Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

ERIC Educational Resources Information Center

Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin

2015-01-01

The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development

ERIC Educational Resources Information Center

Niess, Margaret L.; van Zee, Emily H.; Gillow-Wiles, Henry

2011-01-01

Inservice teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21st century. This interpretive study examined inservice K-8 teachers' growth in their pedagogical content knowledge (PCK) toward technology, pedagogy, and content knowledge (TPACK) in an online…

Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter; Kelly, Nick

2013-01-01

The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The…

Validating and Modelling Technological Pedagogical Content Knowledge Framework among Asian Preservice Teachers

ERIC Educational Resources Information Center

Chai, Ching Shing; Ng, Eugenia M. W.; Li, Wenhao; Hong, Huang-Yao; Koh, Joyce H. L.

2013-01-01

The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey…

Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Boz, Yezdan; Aydin-Günbatar, Sevgi

2017-01-01

This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards…

Assessing New Zealand High School Science Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris

2015-01-01

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Oskay, Özge Özyalçin; Odabasi, Zuhal

2016-01-01

The effects of technological developments occurred new requirements in educational area. Today's teachers should know the content knowledge they teach, have pedagogical knowledge about teaching and learning methods and besides should use the technological tools effectively. Depending on these, new concepts such as Technological Pedagogical Content…

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

NASA Astrophysics Data System (ADS)

Kim, Hanna

2011-12-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, "Green Earth Enhanced with Inquiry and Technology." We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students' attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts ( p < .05).

Preservice Teachers' Level of Web Pedagogical Content Knowledge: Assessment by Individual Innovativeness

ERIC Educational Resources Information Center

Gökçearslan, Sahin; Karademir, Tugra; Korucu, Agah Tugrul

2017-01-01

Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers…

Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

ERIC Educational Resources Information Center

Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong

2017-01-01

Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA…

The investigation of science teachers’ experience in integrating digital technology into science teaching

NASA Astrophysics Data System (ADS)

Agustin, R. R.; Liliasari; Sinaga, P.; Rochintaniawati, D.

2018-05-01

The use of technology into science learning encounters problems. One of the problem is teachers’ less technological pedagogical and content knowledge (TPACK) on the implementation of technology itself. The purpose of this study was to investigate science teachers’ experience in using digital technology into science classroom. Through this study science teachers’ technological knowledge (TK) and technological content knowledge (TCK) can be unpacked. Descriptive method was used to depict science teachers’ TK and TCK through questionnaire that consisted of 20 questions. Subjects of this study were 25 science teachers in Bandung, Indonesia. The study was conducted in the context of teacher professional training. Result shows that science teachers still have less TK, yet they have high TCK. The teachers consider characteristics of concepts as main aspect for implementing technology into science teaching. This finding describes teachers’ high technological content knowledge. Meanwhile, science teachers’ technological knowledge was found to be still low since only few of them who can exemplify digital technology that can be implemented into several science concept. Therefore, training about technology implementation into science teaching and learning is necessary as a means to improve teachers’ technological knowledge.

Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

NASA Astrophysics Data System (ADS)

Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

2016-05-01

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

Pre-Service Physical Education Teachers' Technological Pedagogical Content Knowledge, Technology Integration Self-Efficacy and Instructional Technology Outcome Expectations

ERIC Educational Resources Information Center

Semiz, Kivanc; Ince, Mustafa Levent

2012-01-01

The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences…

The Development Process of a Mathematic Teacher's Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yildiz, Hilal; Gokcek, Tuba

2018-01-01

Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of…

Teaching Statistics with Technology

ERIC Educational Resources Information Center

Prodromou, Theodosia

2015-01-01

The Technological Pedagogical Content Knowledge (TPACK) conceptual framework for teaching mathematics, developed by Mishra and Koehler (2006), emphasises the importance of developing integrated and interdependent understanding of three primary forms of knowledge: technology, pedagogy, and content. The TPACK conceptual framework is based upon the…

Behavioural Intention and Pre-Service Mathematics Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Gonzalez, Maria Jose; González-Ruiz, Ignacio

2017-01-01

Teachers' beliefs, together with sound technological pedagogical content knowledge (TPACK), are directly related to the effective integration of technology in mathematics teaching. This study explored the relationship between pre-service teachers' behavioural intention to use technology to teach mathematics and their TPACK. A case-study analysis…

The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

NASA Astrophysics Data System (ADS)

Barron, Paul E.

In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge may generate greater student knowledge gains than didactic teaching and weak teacher STS content knowledge. In this limited sample, it was found that constructivist teaching practice can overcome weak teacher STS content knowledge in increasing student STS content knowledge. In addition, other factors such as problem-solving and decision-making skills need to be studied as part of an overall framework for STS teaching.

Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web

ERIC Educational Resources Information Center

Lee, Min-Hsien; Tsai, Chin-Chung

2010-01-01

Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers' Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into…

Professional Development for Transformational Technology Integration: An Experimental Study of In-Service Teachers' Self-Perceptions of Technological Pedagogical and Content Knowledge

ERIC Educational Resources Information Center

Tachau, Elena M.

2017-01-01

Professional Development for Transformational Technology Integration: An Experimental Study of In-Service Teachers' Self-Perceptions of Technological Pedagogical and Content Knowledge Elena M. Tachau Drexel University Chairperson: Brian K. Smith, Ph.D. The rapid advancement of technology tasks K-12 schools with providing professional development…

Teachers' Knowledge in Content, Pedagogy and Technology Integration: A Comparative Analysis between Teachers in Saudi Arabia and United States

ERIC Educational Resources Information Center

Alqurashi, Emtinan; Gokbel, Elif N.; Carbonara, David

2017-01-01

Teachers' technological pedagogical content knowledge (TPACK) involves an awareness of instructional approaches, methods, and knowledge of building on technology to enhance students' learning. The purpose of this study was to evaluate the TPACK of teachers in Saudi Arabia and USA, and then describe the factors affecting teachers' TPACK through an…

Bridging the Divide: Second Language Teachers, Pedagogy, Content Knowledge, and Technology

ERIC Educational Resources Information Center

Fryling, Margo J.

2013-01-01

This study examines the use of technology, pedagogy and content knowledge with second language teachers, and comparing Title 1 and non Title 1 schools. Technology can be used to provide unique learning opportunities for second language learners. Second language students can benefit from technology by practicing skills, increasing motivation,…

Technology Mapping: An Approach for Developing Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Angeli, Charoula; Valanides, Nicos

2013-01-01

Technology mapping[TM] is proposed as an approach for developing technological pedagogical content knowledge (TPCK). The study discusses in detail instructional design guidelines in relation to the enactment of TM, and reports on empirical findings from a study with 72 pre-service primary teachers within the context of teaching them how to teach…

ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Kafyulilo, Ayoub; Fisser, Petra; Pieters, Jules; Voogt, Joke

2015-01-01

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the…

Professional Development Recognizing Technology Integration Modeled after the TPACK Framework

ERIC Educational Resources Information Center

McCusker, Laura

2017-01-01

Public school teachers within a Pennsylvania intermediate unit are receiving inadequate job-embedded professional development that recognizes knowledge of content, pedagogy, and technology integration, as outlined by Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK) framework (2006). A school environment where teachers are…

A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Groth, Randall; Spickler, Donald; Bergner, Jennifer; Bardzell, Michael

2009-01-01

Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers' development of this portion of the knowledge base for teaching. The paper describes a proposal drawing on qualitative data produced during lesson…

A Critical Examination of the Technological Pedagogical Content Knowledge Framework: Secondary School Mathematics Teachers Integrating Technology

ERIC Educational Resources Information Center

Stoilescu, Dorian

2015-01-01

This study explores the Technological Pedagogical Content Knowledge (TPACK) for three experienced mathematics secondary teachers from a Toronto public school. By using a multiple case study, teachers' attitudes, skills, and approaches toward the use of Information and Communications Technology (ICT) in classrooms are described. By being aware of…

Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge

ERIC Educational Resources Information Center

Guzey, S. Selcen; Roehrig, Gillian H.

2009-01-01

This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

The Convergence of Content, Pedagogy, and Technology in Online Professional Development for Teachers of German: An Intrinsic Case Study

ERIC Educational Resources Information Center

Bustamante, Carolina; Moeller, Aleidine J.

2013-01-01

This qualitative case study describes a unique online professional development program utilizing Web 2.0 technologies for teachers of German using the Technological Pedagogical Content Knowledge (TPACK) model as a theoretical framework to promote technology literacy, expand German language proficiency and cultural knowledge, and integrate…

Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

ERIC Educational Resources Information Center

Hsu, Chung-Yuan; Liang, Jyh-Chong; Chai, Ching-Sing; Tsai, Chin-Chung

2013-01-01

Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two new questionnaires, namely the Technological…

Advancing K-8 Teachers' STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies

ERIC Educational Resources Information Center

Niess, Margaret; Gillow-Wiles, Henry

2013-01-01

This primarily online Master's degree program focused on advancing K-8 teachers' interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method, interpretive study examined in-service teachers' technological, pedagogical, and content knowledge (TPACK)…

Teaching Geometry in the 21st Century: Investigating Teachers' Technological Pedagogical Content Knowledge Levels

ERIC Educational Resources Information Center

Tatar, Enver; Aldemir, Ruhsen; Niess, Margaret L.

2018-01-01

This qualitative case study investigated teachers' Technological Pedagogical Content Knowledge (TPACK) for teaching high school geometry in Turkey. Four TPACK components and their corresponding five TPACK level descriptions were used for examining three geometry teachers' TPACK through their technological instructional plans, microteaching…

Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers

ERIC Educational Resources Information Center

Stewart, Jessica; Antonenko, Pavlo D.; Robinson, J. Shane; Mwavita, Mwarumba

2013-01-01

The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and…

Promoting Pedagogical Content Knowledge Development for Early Career Secondary Teachers in Science and Technology Using Content Representations

ERIC Educational Resources Information Center

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-01-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a "content representation" (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound…

A Review of Gamification in Technological Pedagogical Content Knowledge

NASA Astrophysics Data System (ADS)

Prabawa, H. W.

2017-02-01

This paper review 10 papers that relating to gamification adoption in developing technological pedagogical content knowledge (TPACK) framework. Technological developments lately led to the trend of increased use of ICT in the learning process, one of which is gamification. Gamification is the concept of applying game mechanics and game design techniques to engage and motivate people to achieve their goals. Gamification in education as an intersection of learning and fun. The problem is that not all game’s attributes suitable for use in presents a teaching material. TPACK is a framework for the teacher that described a complex interaction among three bodies of knowledge : content, pedagogy and technology. TPACK engagement has an impact on the teacher mastery in dimension of teaching material content, in addition to improve teachers skill in developing technology in classroom learning.

Examining the Validity of the Technological Pedagogical Content Knowledge (TPACK) Framework for Preservice Chemistry Teachers

ERIC Educational Resources Information Center

Deng, Feng; Chai, Ching Sing; So, Hyo-Jeong; Qian, Yangyi; Chen, Lingling

2017-01-01

While various quantitative measures for assessing teachers' technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is…

Developing and Validating Technological Pedagogical Content Knowledge-Practical (TPACK-Practical) through the Delphi Survey Technique

ERIC Educational Resources Information Center

Yeh, Yi-Fen; Hsu, Ying-Shao; Wu, Hsin-Kai; Hwang, Fu-Kwun; Lin, Tzu-Chiang

2014-01-01

Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that…

Predictive Power of Prospective Physical Education Teachers' Attitudes towards Educational Technologies for Their Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Varol, Yaprak Kalemoglu

2015-01-01

The aim of the research is to determine the predictive power of prospective physical education teachers' attitudes towards educational technologies for their technological pedagogical content knowledge. In this study, a relational research model was used on a study group that consisted of 529 (M[subscript age]=21.49, SD=1.44) prospective physical…

The Effect of Instructional Technology and Material Design Course to Teacher Candidates' Gaining of Technological Pedagogical Content Knowledge Competencies

ERIC Educational Resources Information Center

Tozkoparam, Süleyman Burak; Kiliç, Muhammet Emre; Usta, Ertugrul

2015-01-01

The aim of this study is to determine Technological Pedagogical Content Knowledge (TPACK) Competencies of teacher candidates in Turkish Teaching department of Mevlana (Rumi) University and the effect of Instructional Technology and Material Design (ITMD) Course on TPACK. The study is a study of quantitative type and single-group pretest-posttest…

Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

ERIC Educational Resources Information Center

Ersanli, Ceylan Yangin

2016-01-01

Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The…

Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program

ERIC Educational Resources Information Center

Shinas, Valerie Harlow; Karchmer-Klein, Rachel; Mouza, Chrystalla; Yilmaz-Ozden, Sule; Glutting, Joseph J.

2015-01-01

In this quantitative study, correlational and multiple regression analyses were conducted to examine the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Survey data were analyzed to determine the…

The Impact of Experiencing 5E Learning Cycle on Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)

ERIC Educational Resources Information Center

Mustafa, Mohamed Elfatih I.

2016-01-01

This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science…

GeoThentic: Designing and Assessing with Technology, Pedagogy, and Content Knowledge

ERIC Educational Resources Information Center

Doering, Aaron; Scharber, Cassandra; Miller, Charles; Veletsianos, George

2009-01-01

GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and content knowledge (TPACK) framework as a metacognitive tool. This paper describes how the TPACK…

The Effect of Field Specialization Variation on Technological Pedagogical Content Knowledge (TPACK) among Malaysian TVET Instructors

ERIC Educational Resources Information Center

Chua, Junnaina Husin; Jamil, Hazri

2014-01-01

Technological Knowledge is directly related to productivity, enhanced performance and service quality. Technology integration in the Technical and Vocational Education and Training (TVET) curriculum is expected due to high application of technical knowledge and technology applications. TPACK is a professional knowledge framework that gives…

Investigating TPACK: Knowledge Growth in Teaching with Technology

ERIC Educational Resources Information Center

Niess, Margaret L.

2011-01-01

Technological pedagogical and content knowledge (TPACK) presents a dynamic framework for describing teachers' knowledge required for designing, implementing, and evaluating curriculum and instruction with technology. TPACK strategic thinking includes knowing when, where, and how to use domain-specific knowledge and strategies for guiding students'…

A Turn toward Specifying Validity Criteria in the Measurement of Technological Pedagogical Content Knowledge (TPACK)

ERIC Educational Resources Information Center

Cavanagh, Robert F.; Koehler, Matthew J.

2013-01-01

The impetus for this paper stems from a concern about directions and progress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for using a seven-criterion lens, based upon contemporary validity theory, for critiquing empirical…

Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK)

ERIC Educational Resources Information Center

Stoilescu, Dorian

2014-01-01

This paper describes challenges encountered by two secondary mathematics teachers when they try to integrate ICT devices in their classes. These findings are based on using the Technological Pedagogical and Content Knowledge (TPACK) context, the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2)…

A Technological Pedagogical Content Knowledge Based Instructional Design Model: A Third Version Implementation Study in a Technology Integration Course

ERIC Educational Resources Information Center

Lee, Chia-Jung; Kim, ChanMin

2017-01-01

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and…

Reflections from the Lesson Study for the Development of Techno-Pedagogical Competencies in Teaching Fractal Geometry

ERIC Educational Resources Information Center

Yildiz, Avni; Baltaci, Serdal

2017-01-01

Technological Pedagogical Content Knowledge (TPACK) is a model that explains how teachers use technology more effectively in the context of technological, pedagogical, and content knowledge. Teachers' TPACK competencies play great importance in this regard. Lesson study has also been playing significant roles in the development of teachers'…

Literacy Integration of Technological Pedagogical Content Knowledge (TPACK) in Elementary Schools: A Case Study of Collaborative Leadership

ERIC Educational Resources Information Center

Mason, Charlene A.

2016-01-01

Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of…

Developing Technological Pedagogical Content Knowledge in Pre-Service Mathematics Teachers through Collaborative Design

ERIC Educational Resources Information Center

Agyei, Douglas D.; Voogt, Joke

2012-01-01

Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK). This paper presents a case study of four pre-service mathematics teachers from the…

Assessing Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) through Observations and Lesson Plans

ERIC Educational Resources Information Center

Canbazoglu Bilici, Sedef; Guzey, S. Selcen; Yamak, Havva

2016-01-01

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample:…

Examining EFL Teachers' Technological Pedagogical Content Knowledge and the Adoption of Mobile-Assisted Language Learning: A Partial Least Square Approach

ERIC Educational Resources Information Center

Hsu, Liwei

2016-01-01

This study examines EFL (English as a foreign Language) teachers' technological pedagogical content knowledge (TPACK) and how such knowledge affects the adoption of mobile-assisted language learning (MALL). A total of 158 in-service Taiwanese English teachers were surveyed. Two frameworks were employed to examine latent constructs: TPACK and the…

The Second Prototype of the Development of a Technological Pedagogical Content Knowledge Based Instructional Design Model: An Implementation Study in a Technology Integration Course

ERIC Educational Resources Information Center

Lee, Chia-Jung; Kim, ChanMin

2014-01-01

This study presents a refined technological pedagogical content knowledge (also known as TPACK) based instructional design model, which was revised using findings from the implementation study of a prior model. The refined model was applied in a technology integration course with 38 preservice teachers. A case study approach was used in this…

Testing a Technology Integration Education Model for Millennial Preservice Teachers: Exploring the Moderating Relationships of Goals, Feedback, Task Value, and Self-Regulation among Motivation and Technological, Pedagogical, and Content Knowledge Competencies

ERIC Educational Resources Information Center

Holland, Denise D.; Piper, Randy T.

2016-01-01

The technology integration education model is a 12 construct model that includes 8 primary constructs and 4 moderator constructs. By testing the relationships among two primary constructs (motivation and technological, pedagogical, and content knowledge competencies) and four moderator constructs (goals, feedback, task value, and self-regulation),…

Using CoRes to Develop the Pedagogical Content Knowledge (PCK) of Early Career Science and Technology Teachers

ERIC Educational Resources Information Center

Williams, John; Lockley, John

2012-01-01

Research has shown that one of the factors that enable effective teachers is their rich "Pedagogical Content Knowledge" (PCK), a special blend of content knowledge and pedagogical knowledge that is built up over time and experience. This form of professional knowledge, first theorized by Shulman (1987), is topic-specific, unique to each…

Domain-Specific Aspects of Technological Pedagogical Content Knowledge: Music Education and the Importance of Affect

ERIC Educational Resources Information Center

Macrides, Elena; Angeli, Charoula

2018-01-01

The present study addresses the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPACK), the importance of affect in the instructional design of music lessons. The purpose of this study is twofold: (a) to extend the…

Exploring the Underlying Components of Primary School Teachers' Pedagogical Content Knowledge for Technology Education

ERIC Educational Resources Information Center

Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

2011-01-01

In the study described in this article, primary school teachers' pedagogical content knowledge (PCK) of technology education was measured with a multiple choice test; the Teaching of Technology Test (TTT). The aim of the study was to explore the latent factor structure of PCK, which is considered to be a crucial and distinctive domain of teacher…

Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-Study to Understand Teaching Practice and Aspects of Knowledge

ERIC Educational Resources Information Center

Fransson, Goran; Holmberg, Jorgen

2012-01-01

This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to…

Cross-Sectional Evaluation of English Language Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yuksel, Ismail; Yasin, Elif

2014-01-01

The current study aims to identify the language teachers' technological pedagogical content knowledge and to examine their competency levels in terms of gender, length of service, and workplace. This cross-sectional evaluation study was conducted with 124 language teachers in Eskisehir, Turkey. Participants were administered Technological…

Determination of Technopedagogical Content Knowledge Competencies of Preservice Physical Education Teachers: A Turkish Sample

ERIC Educational Resources Information Center

Arslan, Yunus

2015-01-01

This study examined preservice physical education teachers' (PPETs') technopedagogical content knowledge (TPCK) competencies. The participants were 1028 PPETs from 26 major universities representing all seven geographical regions of Turkey. The Technological Pedagogical Content Knowledge Deep-Scale developed by Kabakci Yurdakul et al. (2012) was…

Impact of Virtual Learning Environment (VLE): A Technological Approach to Genetics Teaching on High School Students' Content Knowledge, Self-Efficacy and Career Goal Aspirations

ERIC Educational Resources Information Center

Kandi, Kamala M.

2013-01-01

This study examines the effect of a technology-based instructional tool "Geniverse" on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and…

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

NASA Astrophysics Data System (ADS)

Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

2014-07-01

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic in almost the entire teaching and learning sessions. In terms of using technology in teaching and learning process, all respondents were more likely to use PowerPoint presentation as well as assisted by the use of a scientific calculator. The use of PowerPoint was limited in explaining the title and its content and the calculators were used during practice sessions. The four trainee teachers were still at the recognizing and acceptance levels of TPCK integration during their teaching practice. This study indicates that UPSI trainee teachers should be given exposure in the use of information and communication technology and trained to provide alternative teaching strategies in more creative ways if there are obstacles when integrating technology in teaching and learning process.

A Technological Teacher Education Program Planning Model.

ERIC Educational Resources Information Center

Hansen, Ronald E.

1993-01-01

A model for technology teacher education curriculum has three facets: (1) purpose (experiential learning, personal development, technological enlightenment, economic well-being); (2) content (professional knowledge, curriculum development competence, pedagogical knowledge and skill, technological foundations); and (3) process (planned reflection,…

Risk Management of New Microelectronics for NASA: Radiation Knowledge-base

NASA Technical Reports Server (NTRS)

LaBel, Kenneth A.

2004-01-01

Contents include the following: NASA Missions - implications to reliability and radiation constraints. Approach to Insertion of New Technologies Technology Knowledge-base development. Technology model/tool development and validation. Summary comments.

Preservice Science and Technology Teachers' Pedagogical Content Knowledge on Cell Topics

ERIC Educational Resources Information Center

Usak, Muhammet

2009-01-01

The purpose of this study is to explain prospective science and technology teachers' pedagogical content knowledge (PCK) about the cell. Lesson preparation, laboratory plan, interview with teacher candidates, and concept mapping were used to collect the data for prospective teacher's PCK. The study was conducted with six prospective science and…

A Longitudinal Examination of Preservice Teachers' Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education

ERIC Educational Resources Information Center

Mouza, Chrystalla; Nandakumar, Ratna; Yilmaz Ozden, Sule; Karchmer-Klein, Rachel

2017-01-01

This study used longitudinal data to investigate the development of preservice teachers' Technological Pedagogical Content Knowledge (TPACK) throughout their initial teacher education program in the United States. Quantitative and qualitative data were collected at four different points in time. Findings indicated that teacher preparation…

21st Century Pedagogical Content Knowledge and Science Teaching and Learning

ERIC Educational Resources Information Center

Slough, Scott; Chamblee, Gregory

2017-01-01

Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, discusses some of its limitations, and reviews and introduces a new theoretical framework, 21st…

Surveying Chinese In-Service K12 Teachers' Technology, Pedagogy, and Content Knowledge

ERIC Educational Resources Information Center

Liu, Qingtang; Zhang, Si; Wang, Qiyun

2015-01-01

Technology, pedagogy, and content knowledge (TPACK) has been considered as a promising theoretical framework to guide teacher educators in designing and developing in-service K12 teacher education programs. However, it seems unclear whether in-service teachers have different TPACK perceptions when entering the education programs. This study…

Three Metacognitive Approaches to Training Pre-Service Teachers in Different Learning Phases of Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Kramarski, Bracha; Michalsky, Tova

2009-01-01

Our study investigated 3 metacognitive approaches provided during different phases of learning technological pedagogical content knowledge (TPCK) in a Web-based learning environment. These metacognitive approaches were based on self-question prompts (Kramarski & Mevarech, 2003) which appeared in pop-up screens and fostered the Self-Regulated…

Measuring Mathematics Teacher Educators' Knowledge of Technology Integrated Teaching: Instrument Development

ERIC Educational Resources Information Center

Getenet, Seyum Tekeher; Beswick, Kim

2013-01-01

This study describes the construction of a questionnaire instrument to measure mathematics teacher educators' knowledge for technology integrated mathematics teaching. The study was founded on a reconceptualisation of the generic Technological Pedagogical Content Knowledge framework in the specific context of mathematics teaching. Steps in the…

Examining the Relationship between Technological Pedagogical Content Knowledge (TPACK) and Student Achievement Utilizing the Florida Value-Added Model

ERIC Educational Resources Information Center

Farrell, Ivan K.; Hamed, Kastro M.

2017-01-01

Utilizing a correlational research design, we sought to examine the relationship between the technological pedagogical content knowledge (TPACK) of in-service teachers and student achievement measured with each individual teacher's Value-Added Model (VAM) score. The TPACK survey results and a teacher's VAM score were also examined, separately,…

Effects on the Technological Pedagogical Content Knowledge of Early Childhood Teacher Candidates Using Digital Storytelling to Teach Mathematics

ERIC Educational Resources Information Center

Kildan, Abdullah Oguzhan; Incikabi, Lutfi

2015-01-01

This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…

Observing the Technological Pedagogical and Content Knowledge Levels of Science Teacher Candidates

ERIC Educational Resources Information Center

Keçeci, Gonca; Zengin, Fikriye Kirbag

2017-01-01

This study was planned to observe the technological pedagogical and content knowledge of teacher candidates. The study group consists of 4th grade students of Firat University Faculty of Education who were asked to describe any desired topic in the secondary school science curriculum, using the methods and techniques of their choosing. Teacher…

Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

ERIC Educational Resources Information Center

Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

2012-01-01

The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…

Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge for Teaching Mathematics with the Geometer's Sketchpad through Lesson Study

ERIC Educational Resources Information Center

Meng, Chew Cheng; Sam, Lim Chap

2013-01-01

The purpose of this study was to develop pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with The Geometer's Sketchpad (GSP) through Lesson Study (LS). Specifically, a single-group pretest-posttest design was employed to examine whether there was a significant difference in the…

A Survey to Examine Teachers' Perceptions of Design Dispositions, Lesson Design Practices, and Their Relationships with Technological Pedagogical Content Knowledge (TPACK)

ERIC Educational Resources Information Center

Koh, Joyce Hwee Ling; Chai, Ching Sing; Hong, Huang-Yao; Tsai, Chin-Chung

2015-01-01

This study investigates 201 Singaporean teachers' perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers' perceptions of TPACK which have not yet been explored. The…

A Technology Integration Education (TIE) Model for Millennial Preservice Teachers: Exploring the Canonical Correlation Relationships among Attitudes, Subjective Norms, Perceived Behavioral Controls, Motivation, and Technological, Pedagogical, and Content Knowledge (TPACK) Competencies

ERIC Educational Resources Information Center

Holland, Denise D.; Piper, Randy T.

2016-01-01

Intellectual goods can follow the same pattern as physical goods with the product life cycle of birth, growth, maturity, and decline. For the intellectual good of technological, pedagogical, and content knowledge (TPACK), its birth began with Shulman (1986, 1987). Canonical correlation analysis (CCA) was used to test the relationships among five…

Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina

2018-05-01

Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers' knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates' feedback on their experiences with it are also discussed.

Preparing Teachers for Technology Based Teaching-Learning Using TPACK

ERIC Educational Resources Information Center

Padmavathi, M.

2017-01-01

Technological Pedagogical Content Knowledge (TPACK) is a conceptual framework for teachers to teach effectively using technology. This framework originates from the opinion that use of technology in educational context would be effective only if content, pedagogy and technology are aligned carefully. It implies that for teachers to use technology…

Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology

ERIC Educational Resources Information Center

Carlson, David Lee; Archambault, Leanna

2013-01-01

Although there is a vast research base on the literacy practices of adolescents and the issues surrounding the integration of technology despite current widespread access to tools and the Internet (Cuban, 2003), very little has been completed on the attempts of teacher educators to integrate technology within a specific content area to prepare…

The use of geospatial technologies to increase students' spatial abilities and knowledge of certain atmospheric science content

NASA Astrophysics Data System (ADS)

Hedley, Mikell Lynne

2008-10-01

The purpose of the study was to use geospatial technologies to improve the spatial abilities and specific atmospheric science content knowledge of students in high schools and junior highs in primarily high-needs schools. These technologies include remote sensing, geographic information systems, and global positioning systems. The program involved training the teachers in the use of the technologies at a five-day institute. Scientists who use the technologies in their research taught the basics of their use and scientific background. Standards-based activities were used to integrate the technologies in the classroom setting. Students were tested before any instruction in the technologies and then tested two other times. They used the technologies in field data collection and used that data in an inquiry-based project. Their projects were presented at a mini-science conference with scientists, teachers, parents, and other students in attendance. Significant differences were noted from pre-test to second post-test in the test in both the spatial abilities and science section. There was a gain in both spatial abilities and in specific atmospheric science content knowledge.

Understanding Preservice Teachers' Technology Use through TPACK Framework

ERIC Educational Resources Information Center

Pamuk, S.

2012-01-01

This study discusses preservice teachers' achievement barriers to technology integration, using principles of technological pedagogical content knowledge (TPACK) as an evaluative framework. Technology-capable participants each freely chose a content area to comprise project. Data analysis based on interactions among core components of TPACK…

Designing and Implementing an Integrated Technological Pedagogical Science Knowledge Framework for Science Teachers Professional Development

ERIC Educational Resources Information Center

Jimoyiannis, Athanassios

2010-01-01

This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum…

Matching Jobs, People, and Instructional Content: An Innovative Application of a Latent Semantic Analysis-Based Technology

DTIC Science & Technology

2003-03-01

information technologies that can: (a) represent knowledge and skills, (b) identify people with all or parts of the knowledge and task experience...needed but lacked, A might be at too advanced a level for the 8 individual to understand given his or her previous knowledge , B might overlap too...SEMANTIC ANALYSIS-BASED TECHNOLOGY Darrell Laham Knowledge Analysis Technologies 4940 Pearl East Circle #200 Boulder, CO 80301 Winston

Exploring the Profiles and Interplays of Pre-Service and In-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in China

ERIC Educational Resources Information Center

Dong, Yan; Chai, Ching Sing; Sang, Guo-Yuan; Koh, Joyce Hwee Ling; Tsai, Chin-Chung

2015-01-01

This research surveyed three hundred and ninety pre-service and three hundred and ninety four in-service teachers with regards to the seven factors of technological pedagogical content knowledge, their beliefs about constructivist oriented teaching (CB) and design disposition (DD). Both exploratory and confirmatory factor analyses showed that the…

Analysis of the Relations among the Components of Technological Pedagogical and Content Knowledge (TPACK): A Structural Equation Model

ERIC Educational Resources Information Center

Celik, Ismail; Sahin, Ismail; Akturk, Ahmet Oguz

2014-01-01

In the current study, the model of technological pedagogical and content knowledge (TPACK) is used as the theoretical framework in the process of data collection and interpretation of the results. This study analyzes the perceptions of 744 undergraduate students regarding their TPACK levels measured by responses to a survey developed by Sahin…

The Development, Validity and Reliability of TPACK-Deep: A Technological Pedagogical Content Knowledge Scale

ERIC Educational Resources Information Center

Yurdakul, Isil Kabakci; Odabasi, Hatice Ferhan; Kilicer, Kerem; Coklar, Ahmet Naci; Birinci, Gurkay; Kurt, Adile Askim

2012-01-01

The purpose of this study is to develop a TPACK (technological pedagogical content knowledge) scale based on the centered component of TPACK framework in order to measure preservice teachers' TPACK. A systematic and step-by-step approach was followed for the development of the scale. The validity and reliability studies of the scale were carried…

Examining the Relationship between Thinking Styles and Technological Pedagogical Content Knowledge of the Candidate Mathematics Teachers

ERIC Educational Resources Information Center

Canbolat, Nuran; Erdogan, Ahmet; Yazlik, Derya Ozlem

2016-01-01

The aim of this research is measuring the technological pedagogical content knowledge of the candidate elementary mathematics teachers, identifying the thinking styles of the same candidates and finding out that whether there is a correlation or not. The research has the characteristics of a basic research to add new information to the scientific…

Online Case-Based Learning Design for Facilitating Classroom Teachers' Development of Technological, Pedagogical, and Content Knowledge

ERIC Educational Resources Information Center

Saltan, Fatih

2017-01-01

The aim of this study is to investigate whether, and if so how, online case-based learning influence pre-service classroom teachers' self-confidence on technological pedagogical content knowledge (TPACK). To achieve the goal, a control group pretest-posttest quasi experimental design was used. Participants of the study consisted of 160 pre-service…

Developing a Technological Pedagogical Content Knowledge (TPACK) Assessment for Preservice Teachers Learning to Teach English as a Foreign Language

ERIC Educational Resources Information Center

Baser, Derya; Kopcha, Theodore J.; Ozden, M. Yasar

2016-01-01

This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that…

Growing Reading Fluency: Engaging Readers with Technology and Text

ERIC Educational Resources Information Center

Parenti, Melissa A.; Chen, Xiaojun

2015-01-01

The presence of technology in K-12 classrooms continues to increase. With the onset of these technological advances, a refined lens for analysis of the effectiveness of these tools is required. Web based tools necessitate a synthesis of Technological, Pedagogical and Content knowledge. Moreover, the use of technology should support the content and…

Elementary Education Pre-Service Teachers' Development of Mathematics Technology Integration Skills in a Technology Integration Course

ERIC Educational Resources Information Center

Polly, Drew

2015-01-01

Preparing pre-service teachers to effectively integrate technology in the classroom requires rich experiences that deepen their knowledge of technology, pedagogy, and content and the intersection of these aspects. This study examined elementary education pre-service teachers' development of skills and knowledge in a technology integration course…

Preparing Teachers to Integrate Technology into K-12 Instruction: Comparing a Stand-Alone Technology Course with a Technology-Infused Approach

ERIC Educational Resources Information Center

Buss, Ray R.; Wetzel, Keith; Foulger, Teresa S.; Lindsey, LeeAnn

2015-01-01

We compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all…

Investigating Pre-Service Science Teachers (PSTs)’ Technological Pedagogical Content Knowledge Through Extended Content Representation (CoRe)

NASA Astrophysics Data System (ADS)

Agustin, R. R.; Liliasari, L.

