Transforming Education with Web-based Curricular and Instructional Resources

2010 ◽  
Keyword(s):  
Instructional Resources ◽  
Web Based

Game-Changer

Gamification ◽  
2015 ◽  
pp. 807-825
Author(s):  
Roberta Levitt ◽  
Joseph Piro
Keyword(s):  
Teaching And Learning ◽  
Socially Responsible ◽  
Instructional Resources ◽  
Learning Space ◽  
Web Based ◽  
21St Century Education ◽  
Learning Standards ◽  
New Directions ◽  
Information And Communication ◽  
Specific Learning

Technology integration and Information and Communication Technology (ICT)-based education have enhanced the teaching and learning process by introducing a range of web-based instructional resources for classroom practitioners to deepen and extend instruction. One of the most durable of these resources has been the WebQuest. Introduced around the mid-1990s, it involves an inquiry-centered activity in which some or all of the information learners interact with comes from digital artifacts located on the Internet. WebQuests still retain much of their popularity and educational relevance and have shown remarkable staying power. Because of this, recontextualizing the WebQuest and situating it within the modern-day trend of the “gamification” of instructional design is examined, together with how the WebQuest can promote solid academic gain by placing students inside a learning space patterned after a multi-user virtual environment. This structure includes emphasis on teamwork and socially responsible problem-solving, intense task immersion, task game flow and scalability, and reward cycles. The authors also discuss how including an upgraded WebQuest informed by Common Core Grade-Specific Learning Standards in pre-service education curriculum can advance multiple facets of teacher education with candidates who are acquiring, learning, applying, and integrating pedagogical, technological, and content-area skills. Further, the authors offer suggestions for new directions in the use of web-based resources in 21st century education enterprise.

scholarly journals Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course

2018 ◽  
Vol 9 (1) ◽  
pp. 18-35 ◽  
Author(s):  
Eileen G. Merritt ◽  
Leanna Archambault ◽  
Annie E. Hale
Keyword(s):  
Elementary Classrooms ◽  
Early Career ◽  
Read Aloud ◽  
Classroom Behaviors ◽  
Early Career Teachers ◽  
Instructional Resources ◽  
Web Based ◽  
The Sustainable Development ◽  
Development Goals ◽  
Pre Service Teacher

Abstract The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability more than implementing sustainability into the curriculum. Read-aloud books and videos were used frequently, suggesting the need for available high quality children’s books and videos on sustainability topics. Supports that were most helpful to teachers included school-wide initiatives, curricular and instructional resources, like-minded colleagues and supportive administrators. Lack of time and alignment with curricula were barriers that hindered some teachers’ progress, suggesting the importance of systemic curricular reform that brings awareness to the Sustainable Development Goals.

Learning to Teach in Web 2.0

2012 ◽  
pp. 104-117
Author(s):  
Mark Gura
Keyword(s):  
Instructional Technology ◽  
Web 2.0 ◽  
Teaching Practice ◽  
Mental Image ◽  
Teacher Preparation Programs ◽  
Instructional Resources ◽  
Preparation Programs ◽  
Web Based ◽  
Hands On ◽  
High Level

This chapter presents and analyzes an instructional practice developed in an Instructional Technology course required of Education students at Fordham University. The practice was employed to ensure a high level of engagement by assigning students the hands-on development of Web-based, instructional resources suitable for use with their own public school classes. The author describes the transformative quality of the assignment and discusses how it strongly supported students in forming a mental image of Instructional Technology as a viable, desirable dimension of their teaching practice. Discussed in detail are the attitudes and understandings about Instructional Technology of the students, the Web 2.0 tools and content items they selected for use in their projects, the ways they applied them to the instructional resources they developed, and how those satisfied their needs as teachers. The implications of the practice and how it evolved are presented in the broad context of how all those involved in teacher preparation programs may understand and apply them.

scholarly journals A Survey Of Accounting Information Systems Instructors Instructional Re-sources On The World Wide Web

2000 ◽  
Vol 4 (4) ◽  
pp. 57-68
Author(s):  
Thomas J. Hofferd ◽  
Clinton E. White, Jr.
Keyword(s):  
Information Systems ◽  
World Wide Web ◽  
World Wide ◽  
Accounting Information ◽  
Web Pages ◽  
Instructional Resources ◽  
Web Based ◽  
Accounting Information Systems ◽  
Web Presence ◽  
The World

This research presents the results of an analysis of 136 randomly selected AIS faculty from the Hasselback directory and their use of Web pages to provide instructional re-sources (e.g. materials that add value to a course. Results indicate that 43.4% of the AIS faculty have no web presence, and 56.6% have Web pages but the majority con-tain only biographical information as opposed to instructional resources. Overall, the results indicate a small majority of AIS faculty are providing Web-based instructional resources.

scholarly journals Using The Interactive Graphic Syllabus In The Teaching Of Economics

