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Descriptors:
Teaching Methods; Technological Literacy; Science Activities; STEM Education; Scientific Concepts; Physics; Elementary Schools; Secondary Schools; Engineering Education; Science Education; Mathematics Instruction; Technology Education

Abstract:
Exposing students to the application of math and science through a design-based activity can make them more technologically literate and teach integration between the STEM disciplines at an early age. This article discusses an activity that originated as a portion of a green residential house project conducted by the authors with their high school level students. The windmill portion was specifically targeted and broken down by the authors to work with elementary school students studying alternative energy at Kipps Elementary School in Blacksburg, VA. This activity can be completed at the upper elementary level as students enter Piaget's concrete operational stage and possess the fine motor skills to complement their logical thinking. This activity shows that teachers at any level, but specifically Grades 3-6, can be innovative in adapting lessons to promote technological 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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Learning Theories; Graduate Students; Course Descriptions; Reflection; Learner Engagement; Learner Controlled Instruction; Learning Activities; Multiple Literacies; Technological Literacy; Teacher Education Curriculum; Cultural Context; Communities of Practice; Group Dynamics; Instructional Development; Student Attitudes

Abstract:
This paper is a course description of a Digital Literacies class offered to both undergraduate and graduate students at an American university. The purpose of this paper is: (1) to describe the pedagogical bones of this course, drawing upon theories of learning in a participatory culture, including a discussion of how, and where, the course fell short; and (2) to reflect upon the process of teaching this course while trying to involve students in substantial and meaningful ways, even though the author, as professor, retained the final say on grading. The author highlights specific course activities where students had significant input. Although this is not a report of a data-driven research project, students' voices and thoughts play a significant role in this paper as they provided feedback on the implementation of this course. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teacher Education; Teacher Education Programs; Information Systems; Phenomenology; Course Content; Preservice Teachers; Educational Experience; Learning Experience; Virtual Classrooms; Interviews; Student Teacher Attitudes; Teacher Placement; Field Experience Programs; Supervisor Supervisee Relationship; Delivery Systems; Technological Literacy; Expectation; Distance Education; Educational Technology

Abstract:
Situated in the theoretical perspective of phenomenology, the purpose of this study was to understand the experiences of three preservice teachers who voluntarily participated in a field placement in a virtual school in the southeastern United States. The preservice teachers were paired with online teachers for four weeks. Their experiences were documented via four phenomenological interviews. Using phenomenological analysis, the interview data were analyzed, resulting in the essence of the virtual school field placement. The essence of the virtual school field placement was made up of six shared horizons, consisting of (1) communication with supervising teacher, (2) information systems at the virtual school, (3) modification of course content, (4) exposure to new technologies, (5) balancing act, and (6) unmet expectations. The results have implications for preservice teachers, teacher education programs, virtual schools, education policymakers, and teacher certification organizations. Suggestions for future research are provided. 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:
Information Technology; Elementary School Teachers; Comparative Analysis; Foreign Countries; Teacher Attitudes; Personality; Student Characteristics; Gender Differences; Sex Stereotypes; Questionnaires; Technological Literacy; Student Interests; Sex Fairness; Teacher Education; Elementary School Students

Abstract:
The purpose of this study was to examine primary teachers' views about the abilities and personality characteristics of boys and girls relative to information and communication technologies (ICTs) and computing, and to explore the relationship of teachers' gender-stereotyped views with teachers' gender, age, computer experience and self-efficacy in educational computer use. Participants were 241 Greek primary teachers who responded to a structured questionnaire. All teachers recognised that developing ICT skills was equally important for all students, but nearly half of them thought that boys were more likely to have the aptitude, interest and personality characteristics to pursue studies in information or computer science. Teacher views on gender and technology were not associated with teacher gender, self-efficacy in educational ICT use, computer experience or age. Findings suggest that teacher preparation and professional development programmes should address gender equity issues. (Contains 3 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:
Immigrants; Socialization; Social Networks; Community Centers; Access to Computers; Information Technology; Technological Literacy; Adults; Correlation; Community Programs; Spanish Speaking; Cooperation; English (Second Language); Second Language Learning

