scholarly journals Figurative and Creative Modeling Methods Broadening the Project Search

2015 ◽  
Vol 1 ◽  
pp. 479
Author(s):  
Lilija Momotova
Keyword(s):  
Educational Technology ◽  
Advanced Training ◽  
Design Practice ◽  
Course Content ◽  
Modeling Methods ◽  
Project Search ◽  
Creative Modeling

Fresh and original solutions are needed anywhere, not only in design practice. The designer’s task is to be outside the routine and to create a new image of things that correlates with a renovated being of a person. Figurative and creative modeling methods facilitate liberation of the designer’s imagination. The aim of the research is acquainting the reader with figurative and creative modeling methods that make it possible to get creative projects ready and develop them at a higher level; revealing connections with other kinds of creative activities; substantiating the need of using methodological recommendations for precise notion of a projected object. The base of the research is the course content of advanced training of teachers «Modern Educational Technology» and analysis of some methods that were used in a number of works in design.

The Challenge of Educational Technology for Students with Multiple Impairments in the Classroom

1994 ◽  
Vol 23 (1) ◽  
pp. 75-85
Author(s):  
Paul Molloy ◽  
Barbara Baskin
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Hearing Impaired ◽  
Assistive Devices ◽  
Exceptional Children ◽  
Course Content ◽  
Heavy Users ◽  
Special Child ◽  
Successful Academic

This article describes the instructional dilemma the first author (PM) presented when he enrolled in a university class, The Special Child, taught by the second (BB). Since exceptional children are heavy users of assistive devices, the course content deals extensively with educational technology, but focuses on single technologies matched to single needs. Because of his multiple impairments, PM is legally blind and hearing impaired, numerous adaptations were required to allow him to continue his successful academic pursuits. This article describes the need for adaptation and the procedures, developed jointly by both authors, to facilitate the learning process.

From Blended to Fully Virtual

2021 ◽  
pp. 461-480
Author(s):  
Kathleen M. Jasonides ◽  
Amalia Zavacopoulou
Keyword(s):  
High School ◽  
Educational Technology ◽  
Liberal Arts ◽  
Core Values ◽  
Community Schools ◽  
Liberal Arts Education ◽  
Course Content ◽  
Content Learning ◽  
The Core ◽  
Digital World

The purpose of this chapter is to document the transformation of a blended, high school Humanities course to a virtual course that maintains a strong academic focus and preserves the core values of a human-centered education. The authors share the process of redesigning the course content, learning activities, and assessment, using specific examples from their experience and their research. The authors evaluate their experience by presenting the challenges and benefits of this undertaking. Ultimately, the goal of the authors is to assure that the Humanities Program at the American Community Schools Athens will continue to adapt to the digital world, making wise use of educational technology to provide our students with a broad, humanistic, liberal arts education that will serve them well in any field of endeavor.

scholarly journals INNOVATIVE FORMS OF SCIENTIFIC AND METHODOLOGICAL SUPPORT FOR THE PROCESS OF ADVANCED TRAINING OF HEADS OF EDUCATIONAL ORGANIZATIONS

2021 ◽  
Vol 2 (72) ◽  
pp. 34-36
Author(s):  
A. Petrenko
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Original System ◽  
Theory And Practice ◽  
Advanced Training ◽  
Educational Organizations ◽  
Modern Education

The article justifies the relevance of scientific and methodological support for the professional development of heads of educational organizations in the theory and practice of modern education. An original system of using traditional and innovative forms of advanced training of educational workers in the context of design-innovative and developing educational technology is presented on the example of the experience of the Ryazan Institute for the Development of Education.

scholarly journals What's in a name! That which we call a course by any other name would smell as sweet

1990 ◽  
Vol 6 (1) ◽  
Author(s):  
James H. Strain ◽  
Alistair Inglis
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Instructional Designer ◽  
Design And Technology ◽  
Educational Technologist ◽  
Instructional Designers ◽  
Name Change ◽  
Course Content ◽  
Major Revision ◽  
Diploma Program

<span>Following a major revision of course content, the former Graduate Diploma in Educational Technology conducted at Victoria College was re-accredited in December 1989 as a Graduate Diploma in Instructional Design and Technology. This paper will examine the significance of the course's name change and explore the distinctions identified between the role profile of an instructional designer and an educational technologist. The authors will outline some of the fundamental changes necessary in providing a graduate diploma program for instructional designers as compared to educational technologists.</span>

scholarly journals Innovation in the educational technology course for pre-service student teachers in East China Normal University

2012 ◽  
Vol 28 (6) ◽  
Author(s):  
Hanbing Yan ◽  
Yumin Xiao ◽  
Qiyun Wang
Keyword(s):  
Educational Technology ◽  
Student Teachers ◽  
East China ◽  
Skills Transfer ◽  
First Semester ◽  
Course Content ◽  
E Learning ◽  
Normal University ◽  
Normal Universities ◽  
Supportive Learning Environment

