Journal on School Educational Technology最新文献

{"title":"Strategic Lesson Planning in Online Courses: Suggestions for Counselor Educators.","authors":"G. Cicco","doi":"10.26634/JSCH.8.3.2121","DOIUrl":"https://doi.org/10.26634/JSCH.8.3.2121","url":null,"abstract":"This article presents instructors with a myriad of strategies for lesson planning in online courses. There are many inherent differences between the traditional classroom and the virtual classroom. Factors such as student experience with online courses, instructor availability, and the compatibility between instructor teaching style and student learning style may impact on student performance and satisfaction in online courses (Cicco, 2009; Haberstroh et al., 2008). These variables are important to consider when designing innovative and engaging online courses (Cicco, 2012). A five-step plan for creating online courses will be reviewed, with an emphasis on strategies for accommodating specific learningstyle preferences within the context of online graduate counseling courses. This plan includes syllabus revision and differentiated instruction. The concerns associated with relationship-building in the virtual classroom will be highlighted, especially those relevant to counselor-preparation courses (Cicco, 2012; Trepal, Haberstroh, Duffey, & Evans, 2007). Creative instructional strategies that correspond to perceptual and sociological learning styles will be addressed, including learning activities that increase the possibilities for accurate assessment of student performance and for relationship-building among faculty members and students (Burke, 2000; Dunn & Griggs, 2003; Fearing & Riley, 2005;","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127481600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Psychometrics of Educational Science: Designing Trichotomous Inventive Investigative Instruments for Qualitative and Quantitative Inquiry.","authors":"J. E. Osler","doi":"10.26634/JSCH.8.3.2123","DOIUrl":"https://doi.org/10.26634/JSCH.8.3.2123","url":null,"abstract":"This monograph provides an active discourse on the novel field of “Educational Science” and how it conducts in–depth research investigations first presented in an article by the author in the i-managers Journal of Mathematics. Educational Science uses the innovative Total Transformative Trichotomy–Squared [Tri–Squared] Test as a means of informative inquiry. This novel approach to data analysis is a mixed methods research design that involves the holistic combination and comparison of qualitative and quantitative data. An example is provided on the psychometric process of creating trichotomous instruments that are an essential part of the Tri–Squared research investigative process.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133650853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technology Integration in Curriculum Progress to Meet Knowledge Explosion.","authors":"D. Joan, S. P. Denisia, Y. Sheeja","doi":"10.26634/JSCH.8.3.2124","DOIUrl":"https://doi.org/10.26634/JSCH.8.3.2124","url":null,"abstract":"The integration of technology throughout the curriculum is important to meet the needs of all learners of the 21st century. Technology can assistant teachers with the delivery of lessons and assessing students. It can also provide students with numerous ways to demonstrate their learning, increase engagement in the learning process, and help to meet the many learning needs of students within a classroom. As there are rapid changes in technology, it is difficult to identify expectations of specific sites, hardware or software that should be included in the written, taught, and tested curriculum. Curriculum provides medium of interaction between the teachers and the students. A teacher is expected to infuse successfully the knowledge of technology integration into his/her subjected area to make learning meaningful. Educational systems all over the world are changing rapidly due to knowledge explosion. So the present education should be readjusted and reshaped in keeping pace with different factors emerging today. This would lead the learners as lifelong learners. This presentation focuses on the uses of technology integration to frame the Curriculum. The written curriculum should encourage teachers to be co-learners or guides rather than the sole dispenser of knowledge with the students as the vessels to be filled. Even more traditional lessons can be enhanced with technology.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131753112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Counseling Instruction in the Online Classroom: A Survey of Student and Faculty Perceptions","authors":"G. Cicco","doi":"10.26634/JSCH.8.2.2022","DOIUrl":"https://doi.org/10.26634/JSCH.8.2.2022","url":null,"abstract":"This article will review the design, procedures, and results of a recent study conducted to survey the perceptions of counseling students and professionals regarding the delivery of counseling instruction in online courses. Few studies have addressed the appropriateness, effectiveness, and evaluation procedures of counseling skills instruction via the online classroom (Trepal, Haberstroh, Duffey, & Evans, 2007). Counseling skills courses, especially those requiring field experiences, typically involve intensive and ongoing communication among counselors-in-training, their faculty supervisors, peers, and clinical or on-site supervisors. The frequent exchange of information among learners, faculty, and evaluators is primarily centered on critiquing and improving specific counseling skills and techniques. Exercises such as role-playing and mock counseling sessions are viewed as appropriate and necessary for the healthy development and practice of core counseling skills. Such skills are viewed as hierarchical, from basic attending skills to advanced development of personal theory (Ivey, Ivey, & Zalaquett, 2010). Essentially, courses that teach counseling skills provide opportunities for practice, review, and assessment of core and advanced skills and the interpersonal skills that are prerequisites for their development. The study described in this article utilized a researcher-made survey instrument to obtain the perceptions of counselors-in-training, counseling faculty, and active practitioners on the instructional procedures, learning, and evaluation of counseling skill development within the online classroom. Many participants offered suggestions for the improvement of instruction within online courses and