Using a Facebook Group As an Educational Tool: Effects on Student Achievement

This study examined the effectiveness of using a Facebook group to increase pre-service teachers’ knowledge of core technology topics. Further, it examined their use of Facebook, their use of a course-related Facebook group, their participation habits in the group, and their perceptions of using Facebook for educational purposes. Results revealed a significant gain in achievement as measured by scores on pre- and posttests. Additionally, Facebook was most frequently used to maintain existing relationships, to share photographs, and to communicate. The Facebook group was used to lurk/read, post comments, “like” comments, and post additional information. The pre-service teachers indicated that the Facebook group was beneficial in improving readiness for course assessments, was convenient, provided a good means of communication, and enhanced learning.     

Journalistic and other Media Writing Guides

John Hohenberg's The Professional Journalist (New York: Holt, Rinehart CI Jinston, 1978—price not given)

Griffith, John L., and Edward G. Weston. Programmed Newswriting (Englewood Cliffs, N.J.: Prentice-Hall, 1978—$4.50, paper)

Blanche G., and Wayne A. Danielson. Programmed News Style (Prentice Hall, 1978—$4.98, paper)

Lee, Robert, and Robert Misiorowski, Script Models: A Handbook for the Media Writer (New York: Hastings House, 1978—$8.95/4.50)

Hall, Mark W. Broadcast Journalism: An. Introduction to News Writing (New York: Hastings House, 1978—$7.95/4.95)

Bolch, Judith, and Kay Miller. Investigative and In-Depth Reporting (New York: Hastings House, 1978—$9.50)

Williams, Paul N. Investigative Reporting and Editing (Englewood Cliffs, N.J.: Prentice Hall, 1978—price not given)

Kelley, Jerome E. Magazine Writing Today (Cincinnati, Ohio: Writer's Digest, 1978—$9.95)

Nelson, Roy Paul. Articles and Features (Boston: Houghton-Mifflin, 1978—price not given)

Pearsall, Thomas E., and Donald H. Cunningham, How to Write for the World of Work (New York: Holt, Rinehart & Winston l978—price not given),

Mills, Gordon H., and John A. Walker, Technical Writing (New York: Holt, Rinehart & Winston, 1978—price not given)     

Cell Phones in the Classroom: Teachers’ Perspectives of Inclusion,Benefits, and Barriers

Historically viewed as a disruption by teachers, cell phones have been banned from 69% of classrooms (Common Sense Media, 2009). The increased ubiquity and instructional features of cell phones have prompted some teachers to re-evaluate the ban and consider the benefits associated with allowing cell phones in the classroom. This study surveyed 79 teachers to determine their perceptions of using cell phones for classroom instruction. Findings indicated that the majority (69%) of teachers support the use of cell phones in the classroom and were presently using them for school-related work. Teachers identified student engagement and motivation as the primary benefits; barriers included lack of access and class disruption.     

The Draw‐An‐Environment Test Rubric (DAET‐R): exploring pre‐service teachers’ mental models of the environment

The use of drawings as representations of personal mental models or images is one method of analyzing personal beliefs. This article discusses the development of the Draw‐An‐Environment Test and Rubric (DAET‐R) for assessing the mental models or images of the environment held by pre‐service teachers. It also provides results of preliminary research using the DAET‐R to assess pre‐service teachers’ personal beliefs and understandings about the environment, as interpreted from their drawings. Results of this pilot study using the DAET‐R for scoring early childhood pre‐service teachers’ drawings of the environment suggest that the participants’ mental models of the environment are incomplete. Results of this study also show that the DAET‐R can provide information about pre‐service teachers’ beliefs about the environment useful to teacher educators in the development and delivery of environmental education.     

Promoting Early Literacy Through Professional Development For Childcare Providers

This study investigated the potential benefits of offering childcare providers professional development to promote preliteracy skills in young children. It was hypothesized that direct instruction to providers, through rigorous training and mentorship, would increase children's opportunities for reading success and thus, enhance their preliteracy skills. The BUILDING BLOCKS for Literacy program followed recommendations made by the National Research Council, which included shared book reading, phonological awareness, and relationships between speech and print. Sixty-seven providers from 44 settings were trained and mentored over six months. Preliteracy skills of 88 children from those settings were assessed before and after the training. A control group of children was also assessed during the same time frame. Results demonstrated that target children showed significantly greater preliteracy gains than did controls. More importantly, a larger proportion of target children rose from below to above a level considered at risk for reading failure. Implications and recommendations are discussed.     

The Influence of Digital Interactive Textbook Instruction on Student Learning Preferences,Outcomes, and Motivation

This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern United States. Further, the study examined the iBook group's perceptions of the benefits and challenges of using an interactive text as an educational tool. The results showed a significant difference in the achievement of students who received instruction delivered through the use of the interactive textbook versus those who received lecture instruction. In addition, the participants indicated that the iBook provided a new way of learning, and also motivated them to learn, made learning more exciting, increased their attention toward instruction, was more efficient, and increased their interest in the class. A few students disliked viewing in landscape view versus portrait view, felt more cues were needed to alert less intuitive multimedia components, and desired access extended to Android platforms. (Keywords: 21st-century skills, interactive textbooks, iBooks, ebooks, teacher education)