<span>Modern Educational Technology is a common course in many normal universities in China. The Modern Educational Technology Center (METC) of East China Normal University (ECNU) decided to improve the course for pre-service teachers at the end of 2010. The enhanced course has some additional features, such as emphasising knowledge and skills transfer, adopting a 4C/ID model to improve the course content, focusing on common technologies as well as cutting-edge technologies, and creating a supportive learning environment by using an online platform. The METC piloted this course in the first semester of 2011. Feedback was collected from a tentative survey, the student teachers' evaluation of teaching, and their online reflections. The result indicated that the participants became more confident in designing micro e-learning courses and more interested in the field of educational technology after they completed this course. This paper describes the conceptual framework of the course, its new features, and the evaluation results.</span>

Using Educational Technology to Guide Literacy Teaching Candidates in the Delivery of Adjusted Practices for Speakers of Urban AAVE

2013 ◽  
pp. 225-249
Author(s):  
Michelle McAnuff-Gumbs
Keyword(s):  
Educational Technology ◽  
Literacy Practices ◽  
Linguistically Diverse ◽  
Virtual Classroom ◽  
Specific Situation ◽  
Literacy Leadership ◽  
Course Content ◽  
Critical Content ◽  
The Difference ◽  
Transfer Of Information

The chapter discusses ways in which educational technology facilitated a strengthening of literacy leadership candidates’ awareness of adjusted practices suitable for application in culturally complex classrooms. It shows how the instructor in a specific course was able to infuse critical content and tasks into what would have otherwise been a generic course in literacy theories and instruction, and ensure that candidates were trained in customizing literacy practices for culturally and linguistically diverse students. Multiple online readings, lecture captures using Camtasia, WIKIs, blogs, and Elluminate virtual classroom sessions allowed for an enrichment of course content and for communication of content in powerful ways. Additionally, the tools facilitated engagement of candidates in guided reflection and case-based problem solving that facilitated a transfer of information on adjusted practices to a specific situation. Through the use of tools, the instructor was also able to monitor candidates’ uptake of practices. The difference in quality and level of candidate exposure, given use of the tools, is demonstrated primarily through content analysis of their online postings. The chapter and the research it describes qualifies as what Robleyer (2005) refers to as research “address[ing] a significant educational problem” while spotlighting “a proposed technology solution” (p. 19).

scholarly journals Los itinerarios de aprendizaje mediante mapas conceptuales como recurso para la representación del conocimiento

2012 ◽  
pp. a189
Author(s):  
Bárbara De Benito Crossetti ◽  
Antònia Darder Mesquida ◽  
Jesús Salinas Ibáñez
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Concept Maps ◽  
Meaningful Learning ◽  
Expert Group ◽  
Course Content ◽  
Learning Path ◽  
Learning Paths ◽  
Tecnología Educativa

Nuestra idea es que los mapas conceptuales pueden utilizarse como organizadores de la secuencia del aprendizaje en forma de lo que denominamos itinerarios de aprendizaje (Salinas, de Benito y Darder, 2011). En este estudio, se diseñó y validó por un grupo de expertos, un itinerario de aprendizaje basado en mapas conceptuales para el estudio de un módulo de contenidos de la asignatura Tecnología Educativa II, para presentarlo posteriormente a dos grupos de alumnos con el fin de obtener resultados sobre su implementación, metodología, la organización acorde con los postulados del aprendizaje significativo, los cambios que puede provocar dicha organización, la flexibilidad que ofrecen al proceso de aprendizaje y el logro de las competencias propuestas.Learning path by using concept maps as a resource for knowledge representationAbstract Our idea is that concept maps can be used as organizers of the sequence of learning in the form of what we call learning paths. In this study, a learning path based on concept maps was designed and validated by an expert group, to study a module of the course content Educational Technology II. This route was presented to two groups of students to get results on: 1) Their implementation and the methodology. 2) The organization consistent with the principles of meaningful learning. 3) Changes that the organization can prompt. 4) The available to flexibility the learning process. 5) The achievement of the competencies proposed.   

scholarly journals Investigation of teachers' educational technology standards self-efficacy

2016 ◽  
Vol 7 (1) ◽  
pp. 23-54 ◽  
Author(s):  
Ömer Şimşek ◽  
Taha Yazar
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Evaluation Process ◽  
Teaching Experience ◽  
Technology Standards ◽  
Spring Semester ◽  
Quantitative Research Methods ◽  
Course Content ◽  
Measurement And Evaluation

The main purpose of the research is to investigate educational technology standards self-efficacy (ETSSE) of teachers. Quantitative research methods, namely he survey and correlational (prediction) research designs, were used in the study. The participants of the research are constituted of teachers (n=419) who served at secondary (n=10) and high schools (n=6) in the nearby districts of Diyarbakır, in the spring semester of 2014-2015 academic year. While no significant differences were found in the ETSSE and all sub-dimension mean scores with regard to level of school teachers serve in, teaching experience and their degree of learning, the scores of ETSSE significantly differentiated in terms of teachers' gender and branches. According to the regression analysis, the attitudes towards using technology in education and level of developing materials for lessons had the most important relation in explaining ETSSE scores (R=.47; Adjusted R2=.22; p=.00). When the views of the teachers are investigated with regard to their ICT usage: in planning and preparation for the course, in designing the course content, in the course of instruction, measurement and evaluation process; ETSSE scores were differentiated in support of the teachers who used ICT in all the process of the lessons than the others who used ICT in one or two different processes.

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