Innovations in science teacher education: Effects of integrating technology and team-teaching strategies

The purpose of this study was to integrate technology and team-teaching techniques into science teacher education method courses in order to explore the effects of such integration on preservice teachers. The participants included one instructor and a total of 42 preservice teachers. A technology team-teaching model (TTT) was designed in this study to restructure science method courses with technology. This study used a mixed-method design, incorporating both quantitative and qualitative techniques. The results revealed that there were significant differences in “designing an appropriate science topic to be taught with technology” and “integrating computer activities with appropriate pedagogy in classroom instruction” (F = 5.260, p < 0.05, and F = 10.260, p < 0.01, respectively). The results also showed that the TTT model could enhance the integration of science teaching theories and practice. Team-teaching technique facilitated the integration of technology in science lesson design and teaching practice, and enhanced friendship through interaction. The TTT model could better the science learning experience of preservice teachers and serve as useful reference for other teacher education institutes.     

Transforming a teacher education method course through technology: effects on preservice teachers’ technology competency

In this study, an instructional design model was employed for restructuring a teacher education course with technology. The model was applied in a science education method course, which was offered in two different but consecutive semesters with a total enrollment of 111 students in the fall semester and 116 students in the spring semester. Using tools, such as multimedia authoring tools in the fall semester and modeling software in the spring semester, teacher educators designed high quality technology-infused lessons for science and, thereafter, modeled them in classroom for preservice teachers. An assessment instrument was constructed to assess preservice teachers’ technology competency, which was measured in terms of four aspects, namely, (a) selection of appropriate science topics to be taught with technology, (b) use of appropriate technology-supported representations and transformations for science content, (c) use of technology to support teaching strategies, and (d) integration of computer activities with appropriate inquiry-based pedagogy in the science classroom. The results of a MANOVA showed that preservice teachers in the Modeling group outperformed preservice teachers’ overall performance in the Multimedia group, F = 21.534, p = 0.000. More specifically, the Modeling group outperformed the Multimedia group on only two of the four aspects of technology competency, namely, use of technology to support teaching strategies and integration of computer activities with appropriate pedagogy in the classroom, F = 59.893, p = 0.000, and F = 10.943, p = 0.001 respectively. The results indicate that the task of preparing preservice teachers to become technology competent is difficult and requires many efforts for providing them with ample of opportunities during their education to develop the competencies needed to be able to teach with technology.     

Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology

Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in Western settings. The present study centers on the impact of Chinese student teachers’ gender, constructivist teaching beliefs, teaching self-efficacy, computer self-efficacy, and computer attitudes on their prospective ICT use. For this purpose, a survey was set up involving student teachers from four Normal Universities in China (N = 727). Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender. Building on the results of a path analysis model, prospective ICT integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs, teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly by the gender of the student teachers. Implications for teacher education and further research are discussed.     

Drawing on technology: An investigation of preservice teacher beliefs in the context of an introductory educational technology course

This study investigated entering preservice teachers' initial beliefs and ideas with regard to the role of technology in teaching and learning. It also examined specific technology-integrated pedagogical strategies and their potential to help preservice teachers begin to shift from traditional teacher-centered beliefs to a more student-centered mindset. The work was conducted in the context of an introductory educational technology course for preservice teachers in a Mid-Atlantic University in the United States. Data sources included pre- and post-course drawings where participants depicted themselves as technology-using teachers, drawing reflections, and weekly reflective entries submitted in response to a blogging assignment. Findings indicated that preservice teachers enter their training programs with traditional, teacher-centered beliefs about the use of technology and the roles of technology-using teachers and students. Analysis of post-course drawings, however, indicated that participants' beliefs began to shift from largely teacher-centered to more mixed teacher- and student-centered. Analysis of reflective blog entries also demonstrated that participants reflected predominantly on how technology can provide opportunities for students, teachers and parents to collaborate. To a lesser extent, participants reflected on how technology can enhance teaching and learning. Based on these findings, implications specifically related to stand alone technology courses and teacher education programs are discussed.     

