“A Big Nebula that is a Bit Scary” (Louise, Trainee Schoolteacher): Training through/in Digital Technology, in School and in Professional Training

ABSTRACT Objective: to describe Covid-19 mobile applications available for download on smartphones. Method: a cross-sectional study with 52 mobile applications on Covid-19, obtained from virtual stores for smartphones with Android and iOS operating systems. Fisher's exact test and Cramér's V were used. Results: of the applications, 45 (86.6%) were developed in 2020, 51 (98.1%) were free, and 49 (94.2%) did not have accessibility for people with disabilities. It was observed that, in 23 countries, 17 (32.7%) applications in English and 14 (26.9%) in Portuguese were created, with a choice of 11 languages, relating to nine subthemes on Covid-19, the majority on “case monitoring” and “symptoms, prevention, and care”, with 17 (32.7%) each. There was an association between the target audience and the subtheme of “symptoms, prevention, and care”, and between patient monitoring and professional training. Conclusion: Covid-19 mobile applications were available in countries on five continents, in the main languages of communication and free of charge; however, with limited accessibility for people with disabilities.

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Digi-Bags on the Go: Childminders’ Expectations and Experiences of a Tablet-Based Mobile Learning Environment in Family Day Care

Mobile Information Systems ◽

10.1155/2018/6967505 ◽

2018 ◽

Vol 2018 ◽

pp. 1-8

Author(s):

Kaisa Pihlainen ◽

Calkin Suero Montero ◽

Eija Kärnä

Keyword(s):

Learning Environment ◽

Mobile Learning ◽

Digital Technology ◽

Technology Use ◽

Day Care ◽

Professional Training ◽

Mobile Technologies ◽

Family Day Care ◽

Mobile Learning Environment ◽

Natural Settings

The use of mobile technologies is playing an increasingly important role in early childhood education (ECE) settings. However, although technologies are often integrated in ECE provided in day care centres, technology use in other ECE settings, such as in family day care, is rare. In this paper, we describe the Digi-bag, a tablet-based mobile learning environment deployed at several family day care homes, and present the expectations and first experiences of family day care personnel regarding the pedagogical use of Digi-bags together with 1- to 5-year-old children as well as their experiences of training to use the digital technology. The results of the pilot study indicate that the deployment of Digi-bags facilitates the pedagogical, creative, and regular use of digital technology with small children. The study also underlines the importance of providing opportunities to family day care personnel for peer support and peer learning in natural settings besides professional training in the use of digital technologies.

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Current Issues: Advanced Digital Technology for Supervising Graduate Clinicians

Perspectives on Administration and Supervision ◽

10.1044/aas20.1.9 ◽

2010 ◽

Vol 20 (1) ◽

pp. 9-13 ◽

Cited By ~ 2

Author(s):

Glenn Tellis ◽

Lori Cimino ◽

Jennifer Alberti

Keyword(s):

Real Time ◽

Digital Technology ◽

Clinical Training ◽

State Of The Art ◽

Clinical Skills ◽

Slow Motion ◽

Video Capture ◽

Microsoft Excel ◽

Clinical Supervisors ◽

Training And Supervision

Abstract The purpose of this article is to provide clinical supervisors with information pertaining to state-of-the-art clinic observation technology. We use a novel video-capture technology, the Landro Play Analyzer, to supervise clinical sessions as well as to train students to improve their clinical skills. We can observe four clinical sessions simultaneously from a central observation center. In addition, speech samples can be analyzed in real-time; saved on a CD, DVD, or flash/jump drive; viewed in slow motion; paused; and analyzed with Microsoft Excel. Procedures for applying the technology for clinical training and supervision will be discussed.

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ASHA's New Standards for Pre-professional Training in Speech-Language Pathology and What They May Mean for AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac12.5.22 ◽

2003 ◽

Vol 12 (5) ◽

pp. 22-24 ◽

Cited By ~ 5

Author(s):

Ann Ratcliff

Keyword(s):

Professional Training ◽

Speech Language Pathology ◽

Language Pathology

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Defining the Competence of Psychologists with a View to Public Accountability *

European Psychologist ◽

10.1027/1016-9040.2.4.293 ◽

1997 ◽

Vol 2 (4) ◽

pp. 293-300 ◽

Cited By ~ 4

Author(s):

Ype H. Poortinga ◽

Ingrid Lunt

Keyword(s):

Scientific Knowledge ◽

Professional Training ◽

Professional Competence ◽

Codes Of Ethics ◽

The Body ◽

The European Union ◽

Rigorous Evaluation ◽

Judicial Proceedings ◽

Psychological Knowledge

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.

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