This document provides guidance on reflective writing for teaching experiences. Reflective writing involves analyzing a teaching situation and showing how the experience will inform future practice. Reflective thinking allows teachers to determine how they would approach similar situations in the future. Reflective writing should focus on why changes would be made rather than just describing actions. Teachers need to use specific evidence and details to explain their interpretations and identify improvements for their practice.
The document discusses 21st century skills needed for literacy in the digital age. It identifies seven types of digital age literacy: basic, scientific, economic, visual, information, multicultural, and global. It also outlines skills for inventive thinking including adaptability, self-direction, curiosity, creativity, risk-taking, and sound reasoning. Additionally, it lists skills for effective communication such as teaming, interpersonal skills, personal responsibility, social/civic responsibility, and interactive communication. Finally, it discusses skills for high productivity including prioritizing, planning, managing for results, using real-world tools, and producing high quality products.
The document discusses a study that explored teaching pragmatics to 9-year-old Japanese EFL students through dialogic intervention using visual narratives. Three students received three lessons over six weeks using three English picture books, focusing on levels of politeness, requests, and sociopragmatically appropriate behaviors. Assessment included formality judgment tasks, discourse completion tasks, and student-generated visual tasks. Video data showed that repeated visual assistance from the teacher and peers led to enhanced pragmatic awareness, though limited English exposure made it difficult for students to produce new expressions or match language to context appropriately during instruction.
This document is a dissertation proposal submitted by Takayuki Nakanishi to Temple University's Graduate Board in partial fulfillment of the requirements for a Doctor of Education degree. The purpose of the proposed study is to conduct a meta-analysis of existing research on extensive reading to investigate the overall effectiveness of extensive reading and whether factors like learners' ages and length of the extensive reading program impact outcomes. The meta-analysis will analyze data from group comparison studies that included control groups and pre-post studies that only included experimental groups. The proposed dissertation will contribute to understanding the trends shown in past extensive reading research and guiding future research directions.
This document discusses a study that examined whether the poor English proficiency of English second language (ESL) teacher students affected the progress of ESL learners during support lessons. The study analyzed errors in portfolios of teacher students enrolled in an Advanced Certificate in Education program at the University of South Africa. The results showed similarities between the errors of teacher students and learners, suggesting the teachers' limited English skills may have negatively impacted learners' English acquisition. However, the document notes other factors could also influence learners and more research is needed.
Effective teachers understand how children learn through educational theories like Piaget's constructivism and Vygotsky's social learning. They support children's literacy development by scaffolding experiences like modeled, shared, interactive, and guided reading and writing. Teachers create a community of learners through demonstration, engagement, response and assessment, while organizing literacy instruction through units, literature circles, workshops, and basal reading.
This document provides guidance on writing a research paper, including the importance of publication for scientific progress. It discusses various aspects of writing a paper such as choosing a publication type, structuring the paper, selecting results to include, writing the title, determining authorship, and drafting the abstract. Key recommendations include identifying the paper's aim early, waiting until results are finalized before writing, and communicating the work in a clear manner to ensure it is read and understood.
This document provides guidance on reflective writing for teaching experiences. Reflective writing involves analyzing a teaching situation and showing how the experience will inform future practice. Reflective thinking allows teachers to determine how they would approach similar situations in the future. Reflective writing should focus on why changes would be made rather than just describing actions. Teachers need to use specific evidence and details to explain their interpretations and identify improvements for their practice.
The document discusses 21st century skills needed for literacy in the digital age. It identifies seven types of digital age literacy: basic, scientific, economic, visual, information, multicultural, and global. It also outlines skills for inventive thinking including adaptability, self-direction, curiosity, creativity, risk-taking, and sound reasoning. Additionally, it lists skills for effective communication such as teaming, interpersonal skills, personal responsibility, social/civic responsibility, and interactive communication. Finally, it discusses skills for high productivity including prioritizing, planning, managing for results, using real-world tools, and producing high quality products.
The document discusses a study that explored teaching pragmatics to 9-year-old Japanese EFL students through dialogic intervention using visual narratives. Three students received three lessons over six weeks using three English picture books, focusing on levels of politeness, requests, and sociopragmatically appropriate behaviors. Assessment included formality judgment tasks, discourse completion tasks, and student-generated visual tasks. Video data showed that repeated visual assistance from the teacher and peers led to enhanced pragmatic awareness, though limited English exposure made it difficult for students to produce new expressions or match language to context appropriately during instruction.
