Technology in Education

Code, Jillianne R, Andrew J. Howell and Genevieve M Johnson. "Online Discussion and College Student Learning: Toward a Model of Influence." Technology, Pedagogy and Education 14 (2005): 61-76.

Abstract:

As technology revolutionizes instruction, conceptual models of influence are necessary to guide implementation and evaluation of specific applications such as online peer discussion. Students in an educational psychology course analyzed five case studies that applied and integrated course content. Some students (n = 42) used WebCT Discussions to submit their case studies; other students (n = 82) submitted written case-study analyses to their instructor. Unexpected WebCT server difficulties allowed for analysis of the impact of technology malfunction on student learning. At the beginning of the course, the groups did not differ from each other. Subsequent differences between the groups suggested benefits of online discussion until the point at which the technology malfunctioned. A model of the influence of online peer discussion is generated from the data and includes proposed mechanisms by which student learning is both positively and negatively affected by the utilization of instructional technology.

Ferdig, Richard E, Punya Mishra, and Yong Zhao. "Component Architectures and Web-based Learning Environments." Journal of Interactive Learning Research 15 (2004): No page number.

Abstract:

The Web has caught the attention of many educators as an efficient communication medium and content delivery system. But we feel there is another aspect of the Web that has not been given the attention it deserves. We call this aspect of the Web its component architecture. Briefly it means that on the Web one can develop very complex applications, not from scratch, but rather by mixing and matching a selected array of specialized modules. We argue that this component architecture allows us to easily and inexpensively develop complex, diverse, dynamic, and pedagogically sound educational software. Additionally this component architecture changes the way teachers think about and teach with technology. It also has implications for how we teach the next generation of educational technology designers. In this article we discuss the advantages of the Web as a component framework for educational software development by examining three web-based learning environments. The three environments are different in many ways and were developed on different computer platforms, but all took advantage of the component architecture of the Web. We also explore the implications of the component concept for teachers and educational technologist.

George, Julie and Kari Martin. "Forging the Library Courseware Link: Providing Library Support to Students in an Online Classroom Environment." College & Research Libraries News 65 (2004): 594-597,613.

Abstract:

Notes the influence on many campuses of course software management packages (CSMP) which enable faculty to teach fully online or use the Web to enrich traditional courses and recounts how Eastern Kentucky Libraries seized the opportunity to further their collaboration with faculty when the university selected and implemented the Blackboard CSMP. Describes the benefits of integrating library resources into Blackboard and sets out 7 steps in the process of integration. A panel within the article offers ideas for other libraries considering integration with a CSMP.

Huang, Wayne, J H Huang, Z X Lin and David C Yen. "How to Compete in a Global Education Market Effectively: a Conceptual Framework for Designing a Next Generation EEducation System." Journal of Global Information Management 12 (2004): 84-107.

Abstract:

Computer-aided instruction (CAI) has existed for decades. Its third generation system using Internet and Web technologies to deliver university education (so called virtual universities) has been a hot research topic in recent years. However, few such virtual universities have been as successful as expected. Why didn't eEducation systems turn out to be a silver bullet for virtual universities as expected? What are the components and elements that have been missed in current eEducation systems? How can we learn from past experience and lessons so that a conceptual framework could be proposed to design a better next generation eEducation system that could help universities and corporations to gain competitive advantages in a global education market? This research paper tries to explore these important issues. Based upon a comprehensive literature review, a conceptual framework is proposed with the aim of guiding the design of a next generation eEducation system

Khalil, Mounir A. "Vision to Reality: Applications of Wireless Laptops in Accessing Information from Digital Libraries: End-Users' Viewpoints." Library Hi Tech News 21 (2004) 25-29.

Abstract:

Wireless LANs (WLAN) offer network flexibility and end-user mobility, making them one of the hottest technologies today. They have great impact on individuals and organizations. Now people can use wireless networks in every application where recent findings indicate that growth in WLAN market continues to be driven by the corporate and educational sectors, where the desire to increase productivity and the benefit of enhanced mobility and learning outcomes continue to fuel demand. A questionnaire was developed to survey the behavior of end-users, especially students and faculty, in using wireless laptops in accessing information from the Internet, digital libraries and many electronic sources in their education and research. The paper presents the advantages and disadvantages of using wireless network laptops as well as barriers for not using them in Higher Education. Special new update on wireless network security will be included. Guidelines for implementing wireless laptops in higher education are discussed.

