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Articles 1 - 9 of 9
Full-Text Articles in Education
Smartphone Apps In Education: Students Create Videos To Teach Smartphone Use As Tool For Learning, Kara E. Clayton, Amanda Murphy
Smartphone Apps In Education: Students Create Videos To Teach Smartphone Use As Tool For Learning, Kara E. Clayton, Amanda Murphy
Journal of Media Literacy Education
Smartphones are regular classroom accessories. Educators should work with children to understand the capacity of smartphones for learning and civic engagement, rather than being a classroom distraction. This research supports a collaborative project the authors engaged in with students in two states to discover what the perception of smartphone use was by students and teachers. One element of this project included students producing YouTube style tutorials on the educational use of mobile apps. The authors explored smartphone use in the classroom. Student created products correlated to technology trends in K-12 education and their relationship with state by state demographic data.
Using Technology To Facilitate Modeling-Based Science Education: Lessons Learned From A Meta-Analysis Of Empirical Research, Jing Lei, Patrick Heng Luo, Qiu Wang, Ji Shen, Sunghye Lee, Ye Chen
Using Technology To Facilitate Modeling-Based Science Education: Lessons Learned From A Meta-Analysis Of Empirical Research, Jing Lei, Patrick Heng Luo, Qiu Wang, Ji Shen, Sunghye Lee, Ye Chen
Journal of Educational Technology Development and Exchange (JETDE)
This study focused on the integration of technologies in regular science teaching within the pedagogical framework of modeling-based instruction (MBI), a well-established instructional method in science education, and aimed to identify new trends of technology integration in MBI, explore the particular features (Interactivity, Collaboration, and Scaffolding) and affordances of new technologies, and examine the effect of technology-supported MBI on students learning outcomes. By analyzing empirical MBI studies from 2000 to 2010 through a meta-analysis and qualitatively reviewing studies from 2011-2016, this study shared three major findings: (1) computer-based software was the most commonly used technology in MBI, with Internet and …
Collaborative Robotics, More Than Just Working In Groups: Effects Of Student Collaboration On Learning Motivation, Collaborative Problem Solving, And Science Process Skills In Robotic Activities, Kellie Taylor
Boise State University Theses and Dissertations
Robotics in education has shown the potential to positively benefit student learning and attitudes towards learning. However, a necessary part of robotics instruction is group collaboration. Therefore, the purpose of this study was to determine what collaborative scaffolds, or interventions, produce positive effects for students working on collaborative robotics projects for science process skills, collaborative problem solving, and motivation. In addition, the study examined the impact students’ prior robotics experience had on science process skills, collaborative problem solving, and motivation. The study had two experience levels, Novice and Experienced, and three intervention conditions. The interventions included Assigned Group Roles, Classroom …
Scaffolding Peer Collaboration Through Values Education: Social And Reflective Practices From A Primary Classroom, Veronica E. Morcom
Scaffolding Peer Collaboration Through Values Education: Social And Reflective Practices From A Primary Classroom, Veronica E. Morcom
Australian Journal of Teacher Education
Peers create one of the most significant contexts for developing prosocial values. This paper reports on a yearlong study of thirty one year 4/5 students where antisocial values were deep-seated. The aim of this qualitative research was to examine how to reduce antisocial behaviour and promote peer collaboration. The notion of whole-class scaffolding was applied to use the collective knowledge of the peer group and develop mutual respect to reduce antisocial behaviour. Social and reflective practices included: the Daily Social Circle; Weekly Class Meetings; student reflection logs and interviews and parent surveys. Two themes generated from the findings examine how …
Best Practices In Museum Education, William W. Fleming Jr.
Best Practices In Museum Education, William W. Fleming Jr.
Williams Honors College, Honors Research Projects
Museums are visited more often than ever before, and as a result, are offering far more educational and interactive experiences to draw in a greater audience. As such, it is important to define how learning takes place in the museum setting, and also, how the museum experience can be refined in order to better accommodate visitor learning and their experience. The problem is, however, the museum setting is a nontraditional and unstructured environment, far different than the classroom, and museum staff, usually reserved to maintaining the collection and nothing else, are now being forced to build the museum experience around …
Institutionalizing Faculty Mentoring Within A Community Of Practice Model, Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez, Ryan P. Colwell
Institutionalizing Faculty Mentoring Within A Community Of Practice Model, Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez, Ryan P. Colwell
To Improve the Academy: A Journal of Educational Development
In higher education, faculty work is typically enacted—and rewarded—on an individual basis. Efforts to promote collaboration run counter to the individual and competitive reward systems that characterize higher education. Mentoring initiatives that promote faculty collaboration and support also defy the structural and cultural norms of higher education. Collaborative mentoring initiatives, however, support all faculty to be lifelong learners. We analyze a reciprocal model of mentoring—a community of practice for mentoring—that integrates collaborative mentoring into faculty’s daily work. Additionally, we examine the dilemmas, benefits, and costs of institutionalizing a community of practice model for mentoring in higher education. Our analyses indicate …
Good, Fast, Cheap: How Centers Of Teaching And Learning Can Capitalize In Today’S Resource Constrained Context, Michael H. Truong, Stephanie Juillerat, Deborah H. C. Gin
Good, Fast, Cheap: How Centers Of Teaching And Learning Can Capitalize In Today’S Resource Constrained Context, Michael H. Truong, Stephanie Juillerat, Deborah H. C. Gin
To Improve the Academy: A Journal of Educational Development
This article provides leaders and educational developers of Centers for Teaching and Learning (CTL) with innovative and practical strategies on how to increase their centers’ capacity and impact by focusing on quality, efficiency, and cost. This “good, fast, cheap” model represents a promising way that CTL can continue to grow, scale, and innovate in the midst of limited resources. By leveraging existing campus resources, external vendor products, and low cost technologies, CTL are able to remain effective and impactful, without compromising quality or requiring abundant resources. This article will include real use case examples from a CTL at a mid …
A Faculty Wellness Workshop Series: Leveraging On Campus Expertise, Thomas M. Brinthaupt, Arielle Neal, Sheila Otto
A Faculty Wellness Workshop Series: Leveraging On Campus Expertise, Thomas M. Brinthaupt, Arielle Neal, Sheila Otto
To Improve the Academy: A Journal of Educational Development
Centers for Teaching and Learning (CTL) that suffer from funding and staffing issues must rely on outside resources to enhance their effectiveness. Even if funds and staff are adequate, most CTL can improve their reach and effectiveness by the partnerships they establish across their campuses. In this article, we describe a faculty wellness workshop series that illustrates the strategic leveraging we have been able to accomplish on our campus. The series included free standing faculty workshops devoted to stress management (partnering with Counseling Services), work life balance and workplace civility (with members of our faculty learning communities), voice coaching (with …
Improv(Ing) The Academy: Applied Improvisation As A Strategy For Educational Development, Jonathan P. Rossing, Krista Hoffmann Longtin
Improv(Ing) The Academy: Applied Improvisation As A Strategy For Educational Development, Jonathan P. Rossing, Krista Hoffmann Longtin
To Improve the Academy: A Journal of Educational Development
Improvisational theater training (or “improv”) is a strategy employed by many business leaders and educators to cultivate creativity and collaboration amid change. Drawing on improv principles such as “Yes, And…” and “Make your scene partners look good,” we explore the ways in which educational developers might apply principles of improv in 3 contexts: teaching and building classroom community, organizational development, and research collaboration. Faculty developers who successfully engage the principles of improv have the potential to help colleges and universities respond more effectively to complex problems and to manage the uncertainty of the future. By highlighting successful applications of improvisation …