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Browsing by Subject: Curriculum

  1. Learning about Surface Area through a Digital Fabrication-Augmented Unit

    Kimberly Corum & Joe Garofalo, University of Virginia, United States

    Journal of Computers in Mathematics and Science Teaching Vol. 35, No. 1 (January 2016) pp. 33–59

    Surface area is consistently identified as a curriculum standard for K-12 students and it regularly appears on national and international assessments. Recently, many schools began acquiring digital... More

    pp. 33-59

  2. Teachers’ Online Experience: Is There A Covert Curriculum in Online Professional Development?

    Priscilla Norton & Dawn Hathaway, George Mason University, United States

    Journal of Technology and Teacher Education Vol. 23, No. 4 (October 2015) pp. 509–533

    Although the literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online, teachers have few opportunities to experience online learning. One ... More

    pp. 509-533

  3. Commentary: Science, Technology, and Society in Guidelines for Using Technology to Prepare Social Studies Teachers: A Reply to Hicks et al. and Crocco and Leo

    Lance Mason, Indiana University Kokomo, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 3 (September 2015) pp. 395–403

    This essay is a response to both the “Guidelines for Using Technology to Prepare Social Studies Teachers” published in this journal by Hicks, Lee, Berson, Bolick, and Diem (2014) and the rejoinder ... More

    pp. 395-403

  4. A Study of the Effectiveness of Online Integrated Reading Activities on Student Reading Skills in Grades 1 – 8

    Scott Elliot & Cathy Mikulas, SEG Measurement, United States

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1782–1788

    Online reading instruction tools have proliferated in recent years. Many of the available applications have little or no empirical evidence of effectiveness. During the 2014-2015 school year, we ... More

    pp. 1782-1788

  5. Challenges in ICT Implementation in Teacher Education Colleges as Viewed by the ICT coordinator

    Merav Asaf, Kaye Academic College of Education, Israel; Miri Shonfeld, Kibbutzim College of Education, Israel; Alona Forkosh-Baruch, Levinsky College of Education, Israel

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1581–1586

    ICT coordinators of 8 Teacher Education Colleges were interviewed about the integration of educational technology within their colleges. In this study, challenges of the implementation process were... More

    pp. 1581-1586

  6. The possibility of play education for improving computational thinking of preschoolers

    Yun-Roc Cho, Jeongwon Choi & Youngjun Lee, Korea National University of Education, Korea (South)

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1160–1163

    Education for young children have to be consist of necessary ability for future society. Computational thinking will be a fundamental skill for everyone in the mid-21st century. The purpose of this... More

    pp. 1160-1163

  7. Conditions and Problems of Digital Literacy Skill Development of Students in Public Higher Education Institutions

    Piatip Phuapan, Chantana Viriyavejakul & Paitoon Pimdee, King Mongkut's Institute of Technology Ladkrabang, Thailand

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 863–869

    The aim of the research is to investigate conditions and problems of digital literacy skills development of students in public higher education institutions. Such conditions and problems have been... More

    pp. 863-869

  8. Unpacking the Concept of Design Thinking Through a Competency-based Curriculum

    Job Rutgers, Ontario College of Art and Design University, Canada; Mi Song Kim, University of Western Ontario, Canada; Paul Epp, Ontario College of Art and Design University, Canada

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 310–321

    Although increasing attention has been paid to design thinking in the context of new media and the globalizing knowledge economy, there is still little understanding of how design thinking could... More

    pp. 310-321

  9. Designing Practical Field Experiences in Online Programs for Aspiring Principals, Curriculum and Special Education Directors

    Jackie McBride & Joan Henley, Arkansas State University, United States

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 104–107

    This presentation will provide detailed information about the structure of an internship experience and the roles and responsibilities of the university faculty, the students, and the site mentors ... More

    pp. 104-107

  10. A Bird's Eye View: Comparison of Visualization Types for High Level Analysis of Changes

    Simone Kriglstein, Vienna University of Technology, Institute for Design & Assessment of Technology (IGW), Austria

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 69–78

    Since curricula need to be revised in order to react to changes (e.g., new technologies are developed or requirements have changed), visualizations can help various stakeholders, such as teachers... More

    pp. 69-78

  11. 3D Printing and Maker Spaces: Design as Storytelling

    Marlo Steed, Faculty of Ed, University of Lethbridge, Canada

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 53–58

    This paper discusses 3D printing, the Maker Movement and the implications on education. The Maker Movement is gaining momentum and 3D printing plays a significant part of this community. The... More

    pp. 53-58

  12. Web X.0: Problem Solving in Online Education

    Eric Kisling & Scott Williams, East Carolina University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1254–1257

    Web X.0 refers to the evolutionary changes occurring to the World Wide Web (WWW). Web X.0 is evolving in ways that will enhance problem solving, critical thinking, and learning ability. By... More

    pp. 1254-1257

  13. Integrating e-Learning Development Skills across an Entire Curriculum

    Jonathan McKeown, University of Tampa, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) p. 1036

    One of the challenges with students in an Instructional Design and Technology program can be developing a strong set of e-Learning development skills, particularly with the latest software tools.... More

    p. 1036

  14. Have Pre-Service Teachers’ Technology Skills Changed in the Last 14 years?

    Ian Loverro, Central Washington University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 843–848

    In 2001, 180 pre-service teachers completed a survey designed to assess the confidence with which they engaged in particular technology-related activities, on the first day of their education... More

    pp. 843-848

  15. The e-Potato: A Multidisciplinary and Multimedia Youth Online Program

    Cassidy Hall & Martha Raidl, University of Idaho, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 587–592

    The e-Potato is a four-lesson multi-disciplinary curriculum that incorporates the use of technology. This curriculum targets 6th graders, is led by the instructor, and contains numerous multimedia... More

    pp. 587-592

  16. Learning Algebra through Gaming: Vision and Early Prototype of a Game Suite that Supports Customized Learning

    Jacob Enfield & Pratima Dutta, California State University Northridge, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 577–580

    A call for educational reform through innovative approaches to STEM education has been made by President Obama (U.S. Department of Education, 2010). Algebra is one content area integral to STEM... More

    pp. 577-580

  17. A Narrative of iPad Integration in Higher Education

    Kelly McKenna, University of Northern Colorado, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 414–419

    Abstract: This narrative study documents the experience of a first time pilot program integrating iPads into the classroom at a teaching intensive university in the Rocky Mountain Region. Presented... More

    pp. 414-419

  18. Gearing up for edTPA video: Low cost technology solutions for high stakes challenges

    Ariana Eichelberger, University of Hawaii at Manoa, College of Education, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 325–331

    Beginning in 2016, all students completing teacher preparation programs in the state of Hawaii will be required to pass the edTPA assessment to become licensed teachers. Part of the assessment... More

    pp. 325-331

  19. Online Learning in an Epidemiology Curriculum

    Anita Berglund, Karin Leander, Karin Modig, Magnus Stenbeck & Lars Alfredsson, Karolinska Institutet, Sweden

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 272–277

    “Blended learning”, a mixture of online and on-campus teaching, is increasingly common and provides particularly beneficial conditions for learning. The focus of this paper is to describe how e... More

    pp. 272-277

  20. Common Core State Standards: Is Computer Assisted Instruction up for the Challenge?

    Haya Shamir & Rachel Goethe, Waterford Institute, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 220–227

    This study investigates the impact of adding an adaptive computer assisted instruction program to current curriculum on kindergarten and 1st grade students’ reading gains. Results from elementary... More

    pp. 220-227