2017-02-01

The purpose of this study was to attain an insight into pre-service science teachers’ technological pedagogical content knowledge (TPACK) as an integrative competency that is addressed by 21st century skills. The methods used in the study was descriptive. Nineteen pre-service science teachers (PSTs) of an educational university in Indonesia were involved in a semester long school science course. The course mainly develop students’ pedagogical content knowledge (PCK) by utilizing content representation (CoRe) template. Furthermore an infusion of technological knowledge (TK) analysis led to the study of their TPACK by extending the template with a question in line to TK. The extended CoRe and self-reported survey were employed as instruments. The analysis of data used were quantitative and qualitative technique to obtain the insight into PSTs’ PCK and TK. The results shows contrary value of PCK and TK identified by CoRe template to those measured by self-reported survey. However, the PSTs perceive their TPACK much higher, that, is 74.74%. Further investigation regarding PSTs ability to compose lesson plan was recommended for further research to capture more comprehensive insight into PSTs’ TPACK.

The Effect of Technological Pedagogical Content Knowledge Based Training Programs Used in Astronomy Classes on the Success Levels of Science Teacher Candidates

ERIC Educational Resources Information Center

Sensoy, Onder; Yildirim, Halil Ibrahim

2018-01-01

The aim of this study is to examine the impact of the Technological Pedagogical Content Knowledge (TPCK) based educational practices in astronomy lectures on prospective science teachers' success levels. The study was conducted on 4th-grade prospective science teachers of a public university and lasted for 14 weeks. In the study,…

Deepening Pre-Service Teachers' Knowledge of Technology, Pedagogy, and Content (TPACK) in an Elementary School Mathematics Methods Course

ERIC Educational Resources Information Center

Polly, Drew

2014-01-01

This paper presents the findings of a study that examined pre-service teachers' development of knowledge about technology, pedagogy and content (TPACK) during a mathematics pedagogy course focused on elementary school mathematics in the United States. Data sources included work samples from pre-service teachers as well as an open-ended survey…

A Technology Enhanced Learning Model for Quality Education

NASA Astrophysics Data System (ADS)

Sherly, Elizabeth; Uddin, Md. Meraj

Technology Enhanced Learning and Teaching (TELT) Model provides learning through collaborations and interactions with a framework for content development and collaborative knowledge sharing system as a supplementary for learning to improve the quality of education system. TELT deals with a unique pedagogy model for Technology Enhanced Learning System which includes course management system, digital library, multimedia enriched contents and video lectures, open content management system and collaboration and knowledge sharing systems. Open sources like Moodle and Wiki for content development, video on demand solution with a low cost mid range system, an exhaustive digital library are provided in a portal system. The paper depicts a case study of e-learning initiatives with TELT model at IIITM-K and how effectively implemented.

Exploring EFL Teachers' CALL Knowledge and Competencies: In-Service Program Perspectives

ERIC Educational Resources Information Center

Liu, Mei-Hui; Kleinsasser, Robert C.

2015-01-01

This article describes quantitative and qualitative data providing perspectives on how six English as a Foreign Language (EFL) vocational high school teachers perceived CALL knowledge and competencies in a yearlong technology-enriched professional development program. The teachers' developing technological pedagogical content knowledge (TPACK) and…

Preservice Physical Education Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Scrabis-Fletcher, Kristin; Juniu, Susana; Zullo, Eric

2016-01-01

Effective technology integration within all areas of education is an objective in most schools given the amount of time students are using technology personally and at school. PE teachers have been challenged to find innovative ways to integrate technology to enhance student learning. A specific type of knowledge is necessary for integration…

Measuring and factors influencing mathematics teachers' technological pedagogical and content knowledge (TPACK) in three southernmost provinces, Thailand

NASA Astrophysics Data System (ADS)

Adulyasas, Lilla

2017-08-01

Technology becomes an important role in teaching and learning mathematics nowadays. Integrating technology in the classroom helps students have better understanding in many of mathematics concepts. One of the major framework for assessing the knowledge of integrating technology with the pedagogy and content in the classroom is Technological Pedagogical and Content Knowledge (TPACK) framework. This study aimed to measure mathematics teachers' TPACK in three southernmost provinces, Thailand and to study on factors influencing their TPACK. A quantitative study was carried out with 210 secondary level mathematics teachers in the three southernmost provinces, Thailand which were random by two stage sampling technique. Data were collected by using a questionnaire to identify the level of mathematics teachers' TPACK and the factors influencing their TPACK. Descriptive statistics, Pearson product moment correlation and multiple regression analysis were used for analysing data. Findings reveal that the mean score of mathematics teachers' TPACK is 3.33 which is in the medium level and the three factors which have positive correlation at .05 level of significant with the level of TPACK are teaching experience factor, individual specialization factor and personal & organization factor. However, there are only two factors influencing mathematics teachers' TPACK. The two factors are individual specialization factor and personal & organization factors. These give better understanding on mathematics teachers' knowledge in integrating technology with the pedagogy and content which will be the important information for improving mathematics teachers' TPACK.

Strengthening TPACK: A Broader Notion of Context and the Use of Teacher's Narratives to Reveal Knowledge Construction

ERIC Educational Resources Information Center

Porras-Hernandez, Laura Helena; Salinas-Amescua, Bertha

2013-01-01

Technological Pedagogical Content Knowledge (TPACK) as a framework to understand and foster teachers' knowledge for efficient technology integration has the value of unveiling new types of knowledge and departing from technocentric approaches. In this article, we consider two approaches to advance this framework. One of these opens the discussion…

Goldilocks and TPACK: Is the Construct "Just Right?"

ERIC Educational Resources Information Center

Brantley-Dias, Laurie; Ertmer, Peggy A.

2013-01-01

In the education community, the Technological Pedagogical Content Knowledge (TPACK) framework has become a popular construct for examining the types of teacher knowledge needed to achieve technology integration. In accordance with Katz and Raths's 'Goldilocks Principlen' (cited in Kagan, 1990), TPACK, with its seven knowledge domains, may be too…

Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

ERIC Educational Resources Information Center

Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

2015-01-01

In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

Snapshots of Student Thinking: An Exploration of Video Cases for Extending Prospective Teachers' Knowledge

ERIC Educational Resources Information Center

Pitts Bannister, Vanessa R.; Mariano, Gina J.

2013-01-01

The purpose of this article is to explore the relationships between prospective teachers' content knowledge, student understanding, and pedagogy using video cases. The emphasis was on the extent to which the participants utilized constructs of Technology Pedagogy And Content Knowledge. Ten prospective teachers viewed video cases of students…

Expert Views on TPACK for Early Literacy: Priorities for Teacher Education

ERIC Educational Resources Information Center

McKenney, Susan; Voogt, Joke

2017-01-01

Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This study aimed to articulate the technological pedagogical content knowledge teachers need to make…

Technology, Teaching, and the Future.

ERIC Educational Resources Information Center

May, William F.

A philosophical overview of the place of technology in higher education and especially in teaching is presented. Research can be viewed as the acquisition of knowledge; teaching as its transmission; and service as its application. Technology affects the transmission of knowledge in both the teaching process and the content of teaching. The…

The Integration of technology in teaching mathematics

NASA Astrophysics Data System (ADS)

Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

2017-12-01

This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

Teachers' Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These

ERIC Educational Resources Information Center

Korucu, Agah Tugrul

2017-01-01

The goal of this study is to analyze the situations of teachers' technology acceptance and usage (TAU) and web pedagogy content knowledge (WPACK) in terms of different variations and to determine of the relationship between these two. The study group of this research consists of 96 teachers in total having different variations such as different…

Science Teachers' Proficiency Levels and Patterns of TPACK in a Practical Context

ERIC Educational Resources Information Center

Yeh, Yi-Fen; Lin, Tzu-Chiang; Hsu, Ying-Shao; Wu, Hisn-Kai; Hwang, Fu-Kwun

2015-01-01

Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of knowledge that teachers develop from and for actual teaching practices with information communication technologies (ICT). This study attempted to unveil the longitudinal and multidimensional development of knowledge that teachers possess by interviewing 40…

Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education. Science & Technology Education Library.

ERIC Educational Resources Information Center

Gess-Newsome, Julie, Ed.; Lederman, Norman G., Ed.

This book presents both historic and current conceptions and practical implications of pedagogical content knowledge (PCK). The content is divided into four sections: (1) introduction; (2) literature; (3) emerging lines of research in science teacher education; and (4) impacts of PCK on the development of science teacher education programs.…

Validation of the Survey of Pre-Service Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample

ERIC Educational Resources Information Center

Ritzhaupt, Albert D.; Huggins-Manley, Anne Corinne; Ruggles, Krista; Wilson, Matthew

2016-01-01

The TPACK (technological pedagogical content knowledge) framework (Mishra & Koehler, 2006) has gained tremendous momentum from within the educational technology community. Specifically, much discourse has focused on how to measure this multidimensional construct to further define the contours of the framework and potentially make some…

Investigating In-Service Teachers' Workplace TPACK Development

ERIC Educational Resources Information Center

Phillips, Michael

2013-01-01

Technological, pedagogical and content knowledge (TPACK) provides a theoretical lens which attempts to identify the nature of knowledge required by teachers for technology integration in their teaching. While there have been hundreds of studies that have used TPACK to examine what teachers need to know about technology as part of their classroom…

Developing a TPCK-SRL Assessment Scheme for Conceptually Advancing Technology in Education

ERIC Educational Resources Information Center

Kohen, Zehavit; Kramarski, Bracha

2012-01-01

The present study aimed to: (a) develop a conceptual TPCK-SRL scheme for assessing teachers' integration of self-regulated learning (SRL) considerations while infusing technology into a TPCK classroom context (blending K = knowledge about T = technology, P = pedagogy, and C = content), which reflects all three knowledge components' dynamic…

Examining the Impact of Educational Technology Courses on Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Hsu, Pi-Sui

2012-01-01

The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers' development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large…

From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

NASA Astrophysics Data System (ADS)

Jang, Syh-Jong; Chen, Kuan-Chung

2010-12-01

New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers' pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK.

Development of a measure of knowledge use by stakeholders in rehabilitation technology

PubMed Central

Nobrega, Amanda R; Lane, Joseph P; Tomita, Machiko R; Usiak, Douglas J; Lockett, Michelle M

2014-01-01

Objectives: Uptake of new knowledge by diverse and diffuse stakeholders of health-care technology innovations has been a persistent challenge, as has been measurement of this uptake. This article describes the development of the Level of Knowledge Use Survey instrument, a web-based measure of self-reported knowledge use. Methods: The Level of Knowledge Use Survey instrument was developed in the context of assessing effectiveness of knowledge communication strategies in rehabilitation technology. It was validated on samples representing five stakeholder types: researchers, manufacturers, clinician–practitioners, knowledge brokers, and consumers. Its structure is broadly based on Rogers’ stages of innovation adoption. Its item generation was initially guided by Hall et al’s Levels of Use framework. Item selection was based on content validity indices computed from expert ratings (n 1 = 4; n 2 = 3). Five representative stakeholders established usability of the web version. The version included 47 items (content validity index for individual items >0.78; content validity index for a scale or set of items >0.90) in self-reporting format. Psychometrics were then established for the version. Results: Analyses of data from small (n = 69) and large (n = 215) samples using the Level of Knowledge Use Survey instrument suggested a conceptual model of four levels of knowledge use—Non-awareness, Awareness, Interest, and Use. The levels covered eight dimensions and six user action categories. The sequential nature of levels was inconclusive due to low cell frequencies. The Level of Knowledge Use Survey instrument showed adequate content validity (≈ 0.88; n = 3) and excellent test–retest reliability (1.0; n = 69). It also demonstrated good construct validity (n = 215) for differentiating among new knowledge outputs (p < 0.001) and among stakeholder types (0.001 < p ≤ 0.013). It showed strong responsiveness to change between baseline and follow-up testing (0.001 < p ≤ 0.002; n = 215). Conclusion: The Level of Knowledge Use Survey instrument is valid and reliable for measuring uptake of innovations across diffuse stakeholders of rehabilitation technologies and therefore also for tracking changes in knowledge use. PMID:26770743

The Development and Validation of an Instrument for Assessing College Students' Perceptions of Faculty Knowledge in Technology-Supported Class Environments

ERIC Educational Resources Information Center

Shih, Ching-Lin; Chuang, Hsueh-Hua

2013-01-01

Research in the area of educational technology has argued that the technological pedagogical content knowledge of faculty is crucial to addressing the challenge of teaching in higher education in the digital age, which is characterized by the common use of instructional technology in college classrooms and the ubiquitous presence of computing on…

Learning Trajectory for Transforming Teachers' Knowledge for Teaching Mathematics and Science with Digital Image and Video Technologies in an Online Learning Experience

ERIC Educational Resources Information Center

Niess, Margaret L.; Gillow-Wiles, Henry

2014-01-01

This qualitative cross-case study explores the influence of a designed learning trajectory on transforming teachers' technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The TPACK Learning Trajectory embeds tasks with specific instructional strategies within a social metacognitive…

Teacher Knowledge about Technology Integration: An Examination of Inservice and Preservice Teachers' Instructional Decision-Making

ERIC Educational Resources Information Center

Greenhow, Christine; Dexter, Sara; Hughes, Joan E.

2008-01-01

This study compared the abilities of inservice and preservice teachers to demonstrate an understanding of technology integration and to apply such knowledge to instructional decision-making. Using a set of online content-specific multimedia scenarios to resolve complex problems of teaching with technology in a simulated school environment,…

Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

NASA Astrophysics Data System (ADS)

Lavadia, Linda

Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

Examining TPACK's Theoretical Future

ERIC Educational Resources Information Center

Kimmons, Royce

2015-01-01

TPACK (Technological Pedagogical and Content Knowledge) has quickly become popular amongst researchers and practitioners as a framework for understanding necessary teacher knowledge for supporting effective technology integration. Utilization of TPACK, however, has generally been approached in a manner that is non-critical and that does not inform…

Contextual Understandings in the TPACK Framework

ERIC Educational Resources Information Center

Swallow, Meredith J. C.; Olofson, Mark W.

2017-01-01

The technological, pedagogical, and content knowledge (TPACK) framework considers the role of technology in teaching. Although TPACK is grounded in context, one limitation is the lack of understanding about the interactions between particular contexts, knowledge development, and instruction. This qualitative multiple-case study was designed to…

Knowledge management impact of information technology Web 2.0/3.0. The case study of agent software technology usability in knowledge management system

NASA Astrophysics Data System (ADS)

Sołtysik-Piorunkiewicz, Anna

2015-02-01

How we can measure the impact of internet technology Web 2.0/3.0 for knowledge management? How we can use the Web 2.0/3.0 technologies for generating, evaluating, sharing, organizing knowledge in knowledge-based organization? How we can evaluate it from user-centered perspective? Article aims to provide a method for evaluate the usability of web technologies to support knowledge management in knowledge-based organizations of the various stages of the cycle knowledge management, taking into account: generating knowledge, evaluating knowledge, sharing knowledge, etc. for the modern Internet technologies based on the example of agent technologies. The method focuses on five areas of evaluation: GUI, functional structure, the way of content publication, organizational aspect, technological aspect. The method is based on the proposed indicators relating respectively to assess specific areas of evaluation, taking into account the individual characteristics of the scoring. Each of the features identified in the evaluation is judged first point wise, then this score is subject to verification and clarification by means of appropriate indicators of a given feature. The article proposes appropriate indicators to measure the impact of Web 2.0/3.0 technologies for knowledge management and verification them in an example of agent technology usability in knowledge management system.

Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

NASA Astrophysics Data System (ADS)

Pusparini, F.; Riandi, R.; Sriyati, S.

2017-09-01

The purpose of this study is to describe pre-service teacher’s learning during lecturing Animal Physiology and investigate it’s impact on pre-service teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

NASA Astrophysics Data System (ADS)

Pusparini, F.; Riandi, R.; Sriyati, S.

2017-09-01

The purpose of this study is to describe preservice teacher’s learning during lecturing Animal Physiology and investigate it’s impact on preservice teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

Resetting Educational Technology Coursework for Pre-Service Teachers: A Computational Thinking Approach to the Development of Technological Pedagogical Content Knowledge (TPACK)

ERIC Educational Resources Information Center

Mouza, Chrystalla; Yang, Hui; Pan, Yi-Cheng; Ozden, Sule Yilmaz; Pollock, Lori

2017-01-01

This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service teachers' dispositions and knowledge of computational thinking concepts and the ways in which such…

Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers' Perceptions

ERIC Educational Resources Information Center

Tournaki, Nelly; Lyublinskaya, Irina

2014-01-01

This study examined the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. The course focused on the three domains of knowledge related specifically to integrating instructional technology into mathematics and science teaching and learning…

Integrating Technology in Education: Moving the TPCK Framework towards Practical Applications

ERIC Educational Resources Information Center

Hechter, Richard P.; Phyfe, Lynette D.; Vermette, Laurie A.

2012-01-01

This theoretical paper offers a conceptual interpretation of the Technological, Pedagogical, and Content Knowledge (TPCK) framework to include the role of context within practical classroom applications. Our interpretation suggests that the importance of these three knowledge bases fluctuate within each stage of teachers' planning and instruction,…

Creating STEM Kits for the Classroom

ERIC Educational Resources Information Center

Carroll, Kimberly; Scott, Catherine

2017-01-01

The Next Generation Science Standards (NGSS) bring new attention to the role of STEM (science, technology, engineering, and math) in the preK-3 curriculum. However, research indicates that early-childhood preservice teachers feel ill-prepared to teach STEM due to a lack of content knowledge and pedagogical content knowledge. The goal of teacher…

Technological Pedagogical Content Knowledge Preparedness of Student-Teachers of the Department of Arts and Social Sciences Education of University of Cape Coast

ERIC Educational Resources Information Center

Apau, Stephen Kwakye

2017-01-01

The proliferation of digital technology in the 21st century in teaching and learning requires that teachers and students constantly interact with instructional technologies. This places a herculean task on the door step of teacher educators to ensure that student-teachers graduate from their institutions of training with some knowledge domains…

Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

NASA Astrophysics Data System (ADS)

Yerdelen-Damar, Sevda; Boz, Yezdan; Aydın-Günbatar, Sevgi

2017-08-01

This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers' technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers' attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs.

Teachers' Organization of Participation Structures for Teaching Science with Computer Technology

NASA Astrophysics Data System (ADS)

Subramaniam, Karthigeyan

2016-08-01

This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher-students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants' instruction with computer technology was ( Teacher) initiation-( Student and Teacher) response sequences-( Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers' learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers' own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content.

Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

NASA Astrophysics Data System (ADS)

Kim, Hanna

2016-04-01

This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students' interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students' pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students' attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants' positive attitudes toward science, science-related careers, and content knowledge of selected science concepts.

How Prepared Are Our Pre-Service Teachers to Integrate Technology? A Pilot Study

ERIC Educational Resources Information Center

Sweeney, Trudy; Drummond, Aaron

2013-01-01

This study examines pre-service teachers' technological, pedagogical and content knowledge and the relationships between the factors influencing the development of this knowledge. It concludes with a discussion about the major implications of these findings for the improvement of pre-service teacher education courses. The participants were…

Exploring the TPACK of Taiwanese Secondary School Science Teachers Using a New Contextualized TPACK Model

ERIC Educational Resources Information Center

Jang, Syh-Jong; Tsai, Meng-Fang

2013-01-01

Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a…

Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores

ERIC Educational Resources Information Center

Shah, Lisa; Hao, Jie; Schneider, Jeremy; Fallin, Rebekah; Cortes, Kimberly Linenberger; Ray, Herman E.; Rushton, Gregory T.

2018-01-01

Teachers play a critical role in the preparation of future science, technology, engineering, and mathematics majors and professionals. What teachers know about their discipline (i.e., content knowledge) has been identified as an important aspect of instructional effectiveness; however, studies have not yet assessed the content knowledge of…

Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

NASA Astrophysics Data System (ADS)

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-11-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on the early career teachers' PCK. In addition, as the same tools and methodology were applied to both a science and a technology teaching context, differences between the two learning areas are discussed.

Impact of virtual learning environment (VLE): A technological approach to genetics teaching on high school students' content knowledge, self-efficacy and career goal aspirations

NASA Astrophysics Data System (ADS)

Kandi, Kamala M.

This study examines the effect of a technology-based instructional tool 'Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. Keywords: Technology-based instruction, Self-Efficacy, career goals and Adequate Yearly Progress (AYP).

"There's Not Enough Knowledge Out There": Examining Older Adults' Perceptions of Digital Technology Use and Digital Inclusion Classes.

PubMed

Betts, Lucy R; Hill, Rowena; Gardner, Sarah E

2017-10-01

Older adults' definitions of digital technology, and experiences of digital inclusion sessions, were examined using qualitative approaches. Seventeen older adults (aged between 54 and 85 years) participated in two focus groups that each lasted approximately 90 min to explore how older adults understood technology within their lived experience. Interpretative phenomenological analysis yielded two main themes: thirst for knowledge and a wish list for digital technology sessions. A separate content analysis was performed to identify what technology older adults identified as digital technology. This analysis revealed that the older adults most frequently defined digital technology as computers and telephones. The findings support the conclusions that this group of older adults, some of whom were "successful users," have a wide knowledge of digital technology, are interested in gaining more skills, and desire knowledge acquisition through personalized one-to-one learning sessions.

Toward Technology Integration in Mathematics Education: A Technology-Integration Course Planning Assignment

ERIC Educational Resources Information Center

Kersaint, Gladis

2007-01-01

This article describes a technology integration course planning assignment that was developed to enhance preservice teachers' technological pedagogical content knowledge (TPCK). This assignment required preservice teachers work with peers to integrate various technological tools (e.g., graphing calculators, web-based mathematics applets, etc) in a…

Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

ERIC Educational Resources Information Center

Habowski, Thomas; Mouza, Chrystalla

2014-01-01

This study investigates pre-service teachers' TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the…

Towards a TPACK-Fostering ICT Instructional Process for Teachers: Lessons from the Implementation of Interactive Whiteboard Instruction

ERIC Educational Resources Information Center

Koh, Joyce Hwee Ling; Divaharan, Shanti

2013-01-01

This paper describes an on-going design-based research project that aims to develop an instructional process to facilitate pre-service teachers' technological pedagogical content knowledge (TPACK) development as they learn to integrate information and communication technology (ICT) in their teaching content subjects. In conjunction with an…

Spatial Thinking Assists Geographic Thinking: Evidence from a Study Exploring the Effects of Geospatial Technology

ERIC Educational Resources Information Center

Metoyer, Sandra; Bednarz, Robert

2017-01-01

This article provides a description and discussion of an exploratory research study that examined the effects of using geospatial technology (GST) on high school students' spatial skills and spatial-relations content knowledge. It presents results that support the use of GST to teach spatially dependent content. It also provides indication of an…

Integrating Science Communication, Outreach and Awareness into the R&D Investment Framework of SKA in order to drive a knowledge economy

NASA Astrophysics Data System (ADS)

Raynard, Lorenzo; Garnier, William

2015-08-01

The emergence of the "knowledge society" has reshaped the context and content of public communication of science and technology. The construction and design of SKA and associated science research are increasingly characterised by the formation of large, multidisciplinary and multi-institute research teams. The integration of science communication into the scientific endeavour is key to building the foundations of a thriving knowledge-based economy identified by new technology investments, high-technology industries and highly skilled labour. Knowledge Economy Indicators profile, among others, the efficient and effective Management of Knowledge Assets. This presentation will explore the strategic trade and positioning of Knowledge Assets in order to drive and stimulate innovation.

The Effects of Integrated Science, Technology, and Engineering Education on Elementary Students' Knowledge and Identity Development

ERIC Educational Resources Information Center

Yoon, So Yoon; Dyehouse, Melissa; Lucietto, Anne M.; Diefes-Dux, Heidi A.; Capobianco, Brenda M.

2014-01-01

This study examines the effects of integrated science, technology, and engineering (STE) education on second-, third-, and fourth-grade students' STE content knowledge and aspirations concerning engineering after validation of the measures. During the 2009-2010 school year, 59 elementary school teachers, who attended a week-long engineering…

Differences in Pre-Service Teachers' Knowledge and Readiness to Use ICT in Education

ERIC Educational Resources Information Center

Valtonen, Teemu; Kukkonen, Jari; Kontkanen, Sini; Mäkitalo-Siegl, Kati; Sointu, Erkko

2018-01-01

The aim of this paper is to provide insights into differences between pre-service teachers based on the areas of technological pedagogical content knowledge (TPACK) and the areas of theory of planned behaviour (TPB) in the context of using information and communication technology in education. The target group consisted of 267 first-year…

Physics Teacher Candidates' Opinions on Fiber Optics and New Technologies in This Field

ERIC Educational Resources Information Center

Çildir, Sema

2016-01-01

Factors such as innovations brought in by the developing technology, also rapidly changing social structures casted various roles to both the student and the teacher. Therefore, it is necessary to associate such knowledge acquired in courses with implications of the knowledge in our real lives and to constantly enrich course contents, namely to…

Exploring the Role of TPACK and Teacher Self-Efficacy: An Ethnographic Case Study of Three iPad Language Arts Classes

ERIC Educational Resources Information Center

Saudelli, Mary Gene; Ciampa, Katia

2016-01-01

This ethnographic research study investigated three elementary teachers' perceived self-efficacy beliefs and their attitudes toward mobile technology-enhanced instruction. Using technological pedagogical content knowledge (TPACK) as a guiding theory, the authors sought to determine whether and how the three knowledge components that form the…

Auditing the TK and TPACK Confidence of Pre-Service Teachers: Are They Ready for the Profession?

ERIC Educational Resources Information Center

Jamieson-Proctor, Romina; Finger, Glenn; Albion, Peter

2010-01-01

Teacher education graduates need appropriate levels of confidence and capabilities in relation to technological knowledge (TK) as a basis for having technological pedagogical content knowledge (TPACK) to meet the challenges of learning and teaching in the 21st century. However, it should not be assumed that tomorrow's teachers enter the profession…

A Framework for Seeking the Connections between Technology, Pedagogy, and Culture: A Study in the Maldives

ERIC Educational Resources Information Center

Adam, Aminath

2017-01-01

Educational technology researchers have often overlooked the effect of culture on teachers' use of digital technologies in their pedagogical practice. Several technology integration models, such as the Technology Adoption Model (TAM) and Technological, Pedagogical and Content Knowledge (TPACK), have also failed to explain the connections between…

Pre-service Science Teachers (PSTs)’ Creative Thinking Skills on Atoms, Ions and Molecules Digital Media Creation

NASA Astrophysics Data System (ADS)

Agustin, RR; Liliasari, L.; Sinaga, P.; Rochintaniawati, D.

2017-09-01

Atoms, ions and molecules are considered as abstract concepts that often lead to students’ learning difficulties. Th is study aimed at providing description of pre-service science teachers (PSTs)’ creative thinking skills on atoms, elements and compounds digital media creation. Qualitative descriptive method were employed to acquire data. Instruments used were rubric of PSTs’ digital teaching media, open ended question related to PSTs’ technological knowledge and pre-test about atoms, ions and molecules that were given to eighteen PSTs. The study reveals that PSTs’ creative thinking skills were still low and inadequate to create qualified teaching media of atoms, ions and molecules. PSTs’ content and technological knowledge in regard with atoms, ions and molecules are the most contributing factors. This finding support the necessity of developing pre-service and in-service science teachers’ creative thinking skill in digital media that is embedded to development of technological content knowledge.

Facilitating Co-Authoring: Reflections of Content and Language Lecturers

ERIC Educational Resources Information Center

Wright, J.

2010-01-01

During a content and language project at a University of Technology (UoT) in Cape Town, South Africa, pairs of language and content lecturers, whose broad definition of integration was "the provision of linguistic access to content knowledge", co-authored ten integrated textbooks. Their intention was to assist first year learners with…

Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

ERIC Educational Resources Information Center

Hechter, Richard; Vermette, Laurie Anne

2014-01-01

This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

A Mathematics Teacher's Practice in a Technological Environment: A Case Study Analysis Using Two Complementary Theories

ERIC Educational Resources Information Center

Tabach, Michal

2011-01-01

Integrating technology in school mathematics has become more and more common. The teacher is a key person in integrating technology into everyday practice. To understand teacher practice in a technological environment, this study proposes using two theoretical perspectives: the theory of technological pedagogical content knowledge to analyze…

Teachers' Perceptions of Web-Based Content with the Use of Electronic Devices in a Small Rural School District

ERIC Educational Resources Information Center

Johansen, Katrina A.

2016-01-01

Technology has become an unavoidable part of a teachers' academic experience. In this technological world of evolving electronic devices, knowledge of how teachers perceive the value of web-based content and chosen devices as a medium for teaching and learning is imperative when making curriculum decisions. This study explored teachers'…

Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems.

PubMed

DesAutels, Spencer J; Fox, Zachary E; Giuse, Dario A; Williams, Annette M; Kou, Qing-Hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

2016-01-01

Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems.

Using the TPACK Framework to Facilitate Decision Making on Instructional Technologies

ERIC Educational Resources Information Center

Sobel, Karen; Grotti, Margaret G.

2013-01-01

Technological pedagogical content knowledge ("TPACK") is a theoretical framework used primarily in the field of education to facilitate the integration of technology into educational endeavors. This framework can be particularly valuable to librarians, who are heavy users of technology, and can provide a structure that can help…

TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers

ERIC Educational Resources Information Center

Keser, Hafize; Karaoglan Yilmaz, Fatma Gizem; Yilmaz, Ramazan

2015-01-01

This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study…

The Effect of Design Teams on Preservice Teachers' Technology Integration

ERIC Educational Resources Information Center

Johnson, Laurene D.

2012-01-01

This study examined the effect of a specific instructional approach called design teams on preservice teachers' attitudes toward technology, their technology skills, and their Technological Pedagogical Content Knowledge (TPACK). In a design teams approach, participants work in collaborative teams to design solutions to solve real-world…

Technology Integration in a Science Classroom: Preservice Teachers' Perceptions

ERIC Educational Resources Information Center

Rehmat, Abeera P.; Bailey, Janelle M.

2014-01-01

The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology…

Education Technology Success Stories

ERIC Educational Resources Information Center

West, Darrell M.; Bleiberg, Joshua

2013-01-01

Advances in technology are enabling dramatic changes in education content, delivery, and accessibility. Throughout history, new technologies have facilitated the exponential growth of human knowledge. In the early twentieth century, the focus was on the use of radios in education. But since then, innovators have seen technology as a way to improve…

iPads in the Second Language Classroom: An Examination of iPad Use by Teachers through TPACK and Teacher Perception Lenses

ERIC Educational Resources Information Center

Sharp, Steven Kary

2017-01-01

Research indicates a need for teacher education programs which include embedded computer assisted language learning (CALL) to support teachers' technological pedagogical and content knowledge (TPACK) of how to employ technology in classroom settings. Researchers also indicate a need to better understand the knowledge-base of language teacher…

Teachers' Learning While Constructing Technology-Based Instructional Resources

ERIC Educational Resources Information Center

Polly, Drew

2011-01-01

Grounded in a constructionist paradigm, this study examined elementary school teachers' learning while creating technology-rich instructional materials. Sixteen teachers at an elementary school were interviewed about their experience. Using the components of Technological Pedagogical and Content Knowledge as an analytical framework, inductive…

Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts

NASA Astrophysics Data System (ADS)

Stecklein, Jason Jeffrey

The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.

A Generational Opportunity: A 21st Century Learning Content Delivery System

ERIC Educational Resources Information Center

McElroy, Patrick

2007-01-01

This paper describes a collaboratively developed, open marketplace for network-based learning and research content for the higher education community. It explores how available technologies and standards can facilitate a new knowledge creation industry for higher education learning content that engages all stakeholders in new ways. The Advisory…

Pedagogical Uses of Technology in Physical Education

ERIC Educational Resources Information Center

Juniu, Susana

2011-01-01

Teachers' subject and pedagogical knowledge requires an understanding of the relationship between various elements, rather than thinking of them in isolation. In order to teach in a given discipline, the teacher must have knowledge of the subject, an understanding of the best teaching strategies for presenting the content, and knowledge of the…

Advancing Teacher Technology Education Using Open-Ended Learning Environments as Research and Training Platforms

ERIC Educational Resources Information Center

Poitras, Eric; Doleck, Tenzin; Huang, Lingyun; Li, Shan; Lajoie, Susanne

2017-01-01

A primary concern of teacher technology education is for pre-service teachers to develop a sophisticated mental model of the affordances of technology that facilitates both teaching and learning with technology. One of the main obstacles to developing the requisite technological pedagogical content knowledge is the inherent challenge faced by…

The Development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of Pre-Service Physical Education Teachers

ERIC Educational Resources Information Center

Cengiz, Cevdet

2015-01-01

The purpose of this intervention has been to improve pre-service physical education teachers' Technological Pedagogical Content Knowledge (TPCK or TPACK), Technology Integrated Self-Efficacy (TISE), and Instructional Technology Outcome Expectations (ITOE). A pre-/post-test design without a control group was used in the study. Participants were…

Practical Use of ICT in Science and Mathematics Teachers' Training at Dar es Salaam University College of Education: An Analysis of Prospective Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Kafyulilo, Ayoub C.

