bluuebunny/crossref_metadata_2025 huggingface dataset:
Eco-Friendly Construction
Authors: Waghmode Meghmala S. , Gunjal Aparna B. , Bhujbal Namdeo N. , Patil Neha N. , Nawani Neelu N.
Published: October 2018

Increase in urbanization leads to more construction of houses, dams, and streets. Reduction of the global warming effects can be carried out by recycling of construction material and searching for eco-friendly construction material. Greenhouse gas emissions can be reduced with the help of construction material which requires less energy for their production. The concept of eco-friendly construction is based on biomimetic (i.e., finding natural material with potential of endurance and self-cleaning properties). Construction materials like Portland cement and concrete can be replaced by eco-friendly biocement and bioconcrete. Production of biocement and bioconcrete can be done by using plants, algae, and bacteria. Use of less cement in concrete leads to less pollution. Concrete is the mixture of cement, sand, gravel, and water. By addition of pozzolan in concrete, the requirement of cement will be reduced. In the current review, major emphasis is given to eco-friendly construction material.
Urban Quality Assessment at the Neighborhood Scale
Authors: Puglisi Valentina , Ciaramella Andrea
Published: October 2018

This chapter describes the approach adopted within the framework of a multi-destination development project; the goal of which is to promote innovative technologies and methods to evaluate the environmental quality of an urban district under construction. This method of analysis has been tested on an area located in the former historic district of the Fiera di Milano, where a series of typical urban functions are inserted within a large public park. The success of the work is represented by indicators (air quality, acoustic, microclimate) that relate to the finished district and that can be compared with average values in the same city. The system may constitute a protocol capable of bringing benefits to local authorities. This type of assessment could be requested of developers/builders for complex projects, resulting in changes to the initial plan if the assessment identifies critical issues related to the design choices (orientation of buildings, green areas, traffic emissions, etc.) with the ultimate goal of creating neighborhoods with better environmental conditions.
Building Knowledge for Technology Integration in Learning to Teach Secondary School Mathematics
Authors: Ayieko Rachel Angela , Gokbel Elif Nagihan , Akçay Ahmet Oğuz
Published: October 2018

Teachers' knowledge for teaching mathematics in secondary school is incomplete without the inclusion of knowledge of technology integration in teaching. Developing technology pedagogical content knowledge (TPACK) of pre-service teachers is essential in teacher preparation programs because PSTs gain knowledge of how to use technology in mathematics teaching before beginning their practice. This study investigates how preservice mathematics teachers' TPACK emerges during the secondary mathematics methods and field-based courses. The instructors supported the growth of PSTs' knowledge for teaching secondary mathematics and integrating technology in the method courses. The evidence of TPACK knowledge included data from lesson plans and lesson reflections, technology presentations, and semi-structured exit interviews through content analysis. Recommendations for policy and practice are elaborated.
Beyond Apps in Pre-Service Education
Authors: Wilton Lesley , Brett Clare
Published: October 2018

This chapter presents a multiyear case study in a two-year graduate teacher education program at a large urban university in Canada. This research studies how the incorporation of the TPACK theoretical framework and the concept of global competencies supports pre-service candidates' depth of pedagogical understandings when integrating technology into teaching practice. Online surveys were conducted with students attending a compulsory information and communications technology (ICT) course. Five instances of the course across a four-year time span were studied. Online questionnaires were also given to students and five instructors. Four themes were identified by students and instructors: (1) TPACK helps students integrate the three kinds of knowledge, (2) TPACK allows a focus on pedagogy by defocusing on technology, (3) TPACK is a robust theory, and (4) TPACK takes time to integrate into practice. This chapter offers teacher education program recommendations and suggests directions for future research.
Transforming Preservice Teacher TPACK by Transforming Faculty Digital Agency
Authors: Blankenship Rebecca J.
Published: October 2018

