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Between New Technologies and New Paradigms in Academic Education. A Non-Reductionist Approach

100%
Turula A.
Theory and Practice of Second Language Acquisition
|
2016
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vol. 2
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issue 2
EN
The article presents an insight into an exploratory study carried out between February and May 2014. The study looked into the process of teacher training enhanced by new technology: an MA CALL seminar facilitated in the blended format as a series of online and offline tutorials. The participants of the class were 9 first-year students of the TEFL MA programme at the Pedagogical University in Cracow, Poland. The study and its results were described in detail in previous publications (Turula, 2015, Turula, in press). The present article investigates an aspect of the process researched: negotiatingbetween the digital realm, with its different tools and their affordances and a socialcontext of the digital-or blended, as is the case here-education.
2
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HOW EFL TEACHER TRAINEES IN A TESOL GRADUATE PROGRAM INTEGRATE TOOLS AND PLATFORMS INTO TEACHING EAP

88%
Love M.
Teaching English with Technology
|
2020
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vol. 20
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issue 5
38-64
EN
This project attempts to measure how teachers in a TESOL graduate program practically employ technology to teach English for Academic Purposes (EAP). Determining how teachers in training employ technology in teaching is difficult as one first needs to determine an instrument that can track evidence of how teachers envision combining technology with teaching EAP concepts in their teaching environments. A teacher training activity that can also be used as an instrument to measure how teacher trainees use or envision using technology to teach is student generated teaching suggestions (SGTSs), an activity that asks teacher trainees to develop and post teaching suggestions related to weekly course readings to a Moodle forum. If the SGTSs relate to technology, this activity can also be used to develop and measure technological, pedagogical, and content knowledge (TPACK). Utilizing a longitudinal research design, SGTSs that employed technology to teach EAP posted in a number of master’s in TESOL courses over a three-year period are presented and analyzed to determine how teacher trainees envisioned implementing technology in their teaching, the value of asking teachers to make SGTSs related to teaching with technology, the implications of their suggestions concerning teaching EAP with technology, and ways to improve the activity to better develop TPACK in student teachers.
3
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Development of an educational research software with advisory role in the clinicobiochemical evaluation of amenorrhea

88%
Delimaris I., Delimaris K.
Progress in Health Sciences
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2014
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vol. 4
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issue 1
83-87
XX
Introduction: Amenorrhea is a symptom of a variety of disorders and dysfunctions. Historically, there have been many practical difficulties associated with the diagnosis of amenorrhea due to the complex nature of the ovaries, pituitary gland and hypothalamus. Purpose: To develop a free, simple stand alone educational research software (ERS) to assist the education of clinicians and laboratorians (or undergraduate students) with regard to the clinicobiochemical evaluation of amenorrhea. Μaterials and methods: The software was designed using: a) Microsoft Windows as operating system, b) C# .NET (4.0) as software component (plug-in), and c) C# (C Sharp) as (object-oriented) programming language. It can be distributed on Compact Disk (CD) and be run on any Personal Computer (PC) on Windows. Results: The developed (ERS) -which we have called ERSA v.1.0 - does not require comprehensive skills and expertise in computers. Its educational benefits (common reasons for use) include activating motivation, stimulating recall of the prerequisite material, providing learning guidance and feedback (interactivity), usability outside timetabled course, and competency assessment. Conclusions: The free ERSA v.1.0 could be a practical digital teaching tool for supporting the clinicobiochemical education. Future research should continue so as to evaluate and improve its accuracy, appropriateness, and usability by healthcare students or professionals.
4
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Adaptive Learning: Context and Complexity

75%
Dziuban C., Howlin C., Dr. Moskal P. D., Dr. Johnson C., Eid M., Kmetz B.
e-mentor
|
2018
|
issue 5 (77)
13-23
EN
Adaptive learning technologies impact higher education by modifying the traditional time constraints placed on the learning cycle, thus permitting students to compress or expand their learning spaces. Previous work by the authors has demonstrated dimensional stability in the adaptive process across universities with considerably different strategic initiatives. However, a prevailing question remains about the correspondence of student position on those components. Transformed component scores for the four stable dimensions (knowledge acquisition, engagement, growth and communication) have been contrasted for comparability in beginning Algebra, College Algebra and Nursing courses at the University of Central Florida and the Colorado Technical University on several metrics generated by the Realizeit adaptive learning platform. The results indicated considerable variability in student affinity for the underlying dimensions depending on a number of considerations such as course length, subject area, and the instructional design process. The authors have concluded that adaptive learning is a complex system in which the interaction of the elements becomes more important than individual measures for understanding the emergent property of this learning environment. Finally, they contend that the potential value added of adaptive learning must be carefully considered with respect to its opportunity cost.
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