2010-01-01

This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be…

Personal Reflection: "Joy Ride" with SoTL Practice: The Investigation of the Effectiveness of Assistive Technology Course Contents on Student Learning

ERIC Educational Resources Information Center

Cho, Jeong il

2012-01-01

This reflection is based on my project that investigated the impact of new course content on student learning of basic knowledge and attitudes toward various assistive technology (AT) devices and services using multiple measures in an introductory-level course in a special education program at Indiana University-Purdue University Fort Wayne.…

Technical Knowledge in a Technical Society: Elementary School Technology Education in Sweden, 1919-1928

ERIC Educational Resources Information Center

Hallstrom, Jonas

2009-01-01

The aim of this article is to identify a technical domain of knowledge in the curriculum of the Swedish elementary school and views on elementary school technology of two interest groups--school teachers and engineers. Gradually during the early to mid-1920s there was increased technical content in the Swedish elementary school, if we look at the…

Virtually the Same: A Comparison of STEM Students' Content Knowledge, Course Performance, and Motivation to Learn in Virtual and Face-to-Face Introductory Biology Laboratories. Research and Teaching

ERIC Educational Resources Information Center

Reece, Amber J.; Butler, Malcolm B.

2017-01-01

Biology I is a required course for many science, technology, engineering, and mathematics (STEM) majors and is often their first college-level laboratory experience. The replacement of the traditional face-to-face laboratory experience with virtual laboratories could influence students' content knowledge, motivation to learn biology, and overall…

A Case Study on Specialised Content Knowledge Development with Dynamic Geometry Software: The Analysis of Influential Factors and Technology Beliefs of Three Pre-Service Middle Grades Mathematics Teachers

ERIC Educational Resources Information Center

Zambak, Vecihi S.; Tyminski, Andrew M.

2017-01-01

This study characterises the development of Specialised Content Knowledge (SCK) with dynamic geometry software (DGS) throughout a semester. The research employed a single-case study with the embedded units of three pre-service middle grades mathematics teachers. Qualitative data were collected, and factors affecting these three teachers' SCK…

Application of the Technological Pedagogical Content Knowledge framework in integrating an educational EMR into health informatics education.

PubMed

Bassi, Jesdeep; Kushniruk, Andre W; Borycki, Elizabeth M

2013-01-01

The discipline of health informatics is highly immersed in information technology, specifically health information systems. Students graduating from Bachelor degree programs in health informatics are expected to be familiar with a variety of systems upon entering the workforce. The adoption of systems like electronic medical records is on the rise across Canada, therefore it would be highly beneficial for students to have exposure to such systems in their coursework. While some individual instructors have done this to some extent on an ad hoc basis, formal strategies for EMR integration do not exist. A prominent framework for technology integration in learning that has been applied in many scientific disciplines is the Technological Pedagogical Content Knowledge (TPCK) framework. This paper describes how TPCK was used and applied as the guiding conceptual framework for exploring the integration of an educational EMR into undergraduate health informatics education.

The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

NASA Astrophysics Data System (ADS)

Kulo, Violet; Bodzin, Alec

2013-02-01

Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

Digital immigrants teaching digital natives: A phenomenological study of higher education faculty perspectives on technology integration with English core content

NASA Astrophysics Data System (ADS)

Corey, Robert C.

In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a literate society, the clarion calls for educational reform emanating from US presidents to parent teacher organizations, and educators' ability to cope with advances in technology in the classroom demand attention. Therefore, the purpose of this qualitative study was to explore and understand the professional and educational experiences of six English faculty members teaching undergraduate courses at Midwest universities. Using the framework of Technological Pedagogical Content Knowledge -- TPACK (Koehler and Mishra 2008), the major focus of the study was to determine how faculty members understood what characterized the nature of teaching with technology in undergraduate classrooms. Results of this study revealed five themes showing how the participants were introduced to technology, how they assimilated it into their pedagogy, and how they integrated it into teaching practice. This study has the potential to impact the nature of illustrating the methods and techniques used by the six participants as they merge technology, pedagogy, and content knowledge and set in motion classroom practices that assist faculty at all levels to develop and teach technology skills necessary for the 21st century and to better prepare students for thinking critically about how to use digital advances.

The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills

ERIC Educational Resources Information Center

Cotabish, Alicia; Dailey, Debbie; Robinson, Ann; Hughes, Gail

2013-01-01

The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics (STEM) program. This study documented the effects of the combination of intensive professional development and the use of…

TAP into Learning, Fall-Winter 2000.

ERIC Educational Resources Information Center

Burns, Mary; Dimock, Vicki; Martinez, Danny

2000-01-01

This document consists of the final three issues of "TAP into Learning" (Technology Assistance Program). The double fall issue focuses on knowledge construction and on using multimedia applications in the classroom. Contents include: "Knowledge Under Construction"; "Hegel and the Dialectic"; "Implications for…

Building TPACK in Preservice Teachers through Explicit Course Design

ERIC Educational Resources Information Center

Harvey, Douglas M.; Caro, Ronald

2017-01-01

The authors of this study utilized the TPACK (Technological, Pedagogical, and Content Knowledge) framework in developing and assessing these skills within an advanced technology integration course for preservice teachers. The research contributes to the use of TPACK as a metric for measuring technology integration of pre-service teachers. Two…

Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

ERIC Educational Resources Information Center

Anderson, Charlise Askew

2016-01-01

The purpose of this study was to analyze undergraduate teacher candidates' perceptions on integrating technology in the classroom. The study was embedded in the "Technology Pedagogical Content Knowledge" theoretical model. A sample of 143 undergraduate teacher candidates participated in the study. They were asked to address items on a…

Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions

ERIC Educational Resources Information Center

Graham, C. R.; Borup, J.; Smith, N. B.

2012-01-01

This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate…

Cultivating Reflective Practitioners in Technology Preparation: Constructing TPACK through Reflection

ERIC Educational Resources Information Center

Lu, Liangyue

2014-01-01

Teaching is a complex profession, which is further complicated by the integration of technology into classrooms. Reflection can help teachers unpack the complexity in their practice. Reflection can be an effective instructional strategy in helping preservice teachers develop technological pedagogical content knowledge (TPACK), the complex and…

Teachers' Attitudes toward Technology: Considerations for Designing Preservice and Practicing Teacher Instruction

ERIC Educational Resources Information Center

Banas, Jennifer R.

2010-01-01

To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of their audience's attitudes towards technology. A summary, analysis, and excerpts from 225 student responses to a course reflection regarding…

Journey to Medieval China: Using Technology-Enhanced Instruction to Develop Content Knowledge and Digital Literacy Skills

ERIC Educational Resources Information Center

Shand, Kristen; Winstead, Lisa; Kottler, Ellen

2012-01-01

Recent innovations in Web-based technology tools have made planning instruction with technology in mind far more doable than in years past. To aid teachers in planning with technology, tools are organized into five broad categories: communication, collaboration, presentation, organization and critical-thinking. The purpose and potential of each…

Teachers' Perceived Self-Efficacy in Integrating Technology into Pedagogical Practice and Barriers to Technology Integration

ERIC Educational Resources Information Center

Burke, Lynne F.

2014-01-01

According to Mundy, Kupczynski, and Kee (2012), many teachers use technology primarily for administrative functions. This limits the learning potential students may experience from technology use that expands their thinking and exposes them to relevant applications of content knowledge to real world experiences. If teachers are to grow in their…

Software Sharing Enables Smarter Content Management

NASA Technical Reports Server (NTRS)

2007-01-01

In 2004, NASA established a technology partnership with Xerox Corporation to develop high-tech knowledge management systems while providing new tools and applications that support the Vision for Space Exploration. In return, NASA provides research and development assistance to Xerox to progress its product line. The first result of the technology partnership was a new system called the NX Knowledge Network (based on Xerox DocuShare CPX). Created specifically for NASA's purposes, this system combines Netmark-practical database content management software created by the Intelligent Systems Division of NASA's Ames Research Center-with complementary software from Xerox's global research centers and DocuShare. NX Knowledge Network was tested at the NASA Astrobiology Institute, and is widely used for document management at Ames, Langley Research Center, within the Mission Operations Directorate at Johnson Space Center, and at the Jet Propulsion Laboratory, for mission-related tasks.

Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems

PubMed Central

DesAutels, Spencer J.; Fox, Zachary E.; Giuse, Dario A.; Williams, Annette M.; Kou, Qing-hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

2016-01-01

Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems. PMID:28269846

Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

NASA Astrophysics Data System (ADS)

Novak, Elena; Wisdom, Sonya

2018-05-01

3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

Webquests: A Strategy to Address the "Content" Dilemma in Teacher Education Coursework

ERIC Educational Resources Information Center

Fero, Marie

2008-01-01

The purpose of this article is to propose the use of technology integration in elementary and middle level education courses, specifically, the use of WebQuests as vehicles for the infusion of content knowledge in preservice and in-service education courses. Observation in content area teaching methods courses found that teacher candidates often…

Knowledge Is Something We Do: Knowing and Learning in Globally Networked Communities.

ERIC Educational Resources Information Center

Farell, Lesley; Holkner, Bernard

Workspaces are sites of contention over what is knowledge and who can say so; work-related education has never been a neutral arbiter. In a context in which workspaces routinely bring together physical place and cyber place in communication networks, traditional struggles over knowledge and knowing are affected by communications technologies (CT)…

The Disruptive Innovation of Self-Organized Learning Environments

ERIC Educational Resources Information Center

Weisblat, Gina Z.; McClellan, Jeff

2017-01-01

Education is undergoing tremendous change. Technology and communication are central to this change, as speed and accessibility have increased exponentially. Learners' content knowledge is no longer as valuable as their "content navigation skills," and teachers' expertise is no longer beholden to didactic instruction. Education must…

A Technology Integration Education (TIE) Model: Millennial Preservice Teachers' Motivations about Technological, Pedagogical, and Content Knowledge (TPACK) Competencies

ERIC Educational Resources Information Center

Holland, Denise D.; Piper, Randy T.

2014-01-01

Nobel laureates Schultz (1971) and Becker (1964, 1993) reinvigorated the analysis of education investments. Human capital investments that improve cognitive skills for elementary and secondary students have important economic implications. An interdisciplinary, 12-construct technology integration education (TIE) model was developed. The sample…

A Mixed Methods Study of Online Course Facilitators' Perceptions of Mobile Technology, Design, and TPaCK Affordances

ERIC Educational Resources Information Center

Teague, Helen Louise

2017-01-01

The increase in mobile technology options for students in post-secondary, continuing education influences how instructors design and implement courses, specifically online courses (Sozcu, Ipek, & Kinay, 2016). Much of the current research addresses technological, pedagogical, and content knowledge (TPaCK), course design, and/or mobile…

Validity of Subjective Self-Assessment of Digital Competence among Undergraduate Preservice Teachers

ERIC Educational Resources Information Center

Maderick, Joseph Andrew

2013-01-01

Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into…

TPACK in Teacher Education: Are We Preparing Teachers to Use Technology for Early Literacy?

ERIC Educational Resources Information Center

Voogt, Joke; McKenney, Susan

2017-01-01

This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert recommendations were probed. Findings indicate that,…

Developing Pre-Service Teachers' Capacity in Teaching Science with Technology through Microteaching Lesson Study Approach

ERIC Educational Resources Information Center

Zhou, George; Xu, Judy; Martinovic, Dragana

2017-01-01

In order to effectively use technology in teaching, teacher candidates need to develop technology related pedagogical content knowledge through being engaged in a process of discussion, modeling, practice, and reflection. Based on the examination of teacher candidates' lesson plan assignments, observations of their microteaching performance, and…

Knowledge and Cognitive Process Dimensions of Technology Teachers' Lesson Objectives

ERIC Educational Resources Information Center

Mathumbu, David; Rauscher, Willem; Braun, Max

2014-01-01

A clearly stated lesson objective is considered an essential component of a well-planned lesson. Many teachers of Technology, a relatively new subject in South African schools, teach Technology with rather limited training both in content and methodological approaches. This study sought to investigate and classify lesson objectives framed or…

Technological Pedagogical Content Knowledge in Teacher Education: In Search of a New Curriculum

ERIC Educational Resources Information Center

Tondeur, Jo; Roblin, Natalie Pareja; van Braak, Johan; Fisser, Petra; Voogt, Joke

2013-01-01

The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content…

From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

ERIC Educational Resources Information Center

Jang, Syh-Jong; Chen, Kuan-Chung

2010-01-01

New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers' pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer…

Designing and Evaluating a Professional Development Programme for Basic Technology Integration in English as a Foreign Language (EFL) Classrooms

ERIC Educational Resources Information Center

Ansyari, Muhammad Fauzan

2015-01-01

This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university's English language teaching setting. The study explored the characteristics of this programme to English lecturers' technological pedagogical content knowledge (TPCK) development. This design-based research employed…

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

ERIC Educational Resources Information Center

Kim, Hanna

2011-01-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were…

Technology Integration in K-12 Science Classrooms: An Analysis of Barriers and Implications

ERIC Educational Resources Information Center

Hechter, Richard P.; Vermette, Laurie Anne

2013-01-01

This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers…

Research on the Development of Middle School Mathematics Pre-Service Teachers' Perceptions Regarding the Use of Technology in Teaching Mathematics

ERIC Educational Resources Information Center

Akkaya, Recai

2016-01-01

This study aimed to investigate the changes in teacher perceptions regarding the use of technology subsequent to the training about technology integration in mathematics teaching. A training program that included combined technology, pedagogy and content knowledge was prepared and implemented on pre-service teachers with this aim. Exploratory…

A Mixed-Methods Examination of Influences on the Shape and Malleability of Technological Pedagogical Content Knowledge (TPACK) in Graduate Teacher Education Students

ERIC Educational Resources Information Center

Sabo, Kent

2013-01-01

Concerted efforts have been made within teacher preparation programs to integrate teaching with technology into the curriculum. Unfortunately, these efforts continue to fall short as teachers' application of educational technology is unsophisticated and not well integrated. The most prevalent approaches to integrating technology tend to ignore…

Student Achievement Effects of Technology-Supported Remediation of Understanding of Fractions

ERIC Educational Resources Information Center

Ross, John A.; Bruce, Catherine D.

2009-01-01

Students have difficulty learning fractions, and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision-making. Remediation of student misconceptions is hampered by deficiencies in teachers' knowledge of the discipline and pedagogical content knowledge. We theorized…

Using Personal Ads and Online Self-Help Groups to Teach Content Analysis in a Research Methods Course

ERIC Educational Resources Information Center

Finn, Jerry; Dillon, Caroline

2007-01-01

This paper describes methods for teaching content analysis as part of the Research sequence in social work education. Teaching content analysis is used to develop research skills as well as to promote students' knowledge and critical thinking and about new information technology resources that are being increasingly used by the general public. The…

Using Live Dual Modeling to Help Preservice Teachers Develop TPACK

ERIC Educational Resources Information Center

Lu, Liangyue; Lei, Jing

2012-01-01

To help preservice teachers learn about teaching with technology--specifically, technological pedagogical content knowledge (TPACK)--the researchers designed and implemented a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling in this study. Using qualitative research methods, the researchers investigated…

Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge

ERIC Educational Resources Information Center

Colvin, Julien C.; Tomayko, Ming C.

2015-01-01

Since Mishra and Koehler's (2006) description of technological pedagogical content knowledge (also known as TPACK), scholars have analyzed the various paths preservice and in-service teachers can take to develop their knowledge in each of the subdomains. However, the model of the overall framework can be confusing to teachers, as Venn diagrams are…

The Just-in-Time Imperative.

ERIC Educational Resources Information Center

Weintraub, Robert S.; Martineau, Jennifer W.

2002-01-01

Increasinginly in demand, just-in-time learning is associated with informal, learner-driven knowledge acquisition. Technologies being used include databases, intranets, portals, and content management systems. (JOW)

Determination of Pre-Service Classroom Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Can, Sendil; Dogru, Serpil; Bayir, Gülsu

2017-01-01

It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education. This requires effective planning of how technology should be integrated into the teacher training curriculums of education faculties and continuous revision of this plan. In this regard, the purpose of the…

The Effects of Online Professional Development on Higher Education Teachers' Beliefs and Intentions towards Learning Facilitation and Technology

ERIC Educational Resources Information Center

Rienties, Bart; Brouwer, Natasa; Lygo-Baker, Simon

2013-01-01

An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational institutions. Data were gathered using the Technological Pedagogical Content Knowledge (TPACK) model…

Professional Development to Support TPACK Technology Integration: The Initial Learning Trajectories of Thirteen Fifth- and Sixth-Grade Educators

ERIC Educational Resources Information Center

Morsink, Paul M.; Hagerman, Michelle Schira; Heintz, Anne; Boyer, D. Matthew; Harris, Robin; Kereluik, Kristen; Hartman, Douglas K.; Wood, Anne; White, Amber; Woodruff, Carmen; Anderson, Tracey; Goldstein, Shelly; Hamm, Beth; Lewis, Cindy; Lewis, Paul; Mitchell, Cindy; Murphy, Jill; Rogers, Lyn; Sherrieb, Anne; Siegler, Tammy; Withey, Kevin

2011-01-01

This study examined the initial learning trajectories of 13 upper elementary teachers as they developed technological, pedagogical, and content knowledge during a 7-month professional development program to integrate technology into classroom practice. The program was collaborative and non-prescriptive; teachers worked on self-chosen summer…

Analysis of Job Announcements and the Required Competencies for Instructional Technology Professionals.

ERIC Educational Resources Information Center

Moallem, Mahnaz

A study was conducted to analyze current job announcements in the field of instructional design and technology and to produce descriptive information that portrays the required skills and areas of knowledge for instructional technology graduates. Content analysis, in its general terms, was used as the research method for this study. One hundred…

Aiming at Sustainable Innovation in Teacher Education--From Theory to Practice

ERIC Educational Resources Information Center

Turcsányi-Szabó, Márta

2012-01-01

The paper composes a framework for learning design, using Web 2.0 technologies in teacher training, transferring the advancement in technology to become an affordance in the teaching/learning process, based on Bloom's Extended Digital Taxonomy in order to enhance the Technological Pedagogical and Content Knowledge of teachers. As a case study, it…

The Technology Fair: A Project-Based Learning Approach for Enhancing Problem Solving Skills and Interest in Design and Technology Education

ERIC Educational Resources Information Center

Mettas, Alexandros C.; Constantinou, Constantinos C.

2008-01-01

This paper presents an innovative way in which university education can help pre-service teachers become better problem-solvers. The central idea is to use the "Technology Fair" as a means for promoting pre-service teachers pedagogical content knowledge about technological problem solving skills. This innovation is supported with results from a…

Sarah's Story: One Teacher's Enactment of TPACK+ in a History Classroom

ERIC Educational Resources Information Center

Van Vaerenewyck, Leah M.; Shinas, Valerie Harlow; Steckel, Barbara

2017-01-01

This article presents a descriptive case study that describes a secondary history teacher's expression of sociocultural-oriented technological pedagogical content knowledge (TPACK) in the classroom, the execution of which we describe as TPACK+. TPACK+ describes sociocultural-oriented teacher knowledge requisite for the dynamic execution of TPACK…

Pre-Service Teacher Training on Game-Enhanced Mathematics Teaching and Learning

ERIC Educational Resources Information Center

Meletiou-Mavrotheris, Maria; Prodromou, Theodosia

2016-01-01

The paper reports the main insights from a study aimed at equipping a group of pre-service teachers with the knowledge, skills, and practical experience required to effectively integrate educational games within the mathematics curriculum. An instructional intervention based on the Technological Pedagogical and Content Knowledge framework was…

GIS In-Service Teacher Training Based on TPACK

ERIC Educational Resources Information Center

Hong, Jung Eun; Stonier, Francis

2015-01-01

This article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies…

Identifying Critical Issues and Problems in Technology Education Using a Modified-Delphi Technique.

ERIC Educational Resources Information Center

Wicklein, Robert C.

1993-01-01

Critical issues for technology education (TE) identified by a 25-member Delphi panel were identification of the knowledge base, curriculum development approaches, interdisciplinary approaches, and teacher education reform. Problems identified included inadequate marketing/public relations, teacher shortage, lack of content consensus, and…

Clinicians' Knowledge and Perception of Telemedicine Technology.

PubMed

Ayatollahi, Haleh; Sarabi, Fatemeh Zahra Pourfard; Langarizadeh, Mostafa

2015-01-01

Telemedicine is an application of information and communication technology in the healthcare environment. This study aimed to compare knowledge and perceptions of telemedicine technology among different groups of clinicians. This survey study was conducted in 2013. The potential participants included 532 clinicians who worked in two hospitals and three clinics in a northern province of Iran. Data were collected using a five-point Likert-scale questionnaire. The content validity of the questionnaire was checked, and the reliability was calculated using Cronbach's alpha coefficient (α = 0.73). The results showed that most of the clinicians (96.1 percent) had little knowledge about telemedicine. They perceived the advantages of telemedicine at a moderate level and its disadvantages at a low level. The knowledge of dentists about this technology was less than that of other groups, and as a result they were less positive about the advantages of telemedicine compared to nurses, general physicians, and specialists. The limited knowledge of clinicians about telemedicine seems to have influenced their perceptions of the technology. Therefore, providing healthcare professionals with more information about new technologies in healthcare, such as telemedicine, can help to gain a more realistic picture of their perceptions.

The UMLS Knowledge Source Server: an experience in Web 2.0 technologies.

PubMed

Thorn, Karen E; Bangalore, Anantha K; Browne, Allen C

2007-10-11

The UMLS Knowledge Source Server (UMLSKS), developed at the National Library of Medicine (NLM), makes the knowledge sources of the Unified Medical Language System (UMLS) available to the research community over the Internet. In 2003, the UMLSKS was redesigned utilizing state-of-the-art technologies available at that time. That design offered a significant improvement over the prior version but presented a set of technology-dependent issues that limited its functionality and usability. Four areas of desired improvement were identified: software interfaces, web interface content, system maintenance/deployment, and user authentication. By employing next generation web technologies, newer authentication paradigms and further refinements in modular design methods, these areas could be addressed and corrected to meet the ever increasing needs of UMLSKS developers. In this paper we detail the issues present with the existing system and describe the new system's design using new technologies considered entrants in the Web 2.0 development era.

Knowledge management systems success in healthcare: Leadership matters.

PubMed

Ali, Nor'ashikin; Tretiakov, Alexei; Whiddett, Dick; Hunter, Inga

2017-01-01

To deliver high-quality healthcare doctors need to access, interpret, and share appropriate and localised medical knowledge. Information technology is widely used to facilitate the management of this knowledge in healthcare organisations. The purpose of this study is to develop a knowledge management systems success model for healthcare organisations. A model was formulated by extending an existing generic knowledge management systems success model by including organisational and system factors relevant to healthcare. It was tested by using data obtained from 263 doctors working within two district health boards in New Zealand. Of the system factors, knowledge content quality was found to be particularly important for knowledge management systems success. Of the organisational factors, leadership was the most important, and more important than incentives. Leadership promoted knowledge management systems success primarily by positively affecting knowledge content quality. Leadership also promoted knowledge management use for retrieval, which should lead to the use of that better quality knowledge by the doctors, ultimately resulting in better outcomes for patients. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

TPACK: An Emerging Research and Development Tool for Teacher Educators

ERIC Educational Resources Information Center

Baran, Evrim; Chuang, Hsueh-Hua; Thompson, Ann

2011-01-01

TPACK (technological pedagogical content knowledge) has emerged as a clear and useful construct for researchers working to understand technology integration in learning and teaching. Whereas first generation TPACK work focused upon explaining and interpreting the construct, TPACK has now entered a second generation where the focus is upon using…

Modeling Preservice Teachers' TPACK Competencies Based on ICT Usage

ERIC Educational Resources Information Center

Yurdakul, I. Kabakci; Coklar, A. N.

2014-01-01

The purpose of this study was to build a model that predicts the relationships between the Technological Pedagogical Content Knowledge (TPACK) competencies and information and communication technology (ICT) usages. Research data were collected from 3105 Turkish preservice teachers. The TPACK-Deep Scale, ICT usage phase survey and the ICT usage…

Evaluating Learning Technology Content with Discourse Analysis

ERIC Educational Resources Information Center

Duvall, Matthew

2016-01-01

The researcher combined qualitative media analysis with tools for discourse analysis to review Blackboard Collaborate™, a tool often used in online education. Technology design references Discourses which dictate how and why these tools should be used. The analysis showed Collaborate™ uses sign systems and knowledge, along with politics, to…

Examining English Language Teachers' TPACK in Oral Communication Skills Teaching

ERIC Educational Resources Information Center

Debbagh, Mohammed; Jones, W. Monty

2018-01-01

This case study utilized the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006) as a lens to examine the instructional strategies of four English as a second language (ESL) teachers and their rationales for incorporating technology into their instructional practices in teaching oral communication…

Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes

ERIC Educational Resources Information Center

Koh, Joyce Hwee Ling; Chai, Ching Sing; Lim, Wei Ying

2017-01-01

This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers' technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers' prolonged engagement with peers and researchers in design teams. Supported by…

Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum

ERIC Educational Resources Information Center

Dooley, Caitlin McMunn; Lewis Ellison, Tisha; Welch, Meghan M.; Allen, Mindy; Bauer, Dennis

2016-01-01

This qualitative participatory action research study provides two case studies to demonstrate how teachers in Grades 4 and 6 integrated digital tools into everyday, content-focused classroom instruction. The study demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to…

Learning Objectives and Content of Science Curricula for Undergraduate Management Education

ERIC Educational Resources Information Center

Ledley, Fred D.; Holt, Stephen S.

2014-01-01

Business is progressively integrating technologies and R&D with corporate and business strategy. This trend is creating increasing demand for executives and managers who have sufficient technology-centered knowledge to work effectively in interdisciplinary environments. This study addresses how management education could address the growing…

Technology Underutilized: Principal's Role in Creating a Culture of High-Level Uses

ERIC Educational Resources Information Center

Foley, Darlene

2017-01-01

Teachers need to maximize technology to support student learning by drawing upon varying pedagogical orientations; however, teacher-centered, highly structured approaches that foster low-level thinking is more prevalent. Although highly structured approaches help develop students' foundational skills and content knowledge, student-centered,…

Using Technology and Inquiry to Improve Student Understanding of Watershed Concepts

ERIC Educational Resources Information Center

Smith, Julie M.; Edwards, Patrick M.; Raschke, Jason

2006-01-01

This paper presents the design, implementation and assessment of the Columbia River Basin Environmental Research Project (CERP) curriculum. CERP is an online inquiry-based, regional geographic curriculum designed to improve technology skills and content knowledge about water quality and watershed-level processes. Student attitudes and knowledge…

Metal Trades Technology Curriculum.

ERIC Educational Resources Information Center

EASTCONN Regional Educational Services Center, North Windham, CT.

This curriculum guide provides materials for a metal trades technology course of study at the high school level. Its stated purpose is to help students acquire the trade knowledge necessary to function effectively in the shipfitting, welding, and piping trades. Contents include: a course description, a list of general objectives; lists of…

Traditional vs. Innovative Uses of Computers among Mathematics Pre-Service Teachers in Serbia

ERIC Educational Resources Information Center

Teo, Timothy; Milutinovic, Verica; Zhou, Mingming; Bankovic, Dragic

2017-01-01

This study examined pre-service teachers' intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers' experience with computers and their technological pedagogical content knowledge (TPCK).…

Backyard Botany: Using GPS Technology in the Science Classroom

ERIC Educational Resources Information Center

March, Kathryn A.

2012-01-01

Global Positioning System (GPS) technology can be used to connect students to the natural world and improve their skills in observation, identification, and classification. Using GPS devices in the classroom increases student interest in science, encourages team-building skills, and improves biology content knowledge. Additionally, it helps…

Summer Teacher Enhancement Institute for Science, Mathematics, and Technology Using the Problem-Based Learning Model

NASA Technical Reports Server (NTRS)

Petersen, Richard H.

1997-01-01

The objectives of the Institute were: (a) increase participants' content knowledge about aeronautics, science, mathematics, and technology, (b) model and promote the use of scientific inquiry through problem-based learning, (c) investigate the use of instructional technologies and their applications to curricula, and (d) encourage the dissemination of TEI experiences to colleagues, students, and parents.

Information Systems Program and Business Needs: Case Study of a Midwestern University

ERIC Educational Resources Information Center

Amadi, Emmanuel U.

2012-01-01

The course contents of the undergraduate Information Systems (IS) curriculums are vital to the IS field and to IS graduates. Technological advances and their associated impacts on businesses have necessitated changes in the contents of the undergraduate IS curriculums and the skills and knowledge required of IS graduates by the business…

A Study of the Efficacy of Project-Based Learning Integrated with Computer-Based Simulation--STELLA

ERIC Educational Resources Information Center

Eskrootchi, Rogheyeh; Oskrochi, G. Reza

2010-01-01

Incorporating computer-simulation modelling into project-based learning may be effective but requires careful planning and implementation. Teachers, especially, need pedagogical content knowledge which refers to knowledge about how students learn from materials infused with technology. This study suggests that students learn best by actively…

Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes

ERIC Educational Resources Information Center

Agyei, Douglas D.; Keengwe, Jared

2014-01-01

This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers' self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artifacts to give a better understanding and nature of pre-service teachers' TPACK…

Intellectual Property: What Do Teachers and Students Know?

ERIC Educational Resources Information Center

Starkey, Louise; Corbett, Susan; Bondy, Ann; Davidson, Susan

2010-01-01

As society changes from an industrial to a knowledge era increasing importance and value is being placed on intellectual property rights. Technology teachers need to have pedagogical content knowledge of intellectual property if they are to incorporate it into their learning programmes to enable students to consider how to respect others'…

Localization of Open Educational Resources (OER) in Nepal: Strategies of Himalayan Knowledge-Workers

ERIC Educational Resources Information Center

Ivins, Tiffany Zenith

2011-01-01

This dissertation examines localization of Open Educational Resources (OER) in Himalayan community technology centers of Nepal. Specifically, I examine strategies and practices that local knowledge-workers utilize in order to localize educational content for the disparate needs, interests, and ability-levels of learners in rural villages. This…

Public attitudes toward biofuels. Effects of knowledge, political partisanship, and media use.

PubMed

Cacciatore, Michael A; Binder, Andrew R; Scheufele, Dietram A; Shaw, Bret R

2012-01-01

Despite large-scale investments and government mandates to expand biofuels development and infrastructure in the United States, little is known about how the public conceives of this alternative fuel technology. This study examines public opinion of biofuels by focusing on citizen knowledge and the motivated processing of media information. Specifically, we explore the direct effects of biofuels knowledge and the moderating effect of partisanship on the relationship between media use and benefit vs. risk perceptions in the following four domains: environmental impacts, economic consequences, ethical/social implications, and political ramifications. Our results suggest that more knowledgeable respondents see fewer benefits of biofuels relative to risks, and that Democrats and Republicans are affected differently by media use when forming opinions about biofuels. Among Democrats, greater attention to political media content leads to a more favorable outlook toward the technology across several domains of interest, while among Republicans, an increase in attention to political content has the opposite effect. Possible reasons for these results, as well as implications of the findings at the intersection of politics and the life sciences, are discussed.

High-accuracy measurement of low-water-content in liquid using NIR spectral absorption method

NASA Astrophysics Data System (ADS)

Peng, Bao-Jin; Wan, Xu; Jin, Hong-Zhen; Zhao, Yong; Mao, He-Fa

2005-01-01

Water content measurement technologies are very important for quality inspection of food, medicine products, chemical products and many other industry fields. In recent years, requests for accurate low-water-content measurement in liquid are more and more exigent, and great interests have been shown from the research and experimental work. With the development and advancement of modern production and control technologies, more accurate water content technology is needed. In this paper, a novel experimental setup based on near-infrared (NIR) spectral technology and fiber-optic sensor (OFS) is presented. It has a good measurement accuracy about -/+ 0.01%, which is better, to our knowledge, than most other methods published until now. It has a high measurement resolution of 0.001% in the measurement range from zero to 0.05% for water-in-alcohol measurement, and the water-in-oil measurement is carried out as well. In addition, the advantages of this method also include pollution-free to the measured liquid, fast measurement and so on.

Knowledge and power in the technology classroom: a framework for studying teachers and students in action

NASA Astrophysics Data System (ADS)

Danielsson, Anna T.; Berge, Maria; Lidar, Malena

2018-03-01

The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher-student interactions. In our analysis we focus on how instances of teacher-student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13-14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.

