Most Viewed

1

School on Cloud: Transforming Education

Kostis C. Koutsopoulos & Panos Papoutsis

Article Views: 122  |  Article Download: 24

Abstract

Nowadays for an appropriate way to deal with teaching and learning there is an axiomatic need to accept an integrated-holistic approach both in terms of the way we regard education and of how we practice it. This leads to a two-prong position: First, that education constitutes a dialectic entity and second that approaches to education presently in use are now absolute. That is, education has recently undergone a paradigm shift from a Student Centred Learning approach, which in its own way have replaced the traditional Teacher Centred Instructing approach, towards an integrating holistic approach, bringing education into the new Net Centred Knowing paradigm which is based on cloud computing and represents the goal and objectives of the School on the Cloud project presented in this paper. 

Keywords: School on the Cloud, Paradigm, Integration, Cloud computing.

References

  • Ala-Mutka, K., Redecker C., Punie, Y., Ferrari, A., Cachia, R., Centeno, C., (2010). The Future of Learning: European Teachers’ Visions, Report on a foresight consultation, European Commission / Institute for Prospective Technological studies. Retrieved 4 March 2015, from http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2009.00337.x/abstract
  • Anderson, E., S. (2003). The School District Role in Educational Change: A Review of the Literature, ICEC Working Paper#1 Retrieved 4 March 2015, from http://fcis.oise.utoronto.ca/~icec/workpaper2.pdf
  • Cormier, D., (2008). Rhizomatic Education: Community as Curriculum Retrieved 4 March 2015, from http://davecormier.com/edblog/
  • Cruz, L. (2011). How Cloud Computing is Revolutionizing Education, Cisco Technology News.
  • Cuban, L. (1993). How teachers taught (2nd ed.). New York: Teachers College Press.
  • Dede, C. (2008). A seismic shift in epistemology. EDUCAUSE Review, 43(3), 80–81. Retrieved 4 March 2015, from http://net.educause.edu/ir/library/pdf/ERM0837.pdf
  • Donert, K. (2013). Lifelong learning Programme Application Form, KA3_MN_EL_SoC. Brussels: European Commission.
  • Donert, K., Bonanou, H. (eds.) (2014). Education on the Cloud 2014: State of the Art. Retrieved 4 March 2015, from http://www.schoolonthecloud.eu
  • European Commission / NMC. (2014). The New Media Consortium Horizon Report Europe: 2014 Schools Edition. Retrieved 4 March 2015 from http://www.beyondcurrenthorizons.org.uk/scenarios
  • Facer K. and Sandford, R. (2010).The next 25 years?: future scenarios and future directions for education and technology. Journal of Computer Assisted Learning: 26, 74–93.
  • Falconer, I. (2013). Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe. European Commission Joint Research Centre Institute for Prospective Technological Studies. Retrieved 1/2/2015 fro http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6744
  • Fullan, M. and Langworthy, M., (2013). Towards a New End: New Pedagogies for Deep Learning, Retrieved 4 March 2015, http://www.newpedagogies.info/wpcontent/uploads/2014/01/New_Pedagogies_for_Deep%20Learning_Whitepaper.pdf
  • Gaytos, C. 2012. Education: Why cloud computing? Cloudtweaks. Retrieved 4 March 2015, http://www.cloudtweaks.com/2012/02/education-why-cloud-computing.
  • Gialamas S., Pelonis P., and Medeirod, S. (2013). Metamorphosis: a collaborative leadership model to promote educational change, Thoughtful Mind. Institute for Innovation and Creativity, ACS, Athens. Retrieved 4 March 2015, from http://issuu.com/acsathens/docs/final_publicity_book_2012/23.
  • Goodings L. (2009). Changes in knowledge construction, participation and networks. Beyond Current Horizons Retrieved 4 March 2015, http://www.beyondcurrenthorizons.org.uk/changes-in-knowledge-construction-participationand-networks/
  • Goodlad, J. (1984). A place called school. New York: McGraw-Hill Book Company.
  • Gutta, S. (2012). Education in the Cloud: How one school is revolutionizing the classroom. Boxblog. Retrieved 4 March 2015, http://blog.box.com/2012/07/education-in-the-cloud-howone-school-is-revolutionizing-the-classroom.
  • IBM Global Technology Services. 2013. Applying the cloud in education: An innovative approach to IT. Retrieved 4 March 2015, http://www-935.ibm.com/services/be/en/cloudcomputing/cloud_edu_en.pdf