Abstract:
Some studies of technology use by immigrants have explored the role of digital media in their maintenance of affiliations with their nations of origin. However, the potential for transnational social networks to serve as "resources" that facilitate digital literacy socialization for adult immigrant learners remains unexplored. In this study, I draw on the concepts of simultaneity and transnational social fields (Levitt & Glick Schiller, 2004) to analyze the relation between local and remote networks and the use of technology by immigrant learners. The findings reveal the configuration and exchange of resources across nation states, facilitated by family networks and by a local community center with the support of a Mexican institution. The findings also demonstrate the ways in which digital literacy practices were adopted by participants to maintain these transnational connections and to build new networks with local institutions. Implications for community-based technology programs for learners with transnational ties are discussed. 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:
Action Research; Teaching Methods; Technological Literacy; Feedback (Response); Teacher Attitudes; Scientific Literacy; Cooperation; Science Teachers; Chemistry; Attitude Change; Case Studies; Program Implementation; Interviews; Positive Attitudes; Reflection; Faculty Development; Inservice Teacher Education; Secondary School Teachers; Foreign Countries; Science Instruction

Abstract:
The main goal of this study was to explore the role of collaborative action research in eliciting change in teacher beliefs. The beliefs were those of five chemistry teachers in implementing a new teaching approach, geared to enhancing students' scientific and technological literacy (STL). The teacher beliefs were analysed based on Ajzen's Theory of Planned Behaviour (2005) by looking at the teacher's (a) attitude towards implementing STL modules, (b) perceived subjective norms, and (c) behavioural control regarding the new teaching approach. After an introductory year, when teachers familiarised themselves with the new approach, a collaborative action research project was initiated in the second year of the study, helping teachers to minimise or overcome initially perceived constraints when implementing STL modules in their classroom. The processes of teacher change and the course of the project were investigated by teacher interviews, teacher informal commentaries, and meeting records. The formation of positive beliefs towards a STL approach increased continuously, although its extent and character varied depending on the teacher. The close cooperation, in the format of collaborative action research and especially through teacher group reflections and perceived collegial support, did support teacher professional development including change in their beliefs towards the new teaching approach. Additionally, positive feedback gained from other teachers through running a two-day in-service course in year three helped to strengthen all five teachers' existing beliefs towards the new approach. The current research demonstrated that perceived constraints, where identified, can be meaningfully addressed by teachers, through undertaking collaborative action research. (Contains 1 table and 1 figure.) 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:
Higher Education; Information Technology; Teaching Methods; Preservice Teacher Education; Foreign Countries; Online Courses; Teacher Educators; Teacher Attitudes; College Faculty; Preservice Teachers; Self Efficacy; Technological Literacy

Abstract:
With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly widespread across the higher education sector. It is now found across a wide range of disciplines (e.g., business, health, psychology, accounting, information technology) and program levels (e.g., from associate degrees to doctorate degrees). Online delivery is also strongly represented in the teacher education sector at many universities. Research of online delivery in higher education generally and teacher education specifically has pointed to a range of benefits and challenges associated with this mode of learning. Within the teacher education literature, many aspects of the online preparation of teachers remain poorly understood. More specifically, there is scant literature on the experiences and beliefs of teacher educators in relation to their readiness and preparation for online teaching as well as their beliefs in relation to the appropriateness of online education for preservice teachers. This article responds to this gap in the literature and reports on an exploratory study that worked with academic staff, teaching in a fully online teacher education course, at a mid-size Australian university. Twenty-seven teacher educators completed a 34-item questionnaire that consisted of closed and open-ended questions. With regards to readiness and preparation for teaching online, the majority of teacher educators reported lacking confidence and competence in the technological and pedagogical skills required to teach online. By and large, the study participants were welcoming of individualized "at-elbow" support that seemed to abate some of their fears of online teaching. The teacher educators were generally divided on whether the online classroom was an appropriate method for preparing preservice teachers. This article concludes with several recommendations for consideration by teacher educators who work in an online environment and sets the stage for a more ambitious study. (Contains 1 table 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:
Student Attitudes; Best Practices; Public Relations; Search Engines; Readiness; Definitions; Trend Analysis; Knowledge Level; Technological Literacy; Online Surveys; Student Surveys; Primary Sources; Familiarity; Search Strategies