In 2016, the Office of the Provost at Florida Agricultural and Mechanical University initiated a highly competitive faculty digital learning initiative (DLI) to promote student-centered learning by retooling existing courses to reflect current and emerging technology trends. For this chapter, the experiences of four fellows were considered within the TPACK framework level of use (LoU) structure in addition to considerations of how the face-to-face to digital transformation were perceived by fellows in terms of what they knew about their pedagogic methods prior to, during, and subsequent to completion of the fellowship. Additionally, descriptions of how each fellow retooled the curriculum and construct of her/his course to reflect better the needs of the 21st century learner will be cross-analyzed through event-flow networks against her/his re-envisioned personal teaching philosophy to establish if pedagogic transformation actually occurred across the digital plane.
Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program
Authors: Gillow-Wiles Henry , Niess Margaret L.
Published: October 2018

This cross-case descriptive study suggests a model for designing online courses that supports TPACK development through communities of inquiry. Borrowing from the world of science research literature, a workbench dialectic inquiry model was engaged in designing a small group-large group dynamic. Mimicking scientists at the workbench, the participants formed relationships in small groups to develop ideas about TPACK, presented their ideas to the larger, whole-class group, then returned to the small groups to integrate feedback. This dynamic group interaction structure provided the participants with the space to develop their TPACK thinking in ways that supported the transition to cognitive discourse. Analysis of the forum postings revealed the complexity of the participant interaction and suggested that facilitating student community engagement supported the development of their TPACK. Course design details are provided. Further research directions might include applying the workbench dialectic inquiry model in other educational contexts and with larger student populations.
Serious Games, Meditation, Brain-Computer Interfacing, and Virtual Reality (VR)
Authors: Murdoch Ryan
Published: October 2018

Brain-computer interfacing (BCI), the ability to interact with software and technology with our thoughts and feelings, presents an exciting new frontier for serious games and learning. This chapter outlines an approach to incorporating real-time brain-monitoring in educational games. Both outlining and suggesting how technically this can be achieved using affordable and accessible “off the shelf” consumer technology and the popular game engine Unity. By designing such experiences considering pedagogy and serious game theory, we can attempt to classify this new form of user interaction and its value for educational purposes. Specifically, this chapter looks to engage players with ideas of meditation by monitoring their “meditation” using BCI technology and visualizing it in engaging game worlds and experiences. As a valuable tool for addressing mental illness and personal wellbeing, meditation is worth exploring as a learning outcome within serious games.
A SWOT Analysis of Virtual Reality for Seniors
Authors: Soltani Pooya
Published: October 2018

The population of older people is increasing. In this book chapter, the author reviewed some of the applications of virtual reality (VR) for seniors in form of a strengths, weaknesses, opportunities, and threats (SWOT) analysis. This approach is commonly used to assess and guide internal and external parameters to accomplish a mission. Some of the challenges that the elderly are facing were reviewed and the way VR can help in overcoming those challenges were discussed. A comparison of VR technologies was also presented. The results show that VR's feasibility and concept are linked to existing technologies and the characteristics of each system control immersion, interaction, and stimulation. VR interventions might have the potential to be used as ecologically valid e-health screening systems. Systems should be specifically designed and adapted for seniors and usability issues should be addressed. Ideally, VR interventions work best in addition to traditional methods. Future studies should use more subjects to ensure the efficacy of such interventions for seniors.
From Chat Therapy to Virtual Reality (VR)
Authors: Barbato Simone , Di Natale Lorenzo
Published: October 2018

This chapter aims to highlight some aspects linked with the psychological interventions adaptability to the virtual setting, focusing on advantages, limits, and the effectiveness criteria of an online intervention, and of the virtual reality (VR) applications in the clinical psychology field. First of all, the authors will examine the characteristics of the web-based setting and of the online psychological counseling service, underling opportunities and risks of text talk-based chat therapy and the issues dealing with the role of the therapist. This will be followed by the analysis of Twende! Project, an online psychological counseling service created by the Italian company Idego – Digital Psychology s.r.l. The chapter will conclude with the presentation of VR systems as an e-therapy tool, considering their application scopes in order to treat mental disorders and showing their adaptability and operational effectiveness in several clinical psychology areas.
E-Learning and Augmented Reality (AR) for Chronic Wound Assessment
Authors: Jorge Nelson Ribeiro , Morgado Lina , Gaspar Pedro J. S.
Published: October 2018