This document is a dissertation proposal submitted by Takayuki Nakanishi to Temple University's Graduate Board in partial fulfillment of the requirements for a Doctor of Education degree. The purpose of the proposed study is to conduct a meta-analysis of existing research on extensive reading to investigate the overall effectiveness of extensive reading and whether factors like learners' ages and length of the extensive reading program impact outcomes. The meta-analysis will analyze data from group comparison studies that included control groups and pre-post studies that only included experimental groups. The proposed dissertation will contribute to understanding the trends shown in past extensive reading research and guiding future research directions.
This document discusses a study that examined whether the poor English proficiency of English second language (ESL) teacher students affected the progress of ESL learners during support lessons. The study analyzed errors in portfolios of teacher students enrolled in an Advanced Certificate in Education program at the University of South Africa. The results showed similarities between the errors of teacher students and learners, suggesting the teachers' limited English skills may have negatively impacted learners' English acquisition. However, the document notes other factors could also influence learners and more research is needed.
Effective teachers understand how children learn through educational theories like Piaget's constructivism and Vygotsky's social learning. They support children's literacy development by scaffolding experiences like modeled, shared, interactive, and guided reading and writing. Teachers create a community of learners through demonstration, engagement, response and assessment, while organizing literacy instruction through units, literature circles, workshops, and basal reading.
This document provides guidance on writing a research paper, including the importance of publication for scientific progress. It discusses various aspects of writing a paper such as choosing a publication type, structuring the paper, selecting results to include, writing the title, determining authorship, and drafting the abstract. Key recommendations include identifying the paper's aim early, waiting until results are finalized before writing, and communicating the work in a clear manner to ensure it is read and understood.
This document discusses complex expectations for student learning. It notes that learning is a complex process of interpretation, not linear, and that learners create meaning socially. Deep learning occurs over time through relationships between memory and different contexts. Assessment should focus on pedagogy, curriculum, instructional design, and capturing student learning through experiences and learning styles. Collaborative assessment involves identifying shared learning outcomes and designing methods aligned with practices to assess expectations. Results are interpreted collectively to enhance teaching and learning.
This document discusses past and present paradigm shifts in education and explores potential future learning paradigms in light of entering the knowledge era. It notes that learning processes are still based on a content-driven paradigm but that information and communication technologies are profoundly impacting knowledge production and learning. Going forward, institutions should focus on enabling learners to navigate information and knowledge rather than providing content, and teachers should become coaches to help learners navigate available information and knowledge. This exploration of new learning paradigms anticipates the significant impact of the emerging knowledge economy on how people deal with information and learning.
This document discusses teachers' practical knowledge about teaching reading comprehension. It first provides background on the shift in research focus from teacher behaviors to the cognitions and beliefs that underlie practice. It then reviews literature on different categories of teacher knowledge, including formal knowledge gained from education and practical knowledge gained from experience. The study aimed to examine English for Specific Purposes teachers' practical knowledge about teaching reading comprehension and look for shared and unshared categories among them. It found no shared categories but a significant difference in categories between teachers.
This document provides a critical review of research on the effects of computer-generated feedback, known as automated writing evaluation (AWE), on the quality of students' writing. It finds that while AWE feedback has a modest positive effect on the quality of texts students produce using AWE programs, there is little evidence it transfers to broader improvements in writing proficiency. It identifies factors like the paucity of research, mixed findings, heterogeneous participants and designs, and some methodological issues that limit conclusions about AWE's effectiveness. It calls for more classroom-integrated research emphasizing how AWE can support writing instruction.
This document outlines Ralph Tyler's model for curriculum design. It begins with a definition of curriculum as the planned learning experiences and outcomes designed to promote students' growth. It then discusses curriculum models as being based on theories of teaching and learning and tailored to specific learners. The core of Tyler's model involves answering 4 fundamental questions: 1) desired educational goals, 2) learning experiences to achieve these goals, 3) effective organization of experiences, and 4) evaluation of goal achievement. The model also considers the nature of knowledge, needs of learners and society to design curriculum.
This document discusses how webquests can be used to develop critical reading skills for English as a foreign language students. It defines webquests as inquiry-oriented activities where students use online resources to answer a main question. Webquests promote critical thinking, knowledge application, social skills, and scaffolded learning. They allow for collaborative work and require students to synthesize information to form their own opinions. The document also provides examples of how teachers can structure a webquest activity and assess students' work using rubrics to determine if a webquest is appropriate.
