Comparison of on-Line and Traditional Computer Literacy Courses for Preservice Teachers: A Case Study

2001 ◽  
Vol 29 (3) ◽  
pp. 259-269 ◽  
Author(s):  
Tarkan Gurbuz ◽  
Soner Yildirim ◽  
M. Yasar Ozden
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Computer Literacy ◽  
Learning Experience ◽  
Male Student ◽  
The Other ◽  
Computer Attitude ◽  
Study Results ◽  
On Line ◽  
Literacy Course

This study investigated the effectiveness of two computer literacy courses (one was offered as on-line and the other one was offered through traditional methods). Two courses were compared in terms of their effectiveness on computer attitude of the student teachers and their learning experience about computers. This study also explored the other factors that contributed to changes in attitudes of the student teachers and their beliefs about computers in education. The study used data from 209 (147 female, 62 male) student teachers of which 69 of them attended to the on-line computer literacy course, and 140 of them attended to the traditional computer literacy course. Findings indicate that there is a combined effect of gender, computer literacy course type (traditional vs. on-line), whether any computer-related course was taken before, previous computer attitude and possession of home a computer on student teachers' post-attitude, toward computers. The follow-up study results were also supportive to the results of statistical analysis, and they investigated student teachers' perceptions about the computer literacy course they attended.

Learning to Teach and Teaching to Learn

2022 ◽  
pp. 207-223
Author(s):  
Kimy Liu ◽  
Debra Bukko
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Transformative Learning ◽  
Professional Identity ◽  
Students With Disabilities ◽  
English Learners ◽  
Learning Experience ◽  
The Other ◽  
Teaching Skills ◽  
Teaching Approaches

Preservice teachers are developing their professional identity while honing their teaching skills. Without transformative learning experience, preservice teachers will teach students the ways they were taught. They can have exclusive and deficit mindsets about students with disabilities (SWDs), many of whom are also English learners. Exclusive and deficit mindsets can lead to two teaching approaches: One is to treat SWDs as inferior to their typical peers. The other is to insist on standardized instruction for the sake of equality. In this chapter, the authors, as the teacher preparation faculty, confronted this challenge by engineering a transformative learning experience to liberate preservice teachers from the deficit mindsets about teaching students with disabilities.

The Effect of Individual Differences on Computer Attitudes

2011 ◽  
pp. 211-240 ◽  
Author(s):  
Claudia Orr ◽  
David Allen ◽  
Sandra Poindexter
Keyword(s):  
Individual Differences ◽  
Learning Style ◽  
Computer Literacy ◽  
Personality Type ◽  
Computer Attitudes ◽  
Computer Attitude ◽  
Negative Attitudes ◽  
Computer Competency ◽  
Literacy Course ◽  
The Relationship

Computer competency is no longer a skill to be learned only by students majoring in technology-related fields. All individuals in our society must acquire basic computer literacy to function successfully. Despite the widespread influx of technology in all segments of our society, the literature often report high levels of anxiety and negative attitudes about using computers. Monitoring the computer attitudes and developing an understanding of the variables that affect computer attitudes will assist educators and adult trainers in providing appropriate learning experiences in which learners can succeed. This study examined the relationship between computer attitude and experience, demographic/education variables, personality type and learning style of 214 students enrolled in a university computer literacy course.

Electronic Student Journals: A Means to Enhance Classroom Communications

1996 ◽  
Vol 15 (3) ◽  
pp. 207-215 ◽  
Author(s):  
Roger Von Holzen
Keyword(s):  
General Education ◽  
Computer Literacy ◽  
Electronic Mail ◽  
Treatment Groups ◽  
Study Results ◽  
Teachers And Students ◽  
Literacy Course ◽  
The University ◽  
Student Journals ◽  
Journal Entries

Written journals, as a means of enhancing communication between teachers and students, are espoused quite extensively in the literature. But on the university level, where classes do not usually meet every day, the rate of exchange of the journals between an instructor and his or her students can be slowed considerably, thus limiting the benefits usually associated with this form of communication. To increase the exchange rate of journals, it was proposed that electronic mail be utilized as the medium by which the journal entries were transmitted. Eighty students in three sections of a general education required computer literacy course participated in this study. Results from the study found that the students who used electronic journals wrote significantly longer entries than the students who wrote in traditional written journals. No differences were found, though, between treatment groups as to computer-related knowledge and attitudes.

scholarly journals ENSINO HÍBRIDO: UM ESTUDO SOBRE EXPERIÊNCIAS DE APRENDIZAGEM EM UM MODELO DE SALA DE AULA INVERTIDA

2020 ◽  
Vol 2 ◽  
pp. 103
Author(s):  
Juliana Lopes de Almeida Souza ◽  
Jane Leroy Evangelista ◽  
Ana Cristina Gomes Santos Hostt
Keyword(s):  
Formative Assessment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Formative Assessments ◽  
The Other ◽  
Teaching Model ◽  
Online Environment ◽  
Hybrid Teaching ◽  
On Line ◽  
Education Model