This investigation aimed to verify if augmented reality (AR) increases students' motivation and enhances the development of clinical decision-making skills in wound diagnosis and treatment. A quasi-experimental study was carried out with a sample of 54 nursing students. A comparative analysis of the progress of the control and experimental group was made using the data extracted from the simulator and a questionnaire. First, both groups used e-FER, a virtual simulator that simulates the diagnosis and treatment of virtual clinical cases. In the second moment, the control group continued using only e-FER, while the experimental group used e-FER combined with an AR application to observe the chronic wounds. The results showed that AR enhanced student performance, particularly in wound diagnostic parameters, with highly statistically significant differences (p<0,001), and registering high levels of motivation and simulator usability, even with the introduction of an additional device in the activity.
Globalization and Teacher Education
Authors: Ntuli Esther , Nyarambi Arnold , Agamba Joachim Jack , Ntuli Victor
Published: October 2018

This chapter examines the challenges to 21st century content preparation and pedagogy from the perspective of teaching professionals from different African countries: Cameroon, Ghana, South Africa, Lesotho and Zimbabwe. Specifically, the chapter explores the views and experiences of the participants during and after teacher preparation programs. Findings reveal common challenges, specific 21st century skills that are overlooked, and those not yet fully integrated in teacher preparation programs. The chapter offers suggestions for improvement based on the views of participants, research-based literature review, and best practices in teacher preparation programs.
“Pretty Good Practices” for the Design of Teacher Portfolio Courses
Authors: Greenhalgh Spencer P. , Koehler Matthew J.
Published: October 2018

In this chapter, the authors argue that although portfolios are a popular means of teacher evaluation, they, like any other assessment, must be properly implemented if they are to realize their full potential. Accordingly, they offer seven “pretty good practices” (Mishra, 2008) for designing portfolio courses: peer feedback, authentic audience, diverse resources, learning by doing, open access, confidential spaces, and self-pacing. These practices were developed from the authors' extensive work helping teachers to develop portfolios that demonstrate their learning in their graduate studies, and they help students create portfolios that have value as both summative assessments and places for formative growth. In the spirit of “pretty good practices,” however, the authors invite others to modify these practices for other contexts or to carry out research that would help refine and improve them.
Enhancing Quality Teacher Education Programs in Developing Countries
Authors: Momanyi Marcella
Published: October 2018

This chapter examines the need to enhance teacher quality by infusing quality benchmarks in every aspect of teacher education. These areas include: Teacher education curriculum design and planning; Curriculum implementation; Principles of good teaching and learning; Interactive and effective teaching methodologies; Appropriate scheming and lesson preparation; Assessment and evaluation; and Class management and discipline. Additionally, the author explores emerging issues in teacher education and suggestions for future direction. Finally, this chapter is intended to advance the debate on ways to maintain and sustain quality benchmarks in teacher education programs.
Diversity and Teacher Education
Authors: Zhou Molly Y.
Published: October 2018

Teachers' knowledge and skills in working with students of diverse backgrounds depend largely on their knowledge of ethnic groups and appreciation of culture and language differences. This chapter examined preservice teachers' preparation for diversity in a teacher education program at a university in southeastern United States. Study participants were preservice teachers enrolled in an education course in the school of education at the said university. Thirty preservice teachers' semester long reflections from a diversity education course were collected and analyzed. Two questions guided the discussion of the chapter: 1) What was the learning experience of preservice teachers in the course? 2) What was the collective conscience of preservice teachers on teaching students in increasingly diverse classrooms? The findings revealed that the course experiences facilitated preservice teachers' critical thinking skills on history, cultural identity, family and language difference, ethnic experiences. Implications on diversity in education were discussed.
The Effects of a Knowledge Management-Based Model for Teacher Professional Development in Hands-On Approach
Authors: Ho Thang Vinh , Nakamori Yoshiteru , Ho T.B. , Nguyen Sy-Duc
Published: October 2018