  • Koutsopoulos, C. K. (2008). What’s European about European geography? The case of Geoinformatics in Europeanization. Journal of Geography in Higher Education 32 (1): 7-15.
  • Koutsopoulos, C. K. and Kotsanis Y. (2014). School on Cloud: Towards a paradigm shift. Themes in science and technology education 7(1), 47-62
  • Koutsopoulos. C. K. (2015). A review of cloud based futures and methodologies. The School on Cloud: Connecting education to the Cloud for digital citizenship network (SoC), Deliverable 5.1
  • Kuhn, S. T. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
  • Meier, J. D. (2011). The Gamification of Education. J.D. Meier’s blog. Retrieved 4 March 2015, http://blogs.msdn.com/b/jmeier/archive/2013/02/27/the-gamification-of-education.aspx.
  • Nicholson, J. (2009). Cloud Computing’s Top Issues for Higher Education. University Business Solution for Higher Education Management. Retrieved 4 March 2015, http://www.universitybusiness.com/viewarticle.aspx?articleid=1342&p=4#0
  • Northgate, D. (2012). Northgate Managed Services secures £170m contract to provide Education Cloud for Northern Ireland. Capita Managed IT Solutions, UK. Retrieved 4 March 2015, from http://www.capita-mits.co.uk/News/Northgate-Managed-Services-secures-%C2%A3170mcontract#sthash.VUigImlG.dpuf.
  • Relan A and Gillani B. J. (1997). Web-based instruction and the traditional classroom: Similarities and differences. In Khan, B. (Ed.), Web-based instruction (pp. 25–37). New Jersey: Educational Technology Publications.
  • Reich J. 2009. Reworking the Web, Reworking the World: How Web 2.0 is changing our society. Beyond Current Horizons. Retrieved 4 March 2015, http://www.beyondcurrenthorizons.org.uk/reworking-the-web-reworking-the-world-how-web- 20-is-changing-our-society/
  • Sultan, N. 2010. Cloud computing for education: A new dawn? International Journal of Information Management: 30,109–116. Retrieved 4 March 2015, http://www.sciencedirect.com/science/article/pii/S0268401209001170
  • Thomas, P. Y. (2009). Cloud Computing: A potential paradigm for practicing the scholarship of teaching and learning. Retrieved 4 March 2015, http://www.ais.up.ac.za/digi/docs/thomas_paper.pdf.
  • Tuncay, E., 2010. Effective use of cloud computing in educational institutions Procedia Social and Behavioral Sciences: 2 , 938–942
  • Vuorikari,R., V Garoia, V., Punie, Y., Cachia, R., Redecker, C., Chao, Y., Klamma, R., Pham, M.C., Rajagopal, K., Feter, S., Sloep, P. 2010, Teachers Networks: Today's and Tomorrow's Challenges and Opportunities for the Teaching Profession, Brussels, European Schoolnet. Retrieved 4 March 2015, http://www.learningfrontiers.eu/sites/default/files/Tellnet_teacher_networks_book_final.pdf
2

The Technology Leadership Competencies of Elementary and Secondary School Directors

Alper Yorulmaz & Süleyman Can

Article Views: 97  |  Article Download: 21

Abstract

The aim of this study was to investigate the elementary and secondary school directors’ technology leadership competencies in relation to some demographic features such as age, length of service and the state of whether taking in-service technology training. The universe of the current study employing descriptive survey model was comprised of 129 school directors working at 76 elementary and secondary schools in Menteşe district of the city of Muğla in 2013- 2014 academic year. The sampling of the study consisted of 74 randomly selected school directors. As the data collection instrument, “The Scale of Educational Directors’ Technology Leadership Competencies” developed by Banoğlu (2012) was used. This scale has five dimensions that are visionary leadership, digital age learning culture, perfectionism in professional practice, digital citizenship and systematic development. Within the context of the current study, the correlations between the directors’ technology leadership competencies and gender, age, length of service and the state of whether taking in-service technology training were analyzed through t-test and One Way ANOVA. The findings of the analyses revealed that the dimension viewed to be the most important by the directors is systematic development. Moreover, a significant correlation was found between age and perfectionism in professional practice and between the state of whether taking in-service technology training and technology leadership, visionary leadership and digital citizenship. 