Shen, Ching-Heng. "Integrating Information Technology Into Instruction: Concept, Application, and Activity Planning." Journal of Educational Media and Library Sciences 42 (2004): 139-155.

Abstract:

With the rapid development of computer and Internet technology, the use of information technology (IT) in education is received more and more attention. "Integrating IT into instruction " was set to be the basic goal in the "Blueprint for Information and Computer Education in the Elementary and Secondary Schools" developed by Ministry of Education in 2001. In addition, 20% of the total teaching hours will be set to be devoted to it. Therefore, according to the above statements its importance is very clear. This paper discussed the meanings, contents, purposes, and different ways of integrating IT into the classroom. Furthermore, it planned classroom activities for IT integration with subjects such as mathematics, Chinese language arts, and English language arts at the secondary school level. It is hoped that it can help teachers better understand IT-integrated teaching to take its greatest advantages.

Rhoads, Robert. "In the Service of Citizenship: A Study of Student Involvement in Community Service." Journal of Higher Education 69 (1998): 277-297.

Abstract:

Explores ways in which college students ' community service contributes to citizenship education. A qualitative study over six years, involving interviews, surveys, and observation of students , examined how a more caring sense of self may be enhanced through student involvement. Three major themes in student experiences are discussed: exploration of the self; understanding of others; and views of social good.

Gray, Maryann; Ondaatje, Elizabeth H.; Zakaras, Laura. "Combining Service and Learning in Higher Education: Learn and Serve America, Higher Education. Summary Report." Journal of Interactive Learning 69 (2001).

Abstract:

As mandated by the U.S. Congress, this report evaluates the Learn and Serve America program's effects on higher education students ( service providers), service recipients, and higher education institutions, and assesses the program's return on investment. An introduction summarizes the policy debate and reviews the study objectives and approach. Other sections: (1) review program accomplishments in direct service and capacity building; (2) assess the program's effects on student development; (3) assess the program's effects on communities ; (4) assess the program's effects on colleges and universities as measured by four objectives (expanding student service opportunities, integrating service into course work, fostering mutually beneficial relationships with community organizations, and promoting sustainable programs); and (5) estimate the program's return on investment. The report finds that community organizations are strongly positive about the program; that institutional support is growing and an increasing number of service -learning courses are being offered; and that students are satisfied with their service learning courses. In measuring the program's return on investment, it was found that the value of services delivered increased sharply over three years relative to resources expended; in the third year, the return on investment was positive.

McMahon, Rebecca. "Service Learning: Perceptions of Preservice Teachers." Journal of Higher Education 69 (1998).

Abstract:

Efforts are currently being made across the country to strengthen the connection between students' service learning experiences and course content at the university level. A study used qualitative data for gaining insight into preservice teachers' experiences and perceptions related to service learning. Subjects were undergraduate students enrolled in two sections of an early childhood course. Each student volunteered to work a minimum of 10 hours for an organization that serves children. Students reflected on their experiences by keeping dialogue journals and participating in two reflection sessions. At the end of the semester, students contemplated involvement in community service by responding to a set of open-ended questions in the form of a narrative reaction paper. Reaction papers were individually analyzed by two researchers for the purpose of identifying patterns or similarities in three broad areas of interest: (1) overall attitude, (2) learning that occurred, and (3) impact on university life. Following a collaborative analysis of research notes, findings were synthesized. Data analysis revealed a favorable perspective toward service learning. Academic benefits cited ranged from clarifying an individual's choice of major to observing or applying information present in university courses. Additionally, participants communicated learning outcomes in regard to each individual, the community, and children/adolescents. Contains 3 references.

Iscoe, Louise K.; Keir, Scott S. "Revisiting the School of the Future: The Evolution of a School-Based Services Project.." Journal of Higher Education 69 (1997).

Abstract:

The Hogg Foundation for Mental Health created the School of the Future (SoF) project to enable selected Texas schools to coordinate and implement school-based social and health services on their campuses and to demonstrate the effectiveness of this method of service delivery by evaluating the project. This report documents the evolution of the SoF project, focusing on the four sites 2 years after the end of the initial 5-year funding, looking at the various ways the project has continued after the demonstration program came to an end. It also describes how the four sites looked at different stages: the end of the start-up, the end of the funding period, and 2 years later. Demonstration sites were: (1) two schools in Austin; (2) two elementary and one middle school in Dallas; (3) two elementary and one middle school in Houston; and (4) two elementary and one middle school in San Antonio. All the schools were urban and in high-poverty areas with concentrations of minority students. Services offered and site characteristics differed in the four cities. All projects have continued in new forms, in programs built on the concepts and strategies of the original model. These communities did not replicate the original SoF program, but all credit it with providing the basic ideas for the new efforts and guidance in getting them started. The success of the initiatives in all four cities is credited to substantial funding, flexibility of design, community participation, long-term commitment, and supportive personnel.