The purposes of the study are (1) to examine the effectiveness of a teacher-training course based on a knowledge management model in blended learning environment; (2) to determine underlying factors that contributed to the success of the course. The employed knowledge management model, which consists of four processes: knowledge co-creation, internalization, sharing and evaluation. Thirty-one in-service secondary school teachers of Hoabinh province participated in a 24-hours teacher-training course for Hands-on approach. The repeated measure analysis of variance revealed that the course improved learners' knowledge and teaching skills for Hands-on approach. Moreover, the content analysed findings indicated that access, interactive activities, formation of learning community, flexibility, time and cost effectiveness, and involvement of administrators and school leaders were underlying factors that contributed to the success of the course. Further implications and suggestions for the courses are presented.
Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes
Authors: Shambaugh Neal
Published: October 2018

One teaching strategy that engages students and teachers in 21st century learning outcomes is project-based learning (PBL). This chapter documents two years of professional development with PBL involving 72 teacher candidates, 19 public schools, and 41 mentoring teachers who jointly created, taught, and evaluated 43 PBL units. An online teacher education course structured the professional development over the last semester for teacher candidates. The semester-long course used the state's professional development materials to structure the design, teaching, and evaluation of the PBL units. The chapter is organized around four main ideas. (1) PBL is an appropriate over-arching teaching approach for classroom teachers to address 21st century learning outcomes. (2) PBL teaching provides teachers a relevant setting for media and technology use. (3) PBL implementation requires ongoing professional development and mentoring. (4) Professional development and PBL teaching can involve both teacher candidates and their mentoring teachers learning from each other.
Academic Service-Learning as a Pedagogical Tool and Strategy
Authors: Barrera, IV Estanislado S. , Dowell Margaret-Mary Sulentic
Published: October 2018

This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases discussed reveal that many well-intentioned young education majors' frames of reference about urban education indicate a dissonance of experience. Public urban education in the US is becoming increasingly stratified with teachers representing White, female, middle income backgrounds and resultant perspectives, but public school children in the United States represent families of color and communities that are predominantly poor. AS-L truly promotes critical thinking about teaching and learning, especially when the tensions surrounding difference surface. Findings indicate that pre-service teachers must first overcome bias, negative expectations, and stereotypes before they synthesize the elements of the instructional process that leads to achieving reflective praxis.
Meeting the Demand for Online Education
Authors: Linton Jayme Nixon , Journell Wayne
Published: October 2018

Although K-12 online education is becoming more common in the United States, the research base is still lagging behind. The field's understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a 9-week orientation session that is part of an established, state-run induction program for prospective K-12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs and for teacher education programs that will eventually have to incorporate online pedagogy into their existing programs in order to meet the rising demand for K-12 online instruction in the United States.
Virtual Activities to Promote Multiculturalism and Sustainability of International Partnerships
Authors: Yoon Jiyoon , Han Insoon
Published: October 2018

This paper is a report on the findings of a study to measure the effects of virtual activities for promoting diversity/multiculturalism and sustaining international partnerships in science teacher education between the America and Korea. Partnership program website and international workshop are the virtual activities in this study to ensure continued collaboration between two countries. Journal and survey with the science teacher candidates, assessment methods the teacher candidates developed for their students, and the number of international partnership programs between two countries are the data resources in this study. Findings indicate that 1) the American and Korean teacher candidates learn diverse knowledge for teaching science after the virtual international activities; 2) they show more consideration on multicultural/diversity aspects as future global science teachers; and 3) these activities continuously improve international relationships between two countries.
The Relationship Between Transformational Leadership Characteristics and Multicultural Education Practices in Teacher Educators
Authors: Greene-Clemons Cheresa
Published: October 2018

