, and the commodification of knowledge in action. He argues that the trends evident in changes under the PBRF constitute a form of academic dystopia. The article begins with an overview of Lyotard's position on knowledge, competition, and research in a computerized, postmodern world. He then assesses the PBRF in the light of Lyotard's ideas. He comments on the limiting language of outputs, discusses links between information, interpretation, and the unknown, and considers the impact of research assessment regimes on intellectual life. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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High Schools; Secondary Education; English Teachers; Mathematics Teachers; Science Teachers; Social Studies; Language Teachers; Second Language Instruction; Constructivism (Learning); Teaching Methods; Statistical Significance; Differences; Intellectual Disciplines; Individualized Instruction; Educational Technology; Computers; Technology Uses in Education; Active Learning; Student Projects

Abstract:
The purpose of this study was to compare high school Math, Science, Social Studies, English, and Foreign Language teachers' implementation of teaching practices in terms of their pedagogical dimensions in a one-to-one computing environment. A survey was developed to measure high school teachers' implementation of teaching practices associated with Collaborative Learning, Constructivist Learning, Project-Based Learning, and Differentiated Instruction in a one-to-one computing environment. Of the 209 teacher participants, 170 high school teachers were chosen for the purposeful sample. The results of the one-way between-group analysis of variance showed that there was a statistically significant difference in terms of high school Math, Science, Social Studies, English, and Foreign Language teachers and their pedagogical practices while implementing one-to-one computing technology. The findings in this study indicated different pedagogical classroom practices in a one-to-one computing environment among the high school disciplines. This study revealed how teachers use specific technological resources and strategies to teach their content. (Contains 13 tables.) 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:
Educational Change; Cultural Capital; Grade 5; Computers; Models; Academic Achievement; Teacher Student Relationship; Grade 3; Information Technology; Influence of Technology; Evaluation; Scores; Item Response Theory; Regression (Statistics); Least Squares Statistics

Abstract:
We update theories of teacher expectancy and cultural capital by linking them to discussions of technology. We argue for broadening the span of culturally important forms of capital by including the digital dimension of cultural capital. Based on data from the third-grade and fifth-grade waves of the Early Childhood Longitudinal Survey-Kindergarten cohort (ECLS-K), results suggest a comprehensive model where teachers play a prominent, mediating role in the effects of computer proficiency on academic achievement. These findings have practical applications within classrooms, which can lead to a reduction in stratification. Our findings modernize and renew theoretical tools for understanding teacher and student interactions and the effects on achievement outcomes. (Contains 3 tables and 8 notes.) 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:
Educational Technology; Children; Early Childhood Education; Preschool Children; Technology Integration; Computer Uses in Education; Communities of Practice; Professional Development; Computers; Computer Software; Computer Literacy; Preschool Teachers; At Risk Students

Abstract:
This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented. 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:
Computers; Autism; Language Acquisition; Theory of Mind; Computer Games; Educational Technology; Teaching Methods; Pervasive Developmental Disorders; Assistive Technology; Social Development; Communication Skills; Language Skills

Abstract:
Major advances in multimedia computer technology over the past decades have made sophisticated computer games readily available to the public. This, combined with the observation that most children, including those with autism spectrum disorders (ASD), show an affinity to computers, has led researchers to recognize the potential of computer technology as an effective and efficient tool in research and treatment. This paper reviews the use of computer-assisted technology (CAT), excluding strictly internet-based approaches, to enhance social, communicative, and language development in individuals with ASD by dividing the vast literature into four main areas: language, emotion recognition, theory of mind, and social skills. Although many studies illustrate the tremendous promise of CAT to enhance skills of individuals with ASD, most lack rigorous, scientific assessment of efficacy relative to non-CAT approaches. 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:
Educational Technology; Feedback (Response); Media Selection; Technology Integration; Interviews; Focus Groups; Internet; Computer Software; Computers; Users (Information); Information Technology; Information Management; Delivery Systems; Information Storage; Evaluation; Usability

