ethanporcaro/eric-fulltext-meta huggingface dataset:
UH Information Technology Services: Faculty Development Program
Author: Okimoto, Hae
Date: 2002-00-00
Type: Journal Articles
Subjects: Information Technology,Educational Technology,Faculty Development,Summer Programs,Computer Software,Virtual Classrooms,Technology Integration,Electronic Learning,Web Based Instruction,Distance Education,Online Courses,Instructional Design,Technical Support,Program Development,Program Implementation,Access to Education,College Instruction,College Faculty,Program Descriptions,Integrated Learning Systems,Institutes (Training Programs)

Universities are increasingly looking toward technology to overcome geographical barriers to access, and this has placed new demands on faculty to explore the potential of technology in their classrooms. As a result, faculty development in the use of appropriate applications for teaching and learning has become a critical issue. In the 2000 &quot;Educause&quot; survey of current issues in higher education, faculty development was rated, out of forty issues, as the third highest information technology related issue deemed most important for campuses to address for strategic success. The faculty development efforts of the Distributed Learning and User Services (DLUS) group of the University of Hawai'i system's Information Technology Services (ITS) encompasses a variety of initiatives ranging from providing technology training to the faculty in a number of software applications (Photoshop, Powerpoint, iMovie, and Respondus), to hands-on training in how to improve classroom teaching using technology. In addition, special provisions are made to help faculty prepare to teach online and develop skills in online pedagogy. In this article, the author describes the various initiatives of the UH's Information Technology Services to train the faculty in technology as well as pedagogy so they are better prepared to use technology effectively in both bricks and clicks classrooms.
A Smooth Road from Conventional Teaching to Distance Learning in Teacher Education
Author: Nishinosono, Haruo
Date: 2002-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teaching Styles,Distance Education,Foreign Countries,Educational Technology,Conventional Instruction,Visual Aids,Global Approach,Correspondence Study,Educational Principles,Educational Change,Internet,Technology Integration,Electronic Learning,Web Based Instruction,Integrated Learning Systems,Program Development,Program Implementation,College Instruction,Program Descriptions,Ideography

As a result of rapid developments in information and communication technology (ICT), dramatic changes are taking place in approaches to teaching and learning in university and school classrooms. These changes offer new opportunities to explore entirely new methods of instruction in teacher education. ICT provides alternatives to conventional audiovisual media (films, videos and TV programs) and opens up an entirely new framework for knowledge distribution among teaching professionals. However, introducing new information technologies into schools will not automatically confer benefits on teachers and students. In spite of the promise made available by technology, many teachers remain conservative, preferring to hold fast to their familiar teaching practices, and reluctant to explore the possibilities that technology creates for transforming teaching and learning. Of course, the introduction of ICT into schools does not automatically produce benefits to students. It often amounts simply to the installation of equipment that is seldom used. The reasons for this reluctance to change can be traced to the individualistic and isolated nature of the teaching profession and the low communication rate among colleagues in the workplace. In this paper, the author describes, in two parts, an innovative approach to distance learning for teacher education conducted with second year students in the B.Ed. program at Bukkyo University in Kyoto, Japan. The first part concerns the development of symbols and a pictorial presentation system for a universal communication required for distance learning. The second, concerns the application of the system to convert instruction from a traditional teaching style to a new one applicable to distance learning, and to examine its feasibility. (Contains 4 figures.)
Three Decades of Distance Learning: Enrichment at the University of Hawai'i
Author: Southworth, John H.
Date: 2003-00-00
Type: Journal Articles
Subjects: Electronic Mail,Distance Education,Discussion Groups,Online Courses,Educational Technology,Telecommunications,Educational History,Personal Narratives,Educational Innovation,College School Cooperation,Schools of Education,Teacher Education Programs,Computer Software,Internet,Technology Integration,Electronic Learning,Computer Assisted Instruction,Web Based Instruction,Influence of Technology,Computer Mediated Communication,Educational Change,College Instruction,College Faculty,Educational Trends,Program Descriptions,Technological Advancement,Teleconferencing,Foreign Countries

This article was composed collaboratively using Nicenet, a computer electronic bulletin board. The three co-authors collaboratively edited the file and exchanged drafts via e-mail while simultaneously gathering reflections from colleagues online. Their collaboration on authoring this article in some sense closes the circle of similar activities pioneered by the three of them almost thirty years ago. But their aim is not merely to demonstrate innovative writing techniques, it is also to offer a personal history of online learning. They aim to give a personal account of some of the interesting events that have taken place in computer telecommunications over the past three decades. In addition, they'll show how this technology has become more available and therefore more effective as and educational tool.
An Online Community: Department of Defense Education Activity (DoDEA) and the University of Hawai'i
Author: Speitel, Thomas
Date: 2003-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Communities of Practice,Network Analysis,Social Networks,Computer Mediated Communication,Partnerships in Education,Academic Standards,Database Management Systems,Courseware,Educational Technology,Educational Practices,Government Role