This study focuses on the relationship of transformational leadership characteristics in teacher educators and their multicultural education practices as an avenue to prepare and produce more teachers for the increasingly diverse P-12 student population in the 21st century. The more transformational leadership characteristics teacher educators possess, the more multicultural education practices are carried out by them towards producing and transforming teachers to carry out the same characteristics and practices in their classroom. Examples in this study illustrate the importance of the relationship in the teacher educator/teacher-student cycle. Overall, the research findings support that there is a relationship between teacher educators' transformational leadership characteristics and multicultural education practices. Finally, this study highlights the need to provide professional development for teacher educators to enhance their transformational leadership characteristics as well as their multicultural education practices.
Embracing Complexity and Innovation in an Era of Globalization
Authors: Liu Laura B. , Baker Lottie L. , Milman Natalie B.
Published: October 2018

As globalization changes the characteristics of 21st century learners and the learning process itself, it is paramount to discover alternatives to streamlining, rewarding, and comparing talent in a few narrow standardized directions. Supporting the full potential of today's learners entails cultivating globally minded educators committed to exploring evolving meanings of diversity and gleaning from global complexities in nurturing fulfilled lifelong learners. This chapter contributes to forging global practitioner and researcher relationships by examining (a) how diversity is conceptualized by teacher candidates and teacher educators, (b) how Multicultural Teacher Preparation (MTP) is practiced across international settings, and (c) how policy shapes both perceptions of diversity and MTP practices. Findings show international diversity conceptualizations as narrow and complex, and MTP practices as primarily novel or established. Implications call for initiating innovative international collaborations in teacher preparation to explore complex, evolving definitions of diversity shaped by global and local discourses, and learning from each other about what is important and effective across international settings (Darling-Hammond & Lieberman, 2011).
A Call for Teacher Preparation Programs to Model Technology Integration Into the Instructional Process
Authors: Estes Judi Simmons
Published: October 2018

The purpose of this chapter is to create a sense of urgency for teacher preparation programs to integrate technology into the instructional process. School administrators expect that first-year teachers will know how to integrate technology with instruction to enhance the teaching-learning process (Webb, 2011). Yet, teacher preparation program faculty, do not consistently model the use or pedagogy of technology-infused coursework. The intentional embedding of technology in teacher preparation courses and assignments is critical in developing teacher candidates with requisite technology knowledge and skills for P-12 teaching in the 21st century. This chapter discusses: (a) the need for technology literate teachers, (b) the role of teacher preparation programs, (c) the need for technology literate faculty, (d) one training model for integrating technology into instruction, enhancing Missouri's Instructional Network Teaching Strategies (e-MINTS).
The Transference Between Elementary Preservice Teachers' Courses and Technology Use in Teaching
Authors: Sprague Debra R. , Katradis Maria
Published: October 2018

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.
Developing Technological Pedagogical Content Knowledge in Elementary Education Programs
Authors: Polly Drew , Binns Ian C. , Putman S. Michael , Rock Tracy , Good Amy J.
Published: October 2018

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.
Barriers and Challenges Facing Pre-Service Teachers' Use of Mobile Technologies for Teaching and Learning
Authors: Burden Kevin , Hopkins Paul
Published: October 2018

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a one-year postgraduate qualification in England to gain qualified teaching status (QTS). A mixed methods design was employed to collect data using questionnaires and focus groups and the results showed how students' beliefs and attitudes, categorised as second order barriers, are significant factors in determining how effectively mobile technologies are used as a teaching and learning tool. Whilst the research literature suggests access, infrastructure and training, are diminishing as significant barriers for technology adoption, this study found that first-order barriers such as these still remain a significant challenge for pre-service teachers attempting to learn with and use mobile technologies in their practice. The article concludes with implications for practice in teacher education, theory and areas for further research.
Portfolios2
Authors: Lachance Joan
Published: October 2018

Graduate level teacher candidates preparing to work with English learners participate in coursework related to theory and practice for many aspects of second language acquisition. In this presentation the author describes and discusses an innovative capstone project, completed in the context of the second language acquisition course, which conceptualizes and embodies performance-based assessments. What makes this exceptional is that teacher candidates demonstrate deep insight regarding the authenticity of using performance-based assessments with K-12 English learners while simultaneously connecting the concepts to their own pre-service teaching performance-based assessments; Portfolios2.
edTPA Local Evaluation
Authors: Seelke John Louis , Mills Kelly
Published: October 2018