Abstract:
Enough evidence is available to support the idea that public relations professionals must possess search engine optimization (SEO) skills to assist clients in a full-service capacity; however, little research exists on how much college students know about the tactic and best practices for incorporating SEO into course curriculum. Furthermore, much of the literature on the topic is in trade publications and blogs rather than scholarly journals. To fill this void, this study has two primary objectives. First, it seeks to shed light on definitions, trends, and current practices relating to the use of SEO in public relations. Second, the study seeks to learn how much students know about SEO and where they acquired their knowledge. Educators can incorporate this information into curricula to help students remain current with the profession. Study findings are informative not only for PR professors who are considering adding SEO elements to courses but also for PR professionals who want to learn more about the topic. (Contains 7 tables and 28 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:
International Organizations; Educational Improvement; Educational Objectives; Global Approach; Evaluation Methods; Achievement; Child Safety; Physical Health; Well Being; Social Development; Emotional Development; Interpersonal Competence; Art; Creative Activities; Cultural Education; Communication Skills; Literacy; Attention; Creativity; Critical Thinking; Numeracy; Mathematical Concepts; Technological Literacy; Science Process Skills

Abstract:
In the run-up to 2015 and beyond, the global education community must work together to improve learning and propose practical actions to deliver and measure progress. In response, UNESCO through its Institute for Statistics (UIS) and the Center for Universal Education (CUE) at the Brookings Institution have co-convened the Learning Metrics Task Force (LMTF). The project's main objective is to shift the focus of global education debates from access to access "plus" learning. Based on input from technical working groups and global consultations, the task force will make recommendations to help countries and international organizations measure and improve learning outcomes for children and youth worldwide. In the first phase of the project, the Standards Working Group prepared a series of initial recommendations to identify the competencies, knowledge or areas of learning that are important for all children and youth to master in order to succeed in school and life. This initial work (based on current discussions, policies and research) was then enriched following a broad consultation involving more than 500 individuals in 57 countries. The final Phase I recommendations from the task force are presented in its first report entitled, "Toward Universal Learning: What Every Child Should Learn," which presents a framework for what every child and youth should learn and be able to do by the time they reach postprimary age. Appended are: (1) Individuals Contributing to the Phase I Public Consultation Period; (2) Selected Global Dialogues and Frameworks on Learning Outcomes; (3) International, Regional and Cross-National Initiatives to Measure Learning; (4) Methodology; and (5) First Public Consultation Document. (Contains 4 figures, 3 tables, and 7 endnotes.) [This paper is a joint publication with the UNESCO Institute for Statistics. Additional funding for this paper was provided by Dubai Cares and the Douglas B. Marshall, Jr. Family Foundation.] 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:
Engineering Education; Technology Education; Engineering; Conservation (Environment); Civil Engineering; Sustainable Development; Class Activities; Academic Standards; Technological Literacy

Abstract:
It is obvious that engineering played a significant role in the development of the world. Many contributions engineers have given are visible in the world and in people's daily lives. Unfortunately, humans often learn through trial and error, and much of the world has been developed in ways that did not contribute to the well-being of the planet or future generations. Poor planning as well as economic and political gains have played critical roles in how much of the world has been developed. Today, however, many engineers are learning from the past and making amends for these mistakes. Civil and environmental engineers are playing a particularly important role in new development. Predominantly beginning in the 1990s, civil and environmental engineers have stressed the importance of sustainable development. They understand that future economic growth and stability, as well as the health of nations and people, heavily rely on the health of the planet. Sustainable development promotes this well-being, and will aid in preserving the environment and securing a healthy future for generations to come. (Contains 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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