Helge Scherlund's eLearning News

Tuesday, January 19, 2010

SEAMEO VOCTECH organised a Blended Teaching and Learning Methodologies Forum

Learning needs and preferences of each learner are diverse. Learning institutions should utilize a blend of learning needs. In this regard, SEAMEO VOCTECH has organised a Blended Teaching and Learning Methodologies Forum.

Photo: SEAMEO VOCTECH

The half day forum involving 43 VTET institution teachers from Cambodia, Indonesia, the People Republic of Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, Vietnam and Brunei Darussalam.

It's an avenue to share the best practices among facilitators and participants on blended teaching and learning. Blended learning harmonizes several delivery media to enhance transfer. It merges various event-based activities, which include classrooms live e-learning and self-paced learning using a variety of up-to-date learning tools.
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Source: RTB news

SEAMEO VOCTECH organised a Blended Teaching and Learning Methodologies Forum

Photo: SEAMEO VOCTECH

The half day forum involving 43 VTET institution teachers from Cambodia, Indonesia, the People Republic of Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, Vietnam and Brunei Darussalam.

Source: RTB news

New Articles from The CITE Journal.

Check out this articles appears in Volume 9, Issue 4, 2009 edition of The CITE Journal.

A qualitative approach to assessing technological pedagogical content knowledge.
By Randall Groth, Donald Spickler, Jennifer Bergner, and Michael Bardzell

Abstract
Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers’ development of this portion of the knowledge base for teaching. The paper describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers’ development of technological pedagogical content knowledge. The specific qualitative data sources include teachers’ written lesson plans, university faculty members’ reviews of lessons, transcripts and videos of implemented lessons, and recordings and transcripts of debriefing sessions about implemented lessons. Using these data sources, inferences about teachers’ technological pedagogical content knowledge are drawn and validated. An example of the implementation of this lesson study technological pedagogical content knowledge (LS-TPACK) assessment model is provided. The example includes inferences drawn about high school teachers’ technological pedagogical content knowledge in the context of two lesson study cycles that involved teaching systems of equations with graphing calculators. Reflections on the strengths and weaknesses of the LS-TPACK model are included from a qualitative perspective, as well as from a psychometric perspective.
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National educational technology standards and technology beliefs and practices of social studies faculty: Results from a seven-year longitudinal study.
By Adam Friedman, Cheryl Bolick, Michael Berson and Erik Porfeli

Abstract
This paper presents the findings from the third survey administration of a longitudinal study that explores the beliefs, practices, and efficacy of social studies faculty members from across the United States in terms of instructional technology use. The findings of this study demonstrate that familiarity with the National Educational Technology Standards, as well as confidence with technology, are related to the frequency and type of technology that social studies faculty members utilize in their courses. This survey is particularly significant because it reports on the field’s beliefs and practices over time, and results can influence policy, funding, and future research.
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Prospective elementary teachers gone wild? An analysis of Facebook self-portrayals and expected dispositions of preservice elementary teachers.
By Joanne Olson, Michael Clough, and Kimberly Penning

Abstract
This study was conducted in response to several recent incidents in which teachers and student teachers were reprimanded for content they placed on the Internet. This study examined the Facebook postings of preservice elementary teachers to determine the extent to which these postings are congruent with expected dispositions. Profiles were analyzed to determine the appropriateness of the content, and when inappropriate, the nature of the behavior depicted on the site. Findings indicated that 32% of elementary education majors in this study had an unrestricted profile on Facebook, and only 22% of those profiles were devoid of inappropriate content. These numbers are likely conservative due to other networking sites that may be in use. The nature of the inappropriate behavior is cause for concern for teacher educators who are expected to teach and assess dispositions and who must decide whether or not a prospective teacher is ready for the ethical responsibility of teaching children.
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Source: The CITE Journal

New Articles from The CITE Journal.

Wednesday, January 13, 2010

Tech & Learning eNews - January 12, 2009

Take a closer look at this Top Stories - 1.12.10

• Top review: Math Solutions
• New study on the effectiveness of online learning
• Are you giving up on books?
• Critically thinking about thinking
• The state of STEM
• Free video tutorial: social bookmarking

Source: Tech & Learning

Tech & Learning eNews - January 12, 2009

Take a closer look at this Top Stories - 1.12.10

Source: Tech & Learning

Revolutionizing Education: What We're Learning from Technology-Transformed Schools

Here’s the latest Technology & Learning's eBooks below.

Revolutionizing Education:What We're Learning fromTechnology-Transformed Schools
What will it take for technology to transform learning and schools, just as it has transformed homes and offices in almost every other segment of our society?
In this eBook, Project RED — a national research and advocacy effort — shares preliminary results from a survey of technology-rich schools and takes a look at what past research and current observation tells us about the keys to successful technology implementation.
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What's Inside the eBook:

Revolutionizing Education: What We're Learning from Technology-Transformed Schools

Tuesday, January 12, 2010

eLearning Papers n° 17 (2009)

Please have a look at this issue of eLearning Papers.

eLearning content

The landscape of eLearning content is in the midst of interesting changes. While the development of digital media is providing radical new opportunities for both learning content providers and for students, the increasing bandwidth of telecommunications enables the unforeseen use of media rich material (video clips, audio clips, simulations etc.) in eLearning provision.

Besides, digital libraries and other resources are liberating providers and students from the use of physical establishments with restricted access. However, as the articles in this number of eLearning Papers show, we must reassess the visual and pedagogical challenges of eLearning content.

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