ICT Integration of Turkish Teachers: An Analysis within TPACK-Practical Model

ERIC Educational Resources Information Center

Ay, Yusuf; Karadag, Engin; Acat, M. Bahaddin

2016-01-01

The aim of the study is to analyze Information and Communication Technologies (ICT) integration of Turkish teachers using various variables within the context of Technological Pedagogical Content Knowledge (TPACK). These variables were indicated as the gender of teachers, the implementation status of FATIH project at their schools, school types…

Pre-Service Teachers' Perceptions on Development of Their IMD Competencies through TPACK-Based Activities

ERIC Educational Resources Information Center

Tokmak, Hatice Sancar; Yelken, Tugba Yanpar; Konokman, Gamze Yavuz

2013-01-01

The current study investigated perceived development of pre-service teachers in their Instructional Material Design (IMD) competencies through the course "Instructional Technology and Material Design," which is based on a technological, pedagogical, and content knowledge (TPACK) framework. A total of 22 Elementary Education pre-service…

A Multiple Case Study of Preservice Science Teachers' TPACK: Embedded in a Comprehensive Belief System

ERIC Educational Resources Information Center

Günes, Erhan; Bahçivan, Eralp

2016-01-01

Integrating technology into science education provides opportunities to foster students' meaningful learning. This study focused on technological pedagogical content knowledge (TPACK) and its connections to belief system in a science teaching context. The purpose of this study was to investigate the effects of preservice science teachers' (PST)…

An Empirical Study of Lecturers' Appropriation of Social Technologies for Higher Education

ERIC Educational Resources Information Center

Hamid, Suraya; Waycott, Jenny; Kurnia, Sherah; Chang, Shanton

2014-01-01

The use of Online Social Networking (OSN) educational activities has become commonplace in today's higher education. OSN enables lecturers and students to generate and share content, interact, and collaborate in the knowledge construction process. The pedagogical benefits of social technologies have been widely discussed. However, less is known…

Reconceptualizing TPACK to Meet the Needs of Twenty-First-Century Education

ERIC Educational Resources Information Center

Cherner, Todd; Smith, Douglas

2017-01-01

As technology continues developing and being integrated into all facets of society, it has a direct impact on education. In response, TPACK (Mishra & Koehler, 2006) was developed as a framework to guide how teachers think about the relationship between their knowledge of pedagogy, content, and technology. However, since its first articulation,…

Upper Secondary and Vocational Level Teachers at Social Software

ERIC Educational Resources Information Center

Valtonen, Teemu; Kontkanen, Sini; Dillon, Patrick; Kukkonen, Jari; Väisänen, Pertti

2014-01-01

This study focuses on upper secondary and vocational level teachers as users of social software i.e. what software they use during their leisure and work and for what purposes they use software in teaching. The study is theorised within a technological pedagogical content knowledge framework, the emphasis is especially on technological knowledge…

Identifying Employer Needs from Accounting Information Systems Programs

ERIC Educational Resources Information Center

Dillon, Thomas W.; Kruck, S. E.

2008-01-01

As the need for new hires with accounting and information technology knowledge increases, a new major in accounting information systems (AIS) has emerged. This new AIS degree is a hybrid of accounting concepts and common business subjects combined with key information technology issues. Employers were presented with 56 core content areas found in…

Beyond Computer Literacy: Technology Integration and Curriculum Transformation

ERIC Educational Resources Information Center

Safar, Ammar H.; AlKhezzi, Fahad A.

2013-01-01

Personal computers, the Internet, smartphones, and other forms of information and communication technology (ICT) have changed our world, our job, our personal lives, as well as how we manage our knowledge and time effectively and efficiently. Research findings in the past decades have acknowledged and affirmed that the content the ICT medium…

A Study of Mathematics Infusion in Middle School Technology Education Classes

ERIC Educational Resources Information Center

Burghardt, M. David; Hecht, Deborah; Russo, Maria; Lauckhardt, James; Hacker, Michael

2010-01-01

The present study examined the impact of introducing a mathematics infused engineering/technology education (ETE) curriculum on students' mathematics content knowledge and attitudes toward mathematics. The purpose of the present study was to: (a) compare the effects of a mathematics infused ETE curriculum and a control curriculum on student…

Pre-Service Teachers' TPACK Development and Conceptions through a TPACK-Based Course

ERIC Educational Resources Information Center

Durdu, Levent; Dag, Funda

2017-01-01

This study examines pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) development and analyses their conceptions of learning and teaching with technology. With this aim in mind, researchers designed and implemented a computer-based mathematics course based on a TPACK framework. As a research methodology, a parallel mixed…

The Impact of the Photocopier on Peer Review and Nursing Theory.

PubMed

Nicoll, Leslie H

Two influential publications in nursing, Nursing Research and Perspectives on Nursing Theory, are used to illustrate how a specific technology change-the invention and marketing of the photocopier-influenced knowledge dissemination and information utilization in nursing, perhaps in ways not immediately apparent. Content analysis and historical comparison, using editorials from Nursing Research, historical reports on technology development, and personal reflections on the genesis of Perspectives on Nursing Theory are used to create an argument for the role of technology in peer review, information utilization, and knowledge development in nursing. Multiple forces influence nursing science. Scholars should be alert to data inputs from many sources and respond accordingly.

Teachers' Cloud-Based Learning Designs: The Development of a Guiding Rubric Using the TPACK Framework

ERIC Educational Resources Information Center

Al-Harthi, Aisha Salim Ali; Campbell, Chris; Karimi, Arafeh

2018-01-01

This study aimed to develop, validate, and trial a rubric for evaluating the cloud-based learning designs (CBLD) that were developed by teachers using virtual learning environments. The rubric was developed using the technological pedagogical content knowledge (TPACK) framework, with rubric development including content and expert validation of…

Can We Expect to Recruit Future Engineers among Students Who Have Never Repaired a Toy?

ERIC Educational Resources Information Center

Virtic, Mateja Ploj; Šorgo, Andrej

2016-01-01

Education has traditionally focused primarily on content and cognitive goals. While content knowledge is important, to enter to the labour market today, graduates must also develop manual skills and technical literacy. The paper deals with engineering and technology education in Slovenia. It portrays the problem of the decline in interest in…

Podcasts and Wiki's: Delivering Content Information to Students Using Technology. Article #4 in a 6-Part Series

ERIC Educational Resources Information Center

Mears, Derrick

2009-01-01

One of the most difficult tasks for today's physical educator is to ensure students maintain high levels of physical activity during physical education courses and demonstrate knowledge of cognitive content. The National Standards for Physical Education (NASPE) indicate that students should not only demonstrate motor competency, but also an…

Improving Student Content Knowledge in Inclusive Social Studies Classrooms Using Technology-Based Cognitive Organizers: A Systematic Replication

ERIC Educational Resources Information Center

Boon, Richard T.; Burke, Mack D.; Fore, Cecil, III; Hagan-Burke, Shanna

2006-01-01

The purpose of this study was to conduct a systematic replication of a previous study (Boon, Burke, Fore, & Spencer, 2006) on the effects of computer-generated cognitive organizers using Inspiration 6 software versus a traditional textbook instruction format on students' ability to comprehend social studies content information in high school…

TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia

ERIC Educational Resources Information Center

Sickel, Jamie L.

2016-01-01

This study sought to identify key experiences that impact the development of technological pedagogical content knowledge (TPACK) of preservice secondary sciences teachers at a medium-sized university in Queensland, Australia. TPACK is a conceptual framework of a body of knowledge that teachers draw upon to influence practice; it is a dynamic and…

Making Connections among Multiple Visual Representations: How Do Sense-Making Skills and Perceptual Fluency Relate to Learning of Chemistry Knowledge?

ERIC Educational Resources Information Center

Rau, Martina A.

2018-01-01

To learn content knowledge in science, technology, engineering, and math domains, students need to make connections among visual representations. This article considers two kinds of connection-making skills: (1) "sense-making skills" that allow students to verbally explain mappings among representations and (2) "perceptual…

Doctors Online: Learning Using an Internet Based Content Management System

ERIC Educational Resources Information Center

Pullen, Darren

2013-01-01

The past century has seen spectacular gains in the breadth and depth of medical knowledge, but the potential of these gains has been hampered by a slow system of disseminating knowledge. Over the course of medical education numerous technologies and methods have been used to deliver continuing medical education (CME) to health care professionals…

An Interactive Immersive Serious Game Application for Kunyu Quantu World Map

NASA Astrophysics Data System (ADS)

Peng, S.-T.; Hsu, S.-Y.; Hsieh, K.-C.

2015-08-01

In recent years, more and more digital technologies and innovative concepts are applied on museum education. One of the concepts applied is "Serious game." Serious game is not designed for entertainment purpose but allows users to learn real world's cultural and educational knowledge in the virtual world through game-experiencing. Technologies applied on serious game are identical to those applied on entertainment game. Nowadays, the interactive technology applications considering users' movement and gestures in physical spaces are developing rapidly, which are extensively used in entertainment games, such as Kinect-based games. The ability to explore space via Kinect-based games can be incorporated into the design of serious game. The ancient world map, Kunyu Quantu, from the collection of the National Palace Museum is therefore applied in serious game development. In general, the ancient world map does not only provide geological information, but also contains museum knowledge. This particular ancient world map is an excellent content applied in games as teaching material. In the 17th century, it was first used by a missionary as a medium to teach the Kangxi Emperor of the latest geologic and scientific spirits from the West. On this map, it also includes written biological knowledge and climate knowledge. Therefore, this research aims to present the design of the interactive and immersive serious game based installation that developed from the rich content of the Kunyu Quantu World Map, and to analyse visitor's experience in terms of real world's cultural knowledge learning and interactive responses.

The use of conferencing technologies to support drug policy group knowledge exchange processes: an action case approach.

PubMed

Househ, Mowafa Said; Kushniruk, Andre; Maclure, Malcolm; Carleton, Bruce; Cloutier-Fisher, Denise

2011-04-01

To describe experiences, lessons and the implications related to the use of conferencing technology to support three drug policy research groups within a three-year period, using the action case research method. An action case research field study was executed. Three different drug policy groups participated: research, educator, and decision-maker task groups. There were a total of 61 participants in the study. The study was conducted between 2004 and 2007. Each group used audio-teleconferencing, web-conferencing or both to support their knowledge exchange activities. Data were collected over three years and consisted of observation notes, interviews, and meeting transcripts. Content analysis was used to analyze the data using NIVIO qualitative data analysis software. The study found six key lessons regarding the impact of conferencing technologies on knowledge exchange within drug policy groups. We found that 1) groups adapt to technology to facilitate group communication, 2) web-conferencing communication is optimal under certain conditions, 3) audio conferencing is convenient, 4) web-conferencing forces group interactions to be "within text", 5) facilitation contributes to successful knowledge exchange, and 6) technology impacts information sharing. This study highlights lessons related to the use of conferencing technologies to support distant knowledge exchange within drug policy groups. Key lessons from this study can be used by drug policy groups to support successful knowledge exchange activities using conferencing technologies. 2010 Elsevier Ireland Ltd. All rights reserved.

Assessment of Intelligent Tutoring Systems Technologies and Opportunities (Evaluation et opportunites des technologies des systemes de tutorat intelligents)

DTIC Science & Technology

2018-01-01

His research designs adaptive systems for online content, by integrating research in psychology and education, human- ANNEX A − INTELLIGENT TUTORING...related scientific activities that include systems engineering, operational research and analysis, synthesis, integration and validation of knowledge...System Analysis and Studies Panel • SCI Systems Concepts and Integration Panel • SET Sensors and Electronics Technology Panel These Panels and Group

Programming and Technology for Accessibility in Geoscience

NASA Astrophysics Data System (ADS)

Sevre, E.; Lee, S.

2013-12-01

Many people, students and professors alike, shy away from learning to program because it is often believed to be something scary or unattainable. However, integration of programming into geoscience education can be a valuable tool for increasing the accessibility of content for all who are interested. It is my goal to dispel these myths and convince people that: 1) Students with disabilities can use programming to increase their role in the classroom, 2) Everyone can learn to write programs to simplify daily tasks, 3) With a deep understanding of the task, anyone can write a program to do a complex task, 4) Technology can be combined with programming to create an inclusive environment for all students of geoscience, and 5) More advanced knowledge of programming and technology can lead geoscientists to create software to serve as assistive technology in the classroom. It is my goal to share my experiences using technology to enhance the classroom experience as a way of addressing the aforementioned issues. Through my experience, I have found that programming skills can be included and learned by all to enhance the content of courses without detracting from curriculum. I hope that, through this knowledge, geoscience courses can become more accessible for people with disabilities by including programming and technology to the benefit of all involved.

Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

NASA Astrophysics Data System (ADS)

Chittleborough, Gail

2014-06-01

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

The application of network teaching in applied optics teaching

NASA Astrophysics Data System (ADS)

Zhao, Huifu; Piao, Mingxu; Li, Lin; Liu, Dongmei

2017-08-01

Network technology has become a creative tool of changing human productivity, the rapid development of it has brought profound changes to our learning, working and life. Network technology has many advantages such as rich contents, various forms, convenient retrieval, timely communication and efficient combination of resources. Network information resources have become the new education resources, get more and more application in the education, has now become the teaching and learning tools. Network teaching enriches the teaching contents, changes teaching process from the traditional knowledge explanation into the new teaching process by establishing situation, independence and cooperation in the network technology platform. The teacher's role has shifted from teaching in classroom to how to guide students to learn better. Network environment only provides a good platform for the teaching, we can get a better teaching effect only by constantly improve the teaching content. Changchun university of science and technology introduced a BB teaching platform, on the platform, the whole optical classroom teaching and the classroom teaching can be improved. Teachers make assignments online, students learn independently offline or the group learned cooperatively, this expands the time and space of teaching. Teachers use hypertext form related knowledge of applied optics, rich cases and learning resources, set up the network interactive platform, homework submission system, message board, etc. The teaching platform simulated the learning interest of students and strengthens the interaction in the teaching.

Professionalizing In-Service Teachers' Focus on Technological Pedagogical and Content Knowledge

ERIC Educational Resources Information Center

Getenet, Seyum Tekeher; Beswick, Kim; Callingham, Rosemary

2016-01-01

In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their…

Bridging High School and Introductory Undergraduate Courses in Geographic Information Science and Technology

ERIC Educational Resources Information Center

Journal of Geography, 2018

2018-01-01

This article presents the findings of a study to determine the degree of consistency in what is taught and learned in high school and college-level introductory courses in geographic information science and technology (GIS&T). A content analysis identified sixteen topics that are generally representative of the knowledge, skills, and abilities…

Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education

ERIC Educational Resources Information Center

Kuo, Nai-Cheng

2015-01-01

This study aims at exploring how the Technological Pedagogical and Content Knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA '04 and Research for Inclusive Settings (IRIS) modules in preservice teacher education. The purposes of this study were to maximize the potential of TPACK at the college and university…

Technological, Pedagogical, and Content Knowledge (TPACK) Competencies of Preservice Teachers at a Small Rural University

ERIC Educational Resources Information Center

Holland, Denise D.

2014-01-01

Some members of the Millennial generation entered postsecondary education at the end of the first decade of the 21st century. From 1980-2009, the importance of technology training for preservice teachers was increasingly recognized. During this same time period, administrators and educators of teacher education programs were urged to prepare…

Can They Plan to Teach with Web 2.0? Future Teachers' Potential Use of the Emerging Web

ERIC Educational Resources Information Center

Kale, Ugur

2014-01-01

This study examined pre-service teachers' potential use of Web 2.0 technologies for teaching. A coding scheme incorporating the Technological Pedagogical Content Knowledge (TPACK) framework guided the analysis of pre-service teachers' Web 2.0-enhanced learning activity descriptions. The results indicated that while pre-service teachers were able…

Scaffolding Assignments: Analysis of Assignmentor as a Tool to Support First Year Students' Academic Writing Skills

ERIC Educational Resources Information Center

Silva, Pedro

2017-01-01

There are several technological tools which aim to support first year students' challenges, especially when it comes to academic writing. This paper analyses one of these tools, Wiley's AssignMentor. The Technological Pedagogical Content Knowledge framework was used to systematise this analysis. The paper showed an alignment between the tools'…

The Efficacy and Impact of a Hybrid Professional Development Model on Handheld Graphing Technology Use

ERIC Educational Resources Information Center

Ilaria, Daniel

2017-01-01

Online teacher professional development is becoming more prevalent as the ability to harness technology to bring teachers and resources together becomes easier. Research is needed, however, to determine the effectiveness of models and to share practices that increase teacher knowledge of content and pedagogy. This study examines how a hybrid…

A Preliminary Evaluation of Short Blended Online Training Workshop for TPACK Development Using Technology Acceptance Model

ERIC Educational Resources Information Center

Alsofyani, Mohammed Modeef; Aris, Baharuddin bin; Eynon, Rebecca; Majid, Norazman Abdul

2012-01-01

The use of Short Blended Online Training (SBOT) for the development of Technological Pedagogical and Content Knowledge (TPACK) is a promising approach to facilitate the use of e-learning by academics. Adult learners prefer the blend of pedagogies such as the presentation, demonstration, practice and feedback if they are structured and…

Perceptions of Technological, Pedagogical and Content Knowledge (TPACK) among Pre-Service Teachers in Estonia

ERIC Educational Resources Information Center

Luik, Piret; Taimalu, Mere; Suviste, Reelika

2018-01-01

Most countries stress that preparing quality teachers for twenty-first century students is an essential task for teacher training institutions. Besides the skills for how to teach subjects effectively, teachers should also know how to integrate digital technology into their teaching. Several studies have been done based on the TPACK framework.…

TPACK Development in a Three-Year Online Masters Program: How Do Teacher Perceptions Align with Classroom Practice?

ERIC Educational Resources Information Center

Staus, Nancy; Gillow-Wiles, Henry; Niess, Margaret

2014-01-01

A new primarily distance education Master's degree program was focused on the development of technological pedagogical content knowledge (TPACK) for integrating appropriate digital technologies in mathematics and science classes. In this mixed-method multiple case study, we documented in-service K-8 teachers' perceptions of their TPACK…

A Science, Engineering and Technology (SET) Approach Improves Science Process Skills in 4-H Animal Science Participants

ERIC Educational Resources Information Center

Clarke, Katie C.

2010-01-01

A new Science, Engineering and Technology (SET) approach was designed for youth who participated in the Minnesota State Fair Livestock interview process. The project and evaluation were designed to determine if the new SET approach increased content knowledge and science process skills in participants. Results revealed that youth participants not…

Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement

ERIC Educational Resources Information Center

O'Bannon, Blanche W.; Britt, Virginia G.; Beard, Jeffrey L.

2013-01-01

This study examined the effectiveness of using a Facebook group to increase preservice teachers' knowledge when one was used as a forum to share, answer, and discuss content-related questions in a technology course required for all students seeking teacher licensure. Further, it examined the students' prior use of Facebook groups, how the…

Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

ERIC Educational Resources Information Center

Hechter, Richard P.; Guy, Mark

2010-01-01

This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

Seamless Management of Paper and Electronic Documents for Task Knowledge Sharing

NASA Astrophysics Data System (ADS)

Kojima, Hiroyuki; Iwata, Ken

Due to the progress of Internet technology and the increase of distributed information on networks, the present knowledge management has been based more and more on the performance of various experienced users. In addition to the increase of electronic documents, the use of paper documents has not been reduced because of their convenience. This paper describes a method of tracking paper document locations and contents using radio frequency identification (RFID) technology. This research also focuses on the expression of a task process and the seamless structuring of related electronic and paper documents as a result of task knowledge formalization using information organizing. A system is proposed here that implements information organization for both Web documents and paper documents with the task model description and RFID technology. Examples of a prototype system are also presented.

Effects of organic and conventional production systems and cultivars on the technological properties of winter wheat.

PubMed

Ceseviciene, Jurgita; Slepetiene, Alvyra; Leistrumaite, Alge; Ruzgas, Vytautas; Slepetys, Jonas

2012-11-01

The current study aimed to estimate the effects of organic and conventional production systems and four winter wheat (Triticum aestivum L.) bread cultivars on the technological properties of grain, flour, dough and bread, to increase current knowledge regarding the interactions of the technological properties of winter wheat and assess the cultivars for their suitability for organic production systems. All the technological properties winter wheat which were investigated were significantly affected by the agricultural production system and cultivars, and some of them, mostly grain quality parameters, by the harvest year. Grain from organic winter wheat had significantly lower protein and gluten contents, lower sedimentation and flour water absorption values, shorter dough stability time and lower loaf volume, but higher values of starch content and stronger gluten, compared with grain from the conventional wheat. For both production systems significant positive correlations of protein content with gluten content, sedimentation value, dough stability time, loaf volume, farinograph water absorption, and negative with starch content, gluten index were determined. Statistically significant differences between agricultural production systems were found. The cultivars Ada and Alma had better technological properties that make them more suitable for the organic production system, compared to Širvinta 1 and Zentos. Copyright © 2012 Society of Chemical Industry.

A legal framework to enable sharing of Clinical Decision Support knowledge and services across institutional boundaries.

PubMed

Hongsermeier, Tonya; Maviglia, Saverio; Tsurikova, Lana; Bogaty, Dan; Rocha, Roberto A; Goldberg, Howard; Meltzer, Seth; Middleton, Blackford

2011-01-01

The goal of the CDS Consortium (CDSC) is to assess, define, demonstrate, and evaluate best practices for knowledge management and clinical decision support in healthcare information technology at scale - across multiple ambulatory care settings and Electronic Health Record technology platforms. In the course of the CDSC research effort, it became evident that a sound legal foundation was required for knowledge sharing and clinical decision support services in order to address data sharing, intellectual property, accountability, and liability concerns. This paper outlines the framework utilized for developing agreements in support of sharing, accessing, and publishing content via the CDSC Knowledge Management Portal as well as an agreement in support of deployment and consumption of CDSC developed web services in the context of a research project under IRB oversight.

A Study of the Relationship between Key Factors of Academic Innovation and Faculties' Teaching Goals--The Mediatory Role of Knowledge

ERIC Educational Resources Information Center

Mohammadi, Mehdi; Marzooghi, Rahmatullah; Dehghani, Fatemeh

2017-01-01

The following research tries to study the Relationship between key factors of academic innovations and faculties' teaching goals with the mediatory role of their pedagogical, technological and content knowledge. The statistical population in this research included faculty members of Shiraz University. By simple random sampling, 127 faculty members…

Developing Energy Literacy in US Middle-Level Students Using the Geospatial Curriculum Approach

NASA Astrophysics Data System (ADS)

Bodzin, Alec M.; Fu, Qiong; Peffer, Tamara E.; Kulo, Violet

2013-06-01

This quantitative study examined the effectiveness of a geospatial curriculum approach to promote energy literacy in an urban school district and examined factors that may account for energy content knowledge achievement. An energy literacy measure was administered to 1,044 eighth-grade students (ages 13-15) in an urban school district in Pennsylvania, USA. One group of students received instruction with a geospatial curriculum approach (geospatial technologies (GT)) and another group of students received 'business as usual' (BAU) curriculum instruction. For the GT students, findings revealed statistically significant gains from pretest to posttest (p < 0.001) on knowledge of energy resource acquisition, energy generation, storage and transport, and energy consumption and conservation. The GT students had year-end energy content knowledge scores significantly higher than those who learned with the BAU curriculum (p < 0.001; effect size being large). A multiple regression found that prior energy content knowledge was the only significant predictor to the year-end energy content knowledge achievement for the GT students (p < 0.001). The findings support that the implementation of a geospatial curriculum approach that employs learning activities that focus on the spatial nature of energy resources can improve the energy literacy of urban middle-level education students.

Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons

NASA Astrophysics Data System (ADS)

Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

2015-12-01

This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers' perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.

Using medical knowledge sources on handheld computers--a qualitative study among junior doctors.

PubMed

Axelson, Christian; Wårdh, Inger; Strender, Lars-Erik; Nilsson, Gunnar

2007-09-01

The emergence of mobile computing could have an impact on how junior doctors learn. To exploit this opportunity it is essential to understand their information seeking process. To explore junior doctors' experiences of using medical knowledge sources on handheld computers. Interviews with five Swedish junior doctors. A qualitative manifest content analysis of a focus group interview followed by a qualitative latent content analysis of two individual interviews. A focus group interview showed that users were satisfied with access to handheld medical knowledge sources, but there was concern about contents, reliability and device dependency. Four categories emerged from individual interviews: (1) A feeling of uncertainty about using handheld technology in medical care; (2) A sense of security that handhelds can provide; (3) A need for contents to be personalized; (4) A degree of adaptability to make the handheld a versatile information tool. A theme was established to link the four categories together, as expressed in the Conclusion section. Junior doctors' experiences of using medical knowledge sources on handheld computers shed light on the need to decrease uncertainty about clinical decisions during medical internship, and to find ways to influence the level of self-confidence in the junior doctor's process of decision-making.

Pathways of professional learning for elementary science teachers using computer learning environments

NASA Astrophysics Data System (ADS)

Williams, Latonya Michelle

This dissertation reports on a three year study designed to investigate the trajectories of two urban elementary school teachers---a novice and an experienced teacher---learning to teach a science curriculum unit using an inquiry approach supported by the Web-based Inquiry Science Environment (WISE). This research investigated teachers' development in knowledge and practice. Through analyses of video records of classroom instruction and professional development meetings, repeated interviews, and student assessments, I have produced case studies of teachers' journeys as they implement the technological inquiry-based instructional model. This study captures the interplay between the teachers' pedagogical content knowledge, enacted practice, and insights into students' thinking about complex science ideas. I trace the factors that encouraged and supported the teachers' development, in addition to the kinds of struggles they faced and overcame. I discuss the social supports I provided for the teachers, including scaffolding them in reflecting on their practice, assisting them with curriculum customizations, and supporting their learning such as arranging online interactions with scientists. I analyze spontaneous activities such as teachers' own reflections. The results suggest that the novice and experienced teacher's classroom practices became more inquiry oriented across time. For both teachers, use of technology accompanied an increase in science dialogue with small groups in years two and three. The novice teacher began asking inquiry questions in her second year of classroom experience, after a great deal of professional support. Both teachers improved in their pedagogical content knowledge from years one through three as a result of the varied professional development supports. The results suggest that teachers' improvement in instructional strategies and pedagogical content knowledge accompanied students' improvement in understanding of the science content.

Study on establishment of Body of Knowledge of Taiwan's Traditional Wooden Structure Technology

NASA Astrophysics Data System (ADS)

Huang, M. T.; Chiou, S. C.; Hsu, T. W.; Su, P. C.

2015-08-01

The timber technology of the Taiwan traditional architecture is brought by the immigrants in the Southern Fujian of China in the early, which has been inherited for a hundred years. In the past, these traditional timber technologies were taught by mentoring, however, due to the change of the social form, the construction of the traditional architecture was faded away, and what is gradually replaced is the repair work of the traditional architecture, therefore, the construction method of the timber technology, use form of the tool and other factors are very different from previous one, and the core technology is faced with the dilemma of endangered loss. There are many relevant studies on architectural style, construction method of technology, schools of craftsman, technical capacity of craftsman and other timber technologies, or the technology preservation is carried out by dictating the historical record, studying the skills and other ways, but for the timber craftsman repairing the traditional architecture on the front line, there is still space for discussing whether to maintain the original construction method and maintain the due repair quality for the core technology. This paper classified the timber technology knowledge with the document analysis method and expert interview method, carried out the architecture analysis of knowledge hierarchy, and finally, built the preliminary framework of the timber technology knowledge system of the Taiwan traditional architecture, and built the standard formulation available for craftsman training and skills identification by virtue of the knowledge system, so that the craftsman did not affect the technical capacity due to the change of the knowledge instruction system, thus, affecting the repair quality of the traditional architecture; and in addition, the building of the database system can also be derived by means of the knowledge structure, so as to integrate the consistency of the contents of core technical capacity. It can be used as the interpretation data; the knowledge is standardized and the authority file is established, which is regarded as a technical specification, so that the technology is standardized, thus, avoid loss or distort.

Pearson-Praxis Assessments Review Teacher Certification Assessment Technology Education: A Report for the Council on Technology and Engineering Teacher Education

ERIC Educational Resources Information Center

Mahoney, Mark P.

2015-01-01

The Praxis Series, developed by Educational Testing Services (ETS), has been the long standing assessment for teacher licensure. It is comprised of three separate skills examinations: (1) Praxis Core Academic Skills for Educators (Core) (attempts to measure academic skills in reading, writing, and mathematics; content knowledge of candidates…

Can You Tube It? Providing Chemistry Teachers with Technological Tools and Enhancing Their Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Blonder, Ron; Jonatan, Moshe; Bar-Dov, Ziva; Benny, Naama; Rap, Shelley; Sakhnini, Sohair

2013-01-01

The goal of this research was to examine the change in the skills, Technological Pedagogical Content Knowledge (TPACK) and self-efficacy beliefs of chemistry teachers regarding video editing and using YouTube videos in high-school chemistry lessons, as a result of a professional development program that focused on editing YouTube videos and the…

Pre-Service Teachers' Perceived Technological Pedagogical Content Knowledge at Selected Colleges of Education in Lagos State, Nigeria

ERIC Educational Resources Information Center

Adeoye, Blessing F.; Ojo, Babatunde Y.

2014-01-01

We currently live in a digital age, and we are raising, and teaching "netizens"; as a result, we must use the relevant educational tools to teach them. It is necessary for pre-service teachers to consider how these electronic technologies differ and what characteristics make them important as vehicles for teaching. To examine the…

Stalled Innovation: Examining the Technological, Pedagogical and Content Knowledge of Australian University Educators

ERIC Educational Resources Information Center

Barac, Karin; Prestige, Sarah; Main, Katherine

2017-01-01

This paper presents a summary of the key findings of a TPACK survey adapted for a higher education context and serves as an initial sampling technique for a larger study in the design and delivery practices of academics. There are few studies that investigate how technologies are used and experienced in courses from an objective pedagogical…

Designing Optical Spreadsheets-Technological Pedagogical Content Knowledge Simulation (S-TPACK): A Case Study of Pre-Service Teachers Course

ERIC Educational Resources Information Center

Thohir, M. Anas

2018-01-01

In the 21st century, the competence of instructional technological design is important for pre-service physics teachers. This case study described the pre-service physics teachers' design of optical spreadsheet simulation and evaluated teaching and learning the task in the classroom. The case study chose three of thirty pre-service teacher's…

TPACK Goes to Sixth Grade: Lessons from a Middle School Teacher in a High-Technology-Access Classroom

ERIC Educational Resources Information Center

Wetzel, Keith; Marshall, Summer

2012-01-01

This is a qualitative study addressing the question: In what ways does a sixth grade middle school teacher show evidence of behaviors that fit the Technological Pedagogical Content Knowledge (TPACK) framework in the classroom? The researcher observed in this class, interviewed the teacher, and looked for evidence of the interplay between…

What's the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop

NASA Astrophysics Data System (ADS)

Wilkerson, Michelle Hoda; Andrews, Chelsea; Shaban, Yara; Laina, Vasiliki; Gravel, Brian E.

2016-02-01

This paper explores the role that technology can play in engaging pre-service teachers with the iterative, "messy" nature of model-based inquiry. Over the course of 5 weeks, 11 pre-service teachers worked in groups to construct models of diffusion using a computational animation and simulation toolkit, and designed lesson plans for the toolkit. Content analyses of group discussions and lesson plans document attention to content, representation, revision, and evaluation as interwoven aspects of modeling over the course of the workshop. When animating, only content and representation were heavily represented in group discussions. When simulating, all four aspects were represented to different extents across groups. Those differences corresponded with different planned uses for the technology during lessons: to teach modeling, to engage learners with one another's ideas, or to reveal student ideas. We identify specific ways in which technology served an important role in eliciting teachers' knowledge and goals related to scientific modeling in the classroom.

The application of wiki technology in medical education.

PubMed

Rasmussen, Andrew; Lewis, Melanie; White, Jonathan

2013-01-01

BACKGROUND, AIMS AND METHODS: Recent years have seen the introduction of web-based technologies such as the 'wiki', which is a webpage whose content can be edited in real time using a web browser. This article reviews the current state of knowledge about the use of wikis in education, and considers whether wiki technology has features that might prove useful in medical education. Advantages and challenges of the technology are discussed, and recommendations for use are provided. We believe that wiki technology offers a number of potential benefits for administrators, students and instructors, including the ability to share information online, to construct knowledge together, to facilitate collaboration and to enable social learning and peer feedback. We believe that with proper planning and instructional design, wiki technology can be usefully employed in medical education. We intend to continue to study the impact of wiki technology in our own programme, and we encourage others to evaluate the application of wiki technology in other areas of medical education.

E-Commerce Content in Business School Curriculum: Opportunities and Challenges.

ERIC Educational Resources Information Center

Krovi, Ravindra; Vijayaraman, B. S.

2000-01-01

Explores the opportunities and challenges of introducing e-commerce concepts in business school curriculums. Examines the knowledge components of electronic commerce, including Web-based technology skills; and discusses the need for faculty training and development. (Author/LRW)

Researching Radon.

ERIC Educational Resources Information Center

Lucidi, Louis; Mecca, Peter M.

2001-01-01

Introduces a project in which students examined the physics, chemistry, and geology of radon and used available technology to measure radon concentrations in their homes. Uses the inquiry process, analytical skills, communication skills, content knowledge, and production of authentic products for student assessment. (YDS)

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

NASA Astrophysics Data System (ADS)

Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

2013-02-01

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.

Acceptance and Utilization of Technology (UTAUT) as a Method of Technology Acceptance Model of Mitigation Disaster Website

NASA Astrophysics Data System (ADS)

Siswanto, T.; Shofiati, R.; Hartini, H.