Online communities are meeting places for learners on the Internet designed to facilitate interaction and collaboration among people who share common interests and needs. Most participants are drawn by an opportunity to share a sense of community with like-minded strangers, regardless of were they live. School communities can be distinguished by goal: there are communities of practice (teachers in the same practice or department sharing information), communities of learning (student and teacher study groups), and communities of purpose (project groups, committees, etc.). This paper will focus on online communities in K-12 school settings and the higher education communities that support them. It will describe some of the initiatives between the Department of Defense and the University of Hawai'i occurring right now and also offer the author's perspectives on needs and opportunities for the future.
Building Team Collaboration in the Virtual Classroom
Author: Napier, Wallace
Date: 2003-00-00
Type: Journal Articles
Subjects: Graduate Students,Online Courses,Cooperative Learning,Virtual Classrooms,Student Attitudes,Teamwork,Teaching Methods,Educational Environment,Data Analysis,Evaluation Methods

In this article, the authors describe a study of a web-based, teambuilding instructional module that included activities designed to improve collaboration skills among team members conducting online projects. This module was formatively evaluated using 24 graduate students who were enrolled in an online course that assigned two online team projects during the Fall 2000 semester. Both quantitative and qualitative data indicated that students were satisfied with the teambuilding instruction and their virtual team experiences, gained online collaboration skills and indicated they would apply these skills to future online collaborative projects. These findings imply that educators who teach online courses and assign online team projects should consider integrating online teambuilding instruction into their coursework and study the value of this instructional approach for their students. (Contains 3 figures.)
Learning Community Experiences with Teachers in American Samoa
Author: Ho, Curtis P.
Date: 2003-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Interaction,Foreign Countries,Educational Technology,Computer Mediated Communication,Teaching Experience,Blended Learning,Social Networks,Communities of Practice,Educational Strategies,Computer Science Education,Teaching Methods,Educational Practices,Interpersonal Communication

A learning community can play an important role in facilitating student learning in a class and this is especially evident for distance learning courses. Creating a learning community that is virtual requires the use of online communication tools such as email, threaded discussion boards, and chat rooms. Many online students also benefit through non-instructional activities that promote collaboration and discussion because social interaction can help to form a sense of community and therefore, reduce feelings of isolation often found in distance learning courses. The challenge the author faced when teaching a hybrid course for teachers in American Samoa last summer was to find the proper blend of online activities, instructional and non-instructional, that would help to build and maintain an online learning community. In this article, the author describes his experiences in teaching ETEC 442 Computers in Education as a hybrid course.
History and Philosophy of a Collaborative Learning Laboratory: ECELL 1997-2001
Author: Miyasato, Ellen
Date: 2003-00-00
Type: Journal Articles
Subjects: Learning Laboratories,Educational Philosophy,Educational Development,Program Descriptions,Change Strategies,Educational Change,Instructional Design,Program Development,Instructional Improvement,Teacher Education,Professional Development,Teaching Methods,Electronic Learning,Technology Uses in Education

In this article, the author describes the evolution of Electronic Collaborative Educational Learning Laboratory (ECELL) and shares some of the insights that she has gained over the past five years. ECELL was created as &quot;Collaborative Learning Laboratory&quot; for both pre-service and in-service teachers aimed at transforming the design and delivery of learning through collaboration, reflection, use of best practices and the most effective uses of emerging technologies. The approach was grounded in the foundational beliefs of the Hawaii Education and Research Network (HERN) whose goal was to initiate fundamental changes in the way teachers teach and how students learn.
Three Perspectives on ECELL: An Administrator's Perspective
Author: Galera, Darrel
Date: 2003-00-00
Type: Journal Articles
Subjects: Summer Schools,Educational Research,Learning Laboratories,Electronic Learning,Educational Innovation,Professional Development,Educational Philosophy,Communities of Practice,Program Attitudes,Program Effectiveness,Teacher Education Programs

