The effects of integrating technology,observation and writing into a teacher education method course

The purpose of this study was to integrate asynchronous learning technology with teaching strategies on observation and writing into a teacher education method course. The research questions were to explore the effects of the innovative teaching method and to compare it with the traditional teaching method. There were 134 preservice teachers involved in this study. This study used a mixed method design, incorporating both quantitative and qualitative techniques. The main data included questionnaires, observation reports, and on-line information. According to the findings, there were significant differences in the “teaching and learning interaction” and “application of technology and theories” (F = 9.728, P < 0.01, and F = 16.88, P < 0.001, respectively.), but there were no significant differences in the other aspects. The results also showed the experimental teaching method combined the effect of both traditional classroom and online teaching, and reinforced the integration of teaching theories and practices. The preservice teachers reflected that they had learned how to integrate technologies with teaching through the learning environment of the asynchronous learning network and teaching observation. The interactive teaching and learning of this study could supplement the any existing deficiencies in traditional teaching. Therefore, the experimental teaching method is not only a way to construct knowledge, theories and experiences of teaching, but also a good strategy to promote the utilization of instructional technology within teaching for preservice teachers. The limitations in the asynchronous learning technology and the difficulties associated with the preservice teachers’ learning processes were also discussed.     

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.     

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.     

Using the theory of habitus to move beyond the study of barriers to technology integration

The integration of technology by K-12 teachers was promoted to aid the shift to a more student-centered classroom (e.g., Roblyer, M. D., & Edwards, J. (2000). Integrating educational technology into teaching (2nd ed.). Upper Saddle River, NJ: Merrill). However, growth in the power of and access to technology in schools has not been accompanied by an equal growth in technology integration. Research into reasons for minimal technology integration has traditionally focused on post-teacher-education barriers to technology integration (e.g., Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39; Ertmer, P. A., Gopalakrishnan, S., & Ross, E. M. (2001). Technology-using teachers: Comparing perceptions of exemplary use to best practice [Electronic copy]. Journal of Research on Computing in Education, 33(3) 1–2; Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology, Research and Development, 55(3), 223–252). In this paper, I first clarify the definition of technology integration and question the contention that barriers, particularly those related to teacher beliefs, are behind the lack of technology integration. Using the sociological concept of habitus, or set of dispositions, I then explore preservice teachers’ past experiences as a possible explanation for minimal technology integration and discuss implications for future research and teacher education.     

ABRACADABRA in the hands of teachers: The effectiveness of a web-based literacy intervention in grade 1 language arts programs

This study explored how teacher variations in use of a web-technology of known effectiveness, affected growth in literacy. Teachers used ABRACADACABRA (ABRA) (http://grover.concordia.ca/abra/version1/abracadabra.html), in Grade 1 Language Arts classes. Children (N = 60) across three classrooms were exposed to ABRA activities and a control class followed the regular provincial literacy program. Interventions were run by briefly-trained teachers for a total of 16 h. Each teacher chose to use the program in qualitatively distinct ways that corresponded to the first three stages of Sandholtz, Ringstaff, and Dwyer’s (1997) technology integration model, namely: Entry, Adoption and Adaptation. Growth in literacy between pre- and post-test revealed significant differences associated with technology integration style across all measures of literacy and related language skills. The largest and most-widespread effects were evident for the Adaptation group that linked technology content to wider learning themes in the classroom. In terms of overall growth in standardised literacy scores across all six such measures used, Adaptation proved to be 60% more effective than Adoption. Results suggest that explorations of exactly how teachers use technology have important implications for practice as well as for the interpretation of field-based studies of the effectiveness of educational 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.     

Impact of an Integrated Methods Course on Preservice Teachers’ Perspectives of Curriculum Integration and Faculty Instructors’ Professional Growth

Abstract

Many of today's educators support integrated curriculum. To prepare preservice teachers to teach an integrated curriculum in elementary schools, a methods course that covered multiple disciplines was offered to preservice teachers registered in the teacher education program of a public university in the city of New York. Through observations and reflective journals, this study investigated how this course influenced preservice teachers’ perspectives on teaching science, mathematics, and music in an integrated way. Results indicate that preservice teachers’ understandings of curriculum integration were enhanced by the course. They also demonstrated high enthusiasm for curriculum integration during their teaching practice. Faculty instructors’ professional growth in the process of the planning and teaching of this course is also highlighted.     

Comparison of paper-and-pencil versus Web administration of the Youth Risk Behavior Survey (YRBS): Participation,data quality,and perceived privacy and anonymity

The Youth Risk Behavior Surveillance System (YRBSS) monitors priority health-risk behaviors among US high school students. To better understand the ramifications of changing the YRBSS from paper-and-pencil to Web administration, in 2008 the Centers for Disease Control and Prevention conducted a study comparing these two modes of administration. Eighty-five schools in 15 states agreed to participate in the study. Within each participating school, four classrooms of students in grades 9 or 10 were randomly assigned to complete the Youth Risk Behavior Survey questionnaire in one of four conditions (in-class paper-and-pencil, in-class Web without programmed skip patterns, in-class Web with programmed skip patterns, and “on your own” Web without programmed skip patterns). Findings included less missing data for the paper-and-pencil condition (1.5% vs. 5.3%, 4.4%, 6.4%; p < .001), less perceived privacy and anonymity among respondents for the in-class Web conditions, and a lower response rate for the “on your own” Web condition than for in-class administration by either mode (28.0% vs. 91.2%, 90.1%, 91.4%; p < .001). Although Web administration might be useful for some surveys, these findings do not favor the use of a Web survey for the YRBSS.     