Keywords: Technology, Leadership, Director, Elementary Education, Secondary Education.

References

  • Akbaba-Altun, S. (2002). Okul yöneticilerinin teknolojiye karşı tutumlarının incelenmesi. Çağdaş Eğitim, 286, 8-14.
  • Akbaba-Altun, S. (2008). İlköğretim okul yöneticilerinin teknolojiye karşı tutumları ve duygusal zekaları arasındaki ilişkinin incelenmesi: Düzce ili örneği. 8. Uluslararası Eğitim Teknolojileri Konferansı, 6-9 Mayıs 2008 (ss.1302-1305). Eskişehir: Anadolu Üniversitesi.
  • Akbaba-Altun, S. & Gürer, M.D. (2008). School administrators’ perceptions of their roles regarding information technology classrooms. Eurasian Journal of Educational Research, 33, 35-54.
  • Anderson, R.E. and Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41, 49- 82.
  • Baltacı, H.(2008). İlköğretim okullarında görev yapan yöneticilerin bilgisayar tutumları ile özyeterlilikleri arasındaki ilişkinin incelenmesi. Yüksek Lisans Tezi, Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Banoğlu, K. (2011). School principals’ technology leadership competency and technology coordinatorship. Educational Sciences: Theory & Practice, 11(1), 208–213.
  • Banoğlu, K. (2012). Technology leadership competencies scale for educational administrators: development, validity and reliability study. Inonu Unıversıty Journal of The Faculty of Educatıon, 13(3), 43-65.
  • Bülbül, T. & Çuhadar, C. (2012). Okul yöneticilerinin teknoloji liderliği öz-yeterlik algıları ile bilgi ve iletişim teknolojilerine yönelik kabulleri arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi. 12 (23), 474-499.
  • Brooks-Young, S. (2002). Making technology standards work for you: A guide for school administrators. ISTE Publications.
  • Can, T. (2008). İlköğretim okulları yöneticilerinin teknolojik liderlik yeterlilikleri. 8. Uluslar arası Eğitim Teknolojileri Konferansı, 6-9 Mayıs 2008 (ss. 1053-1057). Eskişehir: Anadolu Üniversitesi.
  • Chang, H., Chin, J. M. & Hsu, C. M. (2008). Teachers’ perceptions of the dimensions and implementation of technology leadership of principals in Taiwanese elementary schools. Educational Technology & Society, 11(4), 229–245.
  • Çakır, R. (2012). Technology ıntegratıon and technology leadershıp ın schools as learnıng organızatıons. TOJET: The Turkish Online Journal of Educational Technology, 11(4), 273-284.
  • Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş. Trabzon: Üç Yol Kültür Merkezi.
  • Çetin-Yılmaz, S. (2008). İlköğretim okulu yöneticilerinin bilgisayar teknolojisini kullanma yeterliklerinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
  • Duncan, J. A. (2011). An Assessment of Principals’ TechnologyLeadership: A Statewide Survey. Unpublished doctoral dissertation, Virginia Commonwealth University,Richmond, Virginia.
  • Eren-Şişman, E. (2010). İlköğretim okul müdürlerinin eğitim teknolojilerini sağlama ve kullanmada gösterdikleri liderlik davranışları. Yayınlanmamış Doktora Tezi, Anadolu üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Ergişi, K. (2005). Bilgi teknolojilerinin okulda etkin kullanımı ile ilgili okul yöneticilerinin teknolojik yeterliklerinin belirlenmesi (Kırıkkale ili örneği). Yayınlanmamış yüksek lisans tezi, Kırıkkale Üniversitesi, Kırıkkale.
  • Eryaman, M. Y. (2006). A hermeneutic approach towards integrating technology into schools: Policy and Practice. In S. Tettegah & R. Hunter (Eds.). Technology: Issues in administration, policy, and applications in K-12 schools. Elsevier Science Publications.
  • Eryaman, M. Y. (2007). Examining the characteristics of literacy practices in a technology-rich sixth grade classroom. The Turkish Online Journal of Educational Technology (TOJET) 6(2), 26-41.
  • Grey-Bowen, J. E. (2010). A study of thechnology leadership among elementary public school principals in Miami-Dadecounty. Unpublished doctoral dissertation, St.Thomas University, Miami Gardens, Florida.