the incorporation of live interaction to supplement strictly asynchronous exchanges. The results of the survey revealed participants' concerns about the opportunities for students to practice skills sufficiently in online courses and the ethical responsibilities of academic program faculty to confirm skill mastery prior to graduation. Study findings also hold implications for pedagogues on the importance of considering learning styles in online classrooms (Cicco, 2009).","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116230616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modern Educational Technology: Educational Usages of Cell Phone as Perceived by Students of Education Faculties.","authors":"Ali Moneer Harba","doi":"10.26634/JSCH.8.2.2024","DOIUrl":"https://doi.org/10.26634/JSCH.8.2.2024","url":null,"abstract":"This study investigated the educational use of cell phones at two Syrian education establishments. The research sample consisted of (n=184) students from the Department of Teacher Education at Tishreen and Damascus Universities. During the study, students filled in a self-report 17–item questionnaire. Survey results imply that cell phone use encourages students (41.30%) to acquire higher technological skills. In addition, (40.76%) of students who participated in the research also used the internet on their cell phone to look up related information. Further results showed that students at Tishreen University used the internet on their cell phone for more prolonged educational purposes than their peers at Damascus University.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129590582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multimedia Approach and Its Effect in Teaching Mathematics for the Prospective Teachers","authors":"D. Joan, S. P. Denisia","doi":"10.26634/JSCH.8.2.2026","DOIUrl":"https://doi.org/10.26634/JSCH.8.2.2026","url":null,"abstract":"Multimedia is characterized by the presence of text, pictures, graphics, sound, animation and video; some or all of which are organized into some coherent program. A primary application of the interactive multimedia for instruction is in an instructional situation where the learners is given control so that he/she may review the material at his or her own pace and in keeping with his/her own individual interests, needs, and cognitive processes.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127916669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Innovative Technical Solutions as an Intervention for at Risk Students: A Meta-Cognitive Statistical Analysis to Determine the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement.","authors":"J. E. Osler, Carl Waden","doi":"10.26634/JSCH.8.2.2023","DOIUrl":"https://doi.org/10.26634/JSCH.8.2.2023","url":null,"abstract":"This paper provides an active discourse on the use of innovative solutions to conduct an in–depth investigation on the success and viability of 9th Grade Freshman Academies, Centers, and Center Models to aid in the retention of at risk students. These types of academic programs provide an active solution for the retention and projected completion of High School by minority students. The research methodology used in this study is Meta–Cognitive Analysis. This novel approach to data analysis is a mixed methods research design that involves the holistic combination and in–depth comparison of qualitative and quantitative data.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128319127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technical Education in Pre and Post Independent India.","authors":"G. Janardhana, M. Rajasekhar","doi":"10.26634/jsch.8.2.2027","DOIUrl":"https://doi.org/10.26634/jsch.8.2.2027","url":null,"abstract":"Ideal education should be capable of providing the fruit of all knowledge while the tree of knowledge is still growing: the student is fulfilled as he grows in the ability to think and act in accordance with natural law, and lives a life free from mistakes and suffering. Identifying and using the sources of all knowledge judiciously and enjoying the fruit of all knowledge in daily activity, makes the student a master of life.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133026995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Listening to the Reactions of People in the Midst of Change","authors":"Jill Friestad-Tate, C. McCoy","doi":"10.26634/JSCH.8.2.2025","DOIUrl":"https://doi.org/10.26634/JSCH.8.2.2025","url":null,"abstract":"The purpose of the study was to listen to reactions of key stakeholders experiencing profound organizational change. A case study was used to gather data from participants' interview responses. Data analysis identified research-supported reactions; in addition, two unique themes were identified: constructive critique and ill-effects of good intentions. Listening to, understanding, and appreciating reactions and emotions during change provide valuable insights that help build organizational community and enhance the success of a change initiative.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124675351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reinforcing In-Service Teachers Education via ICT","authors":"G. Thorsteinsson","doi":"10.26634/JSCH.8.1.1912","DOIUrl":"https://doi.org/10.26634/JSCH.8.1.1912","url":null,"abstract":"Earlier educational models have not managed to take into account novel contextual and mobile methods of learning with the advances in technology-mediated learning. The article firstly reports an educational approach, namely, future innovative in-service teacher education in Europe (ICE-ED). This project was supported by the European Union Comenius fund and coordinated by the University of Iceland. The ICE-ED project is focused on educational use of information and communication technologies (ICTs), particularly with the improvement and dissemination of latest pedagogical strategies for open and distance learning through inservice teacher education (ICE-ED) in schools across Europe (The ICE-ED website 2012). The project employs the on-line managed learning environment platform BSCW as a Computer Supportive Communication Learning instrument to make possible the participants collaboration. It is a nonstop meeting setting for them, a steady support to their work and at the same time an online library of the entire project educational material on which all the activities take place.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130645358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}