Comments on “Generalised finite Radon transform for N × N images”

In Kingston and Svalbe [1], a generalized finite Radon transform (FRT) that applied to square arrays of arbitrary size N × N was defined and the Fourier slice theorem was established for the FRT. Kingston and Svalbe asserted that “the original definition by Matúš and Flusser was restricted to apply only to square arrays of prime size,” and “Hsung, Lun and Siu developed an FRT that also applied to dyadic square arrays,” and “Kingston further extended this to define an FRT that applies to prime-adic arrays”. It should be said that the presented generalized FRT together with the above FRT definitions repeated the known concept of tensor representation, or tensor transform of images of size N × N which was published earlier by Artyom Grigoryan in 1984-1991 in the USSR. The above mentioned “Fourier slice theorem” repeated the known tensor transform-based algorithm of 2-D DFT [5-11], which was developed for any order N₁ × N₂ of the transformation, including the cases of N × N, when N = 2^r, (r > 1), and N = L^r, (r ≥ 1), where L is an odd prime. The problem of “over-representation” of the two-dimensional discrete Fourier transform in tensor representation was also solved by means of the paired representation in Grigoryan [6-9].     

An exploration of social networking site use,multitasking, and academic performance among United States and European university students

Studies have shown that multitasking with technology, specifically using Social Networking Sites (SNSs), decreases both efficiency and productivity in an academic setting. This study investigates multitasking’s impact on the relationship between SNS use and Grade Point Average (GPA) in United States (US; n = 451) and European (n = 406) university students using quantitative and qualitative data analysis. Moderated Multiple Regression analysis results showed that the negative relationship between SNS use and GPA was moderated by multitasking only in the US sample. This may be due to European students being less prone to “disruptive” multitasking. The results provide valuable cautionary information about the impact of multitasking and using SNSs in a learning environment on university students’ GPAs.     

The effect of computer-assisted teaching on remedying misconceptions: The case of the subject “probability”

The aim of this study is to determine the effects of computer-assisted teaching (CAT) on remedying misconceptions students often have regarding some probability concepts in mathematics. Toward this aim, computer-assisted teaching materials were developed and used in the process of teaching. Within the true-experimental research method, a pre- and post-test control group study was carried out with 37 seventh-grade students-18 in the experimental group (CAT) and 19 in the control group (traditional teaching). A 12-item instrument, made up of 4 items related to each of the concepts “Probability Comparisons (PC),” “Equiprobability (E),” and “Representativeness (R),” was developed and implemented with the participants. After the teaching intervention, the same instrument was again administered to both groups as a post-test. In light of the findings, it can be concluded that computer-assisted teaching was significantly more effective than traditional methods in terms of remedying students’ misconceptions.     

The effect of an information ethics course on the information ethics values of students - A Chinese guanxi culture perspective

The development of information technology has a significant influence on social structure and norms, and also impacts upon human behavior. In order to achieve stability and social harmony, people need to respect various norms, and have their rights protected. Students’ information ethics values are of critical and radical importance in achieving this goal. Using qualitative approach, the present study utilizes Kohlberg’s CMD model to measure improvement in students’ “information ethics values” through “technology mediated learning (TML)” models, and to assess the extent to which it is influenced by gender and Chinese guanxi culture. We find that while e-learning improves female students’ “respect rules,” “privacy,” “accessibility” and “intellectual property” values more than male students, the percentages relating to “intellectual property” for females in the higher stages remain lower than for males. Moreover, these results are interpreted from a Chinese guanxi culture perspective. In light of these results, educators should take account of such improvements when designing effective teaching methods and incentives.     