  • Görgülü, D., Küçükali, R. & Ada, Ş. (2013). Okul yöneticilerinin teknolojik liderlik özyeterlilikleri. Eğitim Teknolojisi Kuram ve Uygulama. 3(2), 53-71.
  • Hacıfazlıoğlu, Ö., Karadeniz, Ş. & Dalgıç, G. (2010). Eğitim yöneticileri teknoloji liderliği standartlarına ilişkin öğretmen, yönetici ve denetmenlerin görüşleri. Kuram ve Uygulamada Eğitim Yönetimi, 16(4), 537–577
  • Hacıfazlıoğlu, Ö., Karadeniz, Ş., & Dalgıç, G. (2011a). Eğitim yöneticileri teknoloji liderliği özyeterlik ölçeğinin geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice], 17(2), 145-166.
  • Hacıfazlıoğlu, Ö., Karadeniz, Ş. ve Dalgıç, G. (2011b). Okul yöneticilerinin teknoloji liderliğine ilişkin algıları: Metafor analizi örneği [School administrators’ perceptions of technology leadership: an example for metaphor analysis]. Eğitim Bilimleri Araştırmaları Dergisi, 1(1), 97–121.
  • Hayytov, D. (2013). Eğitim yöneticilerinin teknoloji liderliği yeterlik algıları ile öğretmenlerin teknolojiye yönelik tutumları arasındaki ilişki. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Yayımlanmamış Yüksek Lisans Tezi, Ankara.
  • Ismail, R., Mahmud, A., Samad, S. & Syam, H. (2015). The effectıve leadershıp model wıth local wısdom for prıncıpal’s state technology hıgh schools. Internatıonal Journal of Academıc Research, 7(1). 69-75.
  • Kozloski, K. C. (2007). Principal leadership for technology integration: A study of principal technology leadership. Unpublished doctoral dissertation. Drexel University, the United States.
  • Macaulay, L. S. (2009). Elementary principals as technology instructional leaders.Unpublished doctoral dissertation,Towson University, Towson, Maryland.
  • Orhan, D., Kurt, A.A., Ozan, Ş., Som Vural, S. & Türkan, F. (2014). A holistic view to national educational technology standards. Karaelmas Journal of Educational Sciences. 2, 65-79.
  • Puckett, R. (2014). Leadership in educational technology. İ-manager’s Journal of Educational Technology, 10(4), 1-5.
  • Sincar, M. (2009). İlköğretim okulu yöneticilerinin teknoloji liderliği rollerine ilişkin bir inceleme (Gaziantep ili örneği). Yayınlanmamış doktora tezi, İnönü Üniversitesi, Malatya.
  • Sincar, M. (2010). Reliability and validity study of the ınventory of technology leadership. Roles. Journal of Education Research. 3(4), 311-320.
  • Şişman-Eren, E. (2010). İlköğretim okul müdürlerinin eğitim teknolojilerini sağlama ve kullanmada gösterdikleri liderlik davranışları. Yayımlanmış Doktora Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Şişman-Eren, E. & Kurt, A. (2011). İlköğretim okul müdürlerinin teknoloji liderliği davranışları. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4(2), 219-238.
  • Tan, S. C. (2010). School technology leadership: Lessons from empirical research. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Sydney, Australia, 5 - 8 December 2010. Retrieved February 23, 2012, from http://repository.nie.edu.sg/jspui/bitstream /10497/4622/1/sc_tan_2010_stl_a.pdf.
  • Tanzer, S. (2004). Mesleki ve teknik öğretim okul yöneticilerinin teknolojik liderlik yeterlikleri. Yayınlanmamış yüksek lisans tezi. Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu.
  • Turan, S. (2002). Teknolojinin okul yönetiminde etkin kullanımında eğitim yöneticisinin rolü. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 8(30), 271-281.
  • Wang, C. (2010). Technology leadership among school principals: A technologycoordinator’sperspective. Asian Social Science, 6(1), 51-54.
  • Weng, C.H. & Tang, Y. (2014). The relationship between technology leadership strategies and effectiveness of school administration: An empirical study. Computers & Education, 76, 91-107.
  • Yu, C. & Durrington, V. A. (2006). Technology standards for school administrators: An analysis of practicing and aspiring administrators’ perceived ability to performance standards. NASSP Bulletin, 90, 301-317.
3

