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1.
Katherine S. Cennamo Wilhelmina C. Savenye Patricia L. Smith 《Educational technology research and development : ETR & D》1991,39(1):5-16
Recommendations for the design of interactive video materials are often based on the premise that interactive video may overcome
learners' preconceptions of television as “easy.” This study investigated learner preconceptions of the difficulty of interactive
video, instructional television, and television, and examined the effects of actively or covertly responding to practice questions
on perceived mental effort, recall, and inferences.
Seventy-one undergraduate students completed a questionnaire assessing their preconceptions of the difficulty of the three
media, received their treatment, completed a questionnaire assessing perceived mental effort, then completed a recall and
inference posttest.
Before the lesson, the learners perceived it to be significantly easier to learn from interactive video than from instructional
television and television, and significantly easier to learn from instructional television than from television. There were
no significant differences in the mental effort ratings or inference scores among the three groups. The interactive video
group recalled significantly more information than the television group. Possible reasons for findings and suggestions for
further research are discussed. 相似文献
2.
Stuart Moulthrop 《Learning Inquiry》2007,1(1):51-57
This article looks at some of the rhetoric surrounding video games and other
forms of interactive software as additions or alternatives to school
curricula. It focuses particularly on the need to articulate ways to “read”
videogames in order to achieve significant cultural impact. Noting that
reading, even as metaphor, tends to invoke inappropriate assumptions about
writing and authorship, the article argues for a less backward-looking
approach to newer forms. 相似文献
3.
Donald P. Ely 《Educational technology research and development : ETR & D》1960,8(5):289-294
Conclusion This report has shown that there are areas of commonality and areas of diversity in existing communications programs in higher
education. The undergraduate and graduate curricular structure reflects, for the most part, the stated objectives of the program.
Several questions remain to be answered: “What is being accomplished under the communications label that could not otherwise
be accomplished?” “What are some of the emerging trends in this rapidly growing field?” These topics will be covered in subsequent
articles.
This is the second in a series of articles on communications programs in higher education by the author who is director of
the audiovisual center at Syracuse University. The first article, “Communications Programs in Higher Education,” appeared
inAV Communication Review, Winter 1960. 相似文献
4.
Reforms are typically criticized for failing to bridge the gap between practitioners and researchers and for the lack of research
support provided prior to implementation. Research has indicated that preservice teachers’ understandings of high-quality
science teaching are formed by teacher training programs. The purposes of this study are to investigate views about science
in preservice teachers in old and new teacher training programs and to determine whether and how these two programs shape
teacher trainees’ views of science. A total of 459 students from a 4-year elementary science teacher training program participated
in the study. A 41-item instrument was used to collect data. Four factors were extracted from the data, explaining 41.58%
of the variance, and the reliability was found to be .86. There were significant differences for both males and females between
the old and new programs. However, no difference was found between males’ and females’ total scores. In addition, students
from the two programs had significantly different scores on the sub-scales of “Anxiety” and “Uncertainty”. For example, males
in the new program had significantly higher scores on the “Anxiety” and “Uncertainty” sub-scales. The overall increase in
science course hours and decrease in science method course hours in the new program may account for these findings. 相似文献
5.
Summary The evaluation and selection of interactive video hardware is a difficult process even for experts. There seems to be a multitude
of models, options, peripherals, and prices. The task becomes even more perplexing because of rapid advances in the technology.
What is new today may be obsolete tomorrow. Using the checklist should help make your job easier. It allows you to compare
computers “apple for apple.” The recommendations listed are general suggestions. Different organizations may require most
or less than what is recommended. Always plan for at least the minimum requirements of your software, even if those requirements
are above our recommendations. 相似文献
6.
LIU Hao ZHANG Wen-jun YANG Xiao-kang 《浙江大学学报(A卷英文版)》2006,7(10):1695-1701
INTRODUCTION In the encoding or transcoding of video stream- ing, intra refresh is introduced as a non-normative error-resilience tool. Although the intra-refresh schemes based on the rate-distortion optimization (C?té et al., 2000; Stockhammer et al., 2002) are superior to the early heuristic intra-refresh strategies, these new schemes cannot yet accurately estimate the video distortion due to time-varying packet losses, and usually ignore the inter-frame error-propagation effect. Chiou… 相似文献
7.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
8.
Michael J. Hannafin Mary Anne E. Colamaio 《Educational technology research and development : ETR & D》1987,35(4):203-212
The purpose of this study was to examine the effects of variations in lesson control and practice on the learning of facts,
procedures, and problem-solving skills during interactive video instruction. Subjects were volunteers from graduate and advanced
level undergraduate college classes. The instructional content was a 30-minute videotape. “Project Lifesaver,” which was designed
to introduce cardiopulmonary resuscitation [CPR]. Students were randomly assigned to one of three instructional control groups:
designer control, learner control, and linear control. A posttest was administered to assess learning of facts, procedures,
and problem-solving skills. The results indicated that there were [1] significant differences between practiced and non-practiced
information; [2] significant differences on posttest scores among various lesson control groups; and [3] a significant interaction
between practice and type of learning. 相似文献
9.
Sylvia Rojas-Drummond Neil Mercer Ellen Dabrowski 《European Journal of Psychology of Education - EJPE》2001,16(2):179-196
Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom. 相似文献
10.
Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change 总被引：1，自引：0，他引：1
This paper proposes a new way to integrate history of science in science education to promote conceptual change by introducing the notion of historical microworld, which is a computer-based interactive learning environment respecting historic conceptions. In this definition, “interactive” means that the user can act upon the virtual environment by changing some parameters to see what ensues. “Environment respecting historic conceptions” means that the “world” has been programmed to respect the conceptions of past scientists or philosophers. Three historical microworlds in the field of mechanics are presented in this article: an Aristotelian microworld respecting Aristotle’s conceptions about movement, a Buridanian microworld respecting the theory of impetus and, finally, a Newtonian microworld respecting Galileo’s conceptions and Newton’s laws of movement. 相似文献
11.
12.
Dimitra Spiropoulou Triantafyllia Antonakaki Sophia Kontaxaki Sarantis Bouras 《Journal of Science Education and Technology》2007,16(5):443-450
This paper reports on research concerning Greek in-service Primary teachers’ perceptions about environmental issues and attitudes
towards Education for Sustainable Development. A questionnaire with multiple-choice and open-ended questions was used in order
to gain more comprehensive understanding of their thoughts. The analysis of data revealed that teachers hold misunderstandings
or misconceptions of the conceptual meaning of the terms “sustainability” and “renewable source of energy”. Furthermore, the
implementation rate of environmental programs in schools is relatively low considering teachers’ interest in the issues. This
is due to lack of familiarity with new methodological approaches which promote environmental matters. By taking into account
these research findings, possible implications arising from supporting teachers to implement environmental programs in schools
are discussed and suggestions for overcoming the outlined difficulties are made. 相似文献
13.
Technology, considered as the new language of teaching and learning, is an irrevocable reality. Any institution of higher
learning is expected to look into the future without losing sight of its core capabilities-the malleability of its faculty
members. Today, more than ever, teachers are expected to operate in an environment where “hiteach”, “hi-touch” and “hi-tech”
govern their instructional behaviors. It is in this light that this study was conducted to situate teachers coming from a
time-tested institution, such as the University of Santo Tomas, the oldest university in Asia, in terms of their IT knowledge,
skills, and interests with a view to identifying implications on how faculty development programs may be made more responsive
to the present-day educational structure. 相似文献
14.
This article focuses upon programs for undergraduate women in science and engineering, which are a strategic research site
in the study of gender, science, and higher education. The design involves both quantitative and qualitative approaches, linking
theory, method, questions, and analyses in ways not undertaken previously. Using a comprehensive, quantitative, cross-institutional,
and longitudinal method, two extreme groups of programs are distinguished: those associated with the “most successful” and
“least successful” outcomes in undergraduate degrees awarded to women in science and engineering. Qualitative analyses of
interview data with key players in the programs in these two groups point to ways in which definitions of issues, problems,
and solutions diverge (as well as converge), and thus to conceptual underpinnings that have important real-life consequences
in these organizational settings of higher education. The programs that regard issues, problems, and solutions of women in
science and engineering as rooted in “institutional/structural-centered,” as opposed to “individual/student-centered,” perspectives
are associated with the most positive outcomes in undergraduate degrees awarded to women in science and engineering.
相似文献
| Mary Frank FoxEmail: |
15.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
16.
This paper examines the media coverage of the murder of a young Muslim girl in Mississauga, Ontario in December 2007. We examine
how that coverage moved from concerns for a terrible family event to the use of the language of Samuel Huntington’s “Clash
of Civilizations.” We explore the nature of this exaggeration that occurs in times of threat and the “hardening” and eventual
clashing of identities that can follow. We interweave with these matters considerations of the pedagogical and familial consequences
of such identity-exaggeration under threat. We propose that the provisional, negotiated, and casual conviviality of identities
that precedes times of threat are cast into what Ivan Illich called “a zone of deep shadow.” We propose, also, that it is
this locale of an interdependent, co-determining conviviality of identities that can profitably be the locus of rich and intellectually
vital classroom conversations. 相似文献
17.
Marilyn Fleer 《Research in Science Education》2000,30(2):241-253
This paper presents a study of the design questions that children ask as they work technologically in school. Thirty-nine
school aged children's technological work on “cubby building” is mapped and discussed. Data sources included video recording,
worksamples, photographs with annotations of work in progress and when completed, and ethnographic field notes. The findings
support the view that children's design questions and briefs arise at various points throughout the lesson sequence, demonstrating
the iterative nature of design, make and appraise within and across lessons. The formulation of design questions evolved as
children interacted, negotiated, played and worked in technological ways. For young children, playing with the “product” or
“process” was an important part of working technologically. For the older children, the possession of technological skills
for joining materials to achieve the desired outcome was a key factor. 相似文献
18.
Laurence Siegel Lila Corkland Siegel 《Educational technology research and development : ETR & D》1964,12(1):16-45
Summary The argument is advanced in this paper that the pattern of educational investigation wherein comparisons are made between
so-called “ experimental” and “ conventional” instructional procedures tends to be defective on three counts: the criteria
are often inappropriate or contaminated; the assumptions of homogeneity within and independence between “ experimental” and
“ control” conditions are met only when these conditions are very grossly conceived; and the results reflect masking and cancellation
effects, thereby revealing relatively little about what transpires in an instructional setting.
The Instructional Gestalt is proposed as a methodological framework for educational research focusing upon the interactive
nature of learner, instructor, and environmental and course variables constituting the instructional setting. Data generated
by explorations within this framework can lead to the formulation of hypotheses which, if subsequently supported empirically,
can become principles for inclusion in a theory of classroom learning.
The nature of investigations proceeding from the Instructional Gestalt framework was clarified by presentation and discussion
of an illustrative study. Since this illustration was only a representation in miniature of the larger investigation, the
generalizations about teaching-learning suggested by it are of limited scope and subject to change. Nevertheless, these generalizations
do indicate the kinds of hypotheses resulting from studies within the Instructional Gestalt framework.
This paper summarizes the rationale underlying research on the Instructional Gestalt proceeding under a grant from the Office
of Education, U.S. Department of Health, Education, and Welfare. Portions of this rationale have been presented at the annual
meetings of the American Psychological Association in 1961 and 1962. 相似文献
19.
Kathleen L. McFadden Shi-Jie Chen Donna J. Munroe Jay R. Naftzger Evan M. Selinger 《Innovative Higher Education》2011,36(3):161-176
In response to a growing movement within higher education to provide interdisciplinary educational programs, this study describes
the creation of an interdisciplinary graduate certificate program in healthcare policy and management. Building on prior research,
we surveyed healthcare executives to examine their perceptions about the need for such a program and the importance of core
subject areas. Drawing on our findings as well as the literature on “interactional expertise” and “wicked problems,” we provide
a detailed method for launching an interdisciplinary program. Our process may be useful in guiding other institutions interested
in setting up new interdisciplinary programs of their own. 相似文献
20.
France Frascarolo Chantal Zaouche-Gaudron Véronique Rouyer Nicolas Favez 《European Journal of Psychology of Education - EJPE》2005,20(2):185-199
The aim of this pilot study is to analyse the discourse of fathers of toddlers concerning fatherhood and the link between
some particularities in the discourse and family alliance. The sample consists of 13 Swiss first time fathers (5 fathers of
girls and 8 of boys). In order to evaluate the paternal discourse, the fathers were given a semistructured interview, which
was later analysed using the research package Alceste. The family alliance, i.e., the degree of coordination among the partners
when executing a task together, was assessed through the Lausanne Trilogue Play (Fivaz-Depeursinge & Corboz-Warnery, 1999).
The main results indicated an interesting link between classes of paternal discourse grouped around the following themes “affective
relationship”, “daily routine” and “educational goals”, and the family alliance (defined in two major categories; functional
and problematic alliances). Finally, clinical perspectives on links between paternal representations and family functioning
at an interactive level are discussed. 相似文献