Numerous teacher preparation programs now require teacher candidates to complete teacher performance assessments (TPA) to determine their readiness for the classroom. One of the newest assessments, edTPA, has been used by over 700 teacher preparation programs, with 12 states setting policy tying the successful completion of edTPA to teacher licensure. While edTPA is considered an educative tool for teacher candidates, it has also become a tool for teacher preparation programs to improve and change, as well as engage with their district partners on teacher practice. This chapter will describe one university's story of edTPA local evaluation, including its decisions to use local mentor teachers and local National Board Certified (NBC) teachers to assess the edTPA. It will reveal how bringing partners together through local evaluation can create a common language for teacher preparation, empower actors (mentors, supervisors) to share their voices with university faculty, and help bridge the gap between a pre-service candidate's student teaching year and the first year of induction.
Creating an Early Model of Teaching at The New School
Authors: Kennedy Carol Kahan , Yagjian Tina
Published: October 2018

In 1998, the AT&T Foundation awarded a grant to the Teacher Education Graduate Program at The New School, a university in New York City, to implement an Advanced Professional Certificate (APC) in Teaching and Learning with Technology (TELT). The grant was given to train public secondary classroom teachers in urban schools how to integrate technology into their classes. Using a cognitive science and constructivist-based theoretical framework, a twelve-credit four-course curriculum to earn the APC was developed. The intention was to offer it in a blended format in Fall 2000 through DIAL (Distance Instruction for Adult Learners), the New School's innovative online learning program. Because this was occurring during the early days of computer use in the classroom, many faculty and students had no prior experience in teaching and learning with technology, much less with teaching and learning over the internet. Web-based learning was in its infancy. DIAL was one of the first online learning programs in the United States to offer degrees, certificates and courses in the liberal arts through a computer-mediated environment. The Advanced Placement Certificate in Teaching and Learning with Technology was the first of its kind to offer a theoretically-based course curriculum in a blended learning format to urban educators. The historically significant outcomes were as follows: creating a method for teaching instructors how to teach technology online, learning how to integrate technology in the classroom, learning how to teach as well as participate in an online environment, using the DIAL interface which was an early platform built, in part, on a customized Linux platform. The pilot TELT program used both formative and summative assessments for learning outcomes and efficacy. The results were positive and a model for teacher education with technology was created. Nothing of this kind existed previously. The model was for continuing the New School graduate certificate program in the next stage.
From Preservice to Inservice
Authors: Wang Congcong
Published: October 2018

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.
Study Abroad and Service-Learning in a Catholic Social Teaching Context
Authors: Gonzalez Ana-Lisa , Balderas J. Ulyses
Published: October 2018

Authentic, practical and realistic experiences for pre-service teachers are essential to any effective teacher education program. If combined with two high-impact educational practices: service learning and study abroad, can result in an inclusive and successful education program. Study abroad with a carefully crafted service-learning component would help pre-service teachers to not only, immerse themselves in a foreign culture, but also to refine their craft in that same context. On a Catholic university campus there exists the unique opportunity to include faith in all coursework and experiences that students may have. The application of Catholic Social Teachings, especially the tenets of social justice, should be a major part of what drives pre-service teachers in the classroom. Coursework that has a social justice bend and experiences that reflect the ideals of social justice according to the Catholic Church can prove to be highly impactful if well-designed.
Post Study Abroad
Authors: Melideo Shannon L.
Published: October 2018

Putative in the fields of psychology, sociology, education, and neuroscience is that some degree of learning takes place in significantly new situations. Ideally, study abroad will provide a multitude of new experiences for teacher candidates to relish, revel in, relate to, and recount. Thus during the study abroad experience, emotional, psychological, and cognitive intelligences of teacher candidates will transform. Prior to departure, a teacher candidate will have intentionally or unintentionally created a version of reality in their lives. Trudging uphill through the mucky streets of a small Ugandan village between tiny homes made of thatch and mire, past this morning's decapitated steer head, and amongst friendly, dirty, children playing with machetes can quickly change a person's version of reality. Practical examples of response and succor for balancing “versions of reality” will be bestowed. Finally, lessons learned to best attempt to prime teacher candidates for potentially perplexing circumstances will be imparted.
Dynamics of Culture and Curriculum Design
Authors: Robinson Helen Mele
Published: October 2018