A Gateway to Integration: a Study of American Families and their International Visitors

Kate Hellmann, Rachel Miyazaki, Daniela Miranda & Tricia Fiscus

Article Views: 85  |  Article Download: 24

Abstract

Research shows that helping international students build support networks by forming new friendships is crucial to counteracting the feelings of isolation, loneliness, and frustration that may arise from studying abroad. Studies have shown that friendships between international students and host nationals benefit the local community rather than just the university by promoting intercultural communication and understanding. Most of these studies, however, have only focused on the friendships between international and domestic students and not between international students and local American or “friendship families.” This study aims to make a contribution to the existing scholarship on intercultural friendship by looking at the expectations and obstacles that structure relationships between friendship families and international students at a research-one public land grant institution. By pinpointing these factors, we hope to take the first steps in developing a set of best practices for ensuring successful intercultural interactions between international students and their friendship families. 

Keywords: Integration, studying abroad, international students, intercultural friendship

References

  • Andrade, M. S. (2009). The international student picture. In M. S. Andrade & N. W. Evans (Eds.), International students: Strengthening a critical resource (pp. 1-24). Washington, DC: ACE/Rowman Littlefield.
  • Bista, K & Foster, C. (2011). Issues of International Student Retention in American Higher Education. The International Journal of Research and Review, 7(2), 1-10.
  • Bochner, S., McLeod, B.M., & Lin, A. (1977). Friendship patterns of overseas students: A functional model. International Journal of Psychology, 12(4), 277-294.
  • Chamberlin, C. R. (2002). TESOL and the Expectations of Intercultural Communication. TESL Reporter, 35(2), 1-15.
  • Chen, C. P. (1999). Common stressors among international college students: Research and counseling implications. Journal of College Counseling, 2(1), 49-65.
  • Deardorff, D.K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10, 247-248.
  • Fluck, U. (2009). Social support for international students through a community friendship program. In M.S. Andrade & N.W. Evans (Eds.), International students: Strengthening a critical resource (pp. 194-198). Lanham: Rowman & Littlefield Education.
  • Furnham, A., & Erdmann, S. (1995). Psychological and socio-cultural variables as predictors of adjustment in cross-cultural transitions. Pscyhologia, 38, 238-251.
  • Gareis, E. (1995). Intercultural friendship: A qualitative study. Lanham, MD: University Press of America.
  • Gareis, E., Merkin, R., & Goldman, J. (2011). Intercultural friendship: Linking communication variables and friendship success. Journal of Intercultural Communication Research, 40(1), 153-171.
  • Hayes, R. L., & Lin, H. R. (1994). Coming to America: Developing social support systems for international students. Journal of Multicultural Counseling and Development, 22(1), 7-16.
  • Hendrickson, B., Rosen, D., & Aune, R.K. (2011). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students. International Journal of Intercultural Relations, 35, 281-295.
  • Heyward, M. (2002). From international to intercultural: Redefining the international school for the globalized world. Journal of Research in International Education 1, 9-32.
  • Hotta, J., & Ting-Toomey, S. (2013). Intercultural adjustment and friendship dialectics in international students: A qualitative study. International Journal of Intercultural Relations, 37, 550-566. 
  • Institute of International Education. (2013). Open Doors Data: International Students [Data file]. Retrieved from http://www.iie.org/en/Research-and-Publications/OpenDoors/Data/InternationalKingston, 
  • E., & Forland, H. (2008). Bridging the gap in expectations between international students and academic staff. Journal of Studies in International Education, 12(2), 204-221.
  • Lacina, J. G. (2002). Preparing international students for a successful social experience in higher education. New Directions for Higher Education, 117, 21-27.
  • Lee, P-W. (2006). Bridging cultures: Understanding the construction of relational identity in intercultural friendship. Journal of Intercultural Communication Research, 35(1), 3-22.
  • Molinsky, A. (2007). Cross-cultural code-switching: the psychological challenges of adapting behavior in foreign cultural interactions. The Academy of Management Review 32(2), 622-640.
  • National Association of International Educators. (2014). Internet resources for community programming. Retrieved from http://www.nafsa.org/findresources/Default.aspx?id=8712
  • Paige, R.M. (1990). International students: cross-cultural psychological perspectives. In R. W. Brislin, Applied cross-cultural psychology: Cross-cultural research and methodology series, Vol. 14, (pp. 367-382). Newbury Park, CA: Sage Publications.
  • Redmond, M.V., & Bunyi, J.M. (1993). The relationship of intercultural communication competence with stress and the handling of stress as reported by international students. International Journal of Intercultural Relations, 15, 163-182.
  • Searle, W., & Ward, C. (1990). The prediction of psychological and sociocultural adjustment during cross-cultural transitions. International Journal of Intercultural Relations, 14, 449-464.
  • Spence-Rodgers, J. (2001). Consensual and individual stereotypic beliefs about international students among American host nationals. International Journal of Intercultural Relations 25, 639-657.
  • Spence-Rodgers, J., & McGovern, T. (2002). Attitudes toward the culturally different: The role of intercultural communication barriers, affective responses, consensual stereotypes, and perceived threat. International Journal of Intercultural Relations 26, 609-631.
  • Tatsuki, D & Houck, N. (Eds.) (2010) Pragmatics: Teaching speech acts. Washington, DC: TESOL Publications.
  • Ward, C., & Masgoret, A.M. (2004). The experiences of international students in New Zealand: Report on the results of the national survey. New Zealand: International Policy and Development Unit, Ministry of Education.
  • Williams, C. T., & Johnson, L. R. (2011). Why can’t we be friends?: Multicultural attitudes and friendships with international students. International Journal of Intercultural Relations, 35(1), 41-48.
  • Zhai, L. (2002). Studying international students: Adjustment issues and social support. U.S. Department of Education: San Diego Community College District. 
4

