Technology Integration Models and Frameworks in Teaching and Training

The purpose of this study is to review the existing models and frameworks which has been implemented for technology integration during teaching and training. As discussed in the numerous literature Technological Pedagogical and Content Knowledge (TPACK), Substitution, Augmentation, Modification, Redefinition (SMAR), TPACK-based ID models such as TPACK-Comprehension, Observation of instruction, Practice of instruction, and Reflection on TPACK (TPACK-COPR) model, Introduce-TPACK, Demonstrate, Develop, Implement, Revise - a TPACK-based lesson, and Reflect on a TPACK-based lesson (TPACK-IDDIRR1) model, and TPACK-IDDIRR2 model have been applied by today’s instructors and trainers to achieve the specific goal for effective teaching and training. This paper intends to highlight the key features of the above-mentioned models and frameworks with few hurdles as found in the empirical-based studies. It also discusses how those hurdles could be mitigated by addressing the extraneous cognitive load of instructors as well as trainers to carry out technology integration with future recommendations for the research. It was found that specific frameworks and models are limited to the macro-level concept but today’s instructors, as well as trainers, are required to have adequate instructional guidance in chronological steps so that they could implement those models and frameworks in their teaching and training for productive outcomes.

Instructional Guidance for Promoting Creativity in English as a Foreign Language Writing Classrooms: A Korean Case Study

As student creativity is increasingly emphasized in English as a Foreign Language education, it is necessary to consider instructional techniques to encourage it. This study examines the effectiveness of two instructional techniques on creative writing performance of English as a Foreign Language students in a South Korean university. These techniques are variations of brainstorming known as mind mapping and SCAMPER. Survey data from the participants ( n = 39) were analysed to determine which technique resulted in higher levels of perceived creative output (essays). Additionally, a creativity rubric was developed and used to assign analytic scores to the essays to examine the relative benefits of the two techniques for high and low creative ability students. Results show that SCAMPER produced statistically significantly higher levels of perceived creative output. The essays written using SCAMPER generally received higher creativity scores than those written using mind mapping, though this difference was not statistically significant. Finally, results suggest that both techniques may help to narrow the performance gap between high and low creative ability students.

STUDENTS' NEED FOR ACADEMIC GUIDANCE AND EFFECTIVE CONTROL OVER EDUCATIONAL ACTIVITIES

The subject of this article is a theoretical study of already defined and stably predicted parameters that have been proven to affect the quality and success of completing academic programs of study based on selected criteria to ensure early identification of students who need guidance. On the one hand: these parameters can or are already used for targeted, diversity-oriented instructional guidance; on the other hand: adapted guidance and management of the training process for future teachers should take into account the individual student successes. Students with different educational paths have diverse needs for adapting, correcting, and managing this diversity. In the article, the model of four-dimensional diversity is taken for the methodology and benchmark in the study of international experience (Gardenswartz L. and Rowe A., 2003). At the center of this fourdimensional model of diversity lies a personality, followed by almost unchanged internal dimensions, such as age, gender, and ethnicity. The authors concluded that a method for identifying students who need instructional guidance and the effectiveness of follow-up should be accompanied by future intervention research

Refining the use of oxygen consumption as a proxy corrosion rate measure for archaeological and historic iron

Since its introduction to the field of heritage science, oxygen consumption has found multiple applications in the assessment of artefact stability and the examination of conservation treatment efficiencies. Early papers identified various factors affecting oxygen measurements and produced preliminary data on their effects. This paper follows on from the early research by other workers and presents guidance on the application of oxygen consumption as a proxy corrosion rate measurement based on a decade of experience at Cardiff University. It examines the rationale for key aspects of the Cardiff protocols for oxygen consumption and presents data to underpin these. Finally, it provides instructional guidance for heritage scientists adopting oxygen consumption for their research applications.

Competency-Based Evaluation Education: Four Essential Things to Know and Do

Evaluator education must provide robust opportunities to support and assess the progressive, lifelong development of relevant knowledge and skills. If we wish to keep pace with the increasingly complex contexts in which evaluators operate, we need to better align our educational approaches with the global movement towards practice competencies guiding the profession. Key among the challenges is the lack of instructional guidance specific to a competency-based approach to evaluator education. In this practice note, we orient readers to the value of competency-based evaluation education and describe the teaching context using a systems perspective to examine the dynamic learning interactions and experiences. We advance four essential instructional features of the competency-based approach revealed by a study documenting the impacts on learning and student experiences. We conclude with lessons learned from reflecting upon our experiences during the development and implementation of a competency-based doctoral-level evaluation course to highlight the mutual benefits for learners and instructors.

Is hybrid-PBL Advancing Teaching in Biomedicine? A Systematic Review

The impact of instructional guidance on learning outcomes in higher biomedical education is subject of intense debate. There is the teacher-centered or traditional way of teaching (TT) and, on the other side, the notion that students learn best under minimal guidance (problem-based learning, PBL). Although the benefits of PBL are well-known, there are aspects susceptible to improvement. Hence, a format merging TT and PBL (hybrid-PBL, h-PBL) may advance education in biomedical sciences. Here, we systematically reviewed studies that employed h-PBL in higher biomedical education compared to TT and/or pure PBL. We found that h-PBL resulted in better overall students’ performance and perception than TT or pure PBL. These findings encourage more research on investigating the pedagogical benefits of h-PBL and posit an eclectic system in which the pedagogical tools from TT and PBL are used cooperatively in the best interest of the education and satisfaction of the students.

Instructional Guidance to Zimbabwean Experienced Student Teachers with Bachelor’s Degrees Studying Towards Postgraduate Diplomas in Education

Instructional guidance is an essential component of the professional training teachers receive as it assists in the production of efficient and effective teachers. The story of experienced graduate teachers who have no requisite professional qualifications is unique as these teachers join a training programme, the Post Graduate Diploma in Education (PGDE), when they already have some experience in teaching, with some already in instructional leadership positions at their schools. The problem arises when they are the ones to be supervised when they join the training programme. This research study sought to solicit these graduate trainees’ perceptions concerning the effectiveness and usefulness of the programme to them with the aim of establishing how they are guided and who their instructional leaders or mentors are when they are on teaching practice (TP). This was a qualitative multiple case study of five purposively sampled student teachers who are instructional leaders at their schools. Data was collected through interviews with these students and a focus group discussion with five lecturers who went out to supervise them on TP. The study found that these student teachers did not have mentors or did not make use of them and therefore lacked support and guidance when on TP. They, in most cases, did not want the junior staff members to know that they were pursuing a professional programme which then affected their preparations for their supervisors (the college lecturers). The study recommends that graduate teachers be encouraged to join professional programmes immediately after completing their first degrees, before they are engaged as teachers and even given positions of leadership which make them mentors, or instructional leaders, before they attain a professional qualification. The universities can also marry the bachelor’s degrees with an education component. The Ministry of Education should appoint fully qualified teachers to leadership positions in order for them to be able to assist the novice teachers and students deployed to their schools. The university can also deploy these students to other schools where they can get instructional guidance which is essential for their professional growth.