The population of the United States of America is becoming more diverse ethnically, racially, and linguistically (Hobbs, Stoops, & Long, 2002). The challenge this poses to faculty of teacher education programs is to edify teacher candidates who are prepared to teach children who might be from a culture other than their own. In this chapter, the author presents a curriculum design model and describes course implementation for exploration of the topic of culture with undergraduate early childhood teacher candidates in a foundations course. Through the course design the preservice teachers are offered an understanding of what is needed to develop the knowledge and skills to be a culturally competent teacher capable of developing a culturally responsive curriculum.
Social Media in Teacher Education
Authors: Carpenter Jeffrey Paul , Krutka Daniel G.
Published: October 2018

Social media's rise has affected human interactions in significant ways, and such media may support learning. But how to prepare teachers who can maximize the educational potential of these technologies remains unclear. In this chapter the authors aim to summarize and synthesize extant research concerning social media use in teacher education, specifically attending to methods, theories, and findings. They begin by defining and situating social media with an eye towards affordances and drawbacks. The authors discuss pertinent research through the lens of experiences various mediums afford individuals and groups, including enhanced interaction, discussion, collaboration, community, feedback, mentoring, and support. Opportunities and challenges associated with the use of social media in the preparation of teachers in and for the digital age are discussed, and the chapter concludes by detailing implications of the existing literature for theory, practice, and future research.
Responsive Practices in Online Teacher Education
Authors: Jóhannsdóttir Thurídur
Published: October 2018

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.
iTE
Authors: Mac Mahon Brendan , Grádaigh Seán Ó , Ghuidhir Sinéad Ní
Published: October 2018

Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.
Technological Pedagogical Content Knowledge
Authors: Harrington Rachel , Driskell Shannon O. , Johnston Christopher J. , Browning Christine A. , Niess Margaret L.
Published: October 2018

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.
Technology and Learning
Authors: Lemoine Pamela A. , Yates Marguerite , Richardson Michael D.
Published: October 2018

This chapter presents innovation and change in university preparation of teachers requires acquisition of technological pedagogy in response to the demands of a knowledge economy where students are engaged in technology implementation in a constantly changing world. Teacher preparation programs historically have been contained on campus using face-to-face instruction. As the second decade of the twenty-first century unfolds, universities have adopted online learning in teacher preparation to accommodate the needs of a more diverse clientele. Educator preparation now faces two major challenges: a critical mass generated by Net Generation students who have increased demands for online access to learning and a teaching force without prerequisite skills and dispositions to dramatically alter modes of instruction.
Study of Integrated Coastal Zone Management and Its Environmental Effects
Authors: Karimi Habibeh , Gholamrezafahimi Farid
Published: October 2018

Coasts were one of the main places of residence for human beings through the history. From the emergence of civilization to now, the human beings used coastal zone as a best place for residence. However, in early 21 century, almost two-third of people in the world (i.e. 3/7 billion people) lived in the 60 km of sea sideline. Therefore, some problems threaten human communities, includes soil erosion, changes in coastline, coastal habitat destruction, drying or polluting underground waters, and creating dangerous situation for hygiene and health in order to lack of insufficient repulsing waste and sewage. Thus, according to these problems, the integrated coastal zone management (ICZM) was considered as a main way for solving the environmental problems. This chapter follows the goal that is related to the ICZM, particularly in Iran, after investigating the problems in the coastal region.
Issues, Concerns, and Local Stakes
Authors: Chaudhary Navendu , Pisolkar Yogesh
Published: October 2018