2017 ◽  
Vol 10 (2) ◽  
pp. 45-64 ◽  
Author(s):  
Seyyed Ali Zeytoon Nejad Moosavian
Keyword(s):  
Learning Styles ◽  
Web Page ◽  
Instructional Resources ◽  
Web Based ◽  
Instructional Videos ◽  
Interactive Graphic ◽  
Text Document ◽  
Teaching Of Economics ◽  
Big Picture ◽  
Complex Relationships

Syllabus is essentially a concise outline of a course of study, and conventionally a text document. In the past few decades, however, two novel variations of syllabus have emerged, namely “the Graphic Syllabus” and “the Interactive Syllabus”. Each of these two variations of syllabus has its own special advantages. The present paper argues that there could be devised a new combined version of the two mentioned variations, called “the Interactive Graphic Syllabus”, which can potentially bring us the advantages of both at the same time. Specifically, using a well-designed Interactive Graphic syllabus can bring about many advantages such as clarifying complex relationships; causing a better retention; needing less cognitive energy for interpretation; helping instructors identify any snags in their course organization; capability of being integrated easily into a course management system; appealing to many of learning styles and engaging students with different learning styles. In addition to the introduction of the notion of the Interactive Graphic Syllabus, in order to put this idea into action in the context of economics, the present paper takes advantage of the visual “big picture” of intermediate macroeconomics that has already been proposed by Moosavian (2016a). The present paper describes a web-page that contains a web-based interactive graphic of the aforementioned macroeconomics visual “big picture”. It is argued that this graphic can be used as a cyber-resource to technologically support the above-mentioned visual “big picture”, which comprises twenty-seven interrelated macroeconomic diagrams, and gives some details on the types of their relationships. Furthermore, it provides numerous internet links to other relevant instructional resources offered by well-known universities, allowing the students to somehow zoom in the macroeconomics “big picture”. Moreover, this web-page provides roughly one hundred links to short instructional videos. More interestingly, it responds interactively, if one hovers over a particular diagram, by highlighting the routes through which the final macroeconomic general equilibrium is affected by any change in that particular diagram. The interactive graphic went online on 10/30/2015 at the URL http://zeytoonnejad.com/macrobigpic.aspx and is still under minor modification. 

Game-Changer

2014 ◽  
Vol 9 (3) ◽  
pp. 53-71 ◽  
Author(s):  
Roberta Levitt ◽  
Joseph Piro
Keyword(s):  
Teaching And Learning ◽  
Socially Responsible ◽  
Instructional Resources ◽  
Learning Space ◽  
Web Based ◽  
Learning Standards ◽  
New Directions ◽  
Information And Communication ◽  
Specific Learning ◽  
Game Changer

Technology integration and Information and Communication Technology (ICT)-based education have enhanced the teaching and learning process by introducing a range of web-based instructional resources for classroom practitioners to deepen and extend instruction. One of the most durable of these resources has been the WebQuest. Introduced around the mid-1990s, it involves an inquiry-centered activity in which some or all of the information learners interact with comes from digital artifacts located on the Internet. WebQuests still retain much of their popularity and educational relevance and have shown remarkable staying power. Because of this, recontextualizing the WebQuest and situating it within the modern-day trend of the “gamification” of instructional design is examined, together with how the WebQuest can promote solid academic gain by placing students inside a learning space patterned after a multi-user virtual environment. This structure includes emphasis on teamwork and socially responsible problem-solving, intense task immersion, task game flow and scalability, and reward cycles. The authors also discuss how including an upgraded WebQuest informed by Common Core Grade-Specific Learning Standards in pre-service education curriculum can advance multiple facets of teacher education with candidates who are acquiring, learning, applying, and integrating pedagogical, technological, and content-area skills. Further, the authors offer suggestions for new directions in the use of web-based resources in 21st century education enterprise.

The PBL-Evaluator: a web-based tool for assessment in tutorials

1998 ◽  
Vol 62 (9) ◽  
pp. 671-674
Author(s):  
JF Chaves ◽  
JA Chaves ◽  
MS Lantz
Keyword(s):  
Web Based

Using Popular Mobile Devices in Voice Therapy

2013 ◽  
Vol 23 (3) ◽  
pp. 82-87 ◽  
Author(s):  
Eva van Leer
Keyword(s):  
Exercise Behavior ◽  
Voice Therapy ◽  
Pure Oxygen ◽  
Mobile Platforms ◽  
Self Monitoring ◽  
Web Based ◽  
Motivational Messages ◽  
Related Information ◽  
Health Related ◽  
Tailored Approach

Mobile tools are increasingly available to help individuals monitor their progress toward health behavior goals. Commonly known commercial products for health and fitness self-monitoring include wearable devices such as the Fitbit© and Nike + Pedometer© that work independently or in conjunction with mobile platforms (e.g., smartphones, media players) as well as web-based interfaces. These tools track and graph exercise behavior, provide motivational messages, offer health-related information, and allow users to share their accomplishments via social media. Approximately 2 million software programs or “apps” have been designed for mobile platforms (Pure Oxygen Mobile, 2013), many of which are health-related. The development of mobile health devices and applications is advancing so quickly that the Food and Drug Administration issued a Guidance statement with the purpose of defining mobile medical applications and describing a tailored approach to their regulation.

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