Doctoral research training in educational technology

ECTJ ◽  
1978 ◽  
Vol 26 (2) ◽  
pp. 165-173
Author(s):  
Richard E. Clark
Keyword(s):  
Educational Technology ◽  
Research Training ◽  
Doctoral Research

Social Work Education: Research

2013 ◽  
Author(s):  
David E. Biegel ◽  
Susan Yoon
Keyword(s):  
Social Work ◽  
Research Training ◽  
Federally Funded ◽  
Research Knowledge ◽  
Research Education ◽  
Doctoral Level ◽  
Doctoral Research ◽  
Work Education ◽  
Interest In Research

Research education at the bachelor’s and master’s levels has attempted to address concerns related to students’ purported lack of interest in research courses and graduates’ failure to conduct research as practitioners. Research education at the doctoral level has benefitted from a significant increase in the number of faculty members with federally funded research grants, although the quality of doctoral research training across programs is uneven. A continuum of specific objectives for research curricula at the baccalaureate, master’s, and doctoral levels is needed to lead to clearer specifications of research knowledge and skills that should be taught in all schools of social work.

scholarly journals Balancing Teaching and Research Experiences in Doctoral Training Programs: Lessons for the Future Educator

2003 ◽  
Vol 2 (4) ◽  
pp. 228-232 ◽  
Author(s):  
Michael J. Wolyniak
Keyword(s):  
Cell Biology ◽  
Training Programs ◽  
Research Training ◽  
Doctoral Training ◽  
Business Law ◽  
Career Experiences ◽  
Research Experiences ◽  
Doctoral Research ◽  
The Past ◽  
Future Education

While a variety of alternative careers has emerged for Ph.D. life scientists in industry, business, law, and education in the past two decades, the structure of doctoral training programs in many cases does not provide the flexibility necessary to pursue career experiences not directly related to a research emphasis. Here I describe my efforts to supplement my traditional doctoral research training with independent teaching experiences that have allowed me to prepare myself for a career that combines both into a combined educational program. I describe the issues I have come across in finding and taking part in these endeavors, how these issues have affected my work in pursuing my Ph.D., and how my experiences translate into my hopes for a future education-based career in molecular and cell biology.

scholarly journals Étude de l’utilisation d’un environnement numérique de formation : méthode de remise en situation à l’aide de traces numériques de l’activité

2016 ◽  
Author(s):  
Simon Flandin
Keyword(s):  
Educational Technology ◽  
Observation Data ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Doctoral Research ◽  
Screen Capture ◽  
Course Of Action ◽  
Different Levels ◽  
Empirical Contribution ◽  
Different Time Scales

This article is an empirical contribution to the field of educational technology but also — and above all — a methodological contribution to the analysis of the activities enacted in this field. It takes account of a pilot study conducted within the framework of doctoral research and consisted in describing, analysing and modelling the activity of a trainee teacher in a situation of autonomous use of a video-based digital learning environment (DLE). We were particularly careful to describe the method in great detail. Two types of data were collected and processed within the framework of “course-of-action”: (i)activity observation data (dynamic screen capture) and (ii) data from resituating interviews supported by digital traces of that activity. The findings (i) validate the method’s relevance in relation to the object and issues of the research; (ii)show different levels of organization in the activity deployed in the situation of use; (iii) highlight four registers of concerns orienting use of the DLE. We conclude from a perspective of educational technology, by discussing how, according to certain conditions and different time scales, the findings inform a process of continuous DLE design.

Pilot Course: A Teaching Practicum Course as an Integral Component of an Accounting Doctoral Program

2015 ◽  
Vol 31 (2) ◽  
pp. 191-210 ◽  
Author(s):  
Carolyn M. Callahan ◽  
Charlene P. Spiceland ◽  
J. David Spiceland ◽  
Stephanie Hairston
Keyword(s):  
Doctoral Students ◽  
Academic Career ◽  
Research Training ◽  
Doctoral Program ◽  
Teaching Experience ◽  
Teaching Practicum ◽  
First Semester ◽  
Doctoral Research ◽  
Faculty Mentors ◽  
Insight Into

ABSTRACT This article presents one university's approach to supplementing traditional doctoral research training with a two-semester teaching practicum. The practicum is designed to help students develop and hone pedagogical and other teaching skills, while gaining insight into academic career acumen. It consists of two, one-hour courses taken by students during each of the first two semesters of their doctoral program. In the first semester, weekly teaching seminars are accompanied by an apprenticeship activity in which the students attend classes of faculty mentors throughout the term, teaching one of those classes toward the end of the term. In the second semester, the doctoral students are mentored through their first whole-semester teaching experience, sharing issues from that experience and sharpening skills in the weekly seminar discussions. The article provides details of the practicum and implementation guidance intended to encourage other Ph.D. programs to embrace the general approach we describe, adapting the specifics to reflect the resources and aspirations of their programs.

