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Curriculum Development and Online Instruction for the 21st Century最新文献

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Assessed by Anonymous 匿名评估
Curriculum Development and Online Instruction for the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7653-3.ch008
Thomas Huston
{"title":"Assessed by Anonymous","authors":"Thomas Huston","doi":"10.4018/978-1-7998-7653-3.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch008","url":null,"abstract":"This study sought to contribute to the scholarly discourse of understanding how pre-service student teachers experienced evaluation via teacher performance assessments (TPAs). More specifically, this study sought to explore the experiences that pre-service teachers underwent to complete the Educative Teacher Performance Assessment (edTPA). Through extensive interviews and thematic data analysis, this research discerned what the informants' experiences were. Although informants experienced many benefits while completing their portfolios, three primary areas of struggle emerged from the data. First, informants struggled with interpreting and navigating the edTPA assessment handbook. Second, informants had problems adapting edTPA requirements to their teaching. Third, informants experienced problems with their concept of audience. As a result, the findings reported in this study have numerous implications that would prove beneficial to teacher educators, institutions of teacher training, policymakers, designers of assessments, and future and current educators.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122030837","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}
引用次数: 0
Original Writing in a Remix Culture 混音文化中的原创写作
Curriculum Development and Online Instruction for the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7653-3.ch009
Kristin Winokur Early, Holli Vah Seliskar, Dave White, John Mead, William C. Campbell
{"title":"Original Writing in a Remix Culture","authors":"Kristin Winokur Early, Holli Vah Seliskar, Dave White, John Mead, William C. Campbell","doi":"10.4018/978-1-7998-7653-3.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch009","url":null,"abstract":"A new era of educational instruction was ushered in with the advent of 2020. Students, educators, and administrators had to rethink content delivery during a global pandemic. The move to online instruction introduced challenges, among which is the challenge of promoting original writing in the digital age. Technology has contributed to a remix culture that encourages patchwork assemblage of existing works and ideas. Accustomed to having information available at their fingertips, learners often have little conception of the origins or ownership of the information. With increasing shifts to remote education, instruction must evolve to clearly define what constitutes original writing and academic integrity. This chapter explores plagiarism, academic dishonesty, and the influence of technology across the differentiated remote settings of K-12 and higher education. Strategies for addressing academic dishonesty and fostering integrity are explored from the perspectives of students, educators, curriculum developers, and administrators.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114648214","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}
引用次数: 0
Development of Innovative Pedagogy Strategies and Decolonization of Curriculum in Higher Education Institutions in the COVID-19 Era 新冠肺炎时代高校创新教学策略的发展与课程的非殖民化
Curriculum Development and Online Instruction for the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7653-3.ch013
Tlou Maggie Masenya
{"title":"Development of Innovative Pedagogy Strategies and Decolonization of Curriculum in Higher Education Institutions in the COVID-19 Era","authors":"Tlou Maggie Masenya","doi":"10.4018/978-1-7998-7653-3.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch013","url":null,"abstract":"Higher education institutions (HEIs) are faced with the challenges of supporting learning and teaching processes in a new normal environment. It has been accorded in literature review that effective pedagogy drives meaningful curriculum change, and it is thus essential for the curriculum to be redesigned. Educators are confronted with devising innovative pedagogical strategies and redesigning their curriculum as a way of enhancing teaching and student e-learning experience in response to this pandemic crisis. But how prepared are educators to adopt innovative pedagogy strategies in their e-learning environment? How will decolonizing curriculum happen within a short period of time? and How prepared are lecturers and students to adopt a decolonial way of teaching and learning? The chapter observes that most educators are not well prepared to respond to curriculum change and as a result, do not feel confident to teach in a decolonial way. In this light, educators are faced with the problem of implementing pedagogy of eLearning strategies in order to achieve the desired learning goals.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132051783","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}
引用次数: 0
The Online Teacher 在线教师
Curriculum Development and Online Instruction for the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7653-3.ch015
Jamie Thornton
{"title":"The Online Teacher","authors":"Jamie Thornton","doi":"10.4018/978-1-7998-7653-3.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch015","url":null,"abstract":"Education (especially higher education) which helps maintain freedom in a democratic society is becoming increasingly difficult for many people. The explosion of online universities seems to make getting a degree much easier. Unfortunately, the increased numbers of ways to achieve an education do not ameliorate the trepidations—and resignation from getting that education—that occurs for many people once they begin the online education: it seems a daunting task to complete. As this study shows through historical reminders that help inform current situations, making sure people attend—and graduate—from the valid online learning institutions has become more feasible. We are reminded of the reason we became educators, to help advance education, and this reason further undergirds to prompt educators that ours is the line that we must “hold”—of being second-responders—in order to prepare our students to become part of the educated citizenry to which Plato referred.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130480450","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}
引用次数: 2
The Adaptation Process of a First-Time Distance Education Instructor 第一次远程教育教师的适应过程
Curriculum Development and Online Instruction for the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7653-3.ch016
Halil Kayaduman
{"title":"The Adaptation Process of a First-Time Distance Education Instructor","authors":"Halil Kayaduman","doi":"10.4018/978-1-7998-7653-3.ch016","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch016","url":null,"abstract":"This study explores the adaptation process of an instructor lecturing for the first time via distance education by using the concerns-based adoption model components. This single-subject research study included an instructor who requested to lecture via distance education. The findings revealed that the instructor's informational and personal stages were higher than the other stages at the beginning, and these stages remained higher throughout the semester. The instructor was also at the preparation level before progressing to, and remaining at, the mechanical use level. Although the consequence stage was not one of the most intense concerns, the instructor became concerned with student engagement and learning outcomes throughout the semester. In addition to supporting instructors from technological and pedagogical aspects, this study recommends supporting students in adopting distance education and adjusting regulations to facilitate the instructors' self-concerns resolution and distance education adaptation accordingly.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115429876","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}
引用次数: 0
Can Software Grade My Students' Papers? 软件可以给学生的论文打分吗?
Curriculum Development and Online Instruction for the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7653-3.ch014
Catherine F. Flynn
{"title":"Can Software Grade My Students' Papers?","authors":"Catherine F. Flynn","doi":"10.4018/978-1-7998-7653-3.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch014","url":null,"abstract":"Writing remains a staple of academic evaluation instruments, and for good reason. Few other tools come close to writing in assessment of the student's ability to formulate coherent arguments, demonstrate critical thinking, and present explanations. Conscientious instructors mark-up and comment on student writing, evaluating its success in meeting content goals, structure, relevance of evidence, grammar, mechanics, and style. It is an exhausting and time-consuming process but remains the single best way to support developing writers and thinkers. Technology to detect patterns of errors and to offer feedback has evolved over time, but can the programs do what professors do? This chapter provides a status report on automated writing evaluation and its role in higher education. A balance can be struck between the efficiency of tech tools and professor judgment. Recommendations for automating and expediting the review of student writing are offered, with a focus on remote learning environments.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130933835","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}
引用次数: 0
Mainstreamed Deaf/HH Students' Online Learning in K-12 主流化聋人/聋哑学生K-12在线学习
Curriculum Development and Online Instruction for the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7653-3.ch005
Millicent M. Musyoka, Z. Smith
{"title":"Mainstreamed Deaf/HH Students' Online Learning in K-12","authors":"Millicent M. Musyoka, Z. Smith","doi":"10.4018/978-1-7998-7653-3.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch005","url":null,"abstract":"The population of deaf/hard of hearing students attending mainstream K-12 programs continues to increase in both the US and UK, with almost 85% reported in mainstreams. With COVID-19, schools shut-down, and social distancing efforts, K-12 programs turned to online teaching. Online teaching changes both the role of the teacher and the parents. A case that is unique in the new changing roles of online teaching is that of deaf students. Education of D/HH students involves the use of English and American Sign Language (ASL). Most families with D/HH students do lack ASL competency and cannot communicate with D/HH students. This chapter gives into cognizance language barriers and academic performance when discussing mainstreamed D/HH students' online teaching. The author discusses the challenges and proposes possible solutions to improve online teaching for this population.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133027631","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}
引用次数: 2
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