scholarly journals Today's university students and their need to connect

2014 ◽  
Vol 23 (2) ◽  
Author(s):  
Theresa Janine Russo ◽  
Moira Fallon ◽  
Jie Zhang ◽  
Veronica Acevedo
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
Significant Influence ◽  
Work Performance ◽  
Classroom Technology ◽  
Supportive Communication ◽  
Way Of Life ◽  
Convenience Sample ◽  
University Instructors ◽  
Classroom Technology Integration

Higher education is rapidly changing and university instructors are presented with new types of students for whom technology is a significant influence. They perceive technology as a way of life and express a need to feel connected at all times. With increasingly diverse university classroom, technology integration is both a challenge and an opportunity. Supportive communication is important in the promotion of relationships and essential in a university classroom.  A convenience sample of 390 students was surveyed to investigate the perceived influences of technology on relationships, including preferences, usage and time with technologies. Results indicated that technology makes communication easier, allows students to stay in touch with more people, and have relationships that would otherwise not be possible.  Implications of this study suggest positive influences of technology on academic work, performance and maintenance of relationships, but disadvantages such as increased stress, addictive feelings toward technologies, and increased misunderstandings in relationships and conflict. 

scholarly journals TEACHER DISPOSITIONS AS PREDICTORS OF TECHNOLOGY INTEGRATION: A CHANGING TIDE

2020 ◽  
pp. 10-22
Author(s):  
Stephanie Atchley ◽  
Randall Bowden ◽  
Jesse Brock ◽  
Phillis Bunch
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Classroom Technology ◽  
Teacher Dispositions ◽  
Graduate Courses ◽  
12Th Grade ◽  
Classroom Technology Integration ◽  
Technology Initiatives ◽  
Teacher Philosophy ◽  
The U.S

Technology initiatives are becoming commonplace in the U.S. Although technology is widespread, its use by teachers is not always clear. This study addressed teacher dispositions to predict classroom technology integration for a public district in the Southwest United States. A modification of the Teacher Attribute Survey was given to 250 pre-k through 12th-grade teachers, examining teacher self-efficacy, teacher philosophy, openness to change, and classroom technology use. Results showed technology use was significantly related to hours of professional development and willingness to continue graduate courses with no incentive. Implications suggest a shift from teachers learning the technology toward needing resources for implementation.

How to Define the Czechoslovak Underground

2018 ◽  
Vol 56 (3) ◽  
pp. 42-46
Author(s):  
Barbara Bothová
Keyword(s):  
Significant Influence ◽  
The State ◽  
Way Of Life ◽  
The West ◽  
State Security ◽  
The Third ◽  
Key Events

What is an underground? Is it possible to embed this particular way of life into any definition? After all, even underground did not have the need to define itself at the beginning. The presented text represents a brief reflection of the development of underground in Czechoslovakia; attention is paid to the impulses from the West, which had a significant influence on the underground. The text focuses on the key events that influenced the underground. For example, the “Hairies (Vlasatci)” Action, which took place in 1966, and the State Security activity in Rudolfov in 1974. The event in Rudolfov was an imaginary landmark and led to the writing of a manifesto that came into history as the “Report on the Third Czech Musical Revival.”

scholarly journals Geology and Environment: A Problem-Based Learning Study in Higher Education

Geosciences ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
Tânia Pinto ◽  
António Guerner Dias ◽  
Clara Vasconcelos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Problem Based Learning ◽  
Convenience Sample ◽  
Post Test ◽  
Quasi Experimental ◽  
Within Subjects ◽  
Two Phases ◽  
Experimental Group

We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a “within-subjects” and a “between-subjects” design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.

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