Hands-On Labs in Content Area Methods Courses

2007 ◽  
pp. 125-142
Author(s):  
Ruth L. Ault ◽  
Margaret P. Munger ◽  
Scott Tonidandel ◽  
Cole Barton ◽  
Kristi S. Multhaup
Keyword(s):  
Content Area ◽  
Methods Courses ◽  
Hands On

Learner Engagement and Technology Integration

2017 ◽  
pp. 594-600
Author(s):  
Michael Medvinsky
Keyword(s):  
Technology Integration ◽  
Music Educators ◽  
Music Technology ◽  
Content Area ◽  
Methods Courses ◽  
Learner Engagement ◽  
Learning With Technology ◽  
Ways Of Being

If music educators use technology to do old things in new ways, they are still doing old things. Music is constantly evolving with technological advancements. Technology can be used in many different ways in music classes. Technology best serves music educators when they reimagine musicianship and design opportunities to explore nontraditional ways of being a musician. This should begin with the teacher’s preservice experiences. Music educators need a rich understanding of their content area so that technology becomes a support for authentic musical processes, as opposed to being an add-on. The integration of music technology must be contextualized within methods courses in order for music educators to feel comfortable enough with the technology itself that it becomes transparent to the musical experiences. Technology will never replace a great educator, but a great educator who understands the possibilities of supporting learning with technology will replace a great educator who does not.

scholarly journals Creative Pedagogy and Praxis with Social Media: Applications in and Out of the Qualitative Research Classroom

2020 ◽  
Author(s):  
Anna CohenMiller ◽  
Nurlygul Smat ◽  
Aisulu Yenikeyeva ◽  
Kuralay Yassinova
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Graduate Students ◽  
Research Methods ◽  
Research Method ◽  
Methods Courses ◽  
Contemporary Issue ◽  
Hands On ◽  
Creative Pedagogy ◽  
Media Applications

Research methods courses can provide essential opportunities for graduate students to develop themselves as researchers. This article offers insights into the application of creative pedagogy and praxis for a graduate-level qualitative research methods class. Students learned and applied the innovative research method—gender audit as process and method—to understand the gendered nature of University social media accounts. Applying principles of collaborative learning and hands-on practice, students gained confidence in themselves as researchers while examining a contemporary issue affecting higher education institutions.

The Form and Flow of Teaching Ethnographic Knowledge: Hands-on Approaches for Learning Epistemology

2017 ◽  
Vol 45 (3) ◽  
pp. 209-219 ◽  
Author(s):  
Ugo Corte ◽  
Katherine Irwin
Keyword(s):  
Graduate Students ◽  
Ethnographic Methods ◽  
Methods Courses ◽  
Hands On ◽  
Diverse Discipline ◽  
The Common ◽  
Traditional Approaches

A glance across ethnographic methods terrain reveals multiple controversies and divisive critiques. When training graduate students, these debates and controversies can be consequential. We offer suggestions for teaching graduate ethnographic methods courses that, first, help students understand some of the common epistemological debates in the field and, second, provide them with hands-on activities to practice working within different knowledge traditions. Our ultimate goal is to offer graduate students a way to think productively about some common differences and controversies in the field. We formulate a metaphor that we call “form and flow,” and we see the first (or “tough-minded,” normal, and traditional approaches) and the latter (or tender-minded and disruptive styles) as patterns or movements within and across ethnographic traditions. Once students can grasp the different claims in these approaches and practice working within these traditions, we argue that they can become better prepared for their place in a diverse discipline.

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.

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.

A ’Hands-On’ Approach

ASHA Leader ◽  
2012 ◽  
Vol 17 (9) ◽  
pp. 55-55
Author(s):  
Kimberly Abts
Keyword(s):  
Hands On

Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Professional Services ◽  
Hands On ◽  
Before And After ◽  
Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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