2018-01-01

www.mitigasi-bencana.com as a knowledge management website created based on survey results in April-July 2014 in East Java and Central Java provinces, indicates a gap between the expectations and reality that exist in the services provided by the regional disaster management agency. Based on condition analysis, the gaps that occur can be reduced if the community has the understanding and knowledge of adequate disaster mitigation. The problem that arises later is whether the chosen technology solution is appropriate and acceptable to the public? The methodology used in this study using the Technology Acceptance Model development is the Unified Theory of Acceptance and Utilization of Technology (UTAUT). Feedback obtained from respondents KarangTaruna youth SelogedongBantul, www.mitigasi-bencana.com can be accepted by the respondents, but from processed data is obtained only UTAUT hypotheses on the relationship dimension eligible for Social Expectancy on the Attitude toward technology, which means the higher the perception of the Social Expectancy, the higher the perception of the Attitude toward technology. Because www.mitigasi-bencana.com is new socialized so that society still need time to explore content information and knowledge contained therein. To be accepted by user, a knowledge management application must prepare various aspects of Performance Expectancy, Effort Expectancy, Social Factors, Facilitating Conditions and Attitude.

Development of knowledge base of intellectual system for support of formal and informal training of IT staff

NASA Astrophysics Data System (ADS)

Kurvaeva, L. V.; Gavrilova, I. V.; Mahmutova, M. V.; Chichilanova, S. A.; Povituhin, S. A.

2018-05-01

The choice of educational digital content, according to education goals (descriptors which are formed by competences, labor functions, etc.), becomes an important practical task because of the variety of existing educational online systems that is available to persons within formal, informal IT education formats. Ontologies can form a basis for working out knowledge bases, which are center of intellectual system support in IT specialist training. The paper describes a technology of ontological model creation; analyzes the structure and the content of basic data. The structure of knowledge interrelation of the considered subject and IT education is considered. This knowledge base is applied for solving tasks of educational and methodical supplementation of educational programs of the higher and additional professional education, corporate training; for creating systems of certification and testing for students and practicing experts; for forming individual trajectories of training and career development.

Social representations of nurses about professional autonomy and the use of technologies in the care of patients with wounds.

PubMed

Dos Santos, Érick Igor; Grativol Aguiar Dias de Oliveira, Jéssica

2016-06-01

To identify the social representations by nurses about professional autonomy in the care of patients with wounds and analyze their interfaces with the constant incorporation of technologies in this care. This is a qualitative research, outlined from the Theory and method of social representations in its procedural approach and performed with 31 nurses. The interviews were submitted to thematic content analysis software NVivo instrumentalized by 10. The representational content on autonomy is linked mainly to the level of knowledge, power of decision, vocational training and institutional factors. The subjects are positioned favorably to the incorporation of care technologies in professional practice, which involves elements such as cost-effective structure, training, and other resources. It is concluded that autonomy is configured as a prerequisite for the full use of technology and technology is configured as a facilitator for nurses to become more autonomous.

Advanced digital image archival system using MPEG technologies

NASA Astrophysics Data System (ADS)

Chang, Wo

2009-08-01

Digital information and records are vital to the human race regardless of the nationalities and eras in which they were produced. Digital image contents are produced at a rapid pace from cultural heritages via digitalization, scientific and experimental data via high speed imaging sensors, national defense satellite images from governments, medical and healthcare imaging records from hospitals, personal collection of photos from digital cameras. With these mass amounts of precious and irreplaceable data and knowledge, what standards technologies can be applied to preserve and yet provide an interoperable framework for accessing the data across varieties of systems and devices? This paper presents an advanced digital image archival system by applying the international standard of MPEG technologies to preserve digital image content.

Recording and podcasting of lectures for students of medical school.

PubMed

Brunet, Pierre; Cuggia, Marc; Le Beux, Pierre

2011-01-01

Information and communication technology (ICT) becomes an important way for the knowledge transmission, especially in the field of medicine. Podcasting (mobile broadcast content) has recently emerged as an efficient tool for distributing information towards professionals, especially for e-learning contents.The goal of this work is to implement software and hardware tools for collecting medical lectures at its source by direct recording (halls and classrooms) and provide the automatic delivery of these resources for students on different type of devices (computer, smartphone or videogames console). We describe the overall architecture and the methods used by medical students to master this technology in their daily activities. We highlight the benefits and the limits of the Podcast technologies for medical education.

Exploring Teachers' Technological Pedagogical Content Knowledge (TPACK) in an Online Course: A Mixed Methods Study

ERIC Educational Resources Information Center

Varguez, Ricardo

2012-01-01

The constant expansion of Web 2.0 applications available on the World Wide Web and expansion of technology resources has prompted the need to better prepare current and future educators to make more effective use of such resources in their classrooms. The purpose of this embedded mixed methods case study was to describe the experiences and changes…

Educational technology "Anatomy and Vital Signs": Evaluation study of content, appearance and usability.

PubMed

de Góes, Fernanda dos Santos Nogueira; Fonseca, Luciana Mara Monti; de Camargo, Rosangela Andrade Aukar; de Oliveira, Gustavo Faria; Felipe, Helena Reche

2015-11-01

The use of new technology has recently grown considerably as an increasing number of college students using Internet. In nursing education, the personal computer and the Internet facilitate teaching theoretical and practical knowledge. Evaluate an educational technology known as "Anatomy and Vital Signs" with respect to content, appearance and usability. This was a first stage evaluation-by specialists to verify content and functioning, prior to a second validation as to learning by students. A methodological study in which instructional technologists (11 participants) and nursing specialists (17 participants) used the technology in an unguided manner and completed three questionnaires. The evaluation was measured by the difference between disagreement and agreement for each statement in the questionnaires. Most of the items were positively evaluated at a level higher than 70% by most of the evaluators except for the following usability criteria: grouping by shape, minimum actions and user control, which did not attain the 70% agreement level among instructional technologists. The evaluation was useful to improve the technology and guarantee suitable product for nursing education. It may be a reliable educational tool for nursing education that applies technological resources. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Primary school teachers' use of digital technology in mathematics: the complexities

NASA Astrophysics Data System (ADS)

Loong, Esther Yook-Kin; Herbert, Sandra

2018-02-01

This paper seeks to theorise primary teachers' degree of integration of digital technology in the mathematics classroom. In an age where digital technology use is ubiquitous, the issues surrounding teachers' choice, and ultimately their uptake of digital technologies in the classroom, is an area that need to be further unpacked. Cross-case analysis of the two teachers' uptake of digital technologies in their classroom, their pedagogical approaches and the reason for their choices provide insight into teachers' technological, pedagogical and content knowledge (TPACK). Differences in the way the teachers use digital technology in their classroom seem to be connected to their TPACK developmental stage.

Teaching Web 2.0 technologies using Web 2.0 technologies.

PubMed

Rethlefsen, Melissa L; Piorun, Mary; Prince, J Dale

2009-10-01

The research evaluated participant satisfaction with the content and format of the "Web 2.0 101: Introduction to Second Generation Web Tools" course and measured the impact of the course on participants' self-evaluated knowledge of Web 2.0 tools. The "Web 2.0 101" online course was based loosely on the Learning 2.0 model. Content was provided through a course blog and covered a wide range of Web 2.0 tools. All Medical Library Association members were invited to participate. Participants were asked to complete a post-course survey. Respondents who completed the entire course or who completed part of the course self-evaluated their knowledge of nine social software tools and concepts prior to and after the course using a Likert scale. Additional qualitative information about course strengths and weaknesses was also gathered. Respondents' self-ratings showed a significant change in perceived knowledge for each tool, using a matched pair Wilcoxon signed rank analysis (P<0.0001 for each tool/concept). Overall satisfaction with the course appeared high. Hands-on exercises were the most frequently identified strength of the course; the length and time-consuming nature of the course were considered weaknesses by some. Learning 2.0-style courses, though demanding time and self-motivation from participants, can increase knowledge of Web 2.0 tools.

Quality knowledge of science through virtual laboratory as an element of visualization

NASA Astrophysics Data System (ADS)

Rizman Herga, Natasa

Doctoral dissertation discusses the use of virtual laboratory for learning and teaching chemical concepts at science classes in the seventh grade of primary school. The dissertation has got a two-part structure. In the first theoretical part presents a general platform of teaching science in elementary school, teaching forms and methods of teaching and among modern approaches we highlight experimental work. Particular emphasis was placed on the use of new technologies in education and virtual laboratories. Scientific findings on the importance of visualization of science concepts and their triple nature of their understanding are presented. These findings represent a fundamental foundation of empirical research presented in the second part of the doctoral dissertation, whose basic purpose was to examine the effectiveness of using virtual laboratory for teaching and learning chemical contents at science from students' point of view on knowledge and interest. We designed a didactic experiment in which 225 pupils participated. The work was conducted in the experimental and control group. Prior to its execution, the existing school practice among science and chemistry teachers was analysed in terms of: (1) inclusion of experimental work as a fundamental method of active learning chemical contents, (2) the use of visualization methods in the classroom and (3) the use of a virtual laboratory. The main findings of the empirical research, carried out in the school year 2012/2013, in which 48 science and chemistry participated, are that teachers often include experimental work when teaching chemical contents. Interviewed science teachers use a variety of visualization methods when presenting science concepts, in particular computer animation and simulation. Using virtual laboratory as a new strategy for teaching and learning chemical contents is not common because teachers lack special-didactic skills, enabling them to use virtual reality technology. Based on the didactic experiment, carried out over a period of two school years (2012/2013 and 2013/2014) in ten primary schools, the effectiveness of teaching carried out with the support of a virtual laboratory was analyzed. The obtained empirical findings reveal that the use of virtual laboratory has great impact on the pupils' knowledge and interest. At the end of the experiment, pupils in the experimental group had an advantage according to knowledge of chemical contents in science. Also, the use of virtual laboratory had an impact on the sustainability of the acquired knowledge of science contents and pupils' interest at the end of the experiment, because the pupils in the experimental group had a higher interest for learning science contents. The didactic experiment determined, that the use of virtual laboratory enables quality learning and teaching chemical contents of science, because it allows: (1) experimental work as an active learning method, (2) the visualization of abstract concepts and phenomena, (3) dynamic sub micro presentations (4) integration of all three levels of the chemical concept as a whole and (5) positively impacts pupils' interest, knowledge and sustainability of the acquired knowledge.

Integrating digital educational content created and stored within disparate software environments: an extensible markup language (XML) solution in real-world use.

PubMed

Frank, M S; Schultz, T; Dreyer, K

2001-06-01

To provide a standardized and scaleable mechanism for exchanging digital radiologic educational content between software systems that use disparate authoring, storage, and presentation technologies. Our institution uses two distinct software systems for creating educational content for radiology. Each system is used to create in-house educational content as well as commercial educational products. One system is an authoring and viewing application that facilitates the input and storage of hierarchical knowledge and associated imagery, and is capable of supporting a variety of entity relationships. This system is primarily used for the production and subsequent viewing of educational CD-ROMS. Another software system is primarily used for radiologic education on the world wide web. This system facilitates input and storage of interactive knowledge and associated imagery, delivering this content over the internet in a Socratic manner simulating in-person interaction with an expert. A subset of knowledge entities common to both systems was derived. An additional subset of knowledge entities that could be bidirectionally mapped via algorithmic transforms was also derived. An extensible markup language (XML) object model and associated lexicon were then created to represent these knowledge entities and their interactive behaviors. Forward-looking attention was exercised in the creation of the object model in order to facilitate straightforward future integration of other sources of educational content. XML generators and interpreters were written for both systems. Deriving the XML object model and lexicon was the most critical and time-consuming aspect of the project. The coding of the XML generators and interpreters required only a few hours for each environment. Subsequently, the transfer of hundreds of educational cases and thematic presentations between the systems can now be accomplished in a matter of minutes. The use of algorithmic transforms results in nearly 100% transfer of context as well as content, thus providing "presentation-ready" outcomes. The automation of knowledge exchange between dissimilar digital teaching environments magnifies the efforts of educators and enriches the learning experience for participants. XML is a powerful and useful mechanism for transfering educational content, as well as the context and interactive behaviors of such content, between disparate systems.

A phenomenological study on middle-school science teachers' perspectives on utilization of technology in the science classroom and its effect on their pedagogy

NASA Astrophysics Data System (ADS)

Rajbanshi, Roshani

With access to technology and expectation by the mainstream, the use of technology in the classroom has become essential these days. However, the problem in science education is that with classrooms filled with technological equipment, the teaching style is didactic, and teachers employ traditional teacher-centered methods in the classroom. In addition, results of international assessments indicate that students' science learning needs to be improved. The purpose of this study is to analyze and document the lived experience of middle-school science teachers and their use of technology in personal, professional lives as well as in their classroom and to describe the phenomenon of middle-school science teachers' technological beliefs for integration of digital devices or technology as an instructional delivery tool, knowledge construction tool and learning tool. For this study, technology is defined as digital devices such as computer, laptops, digital camera, iPad that are used in the science classroom as an instructional delivery tool, as a learning tool, and as a knowledge construction tool. Constructivism is the lens, the theoretical framework that guides this qualitative phenomenological research. Observation, interview, personal journal, photo elicitation, and journal reflection are used as methods of data collection. Data was analyzed based on a constructivist theoretical framework to construct knowledge and draw conclusion. MAXQDA, a qualitative analysis software, was also used to analyze the data. The findings indicate that middle-school science teachers use technology in various ways to engage and motivate students in science learning; however, there are multiple factors that influence teachers' technology use in the class. In conclusion, teacher, students, and technology are the three sides of the triangle where technology acts as the third side or the bridge to connect teachers' content knowledge to students through the tool with which students are familiar. Keywords: Teachers' belief, science and technology, knowledge construction.

Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation

NASA Astrophysics Data System (ADS)

Wati, S.; Fitriana, L.; Mardiyana

2018-04-01

Linear equation is one of the topics in mathematics that are considered difficult. Student difficulties of understanding linear equation can be caused by lack of understanding this concept and the way of teachers teach. TPACK is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches and supported by the right technology tools. This study aims to identify TPACK of junior high school mathematics teachers in teaching linear equation. The method used in the study was descriptive. In the first phase, a survey using a questionnaire was carried out on 45 junior high school mathematics teachers in teaching linear equation. While in the second phase, the interview involved three teachers. The analysis of data used were quantitative and qualitative technique. The result PCK revealed teachers emphasized developing procedural and conceptual knowledge through reliance on traditional in teaching linear equation. The result of TPK revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum in teaching linear equation. The result indicated that PowerPoint constitutes TCK modal technological capability in teaching linear equation. The result of TPACK seems to suggest a low standard in teachers’ technological skills across a variety of mathematics education goals in teaching linear equation. This means that the ability of teachers’ TPACK in teaching linear equation still needs to be improved.

A professional development study of technology education in secondary science teaching in Benin: Issues of teacher change and self-efficacy beliefs

NASA Astrophysics Data System (ADS)

Kelani, Razacki Raphael E. D.

This study has two purposes. The practical purpose of the study was to provide Benin middle school science teachers with an effective technology education professional development (TEPD) program which granted teachers with content knowledge in technology education (TE), PCK in TE, design hands-on models in TE, and design rubrics assessing students' works. The research purpose of the study was to explore teachers' TE content knowledge and PCK, changes in teachers' self-efficacy beliefs in teaching the TE portion of the curriculum, and teachers' perceptions of their TEPD experience after participating in the program. Four sessions of the TEPD program were carried out with two groups of teachers (N = 23 & 28). A mixed methods research design was utilized to collect data. Pre-experimental one-group pretest-posttest research design was used to collect quantitative data. Two instruments, the technology education teacher self-efficacy beliefs instrument (TETEBI) and the TE Awareness instrument, were designed. The qualitative research design employed a case study with participating teachers' after-session journals and after-session evaluation, classroom observations, teachers' and students' interviews. Overall results of the study revealed that the TEPD program impacted positively participating teachers. Salient results indicated that (1) the TEPD program was effective; (2) although quantitative analysis was inconclusive, through documents analysis, teachers' self-efficacy beliefs were enhanced after participating in the program; (3) teachers did acquire TE content knowledge and PCK; (4) teachers were effectively teaching the TE lessons integrated in the science curriculum; and (5) teachers expressed positive perceptions about the program and acknowledged its soundness, relevancy and effectiveness. Other characteristics of effective PD have been founded such as trainers' expertise and consideration of cultural and contextual issues of the trainees. Interpretations of the results led to ten educational implications that could improve TE teaching in secondary school settings in Benin, as well as in other developing countries with similar features. Finally, five recommendations were made for further investigations.

Using collaborative technology to enhance pre-service teachers' pedagogical content knowledge in Science

NASA Astrophysics Data System (ADS)

Donnelly, Dermot Francis; Hume, Anne

2015-01-01

Background:Supporting pre-service teacher (PT) collaboration as a means of professional learning is a challenging but essential task for effective practice. However, teacher placements or practicums in schools, which is common practice within teacher education programmes, can often isolate PTs from sharing their experiences with each other. Further, the articulation of effective pedagogical practices by high-quality teachers is limited, restricting PTs' ability to access such professional knowledge. Purpose:This study investigates how the introduction of a collaborative technology, a wiki, may enhance existing and new opportunities for pre-service teachers' (PTs) to develop pedagogical content knowledge (PCK). Sample:Seven PT chemistry teachers of varied backgrounds participated in this study. Design and method:The PTs were learning to collaboratively formulate and document their early topic-specific teaching knowledge using a pedagogical tool known as Content Representation (CoRe) design. Once scaffolded into this process, the PTs continued and extended this collaborative work online through the introduction of a wiki. Data were collected for qualitative analysis through the CoRe artefacts, a semi-structured focus group interview, and PTs' reflective essays about their collaborative experiences representing their teaching knowledge in CoRes through the wiki. Results:Data analysis highlighted that while wiki use showed some potential for collaborative representation when participants were not face-to-face, the PTs were hesitant in critiquing each other's work. As such, the online representations remained relatively static without face-to-face interaction. However, developing artefacts online was favoured over established practice and the access to artefacts of their peers on the wiki enhanced PTs' consideration for their own PCK. Conclusion:Wikis show some potential in the hosting of CoRes, but issues in simultaneous posting and lack of chat functionality may hinder PTs' ability to easily critique each others' work. However, the PTs in this study also demonstrated a broader unwillingness to critique each other's CoRes that teacher educators need to challenge. The use of technology to support PTs' CoRes and critiquing warrants further research.

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities

NASA Astrophysics Data System (ADS)

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-09-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent = .70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent = .48)-and curricular knowledge, respectively (rlatent = .35)-are moderate to low (all ps < .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.

Empowering radiologic education on the Internet: a new virtual website technology for hosting interactive educational content on the World Wide Web.

PubMed

Frank, M S; Dreyer, K

2001-06-01

We describe a virtual web site hosting technology that enables educators in radiology to emblazon and make available for delivery on the world wide web their own interactive educational content, free from dependencies on in-house resources and policies. This suite of technologies includes a graphically oriented software application, designed for the computer novice, to facilitate the input, storage, and management of domain expertise within a database system. The database stores this expertise as choreographed and interlinked multimedia entities including text, imagery, interactive questions, and audio. Case-based presentations or thematic lectures can be authored locally, previewed locally within a web browser, then uploaded at will as packaged knowledge objects to an educator's (or department's) personal web site housed within a virtual server architecture. This architecture can host an unlimited number of unique educational web sites for individuals or departments in need of such service. Each virtual site's content is stored within that site's protected back-end database connected to Internet Information Server (Microsoft Corp, Redmond WA) using a suite of Active Server Page (ASP) modules that incorporate Microsoft's Active Data Objects (ADO) technology. Each person's or department's electronic teaching material appears as an independent web site with different levels of access--controlled by a username-password strategy--for teachers and students. There is essentially no static hypertext markup language (HTML). Rather, all pages displayed for a given site are rendered dynamically from case-based or thematic content that is fetched from that virtual site's database. The dynamically rendered HTML is displayed within a web browser in a Socratic fashion that can assess the recipient's current fund of knowledge while providing instantaneous user-specific feedback. Each site is emblazoned with the logo and identification of the participating institution. Individuals with teacher-level access can use a web browser to upload new content as well as manage content already stored on their virtual site. Each virtual site stores, collates, and scores participants' responses to the interactive questions posed on line. This virtual web site strategy empowers the educator with an end-to-end solution for creating interactive educational content and hosting that content within the educator's personalized and protected educational site on the world wide web, thus providing a valuable outlet that can magnify the impact of his or her talents and contributions.

"Designer" Metals as a Manufacturing Unit.

ERIC Educational Resources Information Center

Stier, Kenneth W.

1996-01-01

Technology educators have an obligation to keep pace with the changes taking place in materials science by changing their instructional content to provide students with the knowledge and skills in materials and processing methods that will be used in manufacturing for the 21st century. (JOW)

Making Good Physics Videos

ERIC Educational Resources Information Center

Lincoln, James

2017-01-01

Online videos are an increasingly important way technology is contributing to the improvement of physics teaching. Students and teachers have begun to rely on online videos to provide them with content knowledge and instructional strategies. Online audiences are expecting greater production value, and departments are sometimes requesting educators…

A pilot study of an online workplace nutrition program: the value of participant input in program development.

PubMed

Cousineau, Tara; Houle, Brian; Bromberg, Jonas; Fernandez, Kathrine C; Kling, Whitney C

2008-01-01

Tailored nutrition Web programs constitute an emerging trend in obesity prevention. Initial investment in innovative technology necessitates that the target population be well understood. This pilot study's purpose was to determine the feasibility of a workplace nutrition Web program. Formative research was conducted with gaming industry employees and benefits managers to develop a consensus on workplace-specific nutrition needs. A demonstration Web program was piloted with stakeholders to determine feasibility. Indiana, Mississippi, Nevada, and New Jersey gaming establishments. 86 employees, 18 benefits managers. Prototype Web program. Concept mapping; 16-item nutrition knowledge test; satisfaction. Concept mapping was used to aggregate importance ratings on programmatic content, which informed Web program curriculum. Chi-square tests were performed postintervention to determine knowledge improvement. (1) Employees and benefits managers exhibited moderate agreement about content priorities for the program (r = 0.48). (2) There was a significant increase in employees' nutrition knowledge scores postintervention (t = 7.16, df = 36, P < .001); those with less knowledge exhibited the greatest gains in knowledge scores (r = -0.647, P < .001). Employees and benefit managers do not necessarily agree on the priority of nutrition-related content, suggesting a need for programs to appeal to various stakeholders. Computer-based approaches can address various stakeholder health concerns via tailored, customized programming.

Analysis of knowledge in Astronomy of the students of the Course of Technology in Industrial Automation at the Federal Institute of Education, Science and Technology of São Paulo - Campus Cubatao

NASA Astrophysics Data System (ADS)

Moraes, A. C.

2014-02-01

This work is part of a research of the academic Masters in Science in Education. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute of Education, Science and Technology of São Paulo at the Campus Cubatão (IFSP Campus Cubatão). In the first step, the students' lack of knowledge to the related primary concepts of Astronomy turned out. In a second step, a Basic Course in Astronomy was held outside the syllabus, including classes, lectures and films with pertinent content, which corrected initially found erros. Through a special approach, containing diverse teaching strategies, astronomical concepts were learned or relearned. Analysing the responses of this second step it was found that students had a significant improvement in learning.

Information extraction and knowledge graph construction from geoscience literature

NASA Astrophysics Data System (ADS)

Wang, Chengbin; Ma, Xiaogang; Chen, Jianguo; Chen, Jingwen

2018-03-01

Geoscience literature published online is an important part of open data, and brings both challenges and opportunities for data analysis. Compared with studies of numerical geoscience data, there are limited works on information extraction and knowledge discovery from textual geoscience data. This paper presents a workflow and a few empirical case studies for that topic, with a focus on documents written in Chinese. First, we set up a hybrid corpus combining the generic and geology terms from geology dictionaries to train Chinese word segmentation rules of the Conditional Random Fields model. Second, we used the word segmentation rules to parse documents into individual words, and removed the stop-words from the segmentation results to get a corpus constituted of content-words. Third, we used a statistical method to analyze the semantic links between content-words, and we selected the chord and bigram graphs to visualize the content-words and their links as nodes and edges in a knowledge graph, respectively. The resulting graph presents a clear overview of key information in an unstructured document. This study proves the usefulness of the designed workflow, and shows the potential of leveraging natural language processing and knowledge graph technologies for geoscience.

Content-based management service for medical videos.

PubMed

Mendi, Engin; Bayrak, Coskun; Cecen, Songul; Ermisoglu, Emre

2013-01-01

Development of health information technology has had a dramatic impact to improve the efficiency and quality of medical care. Developing interoperable health information systems for healthcare providers has the potential to improve the quality and equitability of patient-centered healthcare. In this article, we describe an automated content-based medical video analysis and management service that provides convenience and ease in accessing the relevant medical video content without sequential scanning. The system facilitates effective temporal video segmentation and content-based visual information retrieval that enable a more reliable understanding of medical video content. The system is implemented as a Web- and mobile-based service and has the potential to offer a knowledge-sharing platform for the purpose of efficient medical video content access.

Beyond the electronic textbook model: software techniques to make on-line educational content dynamic.

PubMed

Frank, M S; Dreyer, K

2001-06-01

We describe a working software technology that enables educators to incorporate their expertise and teaching style into highly interactive and Socratic educational material for distribution on the world wide web. A graphically oriented interactive authoring system was developed to enable the computer novice to create and store within a database his or her domain expertise in the form of electronic knowledge. The authoring system supports and facilitates the input and integration of several types of content, including free-form, stylized text, miniature and full-sized images, audio, and interactive questions with immediate feedback. The system enables the choreography and sequencing of these entities for display within a web page as well as the sequencing of entire web pages within a case-based or thematic presentation. Images or segments of text can be hyperlinked with point-and-click to other entities such as adjunctive web pages, audio, or other images, cases, or electronic chapters. Miniature (thumbnail) images are automatically linked to their full-sized counterparts. The authoring system contains a graphically oriented word processor, an image editor, and capabilities to automatically invoke and use external image-editing software such as Photoshop. The system works in both local area network (LAN) and internet-centric environments. An internal metalanguage (invisible to the author but stored with the content) was invented to represent the choreographic directives that specify the interactive delivery of the content on the world wide web. A database schema was developed to objectify and store both this electronic knowledge and its associated choreographic metalanguage. A database engine was combined with page-rendering algorithms in order to retrieve content from the database and deliver it on the web in a Socratic style, assess the recipient's current fund of knowledge, and provide immediate feedback, thus stimulating in-person interaction with a human expert. This technology enables the educator to choreograph a stylized, interactive delivery of his or her message using multimedia components assembled in virtually any order, spanning any number of web pages for a given case or theme. An educator can thus exercise precise influence on specific learning objectives, embody his or her personal teaching style within the content, and ultimately enhance its educational impact. The described technology amplifies the efforts of the educator and provides a more dynamic and enriching learning environment for web-based education.

Agoraphobia and the Modern Learner

ERIC Educational Resources Information Center

Dron, Jon; Anderson, Terry

2014-01-01

Read/write social technologies enable rich pedagogies that centre on sharing and constructing content but have two notable weaknesses. Firstly, beyond the safe, nurturing environment of closed groups, students participating in more or less public network- or set-oriented communities may be insecure in their knowledge and skills, leading to…

GIS Enabled PBl Pedagogy: The Effects on Students' Learning in the Classroom

ERIC Educational Resources Information Center

Liu, Yan; Laxman, Kumar

2009-01-01

In efforts aimed at acquainting learners with "how to learn" skills rather than static content knowledge, more student centric instructional approaches are being increasingly adopted in informing curriculum design and delivery. Technology-rich problem solving environments offer great promise in scaffolding and facilitating…

Pre-Service Teachers' Perceptions on Tpack Development after Designing Educational Games

ERIC Educational Resources Information Center

Sancar Tokmak, Hatice

2015-01-01

This qualitative case study aimed to investigate Early Childhood Education (ECE) pre-service teachers' perception of development in their technological, pedagogical, content knowledge (TPACK) after designing educational computer games for young children. Participants included 21 ECE pre-service teachers enrolled in the course Instructional…

A TPACK Diagnostic Tool for Teacher Education Leaders

ERIC Educational Resources Information Center

Graziano, Kevin J.; Herring, Mary C.; Carpenter, Jeffrey P.; Smaldino, Sharon; Finsness, Elizabeth S.

2017-01-01

Teacher education faculty must incorporate and model effective use of Technological, Pedagogical, and Content Knowledge (TPACK) in the classroom and across the curriculum. Teacher education leaders have a responsibility to set direction, develop people, and redesign their teacher preparation programs into TPACK ready environments. As such, a…

ePortfolio as a Measure of Reflective Practice

ERIC Educational Resources Information Center

Parkes, Kelly A.; Dredger, Katie S.; Hicks, David

2013-01-01

This instructional article outlines the qualities of effective ePortfolios and how reflection and student growth is measured. Student exemplars and assessment rubrics show how, despite changing tools and evolving standards, sustained collaboration and student coaching yields reflective practitioners in content areas and in technological knowledge.…

76 FR 12263 - Read Across America Day, 2011

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-04

..., discussing the story, and encouraging children to ask questions on words or content they do not understand... areas of knowledge, including the subjects of science, technology, engineering, and mathematics. The... to the world as Dr. Seuss. Through amusing wordplay and engaging tales, his stories have helped...

Science, technology, and pedagogy: Exploring secondary science teachers' effective uses of technology

NASA Astrophysics Data System (ADS)

Guzey, Siddika Selcen

Technology has become a vital part of our professional and personal lives. Today we cannot imagine living without many technological tools such as computers. For the last two decades technology has become inseparable from several areas, such as science. However, it has not been fully integrated into the field of education. The integration of technology in teaching and learning is still challenging even though there has been a historical growth of Internet access and available technology tools in schools (U.S. Department of Education, National Center for Education Statistics, 2006). Most teachers have not incorporated technology into their teaching for various reasons such as lack of knowledge of educational technology tools and having unfavorable beliefs about the effectiveness of technology on student learning. In this study, three beginning science teachers who have achieved successful technology integration were followed to investigate how their beliefs, knowledge, and identity contribute to their uses of technology in their classroom instruction. Extensive classroom observations and interviews were conducted. The findings demonstrate that the participating teachers are all intrinsically motivated to use technology in their teaching and this motivation allows them to enjoy using technology in their instruction and keeps them engaged in technology use. These teachers use a variety of technology tools in their instruction while also allowing students to use them, and they posit a belief set in favor of technology. The major findings of the study are displayed in a model which indicates that teachers' use of technology in classroom instruction was constructed jointly by their technology, pedagogy, and content knowledge; identity; beliefs; and the resources that are available to them and that the internalization of the technology use comes from reflection. The study has implications for teachers, teacher educators, and school administrators for successful technology integration into science classrooms.

Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

NASA Astrophysics Data System (ADS)

Niepold, F.; Byers, A.

2009-12-01

The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.

Assessing gains in teacher knowledge and confidence in a long-duration climate literacy initiative

NASA Astrophysics Data System (ADS)

Haine, D. B.; Kendall, L.; Yelton, S.

2013-12-01

Climate Literacy: Integrating Modeling & Technology Experiences (CLIMATE) in NC Classrooms, an interdisciplinary, global climate change program for NC high school science teachers is administered by UNC Chapel Hill's Institute for the Environment (IE) with funding from NASA's Innovations in Climate Education (NICE) Program. Currently in its third year, this year-long program serves 24 teaching fellows annually and combines hands-on climate science investigations with experiential learning in fragile ecosystem environments to achieve the following program goals: increased teacher knowledge of climate change science and predicted impacts; increased teacher knowledge of modeling and technology resources, with an emphasis on those provided by NASA; and increased teacher confidence in using technology to address climate change education. A mixed-methods evaluation approach that includes external evaluation is providing quantitative and qualitative data about the extent to which program goals are being achieved. With regard to increases in teacher knowledge, teachers often self-report an increase in knowledge as a result of a program activity; this session will describe our strategies for assessing actual gains in teacher knowledge which include pre- and post-collaborative concept mapping and pre- and post-open response questionnaires. For each evaluation approach utilized, the process of analyzing these qualitative data will be discussed and results shared. For example, a collaborative concept mapping activity for assessment of learning as a result of the summer institute was utilized to assess gains in content knowledge. Working in small groups, teachers were asked to identify key vocabulary terms and show their relationship to one another via a concept map to answer these questions: What is global climate change? What is/are the: evidence? mechanisms? causes? consequences? Concept maps were constructed at the beginning (pre) and again at the end (post) of the Summer Institute. Concept map analysis revealed that post-maps included more key terms/concepts on average than pre-concept maps and that 6-9 NEW terms were present on post-maps; these NEW terms were directly related to science content addressed during the summer institute. In an effort to assess knowledge gained as a result of participating in an experiential weekend retreat, a pre- and post-open response questionnaire focused on the spruce-fir forest, an ecosystem prominently featured during programming, was administered. Post-learning assessments revealed learning gains for 100% of participants, all of whom were able to provide responses that referenced specific content covered during the retreat. To demonstrate increased teacher confidence in using technology to support climate science instruction, teachers are asked to develop and pilot a lesson that integrates at least one NASA resource. In collaboration with an external evaluator, a rubric was developed to evaluate submitted lessons in an effort to assess progress at achieving this program goal. The process of developing this rubric as well as the results from this analysis will be shared along with the challenges and insights that have been revealed from analyzing submitted lessons.

Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project

NASA Astrophysics Data System (ADS)

Wells, Jennifer Gayle

The Next Generation Science Standards represent a significant challenge for K--12 school reform in the United States in the science, technology, engineering and mathematics (STEM) disciplines (NSTA, 2012). One important difference between the National Science Education Standards (NRC, 1996) and the Next Generation Science Standards (Achieve, 2013) is the more extensive inclusion of nanoscale science and technology. Teacher PD is a key vehicle for implementing this STEM education reform effort (NRC, 2012; Smith, 2001). The context of this dissertation study is Project Nanoscience and Nanotechnology Outreach (NANO), a secondary level professional development program for teachers that provides a summer workshop, academic year coaching and the opportunity for teacher participants to borrow a table-top Phenom scanning electron microscope and a research grade optical microscope for use in their classrooms. This designed-based descriptive case study examined the thinking of secondary teachers in the 2012 Project NANO cohort as they negotiated the inclusion of novel science concepts and technology into secondary science curriculum. Teachers in the Project NANO 2012 summer workshop developed a two-week, inquiry-based unit of instruction drawing upon one or more of nine big ideas in nanoscale science and technology as defined by Stevens, Sutherland, and Krajcik (2011). This research examined teacher participants' metastrategic thinking (Zohar, 2006) which they used to inform their pedagogical content knowledge (Shulman, 1987) by focusing on the content knowledge teachers chose to frame their lessons, their rationales for such choices as well as the teaching strategies that they chose to employ in their Project NANO unit of instruction. The study documents teachers various entry points on a learning progression as teachers negotiated the inclusion of nanoscale science and technology into the curriculum for the first time. Implications and recommendations for teacher professional development are offered.

Engagement in Science and Engineering through Animal-Based Curricula

ERIC Educational Resources Information Center

Mueller, Megan Kiely; Byrnes, Elizabeth M.; Buczek, Danielle; Linder, Deborah E.; Freeman, Lisa M.; Webster, Cynthia R. L.

2018-01-01

One of the persistent challenges in science, technology, engineering, and math (STEM) education is increasing interest, learning, and retention, particularly with regard to girls and students in underserved areas. Educational curricula that promote process and content knowledge development as well as interest and engagement in STEM are critical in…

Explaining Student Achievement: The Influence of Teachers' Pedagogical Content Knowledge in Statistics

ERIC Educational Resources Information Center

Callingham, Rosemary; Carmichael, Colin; Watson, Jane M.

2016-01-01

Statistics is an increasingly important component of the mathematics curriculum. "StatSmart" was a project intended to influence middle-years students' learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating students in grade 5/6 to grade 9…

A Knowledge-Based Approach to Retrieving Teaching Materials for Context-Aware Learning

ERIC Educational Resources Information Center

Shih, Wen-Chung; Tseng, Shian-Shyong

2009-01-01

With the rapid development of wireless communication and sensor technologies, ubiquitous learning has become a promising solution to educational problems. In context-aware ubiquitous learning environments, it is required that learning content is retrieved according to environmental contexts, such as learners' location. Also, a learning content…

Team-Teaching a Digital Senior Capstone Project in CTE

ERIC Educational Resources Information Center

Ryan, Melanie D.; Tews, Nichole M.; Washer, Barton A.

2012-01-01

Secondary career and technical education (CTE) students are faced with the unique challenge of learning not only specific content-related knowledge and skills, but also postsecondary preparation, 21st century technology, employability and self-marketing skills. At Cass Career Center in Harrisonville, Missouri, a senior capstone project was…

Online Textbooks Deliver Timely, Real-World Content

ERIC Educational Resources Information Center

Seidel, Kim

2009-01-01

Faced with the challenge of keeping up with the rapidly changing field of information systems, author and teacher John Gallaugher opted to write an open source textbook with a new online company, Flat World Knowledge (FWK). Gallaugher's open source textbook, "Information Systems: A Manager's Guide to Harnessing Technology", has an expected…

Assessing University Students' Perceptions of Their Physics Instructors' TPACK Development in Two Contexts

ERIC Educational Resources Information Center

Chang, Yahui; Jang, Syh-Jong; Chen, Yang-Hsueh

2015-01-01

Technological Pedagogical and Content Knowledge (TPACK) has been gaining traction among educational researchers; however, studies documenting university students' perceptions of their teachers' TPACK remain limited. This study intends to investigate the professional development of two physics instructors through the lens of the TPACK framework.…

The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Bodzin, Alec; Peffer, Tamara; Kulo, Violet

2012-01-01

Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy…

Workplace Civics & Government. Prospectus for a Multimedia Curriculum.

ERIC Educational Resources Information Center

Raney, Mardell, Ed.

This guide is designed to help students understand civics and government as well as the social, organizational, and technological systems that effect citizenship. It proposes use of a multimedia curriculum intended to combine the skills, knowledge, and content of civics with the workplace. The guide provides a rationale for an interdisciplinary…

Increased Content Knowledge of Students with Visual Impairments as a Result of Extended Descriptions

ERIC Educational Resources Information Center

Ely, Richard; Emerson, Robert Wall; Maggiore, Theresa; Rothberg, Madeleine; O'Connell, Trisha; Hudson, Laurel

2006-01-01

The National Center for Accessible Media has developed a technology and protocol for inserting extended, enhanced descriptions of visually based concepts into artificially paused digital video. These "eDescriptions" describe material not fully explained by a narrator and provide analogies and explanation specifically designed for…

Characterising the Perceived Value of Mathematics Educational Apps in Preservice Teachers

ERIC Educational Resources Information Center

Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter

2016-01-01

This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps). The technological pedagogical content knowledge (TPACK) model was used as the conceptual framework for the analysis. Three hundred and seventy-three preservice students studying…

Preservice Teachers' TPACK Beliefs and Attitudes toward Simulations

ERIC Educational Resources Information Center

Lehtinen, Antti; Nieminen, Pasi; Viiri, Jouni

2016-01-01

This study investigated the effect of an intervention regarding the use of simulations in science teaching on primary school preservice science teachers' (n = 36) self-assessed technological, pedagogical, and content knowledge (TPACK). The connection of their self-assessed TPACK on their views on the usefulness of simulations in science teaching…

Webquests for English-Language Learners: Essential Elements for Design

ERIC Educational Resources Information Center

Sox, Amanda; Rubinstein-Avila, Eliane

2009-01-01

The authors of this article advocate for the adaptation and use of WebQuests (web-based interdisciplinary collaborative learning units) to integrate technological competencies and content area knowledge development at the secondary level and to support the linguistic needs of English-language learners (ELLs). After examining eight WebQuests, the…

Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning

ERIC Educational Resources Information Center

Rau, Martina A.

2017-01-01

Visual representations play a critical role in enhancing science, technology, engineering, and mathematics (STEM) learning. Educational psychology research shows that adding visual representations to text can enhance students' learning of content knowledge, compared to text-only. But should students learn with a single type of visual…

Collaborative Metaliteracy: Putting the New Information Literacy Framework into (Digital) Practice

ERIC Educational Resources Information Center

Gersch, Beate; Lampner, Wendy; Turner, Dudley

2016-01-01

This article describes a course-integrated collaborative project between a subject librarian, a communication professor, and an instructional designer that illustrates how the TPACK (Technological Pedagogical Content Knowledge) framework, developed by Mishra and Koehler (2006), and the new ACRL Framework for Information Literacy (Framework)…

The Effect of a High School Financial Literacy Course on Student Financial Knowledge

ERIC Educational Resources Information Center

McCann, Karen L.

2010-01-01

New Jersey school districts establish curriculums to meet the proficiencies found in the New Jersey Core Curriculum Content Standards (NJCCCS). The research focuses on the effectiveness of the Washington Township High School Career and Technology Education Department's curriculum in addressing the NJCCS Financial Literacy benchmarks. The…

Is There a Teacher in This Class? Information Processing, Multimedia and Education

ERIC Educational Resources Information Center

Muralikrishnan, T. R.; Sanjayan, T. S.

2009-01-01

This paper proposes to discuss the concept of multimedia using information processing theory in ICT enabled teacher education in the context of a knowledge society. The Information and communication technology (ICT) competencies required of teachers related to content, pedagogy, technical issues, social issues, collaboration and networking remain…

Enhancing Creative Thinking through Designing Electronic Slides

ERIC Educational Resources Information Center

Mokaram, Al-Ali Khaled; Al-Shabatat, Ahmad Mohammad; Fong, Fook Soon; Abdallah, Andaleeb Ahmad

2011-01-01

During the shifting of teaching and learning methods using computer technologies, much emphasis was paid on the knowledge content more than the thinking skills. Thus, this study investigated the effects of a computer application, namely, designing electronic slides on the development of creative thinking skills of a sample of undergraduate…

An emerging role: the nurse content curator.

PubMed

Brooks, Beth A

2015-01-01

A new phenomenon, the inverted or "flipped" classroom, assumes that students are no longer acquiring knowledge exclusively through textbooks or lectures. Instead, they are seeking out the vast amount of free information available to them online (the very essence of open source) to supplement learning gleaned in textbooks and lectures. With so much open-source content available to nursing faculty, it benefits the faculty to use readily available, technologically advanced content. The nurse content curator supports nursing faculty in its use of such content. Even more importantly, the highly paid, time-strapped faculty is not spending an inordinate amount of effort surfing for and evaluating content. The nurse content curator does that work, while the faculty uses its time more effectively to help students vet the truth, make meaning of the content, and learn to problem-solve. Brooks. © 2014 Wiley Periodicals, Inc.

Virginia physical science teachers' content knowledge assessment and professional development preferences

NASA Astrophysics Data System (ADS)

Hendrick, M. Georgeann

The course content for middle school physical science in Virginia is defined by the Standards of Learning. These eleven categories include topics in scientific experimentation, the nature of matter, chemistry and physics. Content knowledge is essential if teachers are to provide effective teaching, which includes analogies, illustrations, examples, and most importantly, hands-on experimentation. One means of assessing teacher content knowledge is by determining their academic major and minor. Teachers lacking a major or minor in the classes they teach are defined as "out-of-field" by Ingersoll (1996). When he examined data for middle school physical science teachers, 74% were "out-of-field." This survey study had two major facets. First, Virginia teachers were asked to assess their content knowledge in all eleven categories. They were also asked to provide descriptive and demographic data about themselves (including their academic degrees) and their schools. Secondly, the teachers were asked for their professional development preferences as well as organizational logistics including location, time, other participants, and use of technology. The survey was mailed to each school containing an eighth grade within the Commonwealth. The survey response rate was 73%. The data was analyzed descriptively and analytically, using frequency, percentages, T-tests, and ANOVA. Three major findings emerged. (1) The three areas which teachers assessed as lowest content knowledge included PS.11 (Electricity and Magnetism), PS.9 (Light), and PS.8 (Sound). These exactly match the three topics most desired for professional development. (2) Based on Ingersoll's definition, 68% of Virginia's teachers are providing "out-of-field" instruction. In addition, teachers with fewer years of teaching experience or mixed assignments, and/or those teaching in smaller, more rural schools report lower content knowledge. (3) Teachers desire professional development in all eleven categories. They are especially interested in programs which provide hands-on materials. Programs should be organized locally, enabling them to create collaborative teams. This study highlights the importance of professional development support for teachers who often lack an in-depth academic background in the physical sciences. This teacher input should inform program developers. In addition, inquiry into changing student SOL scores after teachers attend such programs could continue this line of inquiry.

Emerging technology becomes an opportunity for EOS

NASA Astrophysics Data System (ADS)

Fargion, Giulietta S.; Harberts, Robert; Masek, Jeffrey G.

1996-11-01

During the last decade, we have seen an explosive growth in our ability to collect and generate data. When implemented, NASA's Earth observing system data information system (EOSDIS) will receive about 50 gigabytes of remotely sensed image data per hour. This will generate an urgent need for new techniques and tools that can automatically and intelligently assist in transforming this abundance of data into useful knowledge. Some emerging technologies that address these challenges include data mining and knowledge discovery in databases (KDD). The most basic data mining application is a content-based search (examples include finding images of particular meteorological phenomena or identifying data that have been previously mined or interpreted). In order that these technologies be effectively exploited for EOSDIS development, a better understanding of data mining and the requirements for using this technology is necessary. The authors are currently undertaking a project exploring the requirements and options of content-based search and data mining for use on EOSDIS. The scope of the project is to develop a prototype with which to investigate user interface concepts, requirements, and designs relevant for EOSDIS core system (ECS) subsystem utilizing these techniques. The goal is to identify a generic handling of these functions. This prototype will help identify opportunities which the earth science community and EOSDIS can use to meet the challenges of collecting, searching, retrieving, and interacting with abundant data resources in highly productive ways.

The Heat is On! Confronting Climate Change in the Classroom

NASA Astrophysics Data System (ADS)

Bowman, R.; Atwood-Blaine, D.

2008-12-01

This paper discusses a professional development workshop for K-12 science teachers entitled "The Heat is On! Confronting Climate Change in the Classroom." This workshop was conducted by the Center for Remote Sensing of Ice Sheets (CReSIS), which has the primary goal to understand and predict the role of polar ice sheets in sea level change. The specific objectives of this summer workshop were two-fold; first, to address the need for advancement in science technology engineering and mathematics (STEM) education and second, to address the need for science teacher training in climate change science. Twenty-eight Kansas teachers completed four pre-workshop assignments online in Moodle and attended a one-week workshop. The workshop included lecture presentations by scientists (both face-to-face and via video-conference) and collaboration between teachers and scientists to create online inquiry-based lessons on the water budget, remote sensing, climate data, and glacial modeling. Follow-up opportunities are communicated via the CReSIS Teachers listserv to maintain and further develop the collegial connections and collaborations established during the workshop. Both qualitative and quantitative evaluation results indicate that this workshop was particularly effective in the following four areas: 1) creating meaningful connections between K-12 teachers and CReSIS scientists; 2) integrating distance-learning technologies to facilitate the social construction of knowledge; 3) increasing teachers' content understanding of climate change and its impacts on the cryosphere and global sea level; and 4) increasing teachers' self-efficacy beliefs about teaching climate science. Evaluation methods included formative content understanding assessments (via "clickers") during each scientist's presentation, a qualitative evaluation survey administered at the end of the workshop, and two quantitative evaluation instruments administered pre- and post- workshop. The first of these quantitative instruments measured teachers' efficacy beliefs about teaching climate science and the outcome expectancy they hold for student achievement. The second, a content test, measured the teachers' content knowledge of climate science and the cryosphere. Our results indicate that the teachers participating in the workshops showed significant increase in personal climate science teaching efficacy, outcome expectancy, and content knowledge of climate science, all at the p < 0.01 level. Interestingly, these results appear to be independent of each other. While one may think that changes in efficacy beliefs are caused by gains in content knowledge, our results show low correlation between these two factors.

Leveraging Social Networking Technologies: An Analysis of the Knowledge Flows Facilitated by Social Media and the Potential Improvements in Situational Awareness, Readiness, and Productivity

DTIC Science & Technology

2010-09-01

articulating perception, interpretation and actionable prediction in an operational environment . BCKS’ success with digital storytelling has far...podcasts; wikis and other collaborative spaces; social networks such as Facebook and LinkedIn; other user generated content; virtual social environments ...study of Xerox’s knowledge management systems noting that 80% of its IT was focused on adapting to the social dynamics of its workplace environment

Space technology, sustainable development and community applications: Internet as a facilitator

NASA Astrophysics Data System (ADS)

Peter, Nicolas; Afrin, Nadia; Goh, Gérardine; Chester, Ed

2006-07-01

Among other approaches, space technologies are currently being deployed for disaster management, environmental monitoring, urban planning, health applications, communications, etc. Although space-based applications have tremendous potential for socioeconomic development, they are primarily technology driven and the requirements from the end-users (i.e. the development community) are rarely taken into consideration during the initial development stages. This communication gap between the "space" and "development" communities can be bridged with the help of the web-based knowledge sharing portal focused on space applications for development. This online community uses the development gateway foundation's sophisticated content management system. It is modeled after the development gateway's knowledge sharing portals ( http://topics.developmentgateway.org) and draws from their expertise in knowledge management, partnership building and marketing. These types of portal are known to facilitate broad-based partnerships across sectors, regions and the various stakeholders but also to facilitate North-South and South-South cooperation. This paper describes the initiative "Space for Development" ( http://topics.developmentgateway.org/space) started in 2004 which aims to demonstrate how such a web-based portal can be structured to facilitate knowledge sharing in order to bridge the gap between the "space" and "development" communities in an innovative and global manner.

A Pilot Study of an Online Workplace Nutrition Program: The Value of Participant Input in Program Development

PubMed Central

Cousineau, Tara; Houle, Brian; Bromberg, Jonas; Fernandez, Kathrine C.; Kling, Whitney C.

2008-01-01

Objective Tailored nutrition Web programs constitute an emerging trend in obesity prevention. Initial investment in innovative technology necessitates that the target population be well understood. This pilot study’s purpose was to determine the feasibility of a workplace nutrition Web program. Design Formative research was conducted with gaming industry employees and benefits managers to develop a consensus on workplace-specific nutrition needs. A demonstration Web program was piloted with stakeholders to determine feasibility. Setting Indiana, Mississippi, Nevada, and New Jersey gaming establishments. Participants 86 employees, 18 benefits managers. Intervention Prototype Web program. Main Outcome Measures Concept mapping; 16-item nutrition knowledge test; satisfaction. Analysis Concept mapping was used to aggregate importance ratings on programmatic content, which informed Web program curriculum. Chi-square tests were performed postintervention to determine knowledge improvement. Results (1) Employees and benefits managers exhibited moderate agreement about content priorities for the program (r = 0.48). (2) There was a significant increase in employees’ nutrition knowledge scores postintervention (t = 7.16, df = 36, P < .001); those with less knowledge exhibited the greatest gains in knowledge scores (r = −0.647, P < .001). Conclusions and Implications Employees and benefit managers do not necessarily agree on the priority of nutrition-related content, suggesting a need for programs to appeal to various stakeholders. Computer-based approaches can address various stakeholder health concerns via tailored, customized programming. PMID:18457784

Examining the Effect of Enactment of a Geospatial Curriculum on Students' Geospatial Thinking and Reasoning

NASA Astrophysics Data System (ADS)

Bodzin, Alec M.; Fu, Qiong; Kulo, Violet; Peffer, Tamara

2014-08-01

A potential method for teaching geospatial thinking and reasoning (GTR) is through geospatially enabled learning technologies. We developed an energy resources geospatial curriculum that included learning activities with geographic information systems and virtual globes. This study investigated how 13 urban middle school teachers implemented and varied the enactment of the curriculum with their students and investigated which teacher- and student-level factors accounted for students' GTR posttest achievement. Data included biweekly implementation surveys from teachers and energy resources content and GTR pre- and posttest achievement measures from 1,049 students. Students significantly increased both their energy resources content knowledge and their GTR skills related to energy resources at the end of the curriculum enactment. Both multiple regression and hierarchical linear modeling found that students' initial GTR abilities and gain in energy content knowledge were significantly explanatory variables for their geospatial achievement at the end of curriculum enactment, p < .001. Teacher enactment factors, including adherence to implementing the critical components of the curriculum or the number of years the teachers had taught the curriculum, did not have significant effects on students' geospatial posttest achievement. The findings from this study provide support that learning with geospatially enabled learning technologies can support GTR with urban middle-level learners.

In-line Raman spectroscopic monitoring and feedback control of a continuous twin-screw pharmaceutical powder blending and tableting process.

PubMed

Nagy, Brigitta; Farkas, Attila; Gyürkés, Martin; Komaromy-Hiller, Szofia; Démuth, Balázs; Szabó, Bence; Nusser, Dávid; Borbás, Enikő; Marosi, György; Nagy, Zsombor Kristóf

2017-09-15

The integration of Process Analytical Technology (PAT) initiative into the continuous production of pharmaceuticals is indispensable for reliable production. The present paper reports the implementation of in-line Raman spectroscopy in a continuous blending and tableting process of a three-component model pharmaceutical system, containing caffeine as model active pharmaceutical ingredient (API), glucose as model excipient and magnesium stearate as lubricant. The real-time analysis of API content, blend homogeneity, and tablet content uniformity was performed using a Partial Least Squares (PLS) quantitative method. The in-line Raman spectroscopic monitoring showed that the continuous blender was capable of producing blends with high homogeneity, and technological malfunctions can be detected by the proposed PAT method. The Raman spectroscopy-based feedback control of the API feeder was also established, creating a 'Process Analytically Controlled Technology' (PACT), which guarantees the required API content in the produced blend. This is, to the best of the authors' knowledge, the first ever application of Raman-spectroscopy in continuous blending and the first Raman-based feedback control in the formulation technology of solid pharmaceuticals. Copyright © 2017 Elsevier B.V. All rights reserved.

Genetics problem solving and worldview

NASA Astrophysics Data System (ADS)

Dale, Esther

The research goal was to determine whether worldview relates to traditional and real-world genetics problem solving. Traditionally, scientific literacy emphasized content knowledge alone because it was sufficient to solve traditional problems. The contemporary definition of scientific literacy is, "The knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs and economic productivity" (NRC, 1996). An expanded definition of scientific literacy is needed to solve socioscientific issues (SSI), complex social issues with conceptual, procedural, or technological associations with science. Teaching content knowledge alone assumes that students will find the scientific explanation of a phenomenon to be superior to a non-science explanation. Formal science and everyday ways of thinking about science are two different cultures (Palmer, 1999). Students address this rift with cognitive apartheid, the boxing away of science knowledge from other types of knowledge (Jedege & Aikenhead, 1999). By addressing worldview, cognitive apartheid may decrease and scientific literacy may increase. Introductory biology students at the University of Minnesota during fall semester 2005 completed a written questionnaire-including a genetics content-knowledge test, four genetic dilemmas, the Worldview Assessment Instrument (WAI) and some items about demographics and religiosity. Six students responded to the interview protocol. Based on statistical analysis and interview data, this study concluded the following: (1) Worldview, in the form of metaphysics, relates to solving traditional genetic dilemmas. (2) Worldview, in the form of agency, relates to solving traditional genetics problems. (3) Thus, worldview must be addressed in curriculum, instruction, and assessment.

The impact of podcasting on the learning and satisfaction of undergraduate nursing students.

PubMed

Vogt, Marjorie; Schaffner, Barbara; Ribar, Alicia; Chavez, Ruth

2010-01-01

Nursing education has evolved from traditional pedagogical models to current methods using technology for knowledge acquisition. Podcasting is one example of teaching methodology used in higher education. Studies demonstrate positive student satisfaction with podcasting, but there is limited data related to knowledge acquisition. The purpose of this study was to examine the impact of podcasting on nursing student learning and satisfaction. Two classes of junior baccalaureate nursing students had scores on selected exam questions compared. The 2007 class (n=63) had select content presented in traditional lecture format where the 2008 class (n=57) had the same content presented via podcast. Both methods used the same faculty and exam questions. The 2008 class completed a satisfaction survey. Results indicated no significant difference in correct responses on exam questions. Exam scores were better with the first podcast, equal for the second, and worse with the third podcast. Students were overall satisfied with the podcasting experience and commented positively on its portability and flexibility. This study contributes to the knowledge base of podcasting effectiveness and raises the question of evaluation of new teaching methodologies. Must an increase in learning occur for new methods to be considered effective, or is positive student satisfaction adequate to encourage the adoption of new technology methods?

Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anne Seifert; Louis Nadelson

2011-06-01

Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivationmore » for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a Materials World' was one of the fifteen content strands offered at the institute. The summer institute participants were pre/post tested on their comfort with STEM, their perceptions of STEM education, their pedagogical discontentment, their implementations of inquiry, their attitudes toward student learning of STEM, and their content knowledge associated with their specific content strand. The results from our research indicate a significant increase in content knowledge (t = 11.36, p < .01) for the Living in a Materials World strand participants. Overall the summer institute participants were found to have significant increases in their comfort levels for teaching STEM (t = 10.94, p < .01), in inquiry implementation (t = 5.72, p < .01) and efficacy for teaching STEM (t = 6.27, p < .01) and significant decrease in pedagogical discontentment (t = -6.26, p < .01).« less

Innovative approaches to using new media and technology in health promotion for adolescents and young adults.

PubMed

Hyden, Christel; Cohall, Alwyn

2011-12-01

Over the past decade, new technology and media have changed the way we communicate, access information, and share content with one another. Most 12- to 17-year-olds now own cell phones, and most adolescents and young adults spend several hours per day on computers and cell phones. The American Academy of Pediatrics now encourages all pediatricians to increase their knowledge of new media and technology. This article details technology access among adolescents and young adults, highlights several current and potential innovative applications for new technology and social networking in health promotion, and discusses issues to consider as practitioners move toward integrating new media into clinical and health education settings.

Unraveling the development of scientific literacy: Domain-specific inquiry support in a system of cognitive and social interactions

NASA Astrophysics Data System (ADS)

Tabak, Iris Ellen

The goal of this dissertation was to study how to harness technological tools in service of establishing a climate of inquiry in science classrooms. The research is a design experiment drawing on sociocultural and cognitive theory. As part of the BGuILE project, I developed software to support observational research of natural selection, and a complementary high school unit on evolution. Focusing on urban schools, I employed interpretive methods to examine learning as it unfolds in the classroom. I present design principles for realizing a climate of inquiry in technology-infused classrooms. This research contributes to technology design, teaching practice and educational and cognitive research. My pedagogical approach, Domain-Specific Strategic Support (DSSS), helps students analyze and synthesize primary data by making experts' considerations of content knowledge explicit. Students query data by constructing questions from a selection of comparison and variable types that are privileged in the domain. Students organize their data according to evidence categories that comprise a natural selection argument. I compared the inquiry process of contrastive cases: an honor group, a regular group and a lower track group. DSSS enabled students at different achievement levels to set up systematic comparisons, and construct empirically-based explanations. Prior knowledge and inquiry experience influenced spontaneous strategy use. Teacher guidance compensated for lack of experience, and enabled regular level students to employ strategies as frequently as honor students. I extend earlier research by proposing a taxonomy of both general and domain-specific reflective inquiry strategies. I argue that software, teacher and curriculum work in concert to sustain a climate of inquiry. Teachers help realize the potential that technological tools invite. Teachers reinforce software supports by encouraging students utilize technological tools, and by modeling their use. They also establish classroom norms that reflect scientific values. Discussions at the computer allow teachers to provide just-in-time guidance on inquiry actions. Whole class discussions afford sharing insights across groups, and relating finding to normative knowledge. Pretest to posttest improvements in both conceptual and strategic knowledge suggest that DSSS helps reconcile the tension that can exist between content and process goals in inquiry settings.

Development of dialog system powered by textual educational content

NASA Astrophysics Data System (ADS)

Bisikalo, Oleg V.; Dovgalets, Sergei M.; Pijarski, Paweł; Lisovenko, Anna I.

2016-09-01

The advances in computer technology require an interconnection between a man and computer, more specifically, between complex information systems. The paper is therefore dedicated to creation of dialog systems, able to respond to users depending on the implemented textual educational content. To support the dialog there had been suggested the knowledge base model on the basis of the unit and a fuzzy sense relation. Lexical meanings is taken out from the text by processing the syntactic links between the allologs of all the sentences and the answer shall be generated as the composition of a fuzzy ratios upon the formal criterion. The information support technology had been put to an evaluation sample test, which demonstrates the combination of information from some sentences in the final response.

The knowledge in astronomy of the students of technology in industrial automation

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Capasso Moraes, Ataliba

2016-07-01

This work is part of a research of the academic Masters in Science in Education at the Cruzeiro do Sul University, in Brazil. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students' lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analysed the responses of this second step, it was found that students had a significant improvement in learning.

Analysis of knowledge in astronomy of the students of technology in industrial automation

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Capasso Moraes, Ataliba

2015-08-01

This work is part of a research of the academic Masters in Science in Education at the Cruzeiro do Sul University, in Brazil. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students’ lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analysed the responses of this second step, it was found that students had a significant improvement in learning.

Impact of CALL In-House Professional Development Training on Teachers' Pedagogy: An Evaluative Study

ERIC Educational Resources Information Center

Sulaimani, Amjjad Osama; Sarhandi, Pir Suhail Ahmed; Buledi, Majid Hussain

2017-01-01

This study examines the impact of computer-assisted language learning (CALL) in-house professional development trainings based on Technological Pedagogical Content Knowledge in-Action (TPACK-In-Action) model on female teachers' pedagogy at a Saudi Arabian university. Data were collected using survey questionnaires to gather participants'…

The Sources of Science Teaching Self-Efficacy among Elementary School Teachers: A Mediational Model Approach

ERIC Educational Resources Information Center

Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

2015-01-01

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological--pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes)…

Place-Making in Higher Education: Co-Creating Engagement and Knowledge Practices in the Networked Age

ERIC Educational Resources Information Center

Swist, Teresa; Kuswara, Andreas

2016-01-01

The pedagogical locations, functions and possibilities of higher education continuously unfold as mobile technologies, digital content and social practices intersect at a rapid pace. There is an urgent need to understand better how student learning is situated within this complex system and interrelates with broader sociotechnical knowledge…

Teacher's Computer Self-Efficacy and Its Relationship with Cognitive Style and TPACK

ERIC Educational Resources Information Center

López-Vargas, Omar; Duarte-Suárez, Leydy; Ibáñez-Ibáñez, Jaime

2017-01-01

The research reviews the existing relationship between teachers' computer self-efficacy, cognitive style in the field dependence-independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also inquired into the influence of teachers' performance area on self-efficacy and TPACK. In total, 208 teachers from a public…

Moving from Content Knowledge to Engagement

ERIC Educational Resources Information Center

McDonald, James; Dominguez, Lynn

2005-01-01

While the goal of science education used to be to produce more scientists, that goal has changed with the introduction of the National Science Education Standards (NSES) (NRC 1996). Society has recognized that it is essential for everyone, regardless of vocation, to understand the fundamentals of science and technology. The phrase that has come to…

TPACK Survey Development Study for Social Sciences Teachers and Teacher Candidates

ERIC Educational Resources Information Center

Akman, Özkan; Güven, Cemal

2015-01-01

The purpose of this research is to develop a scale for analyzing the technological pedagogical and content knowledge (TPACK) and self-efficacy perceptions of the social sciences teachers and teacher candidates. During the development process, an item pool has been generated by evaluating the studies made in the literature. Also, after opinions…

Blended Learning Approach to Develop the Teachers' TPACK

ERIC Educational Resources Information Center

Qasem, Arwa Ahmed Abdo; Viswanathappa, Gandla

2016-01-01

A theoretical framework has emerged recently to guide research in the teachers' use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning…

The Common Core Learning Standards and Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership and Academic Optimism

ERIC Educational Resources Information Center

Sullivan, Dennis D.

2016-01-01

This study sought to identify the relationships among elementary teachers instructional practices in mathematics pre- and post-CCLS implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age,…

PROGRAMMED INSTRUCTION IN THE BRITISH ARMED FORCES, A REPORT ON RESEARCH AND DEVELOPMENT.

ERIC Educational Resources Information Center

WALLIS, D.; AND OTHERS

THE BRITISH ARMED SERVICES HAVE APPLIED PROGRAMING IN SCHOLASTIC SUBJECTS. A MARKED IMPROVEMENT IN THE TECHNOLOGY OF TRAINING HAS RESULTED IN THE DEVELOPMENT OF A MORE SYSTEMATIC DERIVATION OF TRAINING OBJECTIVES, CLOSER ASSESSMENT OF KNOWLEDGE AND ABILITY OF POTENTIAL STUDENTS, AND MORE ACCURATE SPECIFICATION OF CONTENTS, METHODS, AND MATERIALS…

Why Magic Bullets Don't Work

ERIC Educational Resources Information Center

Feldon, David F.

2010-01-01

There are two threads linking effective lectures and effective technology use. The first is consideration of what students bring to the table in terms of goals, interests, and prior knowledge. The second is the deliberate management of the opportunities for students to engage with content in order to focus their investment of mental effort on key…

Co-Teaching Math Content and Math Pedagogy for Elementary Pre-Service Teachers: A Pilot Study

ERIC Educational Resources Information Center

Ford, Pari; Strawhecker, Jane

2011-01-01

With a national need to improve Science, Technology, Engineering and Mathematics Education (STEM), elementary pre-service teachers must be provided with ample opportunities to increase their own knowledge and confidence in STEM disciplines. This article describes a Math Block experience developed for a special population of non-traditional…

Edification of Multimedia Resources: Aligning Technology for Student Empowerment

ERIC Educational Resources Information Center

Thamarasseri, Ismail

2014-01-01

Multimedia offers exciting possibilities for meeting the needs of 21st century learners. Multimedia learning can be defined in a number of ways. Multimedia learning is the delivery of instructional content using multiple modes that include visual and auditory information and students' use of this information to construct knowledge. Today's…

Diverse Perspectives on a Flipped Biostatistics Classroom

ERIC Educational Resources Information Center

Schwartz, Todd A.; Andridge, Rebecca R.; Sainani, Kirstin L.; Stangle, Dalene K.; Neely, Megan L.

2016-01-01

"Flipping" the classroom refers to a pedagogical approach in which students are first exposed to didactic content outside the classroom and then actively use class time to apply their newly attained knowledge. The idea of the flipped classroom is not new, but has grown in popularity in recent years as the necessary technology has…

Supporting Teachers' Technological Pedagogical Content Knowledge of Fractions through Co-Designing a Virtual Manipulative

ERIC Educational Resources Information Center

Hansen, Alice; Mavrikis, Manolis; Geraniou, Eirini

2016-01-01

This study explores the impact that co-designing a virtual manipulative, Fractions Lab, had on teachers' professional development. Tapping into an existing community of practice of mathematics specialist teachers, the study identifies how a cooperative enquiry approach utilising workshops and school-based visits challenged 23 competent primary…

Examining the Relationship between Elementary Teachers' Science Self-Efficacy and Science Content Knowledge

ERIC Educational Resources Information Center

Wimsatt, Mary Jo

2012-01-01

Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service…

Manufacturing Systems. Curriculum Guide for Technology Education.

ERIC Educational Resources Information Center

Lloyd, Theodore J.

This curriculum for a 1-semester or 1-year course in manufacturing is designed to give students experience in applying knowledge from other courses and some basic production skills as they become involved in a manufacturing enterprise. Course content is organized around the laboratory activities necessary to organize and operate a process to mass…

An Ecologist Is Born: An Integrated Experiential Learning Activity

ERIC Educational Resources Information Center

Behrendt, Marc; Behrendt, Barbara

2012-01-01

Language arts and mathematics are high priority content areas in early grades. Science is often a secondary concern, even though students appear to have minimal knowledge or interest in their local ecology. This article describes a year-long project integrating science and technology with language arts. Students researched and wrote about local…

Explaining Variation in Student Efforts towards Using Math and Science Knowledge in Engineering Contexts

ERIC Educational Resources Information Center

Berland, Leema K.; Steingut, Rebecca

2016-01-01

Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistencies…

From TPACK-in-Action Workshops to Classrooms: CALL Competency Developed and Integrated

ERIC Educational Resources Information Center

Tai, Shu-Ju Diana

2015-01-01

This study investigated the impact of a CALL teacher education workshop guided by the TPACK-in-Action model (Tai, 2013). This model is framed within Technological Pedagogical Content Knowledge (TPACK, Mishra & Koehler, 2006) and advocates a learning-by-doing approach (Chapelle & Hegelheimer, 2004) to understand how English teachers develop…

Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

ERIC Educational Resources Information Center

Loh, Christian Sebastian

2001-01-01

Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

Assessing Teacher and Student Effects of the Research Goes to School Project

ERIC Educational Resources Information Center

Kararo, Alex T.

2017-01-01

There have been calls by the Federal government and policymakers for improvements in science, technology, engineering and mathematics (STEM) education through the development of excellent teachers with the content knowledge and skills to teach and motivate students. A shared goal among teacher professional development (PD) programs is to improve…

Examining Pre-Service Teachers' Design Capacities for Web-Based 21st Century New Culture of Learning

ERIC Educational Resources Information Center

Chai, Ching Sing; Tan, Lynde; Deng, Feng; Koh, Joyce Hwee Ling

2017-01-01

Although there is an established body of work arguing that teachers' technological pedagogical content knowledge (TPACK) is necessary for designing ICT-integrated lessons, little is known about the relationships among teachers' beliefs about learning, their design dispositions, learning design practices and TPACK. Critical inquiry in this aspect…

Educational Website Design Process: Changes in TPACK Competencies and Experiences

ERIC Educational Resources Information Center

Önal, Nezih; Alemdag, Ecenaz

2018-01-01

The number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day; however, limited number of studies has provided both quantitative and qualitative findings based on teachers' learning by design experiences. This study aimed to reveal the changes in pre-service teachers' TPACK competencies in the…

I Like Facebook: Exploring Israeli High School Chemistry Teachers' TPACK and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Blonder, Ron; Rap, Shelley

2017-01-01

The goal of this research was to examine how Israeli chemistry teachers at high school level use Facebook groups to facilitate learning. Two perspectives were used: Teachers' TPACK (Technological Pedagogical Content Knowledge) and the self-efficacy beliefs of chemistry teachers for using CLFG (chemistry learning Facebook groups). Three different…

ICT Student Teachers' Pedagogical Content Knowledge: A Case Study

ERIC Educational Resources Information Center

Yilmaz, Nuray Parlak

2016-01-01

This study aimed to identify the difficulties that information technology student teachers have in teaching concepts. This qualitative study was carried out with 12 student teachers. The student teachers were fourth-year students enrolled in the Special Teaching Methods II course in the spring semester of the 2010-2011 academic year. The research…

Organizational Change, Informal Learning, and Adaptation: Emerging Trends in Training and Continuing Education.

ERIC Educational Resources Information Center

Kozlowski, Steve W. J.

1995-01-01

Trends such as technological innovation, downsizing, self-managed teams, and continuous learning imply that in continuing education technical content must be considered in the context in which skills are used. Knowledge of learning processes and workplace socialization suggests that formal training and informal learning must be integrated to…

Using Computer Simulations and Games to Prevent Student Plagiarism

ERIC Educational Resources Information Center

Bradley, Elizabeth G.

2015-01-01

In this increasingly digital age, student plagiarism is rampant. Roughly half of college students admit to plagiarizing using content found online, directly copying and pasting the work of others. Digital technology and social media have greatly changed the landscape of how knowledge is acquired and disseminated; thus, students must be explicitly…

Water and Wastewater Technology; A Suggested 2-Year Post High School Curriculum.

ERIC Educational Resources Information Center

Department of the Interior, Washington, DC.

This curriculum guide with accompanying course outlines was developed by technical education specialists for teacher use in conducting courses of instruction for the preparation of water and wastewater technicians. The content objectives are to provide students with a background of knowledge in the diverse areas of applied sanitation which relate…

Dynamic and Interactive Mathematics Learning Environments: The Case of Teaching the Limit Concept

ERIC Educational Resources Information Center

Martinovic, Dragana; Karadag, Zekeriya

2012-01-01

This theoretical study is an attempt to explore the potential of the dynamic and interactive mathematics learning environments (DIMLE) in relation to the technological pedagogical content knowledge (TPACK) framework. DIMLE are developed with intent to support learning mathematics through free exploration in a less constrained environment. A…

Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies

ERIC Educational Resources Information Center

Baturay, Meltem Huri; Gökçearslan, Sahin; Sahin, Semsettin

2017-01-01

The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE) and their knowledge of technology, pedagogy and content via TPACK model that assesses the competencies for developing and implementing successful teaching. There were 280 participants in the study. The results of the study indicate that teachers'…

Integrating natural language processing and web GIS for interactive knowledge domain visualization

NASA Astrophysics Data System (ADS)

Du, Fangming

Recent years have seen a powerful shift towards data-rich environments throughout society. This has extended to a change in how the artifacts and products of scientific knowledge production can be analyzed and understood. Bottom-up approaches are on the rise that combine access to huge amounts of academic publications with advanced computer graphics and data processing tools, including natural language processing. Knowledge domain visualization is one of those multi-technology approaches, with its aim of turning domain-specific human knowledge into highly visual representations in order to better understand the structure and evolution of domain knowledge. For example, network visualizations built from co-author relations contained in academic publications can provide insight on how scholars collaborate with each other in one or multiple domains, and visualizations built from the text content of articles can help us understand the topical structure of knowledge domains. These knowledge domain visualizations need to support interactive viewing and exploration by users. Such spatialization efforts are increasingly looking to geography and GIS as a source of metaphors and practical technology solutions, even when non-georeferenced information is managed, analyzed, and visualized. When it comes to deploying spatialized representations online, web mapping and web GIS can provide practical technology solutions for interactive viewing of knowledge domain visualizations, from panning and zooming to the overlay of additional information. This thesis presents a novel combination of advanced natural language processing - in the form of topic modeling - with dimensionality reduction through self-organizing maps and the deployment of web mapping/GIS technology towards intuitive, GIS-like, exploration of a knowledge domain visualization. A complete workflow is proposed and implemented that processes any corpus of input text documents into a map form and leverages a web application framework to let users explore knowledge domain maps interactively. This workflow is implemented and demonstrated for a data set of more than 66,000 conference abstracts.

Enhancing Enterprise 2.0 Ecosystems Using Semantic Web and Linked Data Technologies:The SemSLATES Approach

NASA Astrophysics Data System (ADS)

Passant, Alexandre; Laublet, Philippe; Breslin, John G.; Decker, Stefan

During the past few years, various organisations embraced the Enterprise 2.0 paradigms, providing their employees with new means to enhance collaboration and knowledge sharing in the workplace. However, while tools such as blogs, wikis, and principles like free-tagging or content syndication allow user-generated content to be more easily created and shared in the enterprise, in spite of some social issues, these new practices lead to various problems in terms of knowledge management. In this chapter, we provide an approach based on Semantic Web and Linked Data technologies for (1) integrating heterogeneous data from distinct Enterprise 2.0 applications, and (2) bridging the gap between raw text and machine-readable Linked Data. We discuss the theoretical background of our proposal as well as a practical case-study in enterprise, focusing on the various add-ons that have been provided to the original information system, as well as presenting how public Linked Open Data from the Web can be used to enhance existing Enterprise 2.0 ecosystems.

Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform

NASA Astrophysics Data System (ADS)

Campbell, Todd; Abd-Hamid, Nor Hashidah

2013-08-01

This study describes the development of an instrument to investigate the extent to which technology is integrated in science instruction in ways aligned to science reform outlined in standards documents. The instrument was developed by: (a) creating items consistent with the five dimensions identified in science education literature, (b) establishing content validity with both national and international content experts, (c) refining the item pool based on content expert feedback, (d) piloting testing of the instrument, (e) checking statistical reliability and item analysis, and (f) subsequently refining and finalization of the instrument. The TUSI was administered in a field test across eleven classrooms by three observers, with a total of 33 TUSI ratings completed. The finalized instrument was found to have acceptable inter-rater intraclass correlation reliability estimates. After the final stage of development, the TUSI instrument consisted of 26-items separated into the original five categories, which aligned with the exploratory factor analysis clustering of the items. Additionally, concurrent validity of the TUSI was established with the Reformed Teaching Observation Protocol. Finally, a subsequent set of 17 different classrooms were observed during the spring of 2011, and for the 9 classrooms where technology integration was observed, an overall Cronbach alpha reliability coefficient of 0.913 was found. Based on the analyses completed, the TUSI appears to be a useful instrument for measuring how technology is integrated into science classrooms and is seen as one mechanism for measuring the intersection of technological, pedagogical, and content knowledge in science classrooms.

Using XML and XSLT for flexible elicitation of mental-health risk knowledge.

PubMed

Buckingham, C D; Ahmed, A; Adams, A E

2007-03-01

Current tools for assessing risks associated with mental-health problems require assessors to make high-level judgements based on clinical experience. This paper describes how new technologies can enhance qualitative research methods to identify lower-level cues underlying these judgements, which can be collected by people without a specialist mental-health background. Content analysis of interviews with 46 multidisciplinary mental-health experts exposed the cues and their interrelationships, which were represented by a mind map using software that stores maps as XML. All 46 mind maps were integrated into a single XML knowledge structure and analysed by a Lisp program to generate quantitative information about the numbers of experts associated with each part of it. The knowledge was refined by the experts, using software developed in Flash to record their collective views within the XML itself. These views specified how the XML should be transformed by XSLT, a technology for rendering XML, which resulted in a validated hierarchical knowledge structure associating patient cues with risks. Changing knowledge elicitation requirements were accommodated by flexible transformations of XML data using XSLT, which also facilitated generation of multiple data-gathering tools suiting different assessment circumstances and levels of mental-health knowledge.

Longitudinal Patent Analysis for Nanoscale Science and Engineering: Country, Institution and Technology Field

NASA Astrophysics Data System (ADS)

Huang, Zan; Chen, Hsinchun; Yip, Alan; Ng, Gavin; Guo, Fei; Chen, Zhi-Kai; Roco, Mihail C.

2003-08-01

Nanoscale science and engineering (NSE) and related areas have seen rapid growth in recent years. The speed and scope of development in the field have made it essential for researchers to be informed on the progress across different laboratories, companies, industries and countries. In this project, we experimented with several analysis and visualization techniques on NSE-related United States patent documents to support various knowledge tasks. This paper presents results on the basic analysis of nanotechnology patents between 1976 and 2002, content map analysis and citation network analysis. The data have been obtained on individual countries, institutions and technology fields. The top 10 countries with the largest number of nanotechnology patents are the United States, Japan, France, the United Kingdom, Taiwan, Korea, the Netherlands, Switzerland, Italy and Australia. The fastest growth in the last 5 years has been in chemical and pharmaceutical fields, followed by semiconductor devices. The results demonstrate potential of information-based discovery and visualization technologies to capture knowledge regarding nanotechnology performance, transfer of knowledge and trends of development through analyzing the patent documents.

Facilitators of and Barriers to mHealth Adoption in Older Adults With Heart Failure.

PubMed

Cajita, Maan Isabella; Hodgson, Nancy A; Lam, Katherine Wai; Yoo, Sera; Han, Hae-Ra

2018-05-04

The purpose of this descriptive, exploratory study was to assess the perceptions of older adults with heart failure regarding the use of mobile technology and to identify potential facilitators of and barriers to mHealth adoption. Semistructured interviews were used to collect data. Transcripts were analyzed using qualitative content analysis. The findings indicated that older adults do not base their intention to use mHealth solely on perceived ease of use and perceived usefulness, as outlined in the Technology Acceptance Model. The following themes emerged from the content analysis: facilitators included previous experience with mobile technology, willingness to learn mHealth, ease of use, presence of useful features, adequate training, free equipment, and doctor's recommendation; barriers included lack of knowledge regarding how to use mHealth, decreased sensory perception, lack of need for technology, poorly designed interface, cost of technology, and limited/fixed income. Overall, the findings suggest that older adults are willing to use mobile health technology, albeit with reservations. Future researchers who seek to implement mHealth-based interventions should address person-related, technology-related, and contextual barriers, and simultaneously capitalize on the influence of potential facilitators, such as a physician's recommendation, to promote mHealth adoption.

The Impact of STEM Outreach Programs in Addressing Teacher Efficacy and Broader Issues in STEM Education

NASA Astrophysics Data System (ADS)

Myszkal, Philip Ian

This study explores the potential of the Outreach Workshops in STEM (OWS) to affect Science, Technology, Engineering, and Mathematics (STEM) teachers' content knowledge, self-efficacy, and pedagogical approaches, as well as its viability as a potential form of professional development (PD). The data for the thesis is taken from a larger longitudinal study looking at the potential of OWS to influence middle school students' and teachers' attitudes and beliefs around STEM. The study employs a mixed-methods design, utilizing surveys, open-ended questions, interviews, and observations. The findings show that there were no significant changes in teachers' content knowledge, confidence, or pedagogical approaches. However, the majority of participants reported that they learned new teaching ideas and considered the workshops to be an effective PD opportunity.

Are comic books an effective way to engage nonmajors in learning and appreciating science?

PubMed

Hosler, Jay; Boomer, K B

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students' attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors' content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way.

Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy.

PubMed

Rowe, Michael; Frantz, Jose; Bozalek, Vivienne

2013-04-10

While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond "having" knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. There is a need for a cultural change in clinical education, in which those involved with the professional training of healthcare professionals perceive teaching as more than the transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have the potential to facilitate the development of capable healthcare graduates who are able to navigate the complexity of health systems and patient management in ways that go beyond the application of knowledge and skills.

Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy

PubMed Central

2013-01-01

Background While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond “having” knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. Methods This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Results Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. Conclusions There is a need for a cultural change in clinical education, in which those involved with the professional training of healthcare professionals perceive teaching as more than the transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have the potential to facilitate the development of capable healthcare graduates who are able to navigate the complexity of health systems and patient management in ways that go beyond the application of knowledge and skills. PMID:23574731

A Tri-part Model for Genetics Literacy: Exploring Undergraduate Student Reasoning About Authentic Genetics Dilemmas

NASA Astrophysics Data System (ADS)

Shea, Nicole A.; Duncan, Ravit Golan; Stephenson, Celeste

2015-08-01

Genetics literacy is becoming increasingly important as advancements in our application of genetic technologies such as stem cell research, cloning, and genetic screening become more prevalent. Very few studies examine how genetics literacy is applied when reasoning about authentic genetic dilemmas. However, there is evidence that situational features of a reasoning task may influence how students apply content knowledge as they generate and support arguments. Understanding how students apply content knowledge to reason about authentic and complex issues is important for considering instructional practices that best support student thinking and reasoning. In this conceptual report, we present a tri-part model for genetics literacy that embodies the relationships between content knowledge use, argumentation quality, and the role of situational features in reasoning to support genetics literacy. Using illustrative examples from an interview study with early career undergraduate students majoring in the biological sciences and late career undergraduate students majoring in genetics, we provide insights into undergraduate student reasoning about complex genetics issues and discuss implications for teaching and learning. We further discuss the need for research about how the tri-part model of genetics literacy can be used to explore students' thinking and reasoning abilities in genetics.

An Analysis of Social Studies Teachers' Perception Levels Regarding Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yesiltas, Erkan

2016-01-01

Web pedagogical content knowledge generally takes pedagogical knowledge, content knowledge, and Web knowledge as basis. It is a structure emerging through the interaction of these three components. Content knowledge refers to knowledge of subjects to be taught. Pedagogical knowledge involves knowledge of process, implementation, learning methods,…

Leveraging medical taxonomies to improve knowledge management within online communities of practice: The knowledge maps system.

PubMed

Stewart, Samuel Alan; Abidi, Syed Sibte Raza

2017-05-01

Online communities of practice contain a wealth of information, stored in the free text of shared communications between community members. The Knowledge Maps (KMaps) system is designed to facilitate Knowledge Translation in online communities through multi-level analyses of the shared messages of these communications. Using state-of-the-art semantic mapping technologies (Metamap) the contents of the messages shared within an online community are mapped to terms from the MeSH medical lexicon, providing a multi-level topic-specific summary of the knowledge being shared within the community. Using the inherent hierarchical structure of the lexicon important insights can be found within the community. The KMaps system was applied to two medical mailing lists, the PPML (archives from 2009-02 to 2013-02) and SURGINET (archives from 2012-01 to 2013-04), identifying 27,924 and 50,597 medical terms respectively. KMaps identified content areas where both communities found interest, specifically around Diseases, 22% and 24% of the total terms, while also identifying field-specific areas that were more popular: SURGINET expressed an interest in Anatomy (14% vs 4%) while the PPML was more interested in Drugs (19% vs 9%). At the level of the individual KMaps identified 6 PPML users and 9 SURGINET users that had noticeably more contributions to the community than their peers, and investigated their personal areas of interest. The KMaps system provides valuable insights into the structure of both communities, identifying topics of interest/shared content areas and defining content-profiles for individual community members. The system provides a valuable addition to the online KT process. Copyright © 2017 Elsevier B.V. All rights reserved.

Technology concept in the view of Iranian nurses.

PubMed

Mehraban, Marzieh Adel; Hassanpour, Marzieh; Yazdannik, Ahmadreza; Ajami, Sima

2013-05-01

Over the years, the concept technology has modified, especially from the viewpoint of the development of scientific knowledge as well as the philosophical and artistic aspects. However, the concept of technology in nursing are still poorly understood. Only small qualitative studies, especially in Iran, have investigated this phenomenon and they just are about information technology. The aim of this study is to gain a better understanding of the concept of technology in the view of Iranian nurses. This study was qualitative explorative study which was done with a purposeful sampling of 23 nurses (staffs, supervisors and chief nurse managers) working in Isfahan hospitals. Unstructured interviews were including 13 individual interviews and 2 focused-group interviews. In addition to this, filed notes and memos were used in data collection. After this data transcribing was done and then conventional content analysis was used for data coding and classification. The results showed that there are various definitions for technology among nurses. In the view of nurses, technology means using new equipment, computers, information technology, etc). Data analysis revealed that nurses understand technology up to three main concepts: Change, Equipment and Knowledge. In deep overview on categories, we found that the most important concept about technology in nursing perspective is equipment. Therefore, it is necessary to develop deep understanding about the possible concepts technology among nurses. We suppose that technology concepts must be defined separately in all disciplines.

Worldwide nanotechnology development: a comparative study of USPTO, EPO, and JPO patents (1976-2004)

NASA Astrophysics Data System (ADS)

Li, Xin; Lin, Yiling; Chen, Hsinchun; Roco, Mihail C.

2007-12-01

To assess worldwide development of nanotechnology, this paper compares the numbers and contents of nanotechnology patents in the United States Patent and Trademark Office (USPTO), European Patent Office (EPO), and Japan Patent Office (JPO). It uses the patent databases as indicators of nanotechnology trends via bibliographic analysis, content map analysis, and citation network analysis on nanotechnology patents per country, institution, and technology field. The numbers of nanotechnology patents published in USPTO and EPO have continued to increase quasi-exponentially since 1980, while those published in JPO stabilized after 1993. Institutions and individuals located in the same region as a repository's patent office have a higher contribution to the nanotechnology patent publication in that repository ("home advantage" effect). The USPTO and EPO databases had similar high-productivity contributing countries and technology fields with large number of patents, but quite different high-impact countries and technology fields after the average number of received cites. Bibliographic analysis on USPTO and EPO patents shows that researchers in the United States and Japan published larger numbers of patents than other countries, and that their patents were more frequently cited by other patents. Nanotechnology patents covered physics research topics in all three repositories. In addition, USPTO showed the broadest representation in coverage in biomedical and electronics areas. The analysis of citations by technology field indicates that USPTO had a clear pattern of knowledge diffusion from highly cited fields to less cited fields, while EPO showed knowledge exchange mainly occurred among highly cited fields.

Online or In-Class: Evaluating an Alternative Online Pedagogy for Teaching Transcultural Nursing.

PubMed

Ochs, Jessica H

2017-06-01

Online learning formats are prevalent in current higher education. Given the changing student demographics and the drive for creativity in educating a technology-savvy student, it is imperative to incorporate innovative and alternative learning modalities to engage these students. This pilot study was designed as a quality improvement program evaluation comparing the effects of an online learning module with traditional classroom delivery of transcultural nursing content using a posttest two-group survey design in associate degree nursing students. The students' perceived knowledge and confidence were investigated after receiving the lecture for both the online and in-class groups. Data analysis revealed the online cohort perceived themselves as more knowledgeable concerning the ways that cultural factors influence nursing care, but not more confident in providing culturally competent care. Due to the students' perceived knowledge gain, this pilot study supports the use of online learning modules as being more effective than the traditional classroom delivery of transcultural nursing content. [J Nurs Educ. 2017;56(6):368-372.]. Copyright 2017, SLACK Incorporated.

Implementing a Digital Reading and Writing Workshop Model for Content Literacy Instruction in an Urban Elementary (K-8) School

ERIC Educational Resources Information Center

Ciampa, Katia

2016-01-01

This article describes how one urban elementary school's professional development workshop on technology helped teachers grow in their knowledge and practice of a digital reading and writing workshop model. Created in partnership with university faculty, school administration, and elementary teachers, this whole-school professional development…

Wiki Behavior in the Workplace: Emotional Aspects of Content Development

ERIC Educational Resources Information Center

Gears, Deborah Ann

2011-01-01

Wikis have been found to be an easy-to-use, low-cost, and Internet-based technology useful in creating and mobilizing knowledge. Wikis hosted within firms (corporate wikis) have become a popular way for employees to share information and collaborate. Preliminary research suggested that as few as 6% of wiki consumers contributed to the…

Learning in Developing Countries: Implications for Workforce Training and Development in Africa

ERIC Educational Resources Information Center

Arthur-Mensah, Nana; Shuck, Brad

2014-01-01

The implementation of e-learning as a strategy has risen exponentially over the last 20 years as more adults use this medium to enhance their skills and acquire knowledge. The utilization of technology offers significant advantages to both learners and organizations in terms of cost, time and rich learning content. E-learning has been widely…

Social Media in a Content Course for the Digital Natives

ERIC Educational Resources Information Center

Lie, Anita

2013-01-01

Digital technologies and the Internet have revolutionized the way people gather information and acquire new knowledge. With a click of a button or a touch on the screen, any person who is wired to the internet can access a wealth of information, ranging from books, poems, articles, graphics, animations and so much more. It is imperative that…

Preservice Science Teachers' Perceptions of Their TPACK Development after Creating Digital Stories

ERIC Educational Resources Information Center

Sancar-Tokmak, Hatice; Surmeli, Hikmet; Ozgelen, Sinan

2014-01-01

The aim of this case study was to examine pre-service science teachers' (PSTs) perceptions of their Technological Pedagogical Content Knowledge (TPACK) development after creating digital stories based on science topics drawn from the national curriculum. A total of 21 PSTs enrolled in Introduction to Computers II participated in the study. Data…

TPACK Levels of Physics and Science Teacher Candidates: Problems and Possible Solutions

ERIC Educational Resources Information Center

Bozkurt, Ersin

2014-01-01

This research examined whether the technological pedagogical content knowledge (TPACK) of physics and science teachers is at a sufficient level and whether the TPACK level affected the academic achievements of the students. In the research, a mixed method was used quantitatively and qualitatively. In the quantitative part of the research, Provus'…

21st Century-Based Soft Skills: Spotlight on Non-Cognitive Skills in a Cognitive-Laden Dentistry Program

ERIC Educational Resources Information Center

Quieng, Marjorie C.; Lim, Pearly P.; Lucas, Maria Rita D.

2015-01-01

Teaching and learning in the 21st century aims to produce students proficient in content knowledge, specific abilities, literacy, numeracy, and technology uses. From these 21st century skills, soft skills were delineated from these learning outcomes; and defined as intra- and interpersonal skills vital for personal development, social…

Investigating the Learning to Teach Process: Pedagogy, Innovation Adoption, Expertise Development, and Technology Integration

ERIC Educational Resources Information Center

Sun, Yan

2013-01-01

This dissertation reported three studies whose overarching purpose is to enhance our understanding about how teachers learn to teach by revealing the learning to teach process. Each of three studies revealed the learning to teach process from different perspectives. Guided by the Pedagogical Content Knowledge (PCK) framework, the first study…

Pedagogically-Driven Ontology Network for Conceptualizing the e-Learning Assessment Domain

ERIC Educational Resources Information Center

Romero, Lucila; North, Matthew; Gutiérrez, Milagros; Caliusco, Laura

2015-01-01

The use of ontologies as tools to guide the generation, organization and personalization of e-learning content, including e-assessment, has drawn attention of the researchers because ontologies can represent the knowledge of a given domain and researchers use the ontology to reason about it. Although the use of these semantic technologies tends to…

Creating an Atmosphere for STEM Literacy in the Rural South through Student-Collected Weather Data

ERIC Educational Resources Information Center

Clark, Lynn; Majumdar, Saswati; Bhattacharjee, Joydeep; Hanks, Anne Case

2015-01-01

This paper is an examination of a teacher professional development program in northeast Louisiana, that provided 30 teachers and their students with the technology, skills, and content knowledge to collect data and explore weather trends. Data were collected from both continuous monitoring weather stations and simple school-based weather stations…

A Study of Special Education Teachers' TPACK Development in Mathematics and Science through Assessment of Lesson Plans

ERIC Educational Resources Information Center

Lyublinskaya, Irina; Tournaki, Nelly

2014-01-01

Invited as a paper from SITE 2013. This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. This course introduces a variety of strategies and techniques for using instructional…

"Inspiration, Ideas, Encouragement": Teacher Development and Improved Use of Technology in Language Teaching through Open Educational Practice

ERIC Educational Resources Information Center

Borthwick, Kate; Gallagher-Brett, Angela

2014-01-01

This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators…

The Writing on the Wall: Using a Facebook Group to Promote Student Achievement

ERIC Educational Resources Information Center

O'Bannon, Blanche; Britt, Virginia; Beard, Jeffrey

2014-01-01

This study examined the effectiveness of using a Facebook group to increase preservice teachers' knowledge when one was used as a forum to share, answer, and discuss content-related questions in a technology course required for all students seeking teacher licensure. Further, it examined the students' prior use of Facebook groups, how…

Talk the Talk: Learner-Generated Podcasts as Catalysts for Knowledge Creation

ERIC Educational Resources Information Center

Lee, Mark J. W.; McLoughlin, Catherine; Chan, Anthony

2008-01-01

Podcasting allows audio content from one or more user-selected feeds or channels to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at a convenient time and place. It is enjoying phenomenal growth in mainstream society, alongside other Web 2.0 technologies that…

Deepen the Teaching Reform of Operating System, Cultivate the Comprehensive Quality of Students

ERIC Educational Resources Information Center

Liu, Jianjun

2010-01-01

Operating system is the core course of the specialty of computer science and technology. To understand and master the operating system will directly affect students' further study on other courses. The course of operating system focuses more on theories. Its contents are more abstract and the knowledge system is more complicated. Therefore,…

Modeling the Relationship between Pre-Service Teachers' TPACK and Digital Nativity

ERIC Educational Resources Information Center

Kabakci Yurdakul, Isil

2018-01-01

The purpose of this study is to build a structural equation model that predicts the relationship between Technological Pedagogical Content Knowledge (TPACK) competencies and digital nativity. The data was collected from 1493 Turkish pre-service teachers. Two instruments were used in the data collection; a TPACK-deep scale and a Turkish adaptation…

Teaching for Ownership in the Middle School Science Classroom: Towards Practical Inquiry in an Age of Accountability

ERIC Educational Resources Information Center

Clayton, Christine D.; Ardito, Gerald

2009-01-01

The authors of this study document one middle school classroom in an attempt to understand how inquiry learning, supported with technological tools, can provide students with opportunities to develop ownership of science content knowledge. Case study and collaborative teacher researcher methods were utilized to document the implementation of a…

Task Relevance in the Design of Online Professional Development for Teachers of ELLs: A Q Methodology Study

ERIC Educational Resources Information Center

Collins, Linda J.; Liang, Xin

2014-01-01

Online professional development (oPD) for teachers should focus on designing web-based learning opportunities that help practicing educators solve the tough problems of practice when working in their schools. Technology, pedagogy, and content knowledge can be integrated in the design of online professional development modules to enhance task…

Responses to Different Types of Inquiry Prompts: College Students' Discourse, Performance, and Perceptions of Group Work in an Engineering Class

ERIC Educational Resources Information Center

Balgopal, Meena M.; Casper, Anne Marie A.; Atadero, Rebecca A.; Rambo-Hernandez, Karen E.

2017-01-01

Working in small groups to solve problems is an instructional strategy that allows university students in science, technology, engineering, and mathematics disciplines the opportunity to practice interpersonal and professional skills while gaining and applying discipline-specific content knowledge. Previous research indicates that not all group…

Teaching Practice in the 21st Century: Emerging Trends, Challenges and Opportunities

ERIC Educational Resources Information Center

Jansen, Cecelia; van der Merwe, Petro

2015-01-01

Digital technology for teaching practice students means the ability of student teachers to use digital artefacts as integral part of their pedagogical content knowledge. Student teachers need to be also aware of what implications this has for teaching and learning strategies plus the building aspects in the lesson presentation. A new approach to…

Policy of Education for the 21st Century in Developed and Developing Countries: Focus on Japan and Persian Gulf Region

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar

2004-01-01

Increasing globalization, information technology, based on a knowledge economy, and socio-economic changes are rapidly changing the goals, policies, curricula, contents and methods of education. The need to differentiate and re-thinking education and learning, both within and outside the school system, is gaining increased attention among…

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-01-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about…

Analysis of knowledge in astronomy of the students of technology in industrial automation at the Federal Institute Sao Paulo at the campus Cubatao

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Capasso Moraes, Ataliba

This work is part of a research of the academic Masters in Science in Education in its final stages. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students’ lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analyzed the responses of this second step, it was found that students had a significant improvement in learning.

An approach to facilitate healthcare professionals' readiness to support technology use in everyday life for persons with dementia.

PubMed

Malinowsky, Camilla; Rosenberg, Lena; Nygård, Louise

2014-05-01

Everyday technologies (ETs) like microwave ovens and automatic telephone services as well as assistive technologies (ATs) are often used in the performance of everyday activities. As a consequence, the ability to manage technology is important. This pilot study aimed to clarify the applicability of a model for knowledge translation to support healthcare professionals, to support technology use among older adults with dementia and their significant others. An additional aim was to explore the process of translating the model into practice. The applicability of the model (comprising a one-day course, including introduction and provision of tools, followed by interviews during and after a period of practice) was clarified for 11 healthcare professionals using a constant comparative approach. The content of the model gave the participants an eye-opening experience of technology use among persons with dementia. They also described how they had incorporated the model as a new way of thinking which supported and inspired new investigations and collaborations with colleagues and significant others. This study provided an applicable model of how research knowledge about technology use can be translated into clinical practice and be used by healthcare professionals to support the use of technology for persons with dementia.