Estimating the quantity and quality of coarse woody debris in Yellowstone post-fire forest ecosystem from fusion of SAR and optical data

The Coarse Woody Debris (CWD) quantity, defined as biomass per unit area (t/ha), and the quality, defined as the proportion of standing dead logs to the total CWD quantity, greatly contribute to many ecological processes such as forest nutrient cycling, tree regeneration, wildlife habitat, fire dynamics, and carbon dynamics. However, a cost-effective and time-saving method to determine CWD is not available. Very limited literature could be found that applies remote sensing technique to CWD inventory. In this paper, we fused the wall-to-wall multi-frequency and multi-polarization Airborne Synthetic Aperture Radar (AirSAR) and optical Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) to estimate the quantity and quality of CWD in Yellowstone post-fire forest ecosystem, where the severe 1988 fire event resulted in high spatial heterogeneity of dead logs. To relate backscatter values to CWD metrics, we first reduced the terrain effect to remove the interference of topography on AirSAR backscatter. Secondly, we removed the influence of regenerating sapling by quadratic polynomial fitting between AVIRIS Enhanced Vegetation Index (EVI) and different channels backscatters. The quantity of CWD was derived from P_hh and P_hv, and the quality of CWD was derived from P_hh aided by the ratio of L_hv and P_hh. Two maps of Yellowstone post-fire CWD quantity and quality were produced. The calculated CWD quantity and quality were validated by extensive field surveys. Regarding CWD quantity, the correlation coefficient between measured and predicted CWD is only 0.54 with mean absolute error up to 29.1 t/ha. However, if the CWD quantity was discretely classified into three categories of “≤ 60”, “60-120”, and “≥ 120”, the overall accuracy is 65.6%; if classified into two categories of “≤ 90” and “≥ 90”, the overall accuracy is 73.1%; if classified into two categories of “≤ 60” and “≥ 60”, the overall accuracy is 84.9%. This indicates our attempt to map CWD quantity spatially and continuously achieved partial success; however, the general and discrete categories are reasonable. Regarding CWD quality, the overall accuracy of 5 types (Type 1—standing CWD ratio ≥ 40%; Type 2—15% ≤ standing CWD ratio < 40%; Type 3—7% ≤ standing CWD ratio< 15%; Type 4—3% ≤ standing CWD ratio < 7%; Type 5—standing CWD ratio < 3%) is only 40.32%. However, when type 1, 2, 3 are combined into one category and type 4 and 5 are combined into one category, the overall accuracy is 67.74%. This indicates the partial success of our initial results to map CWD quality into detailed categories, but the result is acceptable if solely very coarse CWD quality is considered. Bias can be attributed to the complex influence of many factors, such as field survey error, sapling compensation, terrain effect reduction, surface properties, and backscatter mechanism understanding.     

Evaluating an online pharmaceutical education system for pharmacy interns in critical care settings

Incorporating electronic learning (eLearning) system into professional experimental programs such as pharmacy internships is a challenge. However, none of the current systems can fully support the unique needs of clinical pharmacy internship. In this study we enhanced a commercial eLearning system for clinical pharmacy internship (The Clinical Pharmacy Internship eLearning System, CPIES). The KAP questionnaire was used to evaluate the performance of group A with the traditional teaching model and group B with the CPIES teaching model. The CPIES teaching model showed significant improvement in interns’ knowledge and practice (p = 0.002 and 0.031, respectively). The traditional teaching model only demonstrated significant improvement in practice (p = 0.011). Moreover, professionalism, such as attitudes on cooperating with other health professionals, is developed by learning from a good mentor. The on-line teaching and traditional teaching methods should undoubtedly be blended in a complete teaching model in order to improve learners’ professional knowledge, facilitate correct attitude, and influence good practice.     

Do students need teacher’s initiation in online collaborative learning?

As more and more people use computers to complete their work and solve problems in the workplace, computing education is emphasized for students of all levels and disciplines in Taiwan. However, the computing education in Taiwan can hardly be recognized as effective and satisfactory. Many inappropriate examples that lack context are used in teaching and textbooks that may result in employees with low competence and insufficient ability for collaborative working. Students who grow up in this learning context usually lack the ability to seek information and solve problems by themselves. In this regard, the author redesigned a course and adopted online collaborative learning with initiation to establish the essential knowledge for students’ collaboration in the initial stage of a course. This study conducted an experiment that included 169 undergraduates from three class sections – the first two from an academic university (Case 1, n = 68; Case 2, n = 68) and the last one from a university of science and technology (Case 3, n = 33) – taught by the same teacher under the same course name and the same course website. The results show that students who received online collaborative learning with initiation had higher grades than those without. The author further discusses the implications for teachers, schools, and scholars who plan to provide online courses for their students, particularly computing courses.     