The document discusses how school activities and partnerships with international schools can help develop 21st century skills for students in Indonesia. It provides examples of successful partnership projects between Indonesian schools and schools in other countries, including partnerships focused on games, marine science, and rivers. These projects helped students develop skills in creative and critical thinking, communication, collaboration, and lifelong learning. Both students and teachers reported benefits from involvement in these international partnership projects.
This manuscript describes a two-phase process to redesign a university graduate college's program evaluation measures and methods. In phase one, the team conducted a needs analysis through literature review, focus groups, and interviews. Based on stakeholder feedback, they redesigned the evaluation instruments and conducted alpha testing. In phase two, they revised the instruments based on alpha testing data and conducted beta testing with over 2,000 students. The final redesigned evaluation system replaces a paper exit questionnaire with multi-event, online assessments aligned with organizational goals and reporting needs. It provides longitudinal data to support program improvement at the graduate college and department levels.
This chapter introduces the key questions addressed in the book regarding the role of emotions in educational change, teaching, teacher education, and leadership. It notes that while teacher emotions have increasingly become an important topic, there are relatively few books focused specifically on emotions in education. The book aims to contribute new understandings on how emotions affect teachers' work and lives, the implications for managing educational change and school improvement, and how teacher education can address emotions. It does so through original chapters from international scholars responding to five questions on the central themes and impact of teacher emotions.
This study examined the use of communication strategies by ESL learners during a game-based activity and the influence of teacher and student beliefs on strategy use and fluency development. Video recordings were analyzed of students playing a spot-the-difference game in pairs to identify their strategy use. Interviews with teachers and students explored their beliefs about effective strategies. The results revealed hesitation was a commonly used and approved strategy and that teacher beliefs influenced student strategy use and fluency levels.
This document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management varies between teachers based on their style, personality, and student population. It is important for teacher satisfaction and helping students cooperate. Principles include minimizing disruptions while teaching self-management. Techniques involve focusing attention, moving around, and engaging students. Transition time between activities should be minimized to maximize engagement. Awareness of what is happening, known as "withitness," is also important. Rules and communicating clear expectations help establish control. Understanding behavior functions can inform appropriate responses to misbehavior.
1. A scientific paper is a published report describing original research results that must adhere to specific formatting and publication guidelines.
2. To be considered a valid primary publication, a paper must be the first disclosure of research, provide sufficient experimental details, be essentially permanent, and be accessible to the scientific community.
3. Most scientific papers follow the IMRAD structure of Introduction, Methods, Results, and Discussion, though some fields use variations and exceptions exist. The goal is to communicate research findings in a clear, uniform manner.
This document provides guidance on effective lesson planning for teachers. It discusses the importance of planning, identifying goals and standards, assessing students, and incorporating best practices. An effective lesson plan includes objectives, materials, introduction, presentation, practice, evaluation, and closure. Detailed plans are important for guiding instruction and supporting substitute teachers.
The document discusses how to evaluate information sources for reliability. It introduces CARRDS, a tool for evaluating credibility, accuracy, reliability, relevance, date, source, and scope/purpose of information. Questions are provided for each element of CARRDS to help determine if a source is trustworthy enough to be used. The document also discusses how to use domain suffixes to gauge the validity and potential bias of a source. Sources like .edu and .gov are generally reliable while .com may have built-in bias and .org could be biased towards the organization.
This document discusses moving beyond multiple-choice questions in interactive e-assessment. It begins with an introduction to assessment types and a simple assessment model. It then provides examples of interactive e-assessment tools and techniques, such as diagnostic quizzes, Java applets, simulations, virtual worlds, and role-plays. Finally, it speculates on future types of assessment that may involve more immersive and authentic environments, and measure higher-order skills like problem-solving.
The document discusses inquiry-based learning (IBL) and problem-based learning (PBL). IBL requires students to go beyond memorization and apply solutions to problems. It shifts students from passive learning to active engagement through investigating real phenomena. PBL uses cognitive conflict or puzzlement as the stimulus for learning. Both approaches emphasize self-directed learning through investigating authentic, meaningful problems with guidance from teachers.