Finding Clarity in Teaching: One Teacher’s Struggle

Sam Roberson

Article Views: 85  |  Article Download: 51

Abstract

Teaching and learning are interdependent terms, and the work of the teacher is to ensure that students learn. Teachers need to be clear on what they mean by learning. Learning is often judged by what students accumulate in content or is based on a student’s mastery of content as revealed by grades. However, for the author, there is more to learning—specifically, the behaviors of the learner. The author proposes a Rubric for Learning Behavior to augment the concept of learning with a concept of the engagement of the learner. In doing so, the author clarified his own struggle to make sense of the relationship between teaching and learning.

Keywords: Teaching, Rubric for Learning Behavior, teacher struggle, Dewey

References

5

Integrated Teaching: Boon or a Bane?!

Sushma R Kotian, Antony Sylvan D Souza, Nandini P Bhat, Anne D Souza & Mamatha Hosapatna

Article Views: 77  |  Article Download: 17

Abstract

The objective of the present study was to evaluate the effectiveness of integrated teaching program using student feedback. A questionnaire to evaluate the effectiveness of the existing teaching program was prepared and distributed among 185 second year medical undergraduate students who underwent integrated teaching in their first year. Their responses were recorded, evaluated and analysed statistically. Additionally the performance of the students was also assessed by recording their year-wise results in the university examinations. This was further compared with the results of the students who were not exposed to integrated teaching in the past years and the findings were tabulated. Integrated teaching was found to be an innovative method in strengthening the teaching-learning process and received wide acceptance from the student population. 