Bicknese, Gunther. "Study Abroad Part I: A Comparative Test of Attitudes and Opinions."

Abstract:

Little systematic research has been done regarding the effect of study abroad on American students, and few criteria for the success of programs have been established. Three separate polls of the participants in the Millersville Year in Marburg (1963 to 1966) program were taken to: (1) test the psychological impact objectively at the beginning and end of each year; (2) register subjective impressions that surfaced at the conclusion of the program; and (3) ascertain the students' matured views one year after their return to America. These evaluations, completed in 1967, are as meaningful now as they were then. The profession has yet to act on many of the recommendations. The students corrected their preconceived ideas of Europe; they became fluent in German and familiar with the culture; and they matured as scholars and persons. All experienced culture shock, and most became, at least temporarily, "Germanophiles." The following major conclusions were drawn from this study: (1) integration into the host society should be gradual; (2) the "target-language-only" rule should be based on voluntary cooperation; and (3) the greatest benefits are achieved after the first five months abroad. Because study abroad could become a vital tool in furthering the study of languages and culture, more research is urgently needed.

Janas, Marek. "Contacts with Schools in the Country and Abroad as a Way of Perfecting a Second Language." Jezyki Obce w Szkole 42 (1998): 141-144.

Abstract:

Reported is a project in which learners (N unspecified) of German as a second language - students of a vocational lycee in Poland - participated in a series of tasks involving issues of the Holocaust & National Socialism in the Third Reich & met with peers from German schools to discuss the role of the German leadership & average citizenry in Nazi atrocities during WWII. Students' enthusiastic participation & positive evaluation of their contact with native speakers are noted, & increased learning motivation & less fear communicating in the target language are identified as principal benefits.

Long, Donna Reseigh. "The Experiential Course: An Alternative to Study Abroad for Nontraditional Students." Foreign Language Annals 30 (1997): 301-310.

Abstract:

Many students today do not fit the traditional mold of those who enter college directly from high school & complete their baccalaureate degrees in four years. While foreign language educators agree that participation in a study-abroad program can result in linguistic & cultural benefits to students, some students are unable to take advantage of such programs for personal & financial reasons. An intensive experiential course based on university & community resources can offer such students a rich alternative linguistic-cultural experience.

Preece, Robert. "Visual Arts Learning Opportunities for Study Abroad Students in American ESL Programs: Focus on Tours." Working Papers in ELT & Applied Linguistics - Hong Kong Polytechnic University 2 (1996-1997): 115-129.

Abstract:

The educational benefits of integrating content-based visual arts classes & tours of national monuments into US English as a second language (ESL) programs for study abroad students are examined. A comparison between European & US English-medium study abroad programs reveals two disparate outcomes, the results of differences in the language backgrounds of students, program curriculum, faculty expertise, & program location. Several paradigms for integrating art & architecture tours into study abroad programs for ESL students are offered; a content-based program practiced at Temple U that provides students the opportunity to visit Philadelphia's national monuments is reviewed. Guidelines for selecting sites for tours & for conducting museum & architecture tours are provided.

Robinson, John. "The Time Has Come, the Linguist Said ..." Educational Exchange 25 (1977): 15.

Abstract:

Emphasized are the linguistic & cultural benefits that a trip abroad provides for language students. It is suggested that more money be spent on such trips rather than on artificial classroom learning devices.

Simons, Germain. "The Language Classroom as an Observatory and Laboratory for Foreign-Language Learning through Project Education." Etudes & Travaux 3 (1999): 67-84.

Abstract:

Visiting a foreign country is promoted as a project to give secondary school students opportunities for authentic communication with native speakers. The notion of pedagogie par projet 'education by project' is explored in terms of M. Bru & L. Not's (1987) discussion of the meanings of projet 'project' in education. The short stay abroad, as one means of direct exposure to a foreign language, is a project chosen & undertaken by the students themselves. The project's stages, application, & advantages are examined. Strategies for using the experience as an observatory & learning laboratory are explained. Objections to including foreign travel in second-language instruction are answered.