Reflective writing involves thoughtful analysis of teaching experiences to improve future practice. It requires teachers to examine how experiences inform their practice, not just describe actions. Reflective thinking allows consideration of how similar situations may be approached differently. Reflection overlaps with analysis by asking why certain outcomes occurred, and involves self-assessment of past lessons to guide future instruction. When reflecting, teachers should focus on interpreting student performance to enhance teaching, and ask what was and was not known about students and their learning.
This document discusses the importance of imagination in curriculum and teaching. It argues that human learning is an imaginative activity, yet most high school curricula are lacking in imaginative material and focus too heavily on standardized tests. This document proposes incorporating more imagination into daily teaching activities and using creative assessment techniques that evaluate students based on their abilities rather than test scores alone. It suggests understanding how teenagers think and feel before designing curricula or assessments. Finally, it provides some examples of imagination activities that could be included, such as student-generated learning units, daydreaming, oral traditions, and drama.
This document provides an overview of different research methods used in education research, including both quantitative and qualitative approaches. It discusses basic, applied, evaluation, and action research. It also covers descriptive research, correlational research, causal-comparative research, experimental research, and ethical considerations related to research methods and instruments. Key points include different types of sampling, challenges to sampling, considerations for research instruments, and threats to internal and external validity for experimental designs.
This document provides guidance on writing a research proposal. It discusses what constitutes research and outlines the typical structure and components of a research proposal, including an introduction with the problem statement and objectives, a literature review, research questions or hypotheses, research design and methodology, data collection and analysis plans, and a timeline. It also covers defining the population and sampling, developing and validating instruments, and formatting references. The goal is to present the key elements in a research proposal to systematically plan and design a research study.
This document discusses complex expectations for student learning. It notes that learning is a complex process of interpretation, not linear, and that learners create meaning socially. Deep learning occurs over time through relationships between memory and different contexts. Assessment should focus on pedagogy, curriculum, instructional design, and capturing student learning through experiences and learning styles. Collaborative assessment involves identifying shared learning outcomes and designing methods aligned with practices to assess expectations. Results are interpreted collectively to enhance teaching and learning.
This document discusses past and present paradigm shifts in education and explores potential future learning paradigms in light of entering the knowledge era. It notes that learning processes are still based on a content-driven paradigm but that information and communication technologies are profoundly impacting knowledge production and learning. Going forward, institutions should focus on enabling learners to navigate information and knowledge rather than providing content, and teachers should become coaches to help learners navigate available information and knowledge. This exploration of new learning paradigms anticipates the significant impact of the emerging knowledge economy on how people deal with information and learning.
This document discusses teachers' practical knowledge about teaching reading comprehension. It first provides background on the shift in research focus from teacher behaviors to the cognitions and beliefs that underlie practice. It then reviews literature on different categories of teacher knowledge, including formal knowledge gained from education and practical knowledge gained from experience. The study aimed to examine English for Specific Purposes teachers' practical knowledge about teaching reading comprehension and look for shared and unshared categories among them. It found no shared categories but a significant difference in categories between teachers.
This document provides a critical review of research on the effects of computer-generated feedback, known as automated writing evaluation (AWE), on the quality of students' writing. It finds that while AWE feedback has a modest positive effect on the quality of texts students produce using AWE programs, there is little evidence it transfers to broader improvements in writing proficiency. It identifies factors like the paucity of research, mixed findings, heterogeneous participants and designs, and some methodological issues that limit conclusions about AWE's effectiveness. It calls for more classroom-integrated research emphasizing how AWE can support writing instruction.
This document outlines Ralph Tyler's model for curriculum design. It begins with a definition of curriculum as the planned learning experiences and outcomes designed to promote students' growth. It then discusses curriculum models as being based on theories of teaching and learning and tailored to specific learners. The core of Tyler's model involves answering 4 fundamental questions: 1) desired educational goals, 2) learning experiences to achieve these goals, 3) effective organization of experiences, and 4) evaluation of goal achievement. The model also considers the nature of knowledge, needs of learners and society to design curriculum.
This document discusses how webquests can be used to develop critical reading skills for English as a foreign language students. It defines webquests as inquiry-oriented activities where students use online resources to answer a main question. Webquests promote critical thinking, knowledge application, social skills, and scaffolded learning. They allow for collaborative work and require students to synthesize information to form their own opinions. The document also provides examples of how teachers can structure a webquest activity and assess students' work using rubrics to determine if a webquest is appropriate.