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.     

Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK)

The purpose of this study is to describe an integrated pedagogical approach, aimed at advancing preservice teachers' learning on the use of technology and investigate its impact on participants' knowledge (i.e., TPACK) and practice. The integrated approach juxtaposes an educational technology course with methods courses and field experience through careful instructional design. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the Survey of Preservice Teachers' Knowledge of Teaching and Technology. Qualitative data were collected through open-ended survey responses and preservice teacher case narratives reporting on the design and implementation of technology-integrated lessons in a field placement. Finding revealed that participants experienced significant gains in all TPACK constructs. Further, findings indicated that participants applied their knowledge in practice though there was variability in the ways in which knowledge domains were represented in participants' narratives. Findings have implications for teacher education programs and for researchers interested in the development and assessment of preservice teacher knowledge of teaching with technology.     

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].     

Encouraging Uncertainty in the “Scientific Method”: Promoting Understanding in the Processes of Science With Preservice Teachers

Abstract

Teachers’ feelings of uncertainty are an overlooked, though crucial, condition necessary for the promotion of educational change. This article investigates the feelings of uncertainty that preservice teachers have toward the conduct of science as inquiry and the extent to which methods courses can confront and embrace those uncertainties. Our work indicates that veneers of certainty exist at both the personal and institutional level and that by challenging these certainties throughout the methods courses, opportunities can be opened for preservice teachers to understand, and engage with, the teaching of science as inquiry. We conclude this article by offering implications for further research.     

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.     

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.     

Evaluation of three methodologies to estimate the VO2max in people of different ages

Aging and gender are factors that affect the variation of physical work capacity. The present paper highlights the importance of the metabolism used by ergonomics to establish the appropriate limits of loads at work. This study compares the aerobic capacity of people from 20 to 71 years old split in 5 different groups. The laboratory experiment tested 33 volunteers (19 women and 14 men). A submaximal step test was used to measure the VO₂ using a portable breath by breath metabolic system and a telemetric heart rate monitor. Three methods to estimate the VO_2max were compared: 1) a direct measurement of VO₂, 2) estimation by heart rate, and 3) a step test method using predetermined charts. Significant difference was encountered among the estimation methods as well as among the age ranges (F_2,92 = 6.43, p < 0.05 y F_4,92 = 7.18, p < 0.05 respectively). The method of direct measurement and the method of predetermined charts were different for the estimation of the VO_2max with a confidence level of 95%. The method of predetermined charts is better adapted for males and people younger than 30 years. The estimation through non invasive heart rate apparatus was a good appraiser of the maximal oxygen consumption considering both genders and all the age groups.     

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.     

The effects of computer-assisted material on students’ cognitive levels,misconceptions and attitudes towards science

The purpose of this study was to investigate the effects of a Computer-assisted Instruction Material (CAIM) related to “photosynthesis” topic on student cognitive development, misconceptions and attitudes. The study conducted in 2002–2003 academic year and was carried out in two different classes taught by the same teacher, in which there were fifty two 11th grade high school students, in central city of Trabzon in Turkey. An experimental research design including the photosynthesis achievement test (PAT), the photosynthesis concept test (PCT) and science attitude scale (SAS) was applied at the beginning and at the end of the research as pre-test and post-test. After the treatment, general achievement in PAT increased by 10% in favour of experiment group (EG) at (p < 0.05) significant level. Although the increase in cognitive development at knowledge level was 14.8% in the EG and 18.2% in the control group (CG), the development at comprehension and application levels were 19.8–18.5 in the EG and 1.75–0.86 in the CG, respectively. This result showed that using CAIM in teaching photosynthesis topic was very effective for students to reach comprehension and application levels of cognitive domain. However, CAIM did not change major misconceptions related to photosynthesis topic in EG as expected. Meanwhile, same misconceptions in EG about source of energy for plants and their nutrition were decreased more than CG. It was also found out that there was little change about students’ attitudes towards science education in both groups.     

Two-dimensional side-by-side circular cylinders at moderate Reynolds numbers

In a companion article [1], we described computer simulations of the flow around 2 two-dimensional, tandem circular cylinders in a flow for 1?Re?20. In this article we adopt a similar approach to characterize the flow around side-by-side cylinders with surface-to-surface separation/diameter in the range 0.1 < s/D < 30. The results revealed some distinct and interesting features of the flow, which are completely different than those observed at higher Reynolds numbers.At low Reynolds numbers, 1?Re?5, for all gap spacings, the flow contains no regions of flow separation. At higher Re, four distinct flow behaviors were observed. For very small gap spacings, e.g. 0.1 < s/D < 0.6 at Re = 20, two elongated “detached vortices” form downstream of the cylinders. The drag coefficient increases sharply with the gap spacing. For gap spacings 0.6 < s/D < 0.7 at Re = 20, no vortices form anywhere in the flow. For gap spacings around s/D ≈ 1 separation regions form only on the inside portions of the cylinders. For larger gap spacings s/D > 1 the flow reverts to something similar to that around an isolated cylinder in the flow, i.e. two attached vortices on the rear side of each cylinder. In general, the drag coefficient increases as the gap spacing increases. At higher Reynolds number it is known that the cylinder lift coefficients decrease monotonically with gap spacing. In contrast, at these lower Reynolds number the lift coefficient curves rise to a maximum for 0.3 < s/D < 3 and then decrease monotonically for larger s/D.     

Investigating the impact of video games on high school students’ engagement and learning about genetics

The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology’s efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p > .05) in student learning as measured by our instrument, there were significant differences (p < .05) found in the participants’ level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed.