Project THREAD: Technology helping restructure educational access and delivery     

Neal Strudler  Leanna Archambault  Lisa Bendixen  Don Anderson  Risa Weiss 《Educational technology research and development : ETR & D》2003,51(1):41-56

This article describes Project THREAD (Technology Helping Restructure Educational Access and Delivery), an initiative funded by the U.S. Office of Education through its PT3 grant program. The project’s overarching goal is to prepare teachers to integrate modern technologies to fundamentally enhance teaching and learning in K-12 schools. Project initiatives include: (a) a series of in-service workshops for university faculty, administrators, field supervisors, and mentor teachers; (b) one-on-one follow-up support provided by project staff; (c) a minigrant program to support the development of technology-based learning activities for university courses; (d) expanded opportunities for students to apply technology in thier courses and field experiences; and (e) a redesign of selected courses that impact a large number of teacher candidates. The project’s evaluation is described, along with a discussion of outcomes and lessons learned. in recognition of the project’s scope and accomplishments thus far, the College of Education at the University of Nevada, Las Vegas (UNLV), was named the 2002 winner of the Best Practice Award for the Innovative Use of Technology by the American Association of Colleges for Teacher Education (AACTE).  相似文献   

Measures of instruction for creative engagement: Making metacognition,modeling and creative thinking visible     

Christine Pitts  Ross Anderson  Michele Haney 《Learning Environments Research》2018,21(1):43-59

The purpose of the current study was to estimate reliability, internal consistency and construct validity of the Measure of Instruction for Creative Engagement (MICE) instrument. The MICE uses an iterative process of evidence collection and scoring through teacher observations to determine instructional domain ratings and overall scores. The results demonstrated the sound inter-observer reliability, teacher stability and score validity of the MICE. We found (a) a low proportion of rater variance (0.14–5.99%), (b) moderate to highly correlated within-teacher ratings ranging from r(17) = 0.663, p < 0.01 to r(17) = 1.000, p < 0.01 and (c) a statistically-significant difference between classroom teachers and teaching artists, t(56) = 7.37, p = 0.000. These results relate to the development of classroom environment instruments and the substantive development of pedagogy that supports creative thinking and behaviours, both of which are a priority for enhancing teacher accountability and student learning.  相似文献   

Does a Computer System Help to Teach a Sight Vocabulary to Children with Severe Learning Difficulties?     

A Wright  M Anderson 《British journal of educational technology : journal of the Council for Educational Technology》1987,18(1):52-60

Twelve children with severe learning difficulties were taught an initial sight vocabulary with and without the help of a computer system. A control group received individual teaching in mathematics. All groups were given the teaching for eight minutes a day for four weeks. The results demonstrated that all 12 children in the experimental groups significantly improved their sight vocabulary. Trends in the data indicated that the teacher-only condition produced better learning than the computer-assisted condition, and that this was particularly true for the children with lower ability. The results are discussed in relation to the information-processing demands being made on the child in each condition and the implications for teaching.  相似文献   

Kinecting Physics: Conceptualization of Motion Through Visualization and Embodiment     

Janice L. Anderson  Steven D. Wall 《Journal of Science Education and Technology》2016,25(2):161-173

The purpose of this work was to share our findings in using the Kinect technology to facilitate the understanding of basic kinematics with middle school science classrooms. This study marks the first three iterations of this design-based research that examines the pedagogical potential of using the Kinect technology. To this end, we explored the impact of using the Kinect in conjunction with an SDK Physical Virtual Graphing program on students’ understanding of displacement, velocity and acceleration compared to students who conducted more traditional inquiry of the same concepts. Results of this study show that, while there may be some affordances to be gained from integrating this technology, there is a need for a scaffolded approach that helps students to understand the “messiness” of the data collected. Further, meta-cognitive activities, such as reflective opportunities, should be integrated into the inquiry experiences in order to scaffold student learning and reinforce concepts being presented. While the Kinect did work to generate large-scale visualization and embodied interactions that served as a mechanism for student understanding, this study also suggests that a complementary approach that includes both the use of hands-on inquiry and the use of the Kinect sensor, with each activity informing the other, could be a powerful technique for supporting students’ learning of kinematics.  相似文献   

Participation in international teleconferences and discussions: Implicit assumptions     

Elizabeth Anderson  Jacques du Plessis  Tom Nickel 《Educational technology research and development : ETR & D》2001,49(3):118-123

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Critical thinking in distance education: Developing critical communities in an audio teleconference context     

Terry D. Anderson  D. R. Garrison 《Higher Education》1995,29(2):183-199

Distance education has long been associated with independent study and delivery of prepackaged learning materials. These characteristics effectively deny distance education students the opportunity to participate in communities of inquiry and, perhaps, opportunities to develop their critical thinking skills. This paper reviews the theoretical impact of socially situated learning, critical thinking and their implications for distance education. It then presents the results from a study of learners' perception while enrolled in two different models of audio teleconferenced, university courses. The study reports quantitative results from a mail survey of these students and the qualitative results from interviews and classroom observations. The impact of the instructional design used by the delivering institution resulted in two distinct models of audio teleconference delivery with significant qualitative and quantitative differences in student perception. The paper concludes that learning communities, which support the development of critical thinking skills, can be created at a distance and that they provide a mechanism for improving the quality of higher level distance education.  相似文献   

The graduate student experience and subscription to the norms of science     

Melissa S. Anderson  Karen Seashore Louis 《Research in higher education》1994,35(3):273-299

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Teacher Candidates' Perspectives on the Value of a Site-Based Methods Course     

Carrie Symons  Blythe E. Anderson  Amy Ward 《The Teacher Educator》2020,55(4):323-346

Abstract

In the field of teacher education, the disconnect between university-based coursework and practical field experiences has long been a concern. To make teacher preparation coursework more meaningful, some programs partner with P-12 schools to offer site-based courses. Although situated learning for novices in practice-based professions makes sense, more research is needed to determine if, how, and why site-based courses in particular may be beneficial for teacher candidates’ (TCs) learning. In this study, we used surveys and interviews with TCs, who had taken the same site-based literacy methods course, to identify which aspects of the course they found most facilitative of connections between the course content and the field. Our findings suggest working with children in classrooms, course instructors’ involvement at the school, and opportunities to discuss and reflect upon their experiences immediately after they had been in the field were the primary features of a site-based course TCs found valuable.  相似文献   

Exploring undergraduates' understanding of photosynthesis using diagnostic question clusters     

Parker JM  Anderson CW  Heidemann M  Merrill J  Merritt B  Richmond G  Urban-Lurain M 《CBE life sciences education》2012,11(1):47-57

We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed.  相似文献   

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi     

Zoe Lim  C. Anderson  S. McGrath 《International Journal of Educational Development》2012

The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills development should indeed be insulated from such scepticism, this paper examines one strategy adopted by the health professions. Called ‘task shifting’, this strategy involves re-delegating professional tasks to nonprofessional cadres according to a skills-based toolkit. Challenging the context-free approach to using this toolkit, this paper presents ethnographic evidence derived from a case study of pharmacy workforce issues in Malawi. It was found that task shifting was inhibited by a perception barrier about the moral and intellectual superiority of the pharmacists. Pharmacy technicians were judged to be unfit for a professional task because of a perceived lack of professional status, power and ethics. On tracing the origin of the inherent professional prowess assigned to the pharmacists, it was found that professionalism was an ideology borrowed from external sources, inter alia, colonial legacies and global health governance. This study exposes our hidden assumption about an axiomatic transferability of Anglo-American skills development models to a postcolonial, aid-dependent context. This paper therefore suggests redefining this toolkit by bridging health research into dialogue with non-health disciplinary concerns such as postcolonialism and aid-dependence. In conclusion, it argues that professional skills development is context-laden; and in need of a human-centred approach that involves true indigenous participation–challenges not unlike those faced by the vocational skills discourse.  相似文献