Task force equips educators with hands-on teaching tools

1998 ◽  
Author(s):  
Bridget Murray
Keyword(s):  
Task Force ◽  
Teaching Tools ◽  
Hands On

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

scholarly journals Hands-on demonstrations and teaching tools for optics and adaptive optics

2003 ◽  
Author(s):  
Douglas N. Arion ◽  
Kevin M. Crosby ◽  
Daniel Lyons ◽  
Kendra Rand ◽  
Ann Randolph
Keyword(s):  
Adaptive Optics ◽  
Teaching Tools ◽  
Hands On

scholarly journals Hands-on demonstrations and teaching tools for optics and adaptive optics

2003 ◽  
Author(s):  
Douglas N. Arion ◽  
Kevin M. Crosby ◽  
Daniel Lyons ◽  
Kendra Rand ◽  
Ann J. Randolph
Keyword(s):  
Adaptive Optics ◽  
Teaching Tools ◽  
Hands On

scholarly journals ENERGY OPERATION NETWORK PROMOTION FOR MODELS OF INFORMAL EDUCATION

2014 ◽  
Vol 2 (1) ◽  
pp. 26-46
Author(s):  
How-Gao Hsu ◽  
Hsiu-Ching Shih
Keyword(s):  
College Students ◽  
Energy Conservation ◽  
Informal Education ◽  
Computer Network ◽  
Teaching Materials ◽  
School Students ◽  
Carbon Reduction ◽  
Teaching Tools ◽  
Hands On ◽  
Education Network

This study aims to compile teaching materials designed for students to gain hands-on experience in energy conservation and carbon reduction, also to create maneuverable teaching tools to simulate renewable energy operation.  In order to achieve the set teaching goals, meetings of experts were summoned to verify and revise related literature as groundwork for the development of teaching tools.  To complete our teaching materials, we digitized and posted them on education network under energy conservation and carbon reduction so students can learn and assemble teaching tools online as well.  As a result of the integration of classroom instruction and the education computer network in information sharing among the students have become prevalent.  The results revealed the following: 1. the hands-on experience obtained on energy topics at the teacher's training camp helps to raise the energy consciousness of the college students. 2. the attitude, subjective norm and conscious behavior control of the college students will affect their behavioral intention on energy conservation and carbon reduction. 3. Hands-on experience with maneuverable teaching tools helps the elementary school students with their energy perception. 4. Learning from experience rather than knowledge from academic instruction tends to attract more learning interest from the students.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

Report of the ADEA president's task force on the Surgeon General's report on oral health. American Dental Education Association

2000 ◽  
Vol 64 (10) ◽  
pp. 708-714
Author(s):  
PJ Ferrillo ◽  
KB Chance ◽  
RI Garcia ◽  
WE Kerschbaum ◽  
JJ Koelbl ◽  
...  
Keyword(s):  
Oral Health ◽  
Task Force ◽  
Dental Education ◽  
Education Association

Hot Topics: A Report From the Division 4 Task Force on Fluency Services in the Schools

2001 ◽  
Vol 11 (3) ◽  
pp. 6-13
Author(s):  
Lisa Scott-Trautman ◽  
Kristin A. Chmela
Keyword(s):  
Task Force

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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