Developing situated knowledge about teaching with technology via Web-enhanced Case-based activity

Situated, case-based approaches, featuring virtual teachers’ activity and reasoning in university classrooms, may provide a viable alternative to immersive field-based apprenticeships. Despite widespread advocacy on situated teacher education, research on preservice teachers’ situated learning remains rare. This study examined how preservice teachers gain situated knowledge about teaching with technology by engaging the experiences of practicing teachers through Web-enhanced, Case-based activity (CBA). Situated knowledge of exemplary teachers often espouses a constructivist epistemology and a student-centered pedagogy when they use computers for teaching. Also, their knowledge for teaching with technology requires linking computer skills with associated curriculum and pedagogical strategies. Based on this initial framework, in this study, preservice teachers’ changes in perceptions and understanding about teaching with technology were documented over the course of a semester. A qualitative case study was used, and constant comparative methods were used to continually compare emerging themes and refine categories. Web-enhanced CBA helped most preservice teachers to both understand appropriate uses of technology and refined their perspectives by using experienced teachers’ captured knowledge and practices. Research is needed to refine our understanding of situated case-based approaches’ potential to promote both meaningful technology integration knowledge and skill and to address a range of everyday classroom teaching and learning issues, decisions, and practices.     

Web-based Personalised System of Instruction: An effective approach for diverse cohorts with virtual learning environments?

The Personalised System of Instruction is a form of mastery learning which, though it has been proven to be educationally effective, has never seriously challenged the dominant lecture-tutorial teaching method in higher education and has largely fallen into disuse. An information and communications technology assisted version of the Personalised System of Instruction using a virtual learning environment is promoted here based on the authors’ longitudinal design research into this pedagogy. The particular elements of the virtual learning environment which are promoted are short video clips, online formative tests and an assessment management system. The authors present their experiences of developing and deploying this pedagogy for the teaching of introductory discrete mathematics to large classes of Computer Science students at two UK higher education institutions both with whole cohorts and ‘at risk’ groups of students. In particular, this method is promoted as particularly helpful to students who do not adopt a deep approach to learning as many students fail to do. Moreover ‘at risk’ students using this method (n = 71) demonstrated an average Glass effect size of 0.83 compared with other ‘at risk’ students who did not (n = 35). Based on these experiences, this pedagogy is promoted as an effective approach to teaching in higher education, especially the teaching of cognitive skills to diverse cohorts of students on foundation level modules.     

Structure and function of maladaptive cognitions in Pathological Internet Use among Chinese adolescents

This study empirically investigated the structure and function of maladaptive cognitions related to Pathological Internet Use (PIU) among Chinese adolescents. To explore the structure of maladaptive cognitions, this study validated a Chinese Adolescents’ Maladaptive Cognitions Scale (CAMCS) with two samples of adolescents (n1 = 293 and n2 = 609). The results of the exploratory factor analysis and confirmatory factor analysis revealed that CAMCS included three distinct factors, namely, “social comfort,” “distraction,” and “self-realization.” To examine the function of maladaptive cognitions, this study tested an updated cognitive-behavioral model in the third sample of 1059 adolescents. The results of structural equation model analyses verified both the direct effect of maladaptive cognitions on PIU and their mediating role in the relationships between distal factors (social anxiety and stressful life events) and PIU among Chinese adolescents. Theoretical and practical implications of these findings were discussed.     

Single-machine scheduling jobs with exponential learning functions

In a manufacturing system workers are involved in doing the same job or activity repeatedly. Hence, the workers start learning more about the job or activity. Because of the learning, the time to complete the job or activity starts decreasing, which is known as “learning effect”. In this paper, an exponential sum-of-actual-processing-time based learning effect is introduced into single-machine scheduling. By the exponential sum-of-actual-processing-time based learning effect, we mean that the processing time of a job is defined by an exponential function of the sum-of-the-actual-processing-time of the already processed jobs. Under the proposed learning model, we show that under a sufficient condition, the makespan minimization problem, the sum of the θth (θ > 0) power of completion times minimization problem, and some special cases of the total weighted completion time minimization problem and the maximum lateness minimization problem remain polynomially solvable.     

Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007–2008 school year initially involving 32 teachers and 388 students. Due to varying levels of implementation our final data set included 14 teachers and 296 students. Using a non-equivalent pre-test/post-test design, we found that grade 4–6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL (i.e., medium–high implementation condition, n = 7 classrooms and 121 students), compared to control students (n = 7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p < .05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed.) and certain metacognitive skills measured via student self-report. The results of this study indicate that teaching with ePEARL has positive impacts on students’ literacy and self-regulated learning skills when the tool is used regularly and integrated into classroom instruction.     

Regranulation: A granular algorithm enabling communication between granular worlds

In this paper, we describe a granular algorithm for translating information between two granular worlds, represented as fuzzy rulebases. These granular worlds are defined on the same universe of discourse, but employ different granulations of this universe. In order to translate information from one granular world to the other, we must regranulate the information so that it matches the information granularity of the target world. This is accomplished through the use of a first-order interpolation algorithm, implemented using linguistic arithmetic, a set of elementary granular computing operations. We first demonstrate this algorithm by studying the common “fuzzy-PD” rulebase at several different granularities, and conclude that the “3 × 3” granulation may be too coarse for this objective. We then examine the question of what the “natural” granularity of a system might be; this is studied through a 10-fold cross-validation experiment involving three different granulations of the same underlying mapping. For the problem under consideration, we find that a 7 × 7 granulation appears to be the minimum necessary precision.     

Investigation of effects of virtual reality environments on learning performance of technical skills

Practical training is what brings imagination and creativity to fruition, which relies significantly on the relevant technical skills needed. Thus, the current study has placed its emphasis on strengthening the learning of technical skills with emerging innovations in technology, while studying the effects of employing such technologies at the same time. As for the students who participated in the study, technical skills had been cultivated in the five dimensions of knowledge, comprehension, simulation, application, and creativity, in accordance to the set teaching objectives and the taxonomy for students learning outcome, while the virtual reality learning environment (VRLE) has also been developed to meet different goals as the various technical skills were being examined. In terms of the nature of technology, operation of machines, selection of process parameters, and process planning in technical skills, VRLE has also designed the six modules of “learning resource”, “digital content”, “collaborative learning”, “formative evaluation”, “simulation of manufacturing process”, and “practical exercise” in particular for providing students with assistance in the development on their technical skills on a specific, gradual basis. After assessing the technical skills that have been developed for the time period of one semester, the students have reported finding VRLE to be a significantly effective method when considering the three dimensions of “operation of machines”, “selection of process parameter”, and “process planning”, though not so much so when it came to the dimension of “nature of technology”. Among the six modules, “simulation of manufacturing process” and “practical exercise” were the two that were most preferred by students for the three dimensions considered.     

Flow pattern around an appended tanker hull form in simple maneuvering conditions

A detailed computational study is presented of the flow pattern around the Esso Osaka with rudder in simple maneuvering conditions: “static rudder” and “pure drift”. The objectives are: (1) apply RANS for maneuvering simulation; (2) perform verification and validation on field quantities; (3) characterize flow pattern; and (4) correlate behavior of the integral quantities with the flow field. The general-purpose code CFDSHIP-IOWA is used. The free surface is neglected and the two-equation k-ω turbulence model is used. The levels of verification of the velocity components for the “straight-ahead”, “static rudder” and “pure drift” conditions show ranges from 5.5% to 28.3% of free stream, U₀, for the axial velocity U and 2.5-29.1%U₀ for the cross flow (V, W). Qualitative validation against limited experimental data shows encouraging results with respect to trends and levels. The flow pattern is characterized by fore and aft body bilge and side vortices, which are similar for “straight-ahead” and “static rudder” conditions, except in close vicinity of the rudder. The “pure drift” condition shows strong asymmetry on windward vs. leeward sides and a more complex vortex system with additional bilge vortices. Similarities and differences with data for other tanker, container, and surface combatant hulls and relation between flow pattern and forces and moments are discussed. Future work focuses on influence of propeller.