Keywords: Integrated teaching, video demonstration, case presentation, conventional teaching, didactic lectures

References

  • Azer, S.A. & Eizenberg, N. (2007). Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surg Radiol Anat, 29(2),173-180.
  • Beane, J.A. (1997). Curriculum integration: Designing the core of democratic education. New York: Teachers College Press.
  • Damegh, S.A. (2005). Comparison of an integrated problem based learning curriculum with the traditional discipline based curriculum in KSA. J Coll Phys Surg Pak, 15,605-608.
  • Dandannavar, V.S. (2010). Effect of Integrated teaching versus conventional lecturing on MBBS phase1 students. Resent research in science and technology, 2(11),40-48.
  • Doraisamy, R. & Radhakrishnan, S. (2013). The Effectiveness of Integrated Teaching over Traditional teaching among first year MBBS Students: A Preliminary study. Medical Journal of D Y Patil University, 6(2),139-140.
  • Gallagher, S.A. (1997). Problem-based learning: Where did it come from, what does it do, and where is it going? Journal for the Education of the Gifted, 20 (4),332-362.
  • Ghosh, S. & Pandya, H. V. (2008). Implementation of Integrated learning program in neurosciences during first year of traditional medical course perception of students and faculty. BMC Med Edu, 8: 44.
  • Harden, R.M. Sowden, S. Dunn, W.R. (1984). Educational strategies in curriculum development: The SPICES model. Med Educ, 18(4), 284-297.
  • Huber, M.T. & Hutchings, P. (2004). Integrated learning: Mapping the terrain. The Academy in transition. Washington DC: Association of American Colleges and Universities, pp 1-17.
  • Irby, D.M. & Wilkerson, L. (2003). Educational innovations in academic medicine and environmental trends. J Gen Intern Med,18,370-376.
  • Jamkar, A.V. Yemul, V.L. Singh, G. Integrated teaching program with student centered case base learning for undergraduates at BJ Medical College Pune. Available from: www.faimer.org/education/fellows/abstracts/04jamkar.pdf.
  • Kasselbaum, D.E. (1989). Change in medical education: the courage and will to be different. Acad Med, 64,446-447.
  • Kate, M.S. Kulkarni, U.J. Supe, A. Deshmukh, Y.A. (2010). Introducing Integrated Teaching in Undergraduate Medical Curriculum. Intl J Pharma Sci Res, 1,18-22.
  • Kingsland, A. J. (1996), “Time expenditure, workload, and student satisfaction in problem based learning.” In L. Wilkerson & W. H. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. San Francisco: Jossey-Bass, pp. 73-81.
  • Lemos, A.R. Sandars, J.E. Alves, P. Costa, M.J. (2014). The evaluation of student-centredness of teaching and learning: a new mixed-methods approach. Int J Med Educ, 5,157-164
  • Paul, V.K. (1993). Innovative programmes of Medical Education: Case studies. Indian J Pediatr, 60,759- 768.
  • Resnick, L.B. & Klopfer, L.E. (1989). “Toward the thinking curriculum.” In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research. Yearbook of the Association for Supervision and Curriculum Development. Alexandria, VA: ASCD, pp. 1-18.
  • Schmidt, H.G. Machiels-Bongaerts, M. Hermans, H. Ten Cate, T.J. Venekamp, R. Boshuizen, H.P. (1996). The development of diagnostic competence: Comparison of a problem based, an integrated and a conventional medical curriculum. Acad Med ,71, 658-64.
  • Shimura, T.T. Aramaki, K. Shimizu, T. Miyashita, K. Adachi, A. Teramoto. (2004). Implementation of integrated medical curriculum in Japanese medical schools. J Nippon Med Sch, 71, 11-16.
  • Singh, T. Gupta, P. Singh, D. (2013). Integrated teaching. In, Indian academy of Pediatrics Principles of Medical Education (4th ed). New Delhi: Jaypee Publishers, pp 22-26 
  • The Edinburgh Declaration,1988. World congress on the Medical Education of the world Federation of Medical Education. Med Edu, 22, 481-482
6

Changing Society, Changing Humanity: Freirian Goals of Education

Cristobal Madero

Article Views: 73  |  Article Download: 55

Abstract

In this paper, the author demonstrates how education is presented by Freire as the key both for changing society and leading people toward true humanity. The author’s interest is not to further develop the method that Freire elaborated in the sixties and seventies, but, rather, to show the degree to which his theory is coherent with his vision of what it means to become truly human through social change. Specifically, this article explores whether or not education is the key element to build true humanity through social change. The author first explains how dialogue is a necessary starting point to understand the connection between education and change in the two aforementioned levels. The author presents how Freire considers the way myths in unequal societies play a damaging role due to their crystallization of unfair social structures. Consciousness and conscientization are the key tools to overcome these myths. This awareness at the same time is the essential component of an education for liberation. Finally, the author presents some obstacles to this new kind of liberation. 

