Computer experiences and attitudes of Japanese pharmacy students     

Edward P. Armstrong  Eiichi Akaho  James W. Tysinger 《Education and Information Technologies》1997,2(2):155-163

The purpose of this study was to evaluate the computer experiences and attitudes of first- and fourth-year Japanese pharmacy students. An existing questionnaire that asked questions about computer hardware and software owned, reported level of expertise with software applications, attitudes and concerns about computers, and demographic information was translated into Japanese. After ensuring the accuracy of the translation, first- and fourth-year pharmacy students completed the survey. This study found that most of these Japanese pharmacy students did not frequently use computers. About one-quarter of the students owned a home computer. Slightly more than 10% of the students reported that they could use word processing programs. Their attitudes about computers were positive. Most stated that they should possess basic computer skills when graduating from pharmacy school. The students also indicated that they would rather learn from computers than attend lectures or read texts or journals. However, 63 first-year (32%) and 45 fourth-year (43.7%) students said that microcomputers were too complicated for them to use  相似文献   

难忘的时刻     

风铃 《海外英语》2003,(2):26-27

有句老话说:"你应该把每一天都当做生命的最后一天来过."这的确算得上是个不错的观点,但却毫无用处.就拿我来说吧,我曾这样试过一次,结果却得到这么个教训:如果只一味贪图快乐,为暂时的开心而活,我将堕落成一个精糕的丈夫和父亲,一个三天不刮胡子的废物.癌症教会我这一点--苦难是幸福生活中必要的一部分,而且如同天赐的福分一样妙不可言.  相似文献   

Computers and school reform     

Ernest McDaniel  William McInerney  Penny Armstrong 《Educational technology research and development : ETR & D》1993,41(1):73-78

Part of the vision of school reform is to reconstruct schools as learning communities in which students and teachers pursue topics of interest. Computers can provide powerful tools for students in learning communities where inquiry, data gathering, interpretation, thinking, and judgment take place. Changing beliefs in educational goals and great support for teachers will be necessary if we are to realize the potential of computers in restructured classrooms. The greatest possibilities exist in new Professional Development Schools, where university faculty join school teachers in joint efforts to restructure learning environments. New evaluation procedures are also needed if competencies associated with information retrieval and use are to be assessed.  相似文献   

Effects of a Demonstration Laboratory on Student Learning     

Erik McKee  Vickie M. Williamson  Laura E. Ruebush 《Journal of Science Education and Technology》2007,16(5):395-400

Laboratory and demonstration have long been used to supplement lecture in chemistry education. Current research indicates that students are better served by laboratories which exercise the higher-order cognitive skills, such as inquiry-based laboratories. However, the time and the resources available to perform these recommended types of laboratories are continually shrinking. Due to these factors, a demonstration-laboratory was designed to allow students to make observations through demonstration rather then through hands-on laboratory. For this study, the hands-on procedures of an inquiry style laboratory were replaced by an instructor demonstration of these same procedures. A significant difference was found between student conceptual understanding before and after the experiment, indicating that students performing the laboratory experiment and students viewing the demonstration-laboratory had an increase in conceptual understanding. However, no significant difference was found between the conceptual understanding of the two groups after the experiment, indicating that students learn roughly the same from both methods and that the demonstration-laboratory at least does no harm to the students conceptually. Long-term effects on student understanding were not measured. Student opinions comparing the demonstration laboratory to a hands-on laboratory were also collected and analyzed.  相似文献   

The Assessment of Special Educational Needs and the Proletarianisation of Professionals     

Derrick Armstrong  David Galloway  Sally Tomlinson 《British Journal of Sociology of Education》1993,14(4):399-408

This article reports our recent ESRC funded research on the identification of children with emotional and behavioural difficulties under the procedures of the 1981 Education Act. It is argued that the concepts of ‘deskilling’ and ‘proletarianisation’ provide a useful framework of analysis when examining the role of teachers and other professionals involved in the assessment process. However, we discuss evidence suggesting that negotiations between these professionals may focus upon teachers’ attempts to define the nature of their professional activity as ‘skilful’. One consequence of this may be the deskilling of outside professional ‘experts’.  相似文献   

Diversity Flashpoints: Understanding Difficult Interpersonal Situations Grounded in Identity Difference     

Joseph E. Garcia  Karen J. Hoelscher  Vickie L. Farmer 《Innovative Higher Education》2005,29(4):275-289

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“Picturing Them Right in Front of Me”: Guidelines for Implementing Video Communication in Online and Blended Learning     

Richard E. West  Jason Jay  Matt Armstrong  Jered Borup 《TechTrends》2017,61(5):461-469

We provide actionable strategies that teachers can follow when implementing asynchronous video communication and feedback in their own courses. These strategies are based on our own research over many years in the use of asynchronous video in online teaching, as well as our review of the literature, and are provided to foster greater discussion on the pedagogical strategies surrounding the use of video in online teaching.  相似文献   

Ghost stories: Exploiting the convention     

Judith Armstrong 《Children‘s Literature in Education》1980,11(3):117-123

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The Use of Video Demonstrations and Particulate Animation in General Chemistry   总被引：1，自引：0，他引：1  

Velázquez-Marcano  Alexandra  Williamson  Vickie M.  Ashkenazi  Guy  Tasker  Roy  Williamson  Kenneth C. 《Journal of Science Education and Technology》2004,13(3):315-323

Different visualization techniques have been used for teaching chemistry concepts. Previous studies have shown that when molecular animations and video demonstrations are used, students seem to better correlate all three levels of representation: macroscopic, submicroscopic, and symbolic. This thinking process allows the students to improve their conceptual understanding and ability to create dynamic mental models. In this study, general chemistry students viewed three experiments involving dynamic fluid equilibrium in a graphic design, a video demonstration, and a molecular animation. The study investigated whether video demonstrations or particulate animations helped the students' conceptual understanding, and if the order of visualizations (video or animation first) produced any differences. Students showed improvement after each visualization. Surprisingly, there was significant improvement in responses between the first and second visualization. This work shows the importance of combining both types of visualizations, but it does not indicate a preference toward a specific order.  相似文献   

An Educational Process Model for Use in Research     

Jenny R. Armstrong 《Journal of Experimental Education》2013,81(1):2-7

An analysis of the formal educational process utilizing a pseudo-systems analysis approach was undertaken to identify and define the major input components which account for or cause changes in the major output component of learning defined in terms of learner behavioral change. Approaches to the experimental study of this process as defbed and delineated were suggested. The importance of studies which examine the higher order interaction areas was emphasized and justified on the basis of informational output maximization which accompanies experimental research of the higher order interaction areas of the input model.  相似文献