This article presents the authors' perspectives on Electronic Collaborative Educational Learning Laboratory (ECELL), an innovative summer school experiment conducted over 5 years from 1997 to 2001. The authors offer a detailed picture of the ECELL as a philosophy of professional development, as an organizing framework, and as a community of communities dedicated to professional improvement and renewal.
&quot;Steady Work&quot;: The Ongoing Redesign of the Stanford Teacher Education Program
Author: Darling-Hammond, Linda
Date: 2004-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Articulation (Education),Educational Change,Program Descriptions,Program Development,Program Evaluation,Change Strategies,Program Design,Educational Practices,Educational Innovation,Educational Improvement,Educational Policy,Educational Planning,Educational Objectives

For many years, teacher education has been the subject of persistent concerns, many of which were reflected in a 1997 evaluation of the Stanford Teacher Education Program (STEP). The evaluation noted the lack of a common view of the purpose of STEP, resulting in &quot;contradictory practices and mixed messages&quot;; fragmented coursework; faculty turnover; lack of collaborative planning; inadequate attention to classroom management and other pragmatic concerns; lack of attention to reading instruction and the use of technology; disconnects between the vision of STEP and the pedagogy embodied in courses and placements; and the proverbial lack of connection between theory and practice. Teacher educators have struggled for years to place student teachers in classrooms that reflect state-of-the-art practice and are in synch with program coursework and with research on effective teaching. The articulation and sustenance of a common vision, and the development of a shared understanding of the goals of student teaching, are similarly long-standing challenges. The creation of a curriculum that is systematic and synergistic across courses and across the university and school components of preparation has been difficult in most institutions. Finally, teacher education programs remain the stepchildren of most universities, underfunded and under-resourced by many and treated with intellectual disdain by most. Dissatisfaction with these conditions provoked a redesign of Stanford's Teacher Education Program in 1998, with the hiring of new faculty on the heels of the above-noted evaluation. The redesign efforts aimed to address not only the problems that had been identified, but also the many new demands facing teacher education programs in California and nationally. These include changing demographics and growing diversity, which require greater attention to social equity and inclusion, as well as the evolving knowledge economy, which simultaneously demands higher levels of learning for all citizens. In this paper, the author describes how the redesigned STEP program has pursued these goals, what strategies have been used to implement specific changes in the program, what evaluations of the reforms have discovered about its effects and the broader outcomes of the program, and the additional efforts underway to fulfill the STEP vision. (Contains 1 figure and 2 footnotes.)
Preparing Future Teacher-Leaders: Experiences from the University of Connecticut's Five-Year Teacher Education Program
Author: Schwab, Richard L.
Date: 2004-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Experience,Integrated Curriculum,Professional Development Schools,Seminars,Core Curriculum,Clinical Experience,Barriers,Partnerships in Education,Educational Quality,Program Descriptions,College School Cooperation

The article discusses the Integrated Bachelor's/Master's (IB/M) Teacher Preparation, a five-year teacher preparation program that integrates coursework, school-based clinic experiences, and university and K-12 faculty in the preparation of pre-service teachers. A major component of the IB/M program is the relationship with selected public school districts known as Professional Development Centers (PDCs). Throughout the program, learning experiences are structured into 3 main components: (1) core courses; (2) clinical experiences; and (3) seminars. While the IB/M program has been recognized nationally as a model teacher preparation program, it continues to face challenges, as many schools of education do. These challenges include (1) responding to the state's call to certify more teachers in critical shortage areas while upholding the high standards of the IB/M program; (2) sustaining the university-school partnerships which are critical to the program's success; (3) collaborating with Arts and Sciences faculty; and (4) developing a more comprehensive and cohesive assessment system to measure student progress and inform programmatic changes.
Strengthening Teacher Preparation over Time: A History of University of Hawai'i Teacher Education Programs, 1986-2003
Author: Hitz, Randy
Date: 2004-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Teaching,Teacher Education,Mentors,Teacher Education Programs,Secondary Education,Elementary Education,Program Improvement,Field Experience Programs,Program Effectiveness,Educational History,Internship Programs,Program Evaluation,Cooperating Teachers

In fall 2002, the University of Hawai'i at Manoa (UHM) Board of Regents approved a new structure for teacher education programs in the College of Education (COE). The new Institute for Teacher Education (ITE) provides coordinated oversight for four programs: the Bachelor of Education (BEd) in Elementary Education, Bachelor of Education (BEd) in Secondary Education, Post-Baccalaureate Certificate in Secondary Education (PBCSE), and Master of Education in Teaching (MET). The ITE programs share important characteristics. All programs are field-based. Students spend one to two days per week working in school classrooms during the semesters leading up to full-time student teaching and teaching internship semesters. Field experiences, student teaching, and teaching internships are integrated with the university coursework required to complete each program. Assessment data collected from students, school administrators, and mentor teachers indicate positive response to ITE programs, which actively engage students, university faculty members, school-level mentor teachers, and administrators in collaborative efforts to prepare new teachers. The data also provide ongoing feedback for program improvement. These standards- and field-based teacher education programs, grounded in a shared vision for education, are a relatively new development in UHM's teacher preparation history. The purpose of this article is to trace the history of UHM's teacher education from 1986 through present day, noting the important movements and events that provided impetus for change, and to highlight the major challenges that lie ahead.
Transformation and the Quest for Excellence: Professionalization of a Teacher Preparation Program at the University of Missouri
Author: Andrews, Richard
Date: 2004-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Education Programs,Land Grant Universities,Professional Development,Educational Principles,Instructional Design,Change Strategies,Program Design,Program Descriptions,Educational Improvement,Excellence in Education,Educational Quality