Keywords: Freire, consciousness, conscientization, dialogue, critical pedagogy, liberation

References

7

What does the literatüre teli us about Children with Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?

Esin Acar

Article Views: 39  |  Article Download: 32

Abstract

Understanding of what is children’s deficiency about learning mathematics and their negative feelings about themselves in math classrooms may enable us an essential knowledge for comprehending the failure mathematics in elementary school classrooms. This article presents the studies about the children with learning difficulties in mathematics and the relationship between cognitive development and mathematical disability. Also, some studies are about teachers’ tasks and behaviors in elementary school mathematics classroom and the teacher’s existing or expected role on teaching to children with low-level learning capacity. The review includes an overview of relevant basic researches and theories through clear implications for pedagogy, a discussion of relevant practical research, an examination of some general issues and concerns having important implications in the area.

Keywords: -

References

8

Aristeia Leadership: A Catalyst for the i2Flex Methodology

Stefanos Gialamas & Maria D. Avgerinou

Article Views: 33  |  Article Download: 14

Abstract

In response to the global educational reform we have developed a new education paradigm, the Global Morfosis paradigm which has been implemented at the American Community Schools of Athens (ACS Athens) Greece for the past decade. This dynamic paradigm consists of three inseparable, interconnected, and interrelated components: the Educational Philosophy of Morfosis (Μορφωση), the i2Flex Delivery Methodology, and the Aristeia (Αριστεια) Leadership Approach. Morfosis is defined within the 21st century framework, as a holistic, meaningful, and harmonious educational experience, guided by ethos (Gialamas, 2014). The vehicle to implement Morfosis, is the i2Flex (isquareFlex), a non-traditional learning methodology that draws on the fundamentals of blended learning, and integrates face-to-face and technology-supported instruction with faculty-guided and independent student learning, aiming at developing higher order cognitive skills within a flexible and inspiring learning design (Avgerinou, 2104). The Aristeia Leadership approach is defined by its two essential components (a) the establishment of an Authentic Leadership Identity (ALI), and (b) the creation of a Collective Leadership-Partnership Approach (CPA) (Gialamas, Pelonis, & Medeiros, 2014).

Keywords: Aristeia leadership, i2Flex, global morfosis, blended learning, K12

References

9

A Review of Curriculum History and the Conceptual Framework of Curriculum History in Turkey

Sümer Aktan

Article Views: 32  |  Article Download: 25

Abstract

Curriculum is generally defined based on the philosophical perspectives of the individuals. One of the definitions of curriculum states that curriculum is a field of academic study and research, having an intrinsic research systematic, theory, and tradition. From this perspective, this study is designed as three main chapters. The first chapter consists of the development process of curriculum as a field of academic study. In the second chapter, the period between 1918 and 1938 in the USA, during which curriculum studies have been institutionalized, was described and then the development process of the curriculum history as a field in curriculum studies was analyzed. In the final chapter of the study, the significance of the studies developed around the education history in Turkey within the context of the curriculum history

Keywords: Curriculum studies, the curriculum history, research on the curriculum history, the education history

References

10

Educational Policies of the Political Parties in Turkey

Erdal Toprakci & Aysun Akcay Gungor

Article Views: 32  |  Article Download: 28

Abstract

The aim of this research is to analyze the party programs of 15 political parties which have participated in the general election of 2011 on the basis of their educational policies. Document analyzing technique from qualitative research designs is used at this study. Data sources of the study consist of education programs of parties which have participated in the general election of 2011. Content analysis is used for data analysis.

Keywords: Educational policy, political party program, educational administration, educational supervision, educational planning and education economy

References