Tell Me Why! Content Knowledge Predicts Process-Orientation of Math Researchers' and Math Teachers' Explanations

ERIC Educational Resources Information Center

Lachner, Andreas; Nückles, Matthias

2016-01-01

In two studies, we investigated the impact of instructors' different knowledge bases on the quality of their instructional explanations. In Study 1, we asked 20 mathematics teachers (with high pedagogical content knowledge, but lower content knowledge) and 15 mathematicians (with lower pedagogical content knowledge, but high content knowledge) to…

The development of pedagogical content knowledge in science teachers: New opportunities through technology-mediated reflection and peer-exchange

NASA Astrophysics Data System (ADS)

Madeira, M. Cheryl-Ann

This design-based research study investigates the development of pedagogical content knowledge among nine teacher-participants (N = 9) in three design phases. PCK is a particular type of teacher knowledge that addresses not only the teacher's understanding of the content to be instructed, but also ways of how to teach that content effectively. This knowledge has been well documented over several decades, and is seen as central to teacher expertise. However, its actual development has been difficult for researchers to investigate. This study offers a detailed perspective on how teachers developed PCK with their engagement in lesson planning and enactment of a project-based technology-enhanced lesson. The study includes two specific interventions designed to enhance teachers' development of PCK: (1) scaffolded reflection that occurs throughout the practices; and (2) peer-exchange of lesson plans, enactment ideas, and completed reflections. The findings demonstrate that teachers improve their planning and enactment of project-based technology-enhanced lessons with scaffolded reflection and peer exchange. Positive correlations were seen between teachers' engagement in the reflections and the quality of their lesson planning. Teachers who participated more deeply in the scaffolded reflections were able to understand how their lesson plans and enactment patterns fostered student understanding of relevant science concepts. Positive correlations were also seen between community influence and teacher lesson plans and enactment. Additionally, positive correlations were confirmed between teachers' level of participation in the peer exchange activities and the quality of their lesson planning and enactments. Teachers who contributed more deeply within the online and face-to-face peer community meetings benefited from the different perspectives of their peers about student learning and the best ways to succeed with project-based instruction. This study allowed some insight into how PCK develops as a result of teachers' engagement in the complex set of activities that constitute the practices of lesson planning and enactment. The primary implication of this study is that engaging teachers in scaffolded reflections and peer exchange can be a valuable in-service professional development activity. A methodological strength is derived from an approach to coding teachers' lesson planning and enactment according to an activity systems perspective, drawing on a spectrum of data sources (e.g., wiki-based reflections, planning artefacts, videotaped classroom enactments). Teacher learning---particularly the development of PCK---is recognized as critical in promoting student understanding of science concepts. This dissertation lays out a possible foundation for professional development models that promote effective teacher learning.

Learning About Energy Resources Through Student Created Video Documentaries in the University Science Classroom

NASA Astrophysics Data System (ADS)

Wade, P.; Courtney, A.

2010-12-01

Students enrolled in an undergraduate non-science majors’ Energy Perspectives course created 10-15 minute video documentaries on topics related to Energy Resources and the Environment. Video project topics included wave, biodiesel, clean coal, hydro, solar and “off-the-grid” energy technologies. No student had any prior experience with creating video projects. Students had Liberal Arts academic backgrounds that included Anthropology, Theater Arts, International Studies, English and Early Childhood Education. Students were required to: 1) select a topic, 2) conduct research, 3) write a narrative, 4) construct a project storyboard, 5) shoot or acquire video and photos (from legal sources), 6) record the narrative, and 7) construct the video documentary. This study describes the instructional approach of using student created video documentaries as projects in an undergraduate non-science majors’ science course. Two knowledge survey instruments were used for assessment purposes. Each instrument was administered Pre-, Mid- and Post course. One survey focused on the skills necessary to research and produce video documentaries. Results showed students acquired enhanced technology skills especially with regard to research techniques, writing skills and video editing. The second survey assessed students’ content knowledge acquired from each documentary. Results indicated students’ increased their content knowledge of energy resource topics. Students reported very favorable evaluations concerning their experience with creating “Ken Burns” video project documentaries.

Teaching science to 8th graders by engaging them in a design and technology activity: A case study

NASA Astrophysics Data System (ADS)

Sidawi, Mai M.

This study described how students can apply science concepts to a Design and Technology task. It also examined whether the students could transfer their scientific knowledge to their design of technology. The study was conducted at an urban school in Philadelphia where a sample of 36 eighth grade students were taught a science unit, Energy, Machines, and Motion, and engaged in a technology design task that was chosen based on the scientific content of the unit. Two approaches of relating teaching science to technological design were observed and described. Through the first approach, the students were given technology lessons in addition to their science lessons. This was to provide them with the technological knowledge that they needed in designing technology such as learning about the design process, selection of appropriate materials, and selection of appropriate tools and how to use them. Also, the students were taught the social skills that will enable them to develop an effective collaborative relationship with their peers such as conflict-management and brainstorming. Through the second approach, the students were taught the science unit and then at the end of the unit the students were given the design task as an assessment of their scientific knowledge. The students' experience of designing technology for each approach was described. The study was conducted using multiple tools and instruments such as observation, videotaping, interviews, and testing. The students were also given the survey PATT-USA to measure their attitude toward technology. The study showed that the students' learning of science was impacted by their weak prerequisite knowledge in science, their poor verbal and written communication skills and their style as dependent learners. Also, the study showed the great impact of the school and classroom cultures on the participation of the students in a Design and Technology activity. The students in this study showed great resistant to participating in a Design and Technology activity. The study linked that to the culture of the classroom where the technology period was considered by the students a period of "free time" to be spent mainly on the computer, playing educational games or engaged in short term, non-demanding projects.

Schooling, cognition and creating capacity for technological innovation in Africa

NASA Astrophysics Data System (ADS)

Eisemon, Thomas Owen

1989-09-01

This paper examines the important role of schooling in creating capacities for technological innovation in Africa. Schooling is a principal source of the modern scientific knowledge which most individuals possess. However, increasing levels of educational attainment does not necessarily increase capacities for innovation; it is what students learn in school rather than how long they attend school that is important. Policies to strengthen the impact of schooling must be based on a better understanding of how the content, language and processes of instruction influence the ways individuals think about the natural world and perform practical tasks in daily life involving use of modern health and agricultural technologies.

ATM Technology Demonstration 1 (ATD-1) Project: Terminal Airspace Technologies for NextGen (Public)

NASA Technical Reports Server (NTRS)

Robinson, John E.; Wang, Easter

2015-01-01

This video highlights the human-in-the-loop (HITL) simulations conducted by the ATD-1 project and features visual elements developed for Traffic Management Advisor - Terminal Metering, Controller Managed Spacing, and Flight Deck Interval Management. The video content is fairly technical and intended for audiences that have some knowledge of air traffic management issues. This includes researchers and management from NASA, FAA, industry partners, and others interested in terminal metering, controller managed spacing, and interval management technologies. Please note that the media release only clears the video for peer audiences such as ATM conferences or as part of presentations to researchers.

Semantic Maps Capturing Organization Knowledge in e-Learning

NASA Astrophysics Data System (ADS)

Mavridis, Androklis; Koumpis, Adamantios; Demetriadis, Stavros N.

e-learning, shows much promise in accessibility and opportunity to learn, due to its asynchronous nature and its ability to transmit knowledge fast and effectively. However without a universal standard for online learning and teaching, many systems are proclaimed as “e-learning-compliant”, offering nothing more than automated services for delivering courses online, providing no additional enhancement to reusability and learner personalization. Hence, the focus is not on providing reusable and learner-centered content, but on developing the technology aspects of e-learning. This current trend has made it crucial to find a more refined definition of what constitutes knowledge in the e-learning context. We propose an e-learning system architecture that makes use of a knowledge model to facilitate continuous dialogue and inquiry-based knowledge learning, by exploiting the full benefits of the semantic web as a medium capable for supplying the web with formalized knowledge.

TELMA: Technology-enhanced learning environment for minimally invasive surgery.

PubMed

Sánchez-González, Patricia; Burgos, Daniel; Oropesa, Ignacio; Romero, Vicente; Albacete, Antonio; Sánchez-Peralta, Luisa F; Noguera, José F; Sánchez-Margallo, Francisco M; Gómez, Enrique J

2013-06-01

Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment. Copyright © 2013 Elsevier Inc. All rights reserved.

Description of pedagogical content knowledge (PCK) and content knowledge on Muhammadiyah Semarang University's preservice teacher

NASA Astrophysics Data System (ADS)

Astuti, Andari Puji; Wijayatiningsih, Testiana Deni; Azis, Abdul; Sumarti, Sri Susilogati; Barati, Dwi Anggani Linggar

2017-12-01

One of the competencies of teachers to be mastered under the constitution is pedagogic competence. This study aims to provide an overview of the pedagogic competence of Preservice teachers through the mastery of Pedagogical Content Knowledge (PCK) and Content knowledge (CK). The research method used is descriptive qualitative, with data retrieval technique through essay tests, questionnaire and interview. The results showed that of the five PCK indicators, only knowledge of learning strategies to teach chemistry already in high category. For Content Knowledge of preservice teachers are in the middle category for indicators of knowledge of disciplinary content, whereas knowledge that alternative frameworks for thinking about the content exist and the knowledge of the relationship between big ideas and the supporting ideas in a content area is in the fair category.

SBIR Advanced Technologies in Aviation and Air Transportation System 2016

NASA Technical Reports Server (NTRS)

Nguyen, Hung D.; Steele, Gynelle C.; Kaszeta, Richard W.; Gold, Calman; Corke, Thomas C.; McGowan, Ryan; Matlis, Eric; Eichenlaub, Jesse; Davis, Joshua T.; Shah, Parthiv N.

2017-01-01

This report is intended to provide a broad knowledge of various topics associated with NASA's Aeronautics Research Mission Directorate (ARMD), with particular interest on the NASA SBIR contracts awarded from 2011-2012 executed by small companies. The content of this report focuses on the high-quality, cutting-edge research that will lead to revolutionary concepts, technologies, and capabilities that enable radical change to both the airspace system and the aircraft that fly within it, facilitating a safer, more environmentally friendly, and more efficient air transportation system.

The Role of the Health Information Manager in a Research-Based Information Technology Project.

PubMed

Freyne, Alice

2009-06-01

Information technology advances in healthcare provide many and varied opportunities for the Health Information Manager. Here is one example involving a Melbourne-based research project and an innovative approach to patient information delivery. The research project area of study is multimedia content delivery in the following applications: as an adjunct to the surgical informed consent process, patient information or instruction presentation and clinical education. The objective is to develop evidence-based, effective and accessible information and knowledge resources for patients and health care providers.

Tools for Knowledge Analysis, Synthesis, and Sharing

NASA Astrophysics Data System (ADS)

Medland, Michael B.

2007-04-01

Change and complexity are creating a need for increasing levels of literacy in science and technology. Presently, we are beginning to provide students with clear contexts in which to learn, including clearly written text, visual displays and maps, and more effective instruction. We are also beginning to give students tools that promote their own literacy by helping them to interact with the learning context. These tools include peer-group skills as well as strategies to analyze text and to indicate comprehension by way of text summaries and concept maps. Even with these tools, more appears to be needed. Disparate backgrounds and languages interfere with the comprehension and the sharing of knowledge. To meet this need, two new tools are proposed. The first tool fractures language ontologically, giving all learners who use it a language to talk about what has, and what has not, been uttered in text or talk about the world. The second fractures language epistemologically, giving those involved in working with text or on the world around them a way to talk about what they have done and what remains to be done. Together, these tools operate as a two- tiered knowledge representation of knowledge. This representation promotes both an individual meta-cognitive and a social meta-cognitive approach to what is known and to what is not known, both ontologically and epistemologically. Two hypotheses guide the presentation: If the tools are taught during early childhood, children will be prepared to master science and technology content. If the tools are used by both students and those who design and deliver instruction, the learning of such content will be accelerated.

Marine Technology for Teachers and Students: A Multi-modal Approach to Integrate Technology and Ocean Sciences Instruction

NASA Astrophysics Data System (ADS)

Gingras, A.; Knowlton, C. W.; Scowcroft, G. A.; Babb, I.; Coleman, D.; Morin, H.

2016-02-01

The Marine Technology for Teachers and Students (MaTTS) Project implements a year-long continuum of activities beginning with educators reading and reporting on peer-reviewed publications, followed by face-to-face, hands-on weekend workshops and virtual professional development activities. Teams of teacher and student leaders then participate in an intensive, residential Summer Institute (SI) that emphasizes hands-on building of marine related technologies and exposure to career pathways through direct interactions with ocean scientists and engineers. During the school year, teachers integrate ocean science technology and data into their classrooms and participate, along with colleagues and students from their schools, in science cafes and webinars. Student leaders transfer knowledge gained by engaging their district's middle school students in ocean science activities and technologies by serving as hosts for live broadcasts that connect classrooms with ocean scientists and engineers though the Inner Space Center, a national ocean science telecommunications hub. Communication technologies bridge formal and informal learning environments, allowing MaTTS participants to interact with their fellow cohort members, scientists, and engineers both during and outside of school. Evaluation results indicate that for teachers both the weekend workshops and SI were most effective in preparing them to integrate ocean science and technology in STEM curricula and increase their ocean science content knowledge and leadership characteristics. For students the SI and the middle school interactions supported gains in knowledge, awareness, leadership skills and interest in ocean sciences and technologies, and related STEM careers. In particular, the connections made by working directly with scientists have positively impacted both student and teacher leaders. This presentation will provide an overview of the MaTTS model and early evaluation results.

Effects of Creating Digital Stories on Foreign Language Education Pre-Service Teachers' TPACK Self-Confidence

ERIC Educational Resources Information Center

Sancar-Tokmak, Hatice; Yanpar-Yelken, Tugba

2015-01-01

This study aimed to examine the effects of creating digital stories (DSs) on the self-confidence of foreign language education (FLE) pre-service teachers with regard to technological, pedagogical and content knowledge (TPACK). A one-group pretest/posttest experimental research design was applied, supported by a qualitative approach. A total of 71…

TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor "Mathematics Is a Language"

ERIC Educational Resources Information Center

Larkin, Kevin; Jamieson-Proctor, Romina; Finger, Glenn

2012-01-01

National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the expectation is that graduates can demonstrate the…

Epistemic Habits: Primary School Teachers' Development of Pedagogical Content Knowledge (PCK) in a Design-Based Research Project

ERIC Educational Resources Information Center

Hultén, Magnus; Björkholm, Eva

2016-01-01

Generalist primary school teachers often have little or no training in school subjects such as science and technology. Not surprisingly, several studies show that they often experience difficulties when teaching these subjects, in fact some primary teachers even avoid teaching them. The over all aim of this study is to contribute to new…

Secondary Math Instructional Practices, Academic Optimism, Instructional Leadership, and Receptivity to Curricular Change in Schools with High and Low Mathematics Mastery and Poverty

ERIC Educational Resources Information Center

Kennedy, Scott J.

2014-01-01

The purpose of this study was to investigate how high school mathematics teachers' descriptions of academic optimism, responsive teaching, technological pedagogical content knowledge, formative assessment, reflective practice, supervisor instructional leadership, and receptivity to change are related to student mastery on a NYS Regents exam in…

Multimedia Courseware Development for World Heritage Sites and Its Trial Integration into Instruction in Higher Technical Education

ERIC Educational Resources Information Center

Tsai, Shu-Chiao

2011-01-01

This study reports on creative ways of using technology in the classroom, specifically the development of multimedia courseware on World Heritage through which learners are able to upgrade their knowledge and cognition regarding historical and cultural legacies from the past, and to improve English skills. The content of the pilot courseware…

The Impact of an Intensive Experience on Prospective Teachers' Perception of the Uses of Digital, Interactive Text among K-12 Students

ERIC Educational Resources Information Center

Stonier, Francis W.

2012-01-01

The purpose of this study was to measure pre-service teacher perception, awareness, and potential use of digital literacies, media, and digital interactive text in their future classrooms. The study grew from the theoretical rationales of new literacies, technological pedagogical content knowledge, and constructivism. New literacies are…

Learning Science, Talking Science: The Impact of a Technology-Enhanced Curriculum on Students' Science Learning in Linguistically Diverse Mainstream Classrooms

ERIC Educational Resources Information Center

Ryoo, Kihyun

2009-01-01

The significant increase of English Language Learners (ELLs) in the United States raises complex questions about how to provide these students with access to high quality education that can improve both their content knowledge of school subjects and their English proficiency, particularly their academic English proficiency. The development of…

Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts

ERIC Educational Resources Information Center

Swensen, Kaja Vembe; Silseth, Kenneth; Krange, Ingeborg

2014-01-01

In this paper, we will present and discuss data from a research project called MIRACLE, in which high school students learned about energy and energy transformation in a technology-rich learning environment. This learning environment spanned across a classroom, a science center, and an online platform specially designed to support coherence across…

Peer Instructions and Use of Technological Tools. An Innovative Methodology for the Development of Meaningful Learning

ERIC Educational Resources Information Center

Herrera, Oriel A.; Mejías, Patricia

2017-01-01

In most of the pedagogical development experiences, the contents that students generate as a result of the course activities are not considered as a primary source of knowledge. Thus, students see their learning disadvantaged, when their intellectual outputs are not considered in the design of the learning activities. Today, the Web offers a wide…

Managing the Platform: Higher Education and the Logic of Wikinomics

ERIC Educational Resources Information Center

Staley, David J.

2009-01-01

Wikipedia is an online free-content encyclopedia that anyone can edit and an efficient way to marshal the talents of many bright, capable people to produce knowledge. But the real significance of Wikipedia and similar Web 2.0 technologies is the way in which they organize people and activities, not simply the way in which they create and…

Like a Palm Tree in a Hurricane: A Dual Case Study of Digital Text in the Inclusive Classroom

ERIC Educational Resources Information Center

Stanley, Debra

2013-01-01

This qualitative dual case study with a cross-case comparison explored the attitudes, beliefs, and intentions of teachers regarding the implementation and use of digital text in the inclusive classroom. Grounded in Harris, Mishra, and Koehler's (2009) framework of Technological, Pedagogical, Content Knowledge (TPACK) and Rose and Meyer's (2002)…

Sharing knowledge with the public during a crisis: NASA's public portal

NASA Technical Reports Server (NTRS)

Holm, Jeanne

2003-01-01

This case study looks at integrating the web governance policies and procedures, migration to a single content management solution, and integrating best-of-breed technology with high-impact, interactive components. In particular, this case study is interesting in the dynamic scalability of this application to meet the needs of an organization on the front lines during a crisis.

Opening up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge

ERIC Educational Resources Information Center

Iiyoshi, Toru, Ed.; Kumar, M. S. Vijay, Ed.

2008-01-01

Given the abundance of open education initiatives that aim to make educational assets freely available online, the time seems ripe to explore the potential of open education to transform the economics and ecology of education. Despite the diversity of tools and resources already available--from well-packaged course materials to simple games, for…

A Qualitative Analysis of Pre-Service Primary School Teachers' TPACK Development over the Four Years of Their Teacher Preparation Programme

ERIC Educational Resources Information Center

Gill, Lincoln; Dalgarno, Barney

2017-01-01

This article reports on a qualitative case study which examined the development of six Australian pre-service teachers' Technological Pedagogical and Content Knowledge (TPACK), through a series of six semi-structured interviews, over the duration of their four-year teacher preparation programme. Consistent with the research design employed,…

Development and Evaluation of the "Tigriopus" Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course

ERIC Educational Resources Information Center

Olimpo, Jeffrey T.; Fisher, Ginger R.; DeChenne-Peters, Sue Ellen

2016-01-01

Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices' development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. Recent evidence within the bioeducation literature suggests that student engagement in…

[Automation of medical literature--and information services].

PubMed

Bakker, S

1997-01-04

It is important for clinical practice to be able to find (or retrieve) relevant literature and to keep informed of the state of medical science. The fact that the contents of articles in journals are now accessible via computers is the result of integration of bibliographic techniques, medical knowledge and computer technology. Articles published in some 5000 medical journals can nowadays be retrieved electronically via Medline and Embase together (but medical literature in Dutch is underrepresented). Computerised insertion of publications into Internet dose not make information traceable or accessible, let alone reliable and readable. It cannot be predicted if electronic versions of scientific periodicals will replace the printed editions completely. However, valuable, reliable information will always have its price, even on Internet. It is unlikely that electronic information published privately (internet) will replace scientific publishers soon, for readers will still want selection and monitoring of contents and language. Good layout, professional typography and suitable illustrations to enhance reading comfort and cognitive processes, will even become more important. The problems arising from the immensity of scientific knowledge are not (any longer) of a technological nature-what is needed is a cultural about-turn of the information infrastructure in medical-scientific associations, organizations and institutions.

Teaching neuroscience through Web adventures: adolescents reconstruct the history and science of opioids.

PubMed

Miller, Leslie; Schweingruber, Heidi; Oliver, Robert; Mayes, Janice; Smith, Donna

2002-02-01

New technological and cultural developments surrounding adolescents' use of the World Wide Web offer an opportunity for turning aspects of the Internet gaming phenomenon to the advantage of neuroscience education. Specifically, an experimental project to transmit aspects of problem-based learning and the National Science Standards through an interactive Web adventure is reported here. The Reconstructors is an episodic Web-based adventure series entitled Medicinal Mysteries from History. It is funded by the National Institute on Drug Abuse, and the first series focuses on opioids. It was created with the input of middle school students and teachers. Through the use of multimedia technologies, middle school students enter a futuristic world in which they become "reconstructors," members of an elite scientific unit charged with recovering lost medical knowledge about analgesic drugs. Two of the four episodes have been evaluated through a comprehensive review process involving middle school students, teachers, neuroscience researchers, and clinicians. Analysis of the pretest and posttest scores demonstrated significant knowledge gain that validly can be attributed to use of the game. These data provide evidence that science content can be transmitted through innovative online techniques without sacrificing compelling content or effective pedagogical strategies.

Semantic Web meets Integrative Biology: a survey.

PubMed

Chen, Huajun; Yu, Tong; Chen, Jake Y

2013-01-01

Integrative Biology (IB) uses experimental or computational quantitative technologies to characterize biological systems at the molecular, cellular, tissue and population levels. IB typically involves the integration of the data, knowledge and capabilities across disciplinary boundaries in order to solve complex problems. We identify a series of bioinformatics problems posed by interdisciplinary integration: (i) data integration that interconnects structured data across related biomedical domains; (ii) ontology integration that brings jargons, terminologies and taxonomies from various disciplines into a unified network of ontologies; (iii) knowledge integration that integrates disparate knowledge elements from multiple sources; (iv) service integration that build applications out of services provided by different vendors. We argue that IB can benefit significantly from the integration solutions enabled by Semantic Web (SW) technologies. The SW enables scientists to share content beyond the boundaries of applications and websites, resulting into a web of data that is meaningful and understandable to any computers. In this review, we provide insight into how SW technologies can be used to build open, standardized and interoperable solutions for interdisciplinary integration on a global basis. We present a rich set of case studies in system biology, integrative neuroscience, bio-pharmaceutics and translational medicine, to highlight the technical features and benefits of SW applications in IB.

Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students.

PubMed

Tai, Hung-Cheng; Pan, Mei-Yu; Lee, Bih-O

2015-06-01

Learning English as foreign language and computer technology are two crucial skills for nursing students not only for the use in the medical institutions but also for the communication needs following the trend of globalization. Among language skills, writing has long been ignored in the curriculums although it is a core element of language learning. To apply the TPACK (Technological Pedagogical and Content Knowledge) model to design an online English writing course for nursing students, and to explore the effects of the course to the students' learning progress as well as their satisfactions and perceptions. A single-group experimental study, utilizing the CEEC (College Entrance Examination Center) writing grading criteria and a self-designed course satisfaction questionnaire, is used. Fifty one nursing students who were in their first/four semesters of the two year vocational pre-registration nursing course in a Taiwan university were selected using convenience sampling. Quantitative data were analyzed using descriptive statistics and repeated measure MANOVA. Qualitative data were analyzed by content analysis. Students' writing competence had been improved significantly in every dimension after the instruction. Only half of the learners preferred online writing compared to the traditional way of writing by hand. Additionally, participants reported that they would prefer to receive feedback from the teacher than peers, yet they did not like the indirect feedback. The teacher perceived the course as meaningful but demanding for both learning and teaching sides. To implement the peer review activities and give feedback on time were two major challenges during the cycles. The TPACK model suggests a comprehensive and effective teaching approach that can help enhance nursing students' English writing performance. Teachers are advised to consider its implementation when designing their syllabus. Copyright © 2015 Elsevier Ltd. All rights reserved.

Designing high-quality interactive multimedia learning modules.

PubMed

Huang, Camillan

2005-01-01

Modern research has broadened scientific knowledge and revealed the interdisciplinary nature of the sciences. For today's students, this advance translates to learning a more diverse range of concepts, usually in less time, and without supporting resources. Students can benefit from technology-enhanced learning supplements that unify concepts and are delivered on-demand over the Internet. Such supplements, like imaging informatics databases, serve as innovative references for biomedical information, but could improve their interaction interfaces to support learning. With information from these digital datasets, multimedia learning tools can be designed to transform learning into an active process where students can visualize relationships over time, interact with dynamic content, and immediately test their knowledge. This approach bridges knowledge gaps, fosters conceptual understanding, and builds problem-solving and critical thinking skills-all essential components to informatics training for science and medicine. Additional benefits include cost-free access and ease of dissemination over the Internet or CD-ROM. However, current methods for the design of multimedia learning modules are not standardized and lack strong instructional design. Pressure from administrators at the top and students from the bottom are pushing faculty to use modern technology to address the learning needs and expectations of contemporary students. Yet, faculty lack adequate support and training to adopt this new approach. So how can faculty learn to create educational multimedia materials for their students? This paper provides guidelines on best practices in educational multimedia design, derived from the Virtual Labs Project at Stanford University. The development of a multimedia module consists of five phases: (1) understand the learning problem and the users needs; (2) design the content to harness the enabling technologies; (3) build multimedia materials with web style standards and human factors principles; (4) user testing; (5) evaluate and improve design.

Perspectives of health and self-care among older persons-To be implemented in an interactive information and communication technology-platform.

PubMed

Göransson, Carina; Wengström, Yvonne; Ziegert, Kristina; Langius-Eklöf, Ann; Eriksson, Irene; Kihlgren, Annica; Blomberg, Karin

2017-12-01

To acquire knowledge regarding the contents to be implemented in an interactive information and communication technology-platform perceived to be relevant to health and self-care among older persons based on the literature, healthcare professionals and the older persons themselves. The growing ageing population places demands on the healthcare system to promote healthy ageing and to strengthen the older person's self-care ability. This requires innovative approaches to facilitate communication between the older person and healthcare professionals, and to increase the older person's participation in their care. An information and communication technology-platform could be used for this purpose, but the content needs to be relevant to both the older persons and the healthcare professionals. Descriptive qualitative design. This study was based on three samplings: a scoping review of the literature (n = 20 articles), interviews with healthcare professionals (n = 5) and a secondary analysis of interviews with older persons (n = 8) and nursing assistants (n = 7). The data were analysed using qualitative content analysis. Four areas were identified to be of relevance to older persons' perceived health: frame of mind, having relationships and social activities, physical ability and concerns, and maintaining self-care. Self-care was described in the literature and by the healthcare professionals more than by the older persons. The results show a concordance in the data samplings that give a clear indication of the areas relevant to older persons' health and self-care that can be integrated in an interactive information and communication technology-platform for use in regular daily care assessments. Descriptions of self-care were limited indicating a possible gap in knowledge that requires further research. Areas relevant to older persons' health and self-care could be used for regular assessment to support and promote healthy ageing. © 2017 John Wiley & Sons Ltd.

Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?1

PubMed Central

Hosler, Jay; Boomer, K. B.

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students’ attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors’ content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way. PMID:21885827

Development and Evaluation of a Continuing Education Program for Nursing Technicians at a Pediatric Cardiac Intensive Care Unit in a Developing Country.

PubMed

Borim, Bruna Cury; Croti, Ulisses A; Silveira, Patricia C; De Marchi, Carlos H; Moscardini, Airton C; Hickey, Patricia; Jenkins, Kathy

2017-11-01

The nursing profession faces continuous transformations demonstrating the importance of professional continuing education to extend knowledge following technological development without impairing quality of care. Nursing assistants and technicians account for nearly 80% of nursing professionals in Brazil and are responsible for uninterrupted patient care. Extensive knowledge improvement is needed to achieve excellence in nursing care. The objective was to develop and evaluate a continuing education program for nursing technicians at a pediatric cardiac intensive care unit (PCICU) using a virtual learning environment entitled EDUCATE. From July to September 2015, a total of 24 nursing technicians working at the PCICU at a children's hospital located in the northwestern region of São Paulo state (Brazil) fully participated in the continuing education program developed in a virtual learning environment using Wix platform, allowing access to video classes and pre- and post-training theoretical evaluation questionnaires outside the work environment. The evaluation tools recorded participants' knowledge evolution, technological difficulties, educational, and overall rating. Knowledge development was descriptively presented as positive in more than 66.7%. Content and training were considered "excellent" by most participants and 90% showed an interest in the use of technological resources. Technical difficulties were found and quickly resolved by 40% of participants including Internet access, login, and lack of technical expertise. The continuing education program using a virtual learning environment positively contributed to the improvement in theoretical knowledge of nursing technicians in PCICU.

Analysis of knowledge in Astronomy of the students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão

NASA Astrophysics Data System (ADS)

Moraes, Ataliba Capasso; Voelzke, Marcos Rincon

2014-05-01

This work is part of a research of the academic Masters in Science in Education in its final stages. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students' lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analysed the responses of this second step, it was found that students had a significant improvement in learning.

Comparative primate genomics: emerging patterns of genome content and dynamics

PubMed Central

Rogers, Jeffrey; Gibbs, Richard A.

2014-01-01

Preface Advances in genome sequencing technologies have created new opportunities for comparative primate genomics. Genome assemblies have been published for several primates, with analyses of several others underway. Whole genome assemblies for the great apes provide remarkable new information about the evolutionary origins of the human genome and the processes involved. Genomic data for macaques and other nonhuman primates provide valuable insight into genetic similarities and differences among species used as models for disease-related research. This review summarizes current knowledge regarding primate genome content and dynamics and offers a series of goals for the near future. PMID:24709753

Comparative primate genomics: emerging patterns of genome content and dynamics.

PubMed

Rogers, Jeffrey; Gibbs, Richard A

2014-05-01

Advances in genome sequencing technologies have created new opportunities for comparative primate genomics. Genome assemblies have been published for various primate species, and analyses of several others are underway. Whole-genome assemblies for the great apes provide remarkable new information about the evolutionary origins of the human genome and the processes involved. Genomic data for macaques and other non-human primates offer valuable insights into genetic similarities and differences among species that are used as models for disease-related research. This Review summarizes current knowledge regarding primate genome content and dynamics, and proposes a series of goals for the near future.

The challenges of clinical education in a baccalaureate surgical technology students in Iran: a qualitative study.

PubMed

Zardosht, Roghayeh; Moonaghi, Hossein Karimi; Razavi, Mohammad Etezad; Ahmady, Soleiman

2018-02-01

Clinical education is an integral part of the surgical technology curriculum, in which students combine and integrate knowledge, skills, attitudes, values and philosophies of the profession. It is difficult to learn and adapt to different types of skills and roles in the operating room environment. This qualitative study examines the difference between the clinical education of Surgical Technology and other clinical settings, and the challenges faced by students in the field, within the course. This was a qualitative content analysis study conducted in 2016. The participants in this study were 16 baccalaureate surgical technology students of the University for Medical Sciences in Khorasan Razavi province. A semi-structured interview method was run to collect the required data. The sampling was initially purposive, then in the snowball method which continued until data saturation. All interviews were recorded, then transcribed, and analyzed using a continuous comparative method and conventional qualitative content analysis method. From the deep and rich descriptions of the participants, three themes including "stressful environment", "controversy between anticipation of role and reality", and "humiliating experiences" as well as a general theme of "bitter education" were obtained. Students' orientation before attending the operating room, accompanying, supporting, and a full-time attendance of the specialist instructor, strengthening the prerequisite knowledge and skills for the students in this field, teaching ethics, and professional interactions, play an important role in the student's acceptance of the operating room, in the surgery team and the improvement of the quality of clinical education of these students.

The challenges of clinical education in a baccalaureate surgical technology students in Iran: a qualitative study

PubMed Central

Zardosht, Roghayeh; Razavi, Mohammad Etezad; Ahmady, Soleiman

2018-01-01

Background Clinical education is an integral part of the surgical technology curriculum, in which students combine and integrate knowledge, skills, attitudes, values and philosophies of the profession. It is difficult to learn and adapt to different types of skills and roles in the operating room environment. Objective This qualitative study examines the difference between the clinical education of Surgical Technology and other clinical settings, and the challenges faced by students in the field, within the course. Methods This was a qualitative content analysis study conducted in 2016. The participants in this study were 16 baccalaureate surgical technology students of the University for Medical Sciences in Khorasan Razavi province. A semi-structured interview method was run to collect the required data. The sampling was initially purposive, then in the snowball method which continued until data saturation. All interviews were recorded, then transcribed, and analyzed using a continuous comparative method and conventional qualitative content analysis method. Results From the deep and rich descriptions of the participants, three themes including “stressful environment”, “controversy between anticipation of role and reality”, and “humiliating experiences” as well as a general theme of “bitter education” were obtained. Conclusion Students’ orientation before attending the operating room, accompanying, supporting, and a full-time attendance of the specialist instructor, strengthening the prerequisite knowledge and skills for the students in this field, teaching ethics, and professional interactions, play an important role in the student’s acceptance of the operating room, in the surgery team and the improvement of the quality of clinical education of these students. PMID:29629066

Threshold Concepts and Student Engagement: Revisiting Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Zepke, Nick

2013-01-01

This article revisits the notion that to facilitate quality learning requires teachers in higher education to have pedagogical content knowledge. It constructs pedagogical content knowledge as a teaching and learning space that brings content and pedagogy together. On the content knowledge side, it suggests that threshold concepts, akin to a…