A profession has been defined as a calling requiring specialized knowledge and intensive academic preparation. At the University of Missouri-Columbia, specialized knowledge and intensive academic preparation have been the hallmarks of its program since its inception in 1839. The University of Missouri-Columbia (MU) is the flagship and land-grant institution of the four-campus University of Missouri system. This article describes the professionalization of MU's teacher preparation program called Teacher Development Program (TDP) and presents a discussion of the four design principles adopted by the faculty, which serve as the foundation of the program: (1) organizing programs around the problems of practice; (2) creating opportunities for inquiry and reflection; (3) utilizing developmental approaches to performance assessment; and (4) focusing on what educators need to value, know, and be able to do. This article also discusses Teacher Development Program's organization which consists of four phases. These phases provide checkpoints for the major assessments and provide the opportunity to remediate and assist students that have not met phase criteria. Both diversity and use of new learning technologies are overarching themes that are integrated throughout each phase of the program.
A Better Windmill: Teacher Education at the University of Washington
Author: Wasley, Patricia A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Change,Educational Development,Educational Improvement,Educational Innovation,Focus Groups,Self Evaluation (Groups),Organizational Change,Educational Practices,Figurative Language,Change Strategies,Program Descriptions

In many ways, the changing history of the Dutch windmills reminds the author of the many teacher education programs she has worked with and, in particular, the one she now works with at the University of Washington. To those who are unfamiliar with the inner workings of teacher education, programs that prepare teachers probably appear much as they always have: a collection of courses and brief clinical experiences that graduates and their employers often criticize. The reality is quite different. Most teacher education programs (TEP) have been and are being constantly revised to meet the changing needs and priorities of graduates, school districts, and the state. This capacity for adaptation and change is what gives teacher education, like windmills, such enduring value. Adaptation leads to improvement; new developments lead to new approaches. In this article, the author discusses how teacher education at the University of Washington has undergone just such a period of development and renewal.
Making a Difference in the Lives of Others: Teacher Education at the University of Vermont College of Education and Social Services
Author: Andreas, Rosalind E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Helping Relationship,Educational Change,Influences,Educational Policy,Policy Analysis,Educational Practices,Teacher Education Programs,Educational Quality,Barriers,Change Strategies,Program Effectiveness,Program Descriptions

Over the past decade the phrase &quot;making a positive difference in the lives of others&quot; emerged and stuck as a statement--part vision and part goal--for the University of Vermont (UVM) College of Education and Social Services (CESS). The phrase captured the energy and intention of the educator preparation programs and signaled the role of these programs as applied social and behavioral sciences disciplines, thus locating them among the other disciplines of the university. In the early 1990s, the CESS was well positioned as one of UVM's professional schools and was poised for change just as the national debate about the quality of public education of educators was heating up. In this article, the authors begin with a brief examination of that debate, arguing that program development was influenced by claims and assertions in the national discourse and by events and struggles at the local, university level. Turning next to what programmatic changes emerged from this dialectic, the authors conclude by analyzing how effective the changes have been and what needs to happen next. (Contains 3 footnotes.)
An Arts and Sciences Dean Looks at the Tripartite Alliance
Author: Hughes, Judith R.
Date: 2004-00-00
Type: Journal Articles
Subjects: Schools of Education,Deans,Administrator Attitudes,Partnerships in Education,Journal Articles,Literature Reviews,Performance Factors,Educational Experience,Change Strategies

The Tripartite Alliance is one of the most interesting activities that the author has participated in as a faculty member or dean, and she is pleased to be asked to share her views on how far they have come, the progress still to be made, and obstacles that may impede that progress. In this article, the author reflects on the articles in this issue of "Educational Perspectives" and correspondence she has had with administrators of some of the colleges of education represented here, plus her own experiences. She also examines some of the issues that the partnership creates for colleges of arts and sciences and offers some thoughts on how to address them.