Thoughts on improvable objects, contradiction and object/tool reciprocity in a study of zoo educator professional development

In this forum we discuss three aspects designed to clarify and extend Kelly and Kassing’s paper. These are the roles of improvable objects, contradiction and object/tool reciprocity. In each case we cite relevant literature and pose questions to the field. Our goal is to seed ideas for future discussions concerning the role of activity theory in our current and future research in informal learning settings.     

Technology in Biomechanics Instruction

When used appropriately, modem technology has the potential for improving the effectiveness of biomechanics instruction. Computer presentation packages can be used to assist individuals in understanding complex concepts in a classroom setting or at a remote site. Video and force plate technology employed in progressive stages, moving from simple hand calculations to computerized data processing, can give students a better appreciation of basic principles and improve their ability to apply them in the analysis of cyclic and discrete motor skills.     

Student Achievement in an Educational Technology Course As Enhanced By Cooperative Learning

The purpose of the study was to investigate the effect of cooperative learning on students' achievement in an Educational Technology course in an Initial Teacher Training Program. A cooperative learning strategy was compared with the traditional whole class direct instruction approach. Ninety-five first year full-time students at a College of Education constituted the sample. The students' achievement included: academic achievement in the course, quantity measurement in the use of instructional media, and quality rating of utilization of instructional media during their teaching practice. Their attitude change was also assessed by an Attitude Inventory. The results indicated that cooperative learning strategy had a positive effect on academic achievement and quantity measurement in the use of instructional media (F(l,91) = 7.06, p < 0.01; F(l,91) = 4.59, p < 0.05). Cooperative learning strategy also had a positive influence on students' attitudes towards instructional media and their learning condition (F(l,93) = 5.07, p < 0.05; F(l,93) = 6.20, p < 0.05).     

The Relation between Early Childhood Teachers’ Conceptualization of “Play” and Their Practice: Implication for the Process of Learning to Teach

For centuries, educators and psychologists have advocated “play” as the ideal activity for the development of young children. Actually, play has been found currently to be the central pedagogy in the learning of young children in 21 countries in the world. However, the quality of play-based pedagogy is becoming a key concern across countries. Scholars found that play is either too loosely framed to result in children’s optimal development; or it is too “teacherly” and looses the essence of play. The recent report released by OECD highlighted its concern about play in early childhood education and, urged international researchers and educators to make efforts to bridge the gap. Hong Kong is not an exception on the issue of play enactment. Though resources have been put in for the professional upgrading of early education teachers in the last two decades, the learning and teaching style is still didactic and there appears to be a misinterpretation of play-based pedagogy. The present paper attempts to explore the issue through early childhood teachers’ conceptualization of “learning and teaching through play” with the aim of understanding the problem and shedding light for better ways to prepare teachers in this sector.     

Rapid Prototyping in the Instructional Design Process

Instructional models guide designer activity as they attempt