Coastal Maharashtra is in transition. Growing coastal tourism and allied developmental activities along southern Maharashtra coast needs integration of various stakeholders to address the various issues and concerns. Integrated Coastal Zone Management (ICZM), which can cater to the needs of people while preserving the environment is thus need of the hour. The effects on natural resources, including water, will change the socioeconomic as well as the cultural fabric of coastal communities. This chapter explores a holistic approach to the developmental issues and the impact of climate change on the coastal region with specific cases of villages of Devbag and Tarkarli, coastal Maharashtra, India. It explores both physical and socioeconomic landscapes with special attention given to water resources in the context of changing dynamics of coastal communities and coastal tourism. The chapter discusses the issues and concerns of villages of Devbag and Tarkarli and proposes solutions for a sustainable development.
A Review on Localization Techniques in Underwater Acoustic Sensor Networks (UASN)
Authors: Halakarnimath Basaprabhu S. , Sutagundar Ashok V.
Published: October 2018

The development of underwater acoustics was initiated by sonar technologists to train sonar operators and to predict sonar performance. The traditional approaches of ocean monitoring have drawbacks of real time monitoring, online system configuration, storage capacity and failure detection. To overcome these drawbacks an extensive research work is being carried out by many promotional bodies and prominent researchers to promote the advances and applications of underwater features. Recent advancements in sensor technologies have explored the unexplored applications and help to monitor and forecast the ocean openings. Underwater acoustics plays important role in monitoring systems, seismic monitoring, ocean sampling networks, undersea discoveries, catastrophic prevention, environmental monitoring etc. It is highly desirable to know the location in every application. Localization plays vital role in each and every application. This chapter discusses various techniques which are experimented and tested for different architectures in underwater acoustic sensor networks.
Recursive Inter-Ethnic Violence and the Failure of Development Communication in Africa
Authors: Okigbo Charles Chiedu
Published: October 2018

This chapter traces the evolution of development communication and examines how it has helped or hindered peaceful coexistence in Africa. Starting with the dominant paradigm of the 1950s and 1960s, it explains the critical and dependency model of the 1970s as well as the participatory paradigm of the 1980s before concluding with the most recent iteration which is the social entrepreneurship model of McAnany (2012). These provide a backdrop for examining the place of communication in the recent developments in the six African countries which are among the 10 fastest growing economies of the world today. The final picture to emerge is one that underlines the importance of strategic communication in planned social change, especially in promoting peace and curbing inter-ethnic violence.
Theoretical Aspects on Bottom of the Pyramid in Emerging Economies
Authors: Paviera Milo , Khalik Mahmoud
Published: October 2018

Despite the growing body of literature on the Bottom of the Pyramid (BoP), much remains unclear and more research is needed in a number of areas as this chapter will highlight. Firstly, the broad literature is reviewed which includes looking at definitions and different strands of research undertaken in the field. The chapter then presents three key sectors that the authors believe have the most potential to aid poverty alleviation, while proposing that other types of studies can be conducted for other sectors that are more likely to lead to consumer satisfaction. Points of departure are offered, before discussing microfinance and then latterly in the context of Latin America. The chapter uses secondary data to show key countries and institutions serving the BoP, and to highlight important aspects that merit further attention. Implications for policy makers and practitioners are offered, and this is followed by a number of directions for future research.
Youth Engagement in the Era of New Media
Authors: Iwasaki Yoshitaka
Published: October 2018

Contextualized within the popularity of new media, youth engagement is a very important concept in the practice of public involvement. Guided by the current literature on youth engagement and media studies, this chapter examines the key engagement-related notions involving youth and media usage. Being informed by a variety of case studies on youth engagement through the use of media within various contexts globally, the chapter discusses the opportunities and challenges of engaging youth through media usage. The specific notions covered in this chapter include: 1) the role of “hybrid” media in youth engagement; 2) “intersectionality” illustrating the diversity of youth populations and their media usage; 3) meaning-making through media usage among youth; and 4) building global social relationships and social and cultural capital through youth's media usage. Importantly, the use of new media can be seen as a means of reclaiming and reshaping the ways in which youth are engaged, as key meaning-making processes, to address personal, social, and cultural issues.