The document discusses how school activities and partnerships with international schools can help develop 21st century skills for students in Indonesia. It provides examples of successful partnership projects between Indonesian schools and schools in other countries, including partnerships focused on games, marine science, and rivers. These projects helped students develop skills in creative and critical thinking, communication, collaboration, and lifelong learning. Both students and teachers reported benefits from involvement in these international partnership projects.
This manuscript describes a two-phase process to redesign a university graduate college's program evaluation measures and methods. In phase one, the team conducted a needs analysis through literature review, focus groups, and interviews. Based on stakeholder feedback, they redesigned the evaluation instruments and conducted alpha testing. In phase two, they revised the instruments based on alpha testing data and conducted beta testing with over 2,000 students. The final redesigned evaluation system replaces a paper exit questionnaire with multi-event, online assessments aligned with organizational goals and reporting needs. It provides longitudinal data to support program improvement at the graduate college and department levels.
This chapter introduces the key questions addressed in the book regarding the role of emotions in educational change, teaching, teacher education, and leadership. It notes that while teacher emotions have increasingly become an important topic, there are relatively few books focused specifically on emotions in education. The book aims to contribute new understandings on how emotions affect teachers' work and lives, the implications for managing educational change and school improvement, and how teacher education can address emotions. It does so through original chapters from international scholars responding to five questions on the central themes and impact of teacher emotions.
This study examined the use of communication strategies by ESL learners during a game-based activity and the influence of teacher and student beliefs on strategy use and fluency development. Video recordings were analyzed of students playing a spot-the-difference game in pairs to identify their strategy use. Interviews with teachers and students explored their beliefs about effective strategies. The results revealed hesitation was a commonly used and approved strategy and that teacher beliefs influenced student strategy use and fluency levels.
This document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management varies between teachers based on their style, personality, and student population. It is important for teacher satisfaction and helping students cooperate. Principles include minimizing disruptions while teaching self-management. Techniques involve focusing attention, moving around, and engaging students. Transition time between activities should be minimized to maximize engagement. Awareness of what is happening, known as "withitness," is also important. Rules and communicating clear expectations help establish control. Understanding behavior functions can inform appropriate responses to misbehavior.
1. A scientific paper is a published report describing original research results that must adhere to specific formatting and publication guidelines.
2. To be considered a valid primary publication, a paper must be the first disclosure of research, provide sufficient experimental details, be essentially permanent, and be accessible to the scientific community.
3. Most scientific papers follow the IMRAD structure of Introduction, Methods, Results, and Discussion, though some fields use variations and exceptions exist. The goal is to communicate research findings in a clear, uniform manner.
This document provides guidance on effective lesson planning for teachers. It discusses the importance of planning, identifying goals and standards, assessing students, and incorporating best practices. An effective lesson plan includes objectives, materials, introduction, presentation, practice, evaluation, and closure. Detailed plans are important for guiding instruction and supporting substitute teachers.
The document discusses how to evaluate information sources for reliability. It introduces CARRDS, a tool for evaluating credibility, accuracy, reliability, relevance, date, source, and scope/purpose of information. Questions are provided for each element of CARRDS to help determine if a source is trustworthy enough to be used. The document also discusses how to use domain suffixes to gauge the validity and potential bias of a source. Sources like .edu and .gov are generally reliable while .com may have built-in bias and .org could be biased towards the organization.
This document discusses moving beyond multiple-choice questions in interactive e-assessment. It begins with an introduction to assessment types and a simple assessment model. It then provides examples of interactive e-assessment tools and techniques, such as diagnostic quizzes, Java applets, simulations, virtual worlds, and role-plays. Finally, it speculates on future types of assessment that may involve more immersive and authentic environments, and measure higher-order skills like problem-solving.
The document discusses inquiry-based learning (IBL) and problem-based learning (PBL). IBL requires students to go beyond memorization and apply solutions to problems. It shifts students from passive learning to active engagement through investigating real phenomena. PBL uses cognitive conflict or puzzlement as the stimulus for learning. Both approaches emphasize self-directed learning through investigating authentic, meaningful problems with guidance from teachers.
Reflective writing involves thoughtful analysis of teaching experiences to improve future practice. It requires teachers to examine how experiences inform their practice, not just describe actions. Reflective thinking allows consideration of how similar situations may be approached differently. Reflection overlaps with analysis by asking why certain outcomes occurred, and involves self-assessment of past lessons to guide future instruction. When reflecting, teachers should focus on interpreting student performance to enhance teaching, and ask what was and was not known about students and their learning.