RESUMOO modelo de ensino híbrido do Grupo Ânima propõe avaliações somativas e formativas. Estas avaliações são importantes para o percurso de aprendizagem dos alunos. O artigo analisa o modelo de ensino híbrido utilizado pela UNA, IES do Grupo Ânima, na disciplina Empreendedorismo, em duas turmas sob a ótica de uma experiência de aprendizagem, na plataforma on-line. O estudo apontou que o acesso ao conteúdo pelos alunos aumenta quando se estimula a participação de uma atividade formativa no ambiente on-line. Na turma de 54 alunos, 37 alunos (69%) realizaram a atividade no ambiente on-line. Na outra turma de 76 alunos, 67 alunos (88%) realizaram a atividade. Nas duas turmas, as notas foram em sua maioria 100%, de acordo com os critérios estabelecidos por uma rubrica: compreensão da atividade e conhecimento do conteúdo. Desta forma, a avaliação formativa pode elevar o engajamento dos estudantes nas disciplinas híbridas, especialmente no ambiente on-line de aprendizagem.Palavras-chave: Avaliação formativa. Ensino híbrido. Experiência de aprendizagem. Sala de aula invertida.ABSRACTThe Group's Ânima has blended education model proposes summative and formative assessments. These assessments are important for students' learning pathway. The article analyzes the hybrid teaching model used by UNA, IES of the Ânima Group, in the Entrepreneurship discipline, in two classes from the perspective of a learning experience, in the online platform. The study pointed out that students' access to content increases when stimulating the participation of a formative activity in the online environment. In the class of 54 students, 37 students (69%) posted the activity in the online environment. In the other class of 76 students, 67 students (88%) performed the activity. In both classes, the grades were mostly 100%, according to the criteria established by one rubric: comprehension of the activity and knowledge of the content. In this way, formative assessment can enhance student engagement in hybrid subjects, especially in the online learning environment.Keywords: Formative assessment. Blended learning. Learning experience. Flipped classroom.

Reading About Persons: The Effects of Conjunctions on the Mental Representation of Person Descriptions

2008 ◽  
Vol 67 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Sabine Krolak-Schwerdt ◽  
Margret Wintermantel ◽  
Nadine Junker ◽  
Julia Kneer
Keyword(s):  
Mental Representation ◽  
The Other ◽  
Person Memory ◽  
Causal Connections ◽  
Single Person ◽  
On Line

Three experiments investigated the processing of person descriptions that consisted of a number of statements about the characteristics of a person. In one condition, each statement referred to a single person attribute and in the other condition, causal and additive conjunctions to verbally link the statements were introduced. Evidence was found that the introduction of verbal links enhanced participants’ memory about the characteristics of the described person. On-line measures of processing showed that the comprehension of person information was strongly facilitated by the introduction of verbal links. Furthermore, the results were due to the introduction of causal connections between person attributes. These findings are discussed in terms of their implications for models of person memory and representation.

Genital Call and Genitals on Trial: by Giegold & Weiß (nGbK, 2014)

Screen Bodies ◽  
2016 ◽  
Vol 1 (2) ◽  
pp. 87-91
Author(s):  
Karen Fiss
Keyword(s):  
Sexual Assault ◽  
Male Student ◽  
The Other ◽  
Columbia University ◽  
The Law ◽  
Affirmative Consent

In California, where I live, an affirmative consent law was recently passed: often referred to as the “yes means yes” standard for sexual assault, it is now required of all colleges receiving state funds. Supporters of the law argue that campus rapists can no longer be exonerated because their victims did not resist or were incapacitated by fear, shame, or intoxication. On the other side of the country, a student at Columbia University became an icon in this ongoing legal struggle by carrying her mattress around with her everywhere, including to her graduation, as a sign of protest against the university’s refusal to expel the male student who raped her.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

English Metre Once More

PMLA ◽  
1948 ◽  
Vol 63 (1) ◽  
pp. 293-326
Author(s):  
Evelyn H. Scholl
Keyword(s):  
The Other ◽  
English School ◽  
English Verse ◽  
On Line ◽  
The Subject

Although hundreds of books and articles have been written on the subject, there is still no agreement upon the question: What is the basis of English metre? There have been three schools of metrics: that of a strict count of syllables; that of accent; and that of equal times. The latest work which I have found to consider a strict count of syllables the sole basis of English metre was published in Heidelberg in 1902. But both of the other schools have their representatives today. It is my purpose to raise the question once more, and to throw light upon it from a hitherto unexplored source of unusual value, The English School of Lutenist Song Writers. I hope to show that the theory of equal times marked by stress best explains the varying phenomena of modern English verse, and especially the inclusion in metrical verse of such extremely irregular poems as “The Listeners” by De la Mare. And I hope also to clarify several metrical terms: the so-called “trochaic substitution” in iambic metre, the “caesura,” and the “run-on line.”

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