Abstract:
The importance of adopting technology-supported performance systems for on-the-job learning and training is well-recognized in a networked economy. In this study, we present a performance support system (PSS) designed to support technology integration for lesson design. The goal is to support educators in the development of appropriate and effective technology integration strategies for learning and training events. The system is based on the PSS design architecture created by Hung and Chao (2007) called Matrix-Aided Performance System (MAPS). MAPS was created to minimize navigational confusion and enhance users' comprehension and synthesis of information gathered from the PSS. Fifteen educators and instructional technologists were invited to evaluate the system's readiness as well as to identify potential practical constraints that might hinder its use in a real-world setting. Findings from a perception survey and focus group interviews confirm the beneficial effects of the unified interface on navigation and orientation of content materials. Feedback provided by participants to improve the system interaction and functionality are also reported to further validate the design architecture of MAPS. (Contains 2 tables and 3 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:
Skilled Workers; Manufacturing; Technology; Electronics; Technical Education; Vocational Education; Computers; Careers

Abstract:
The Colfax High School (Colfax, California) Design Tech program incorporates both academic instruction and practical use of advanced technology to prepare students for the wide range of occupations that involve working with metal, wood, computers, and electronics. In this article, the author describes how Colfax students applied academic learning, developed flexible thinking, and acquired marketable skills in the school's Design Tech program while using advanced manufacturing technology to build solar-powered drag racers. The students learn to use a computer numerical control (CNC) router that is used to build the wooden body as well as a CNC plasma cutter that is used to build the metal chassis of the drag racer. 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:
Prompting; Metacognition; Experiments; Equipment; Games; Computers; Educational Games; Multimedia Instruction; College Students; Higher Education; Psychology; Control Groups; Scores

Abstract:
The purpose of this study was to test the instructional value of adding paper-based metacognitive prompting features to a gamelike environment for learning about electrical circuits, called the Circuit Game. In Experiment 1, students who were prompted during Levels 1 through 9 to direct their attention to the most relevant features of the game and were provided with a list of its underlying prin test ciples to relate to their game actions performed better on an embedded transfer(i.e., Level 10) than those not provided with the intervention (d = 0.77). In Experiment 2, the principles were not explicitly provided; instead, students were asked to fill in the correct features of each principle on a sheet while playing Levels 1 through 9 of the game. Results indicated that this method of prompting improved transfer performance only for learners who could correctly fill in the list of the game's principles (d = 0.53). Overall, paper-based aids for directing students' attention toward the most relevant features of a game and asking them to apply provided principles to solve game-based problems result in a deeper understanding of the game's academic content. (Contains 5 tables and 2 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:
Intervention; Behavior Modification; Therapy; Anxiety; Depression (Psychology); Counseling Techniques; Cognitive Restructuring; Control Groups; Comparative Analysis; Outcomes of Treatment; Adults; Prediction; Measures (Individuals); Attention Control; Resilience (Psychology); Cognitive Ability; Computers; Symptoms (Individual Disorders)

Abstract:
Objective: Computerized cognitive behavioral therapy (cCBT) and cognitive bias modification for interpretation (CBM-I) both have demonstrated efficacy in alleviating social anxiety, but how they compare with each other has not been investigated. The present study tested the prediction that both interventions would reduce anxiety relative to a no-intervention comparison condition, but CBM-I would be particularly effective at modifying threat-related cognitive bias under high mental load. Method: Sixty-three primarily Caucasian adults (mean age = 22.7, SD = 5.87; 68.3% female) with high social anxiety, randomly allocated to 3 groups: CBM-I (n = 21), cCBT (n = 21), and a no-intervention control group (n = 21) provided complete data for analysis. Pre- and postintervention (4 sessions lasting 2 weeks, control participants only attended the pre-post sessions) self-report measures of anxiety, depression, attentional control, and threat-related interpretive bias were completed. In addition, interpretive bias under high versus low cognitive load was measured using the Scrambled Sentences Test. Results: Both CBM-I and cCBT groups reported significantly reduced levels of social anxiety, trait anxiety, and depression and improved attentional control, relative to the control group, with no clear superiority of either active intervention. Although both active conditions reduced negative bias on the Scrambled Sentences Test completed under mental load, CBM-I was significantly more effective at doing so. Conclusions: The results suggest that although not differing in therapeutic efficacy, CBM-I and cCBT might differ in the resilience of their effects when under mental load. (Contains 3 tables and 3 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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