This document discusses the importance of imagination in curriculum and teaching. It argues that human learning is an imaginative activity, yet most high school curricula are lacking in imaginative material and focus too heavily on standardized tests. This document proposes incorporating more imagination into daily teaching activities and using creative assessment techniques that evaluate students based on their abilities rather than test scores alone. It suggests understanding how teenagers think and feel before designing curricula or assessments. Finally, it provides some examples of imagination activities that could be included, such as student-generated learning units, daydreaming, oral traditions, and drama.
This document provides an overview of different research methods used in education research, including both quantitative and qualitative approaches. It discusses basic, applied, evaluation, and action research. It also covers descriptive research, correlational research, causal-comparative research, experimental research, and ethical considerations related to research methods and instruments. Key points include different types of sampling, challenges to sampling, considerations for research instruments, and threats to internal and external validity for experimental designs.
This document provides guidance on writing a research proposal. It discusses what constitutes research and outlines the typical structure and components of a research proposal, including an introduction with the problem statement and objectives, a literature review, research questions or hypotheses, research design and methodology, data collection and analysis plans, and a timeline. It also covers defining the population and sampling, developing and validating instruments, and formatting references. The goal is to present the key elements in a research proposal to systematically plan and design a research study.
The document provides guidance on writing a research proposal and completing a RC/REG (Research Committee/Registration) form for registering a research degree at the University of Sunderland. It discusses the key components of an effective research proposal, including aims, rationale, methodology, timeline, and original contribution. It also outlines the registration process, which involves submitting the RC/REG form and presenting the research plan at a registration meeting with supervisors and reviewers. The goal of the meeting is to ensure the proposed research is viable, significant, and can be completed within the allotted time period.
The document provides guidance on developing a competitive CAREER proposal for submission to the National Science Foundation (NSF). It discusses key elements of a successful CAREER proposal including developing a strategic research plan, choosing an appropriate research topic, finding the right program at NSF, and writing an effective summary. The workshop emphasizes that the CAREER award is for career development, not solely research, and proposals must clearly articulate research and education objectives and approaches. It also provides dos and don'ts for proposal writing and highlights important questions for potential applicants.
This document discusses qualitative research methods, specifically participant observation. It provides an overview of qualitative research approaches, contrasting them with quantitative methods. The core activities of qualitative research are then examined, including literature reviews, the researcher's role, participant selection, data collection settings, analysis, and data saturation. Common qualitative methods like ethnography, grounded theory, and phenomenology are also summarized. The document concludes by focusing on participant observation as a key data collection technique in qualitative research.
This document provides an overview of research methodology and the scientific method. It discusses the key steps in the scientific method including making observations, developing questions and hypotheses, conducting experiments to collect data, analyzing the data, and drawing conclusions. The document also provides examples to illustrate concepts like the difference between accuracy and reliability in measurement. The overall goal is to help students develop an understanding of fundamental research methodology principles.
Evaluation and assessment are processes used to determine the significance, worth, or quality of educational programs, activities, and student progress. There are three main types of evaluation: preliminary evaluation occurs early to provide expectations, formative evaluation provides feedback to improve programs during development, and summative evaluation determines effectiveness at the end. Assessment involves documenting knowledge, skills, and attitudes, usually in measurable terms, and can be formative, summative, or evaluative to provide feedback to students and instructors or evaluate curricula. Assessment should be integrated within learning activities to build insight about learning.
This document discusses a study that aimed to determine the most effective learning theory for teaching multimedia software programs. The study compared the constructivist and behavioral learning theories when instructing Photoshop and InDesign software. A randomized quantitative experiment was conducted with 167 students enrolled in design classes. Results indicated that a behavioral approach was more beneficial than a constructivist approach, with no significant difference found between the software programs. The study provides additional information to the debate on learning theories and their application to teaching multimedia programs.
1. 2211sstt CCEENNTTUURRYY SSKKIILLLLSS
LLIITTEERRAACCYY IINN TTHHEE DDIIGGIITTAALL AAGGEE
By
Dr.Magdy M. Aly
Professor of Curriculum&
EFL Instruction
FACULTY OF
EDUCATION ,AIN SHAMS
UNIVERSITY
20:50 ١٤٣٦/٠١/٣٠ MAGDY M. ALY 1