Doctoral Research Training of Counselor Education Faculty

2006 ◽  
Vol 46 (2) ◽  
pp. 131-145 ◽  
Author(s):  
Jane E. Atieno Okech ◽  
Randall L. Astramovich ◽  
Megan M. Johnson ◽  
Wendy J. Hoskins ◽  
Deborah J. Rubel
Keyword(s):  
Counselor Education ◽  
Research Training ◽  
Education Faculty ◽  
Doctoral Research

scholarly journals Work placements in doctoral research training in the humanities: Eight cases from translation studies

2014 ◽  
Vol 15 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Anthony Pym ◽  
Gabriel González Núñez ◽  
Marta Miquel-Iriarte ◽  
Sara Ramos Pinto ◽  
Carlos Teixeira ◽  
...  
Keyword(s):  
Research Training ◽  
Translation Studies ◽  
Doctoral Research

Writing Across Boundaries: reflections on the place of writing in doctoral research training for social scientists

2010 ◽  
Vol 3 (1) ◽  
pp. 69-91 ◽  
Author(s):  
Bob Simpson ◽  
Robin Humphrey
Keyword(s):  
Qualitative Research ◽  
Social Science ◽  
Research Methods ◽  
Qualitative Data ◽  
Research Training ◽  
Qualitative Research Methods ◽  
Science Writing ◽  
Considerable Effort ◽  
Social Scientists ◽  
Doctoral Research

In the training of doctoral researchers in the use of qualitative research methods, considerable effort goes into preparation for fieldwork and the collection of data. Rather less attention, however, goes into what happens when they have collected their data and begin to make sense of it. In particular, relatively little attention has been paid to the ways in which doctoral researchers might be supported as they begin to write using qualitative data. In this article we report on an inter-disciplinary project that set out to develop research training for qualitative researchers who had completed their fieldwork and were about to embark on writing their theses. An important issue in the delivery of this training was the question of boundaries - disciplinary, academic, technological and personal - and how these might be productively negotiated in the quest for good social science writing.

The Use of Analog Computer Simulation for Learning Modeling Concepts and Skills

1972 ◽  
Vol 1 (2) ◽  
pp. 135-153
Author(s):  
Thomas T. Liao
Keyword(s):  
Computer Simulation ◽  
Educational Technology ◽  
Computer Simulations ◽  
Research Study ◽  
Analog Computer ◽  
Columbia University ◽  
Doctoral Research

This paper reports on the need, rationale, design and findings of a doctoral research study done at Teacher's College, Columbia University. Significant differences were found in several comparisons which were done to obtain answers to basic questions about the usage of analog computer simulations. Suggestions are also made for further research in this area of educational technology.

scholarly journals Supporting small and medium-sized enterprises in the educational technology sector to become more research-minded: Introduction to a small collection

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Alison Clark-Wilson ◽  
Anissa Moeini ◽  
Kusha Anand ◽  
Canan Blake ◽  
Mutlu Cukurova ◽  
...  
Keyword(s):  
Educational Technology ◽  
Research Training ◽  
Boundary Objects ◽  
Logic Model ◽  
Design Based Research ◽  
Careful Choice ◽  
Academic Knowledge ◽  
Technology Sector ◽  
Small Collection ◽  
Exchange Programme

The EDUCAtional Technology Exchange programme (EDUCATE) at UCL Institute of Education provides the context for this paper, which describes the programme’s vision, objectives and key activities, and sets the context for the collection of articles that follow. This university-led programme was underpinned by Luckin’s (2016) golden triangle of evidence-informed educational technology (edtech) as it sought to support 252 small and medium-sized enterprises to become more research-informed through a six-month research training and mentoring programme. The evaluation of the programme’s design-based research cycles revealed the importance of the careful choice and evolution of its boundary objects. These boundary objects, namely each enterprise’s ‘logic model’ and research proposal, facilitated meaningful conversations between the programme’s research mentors and the enterprises. These boundary objects involved several iterations, during which the language of the two communities became more aligned, helping to bridge the academic knowledge and practices with those of the enterprises.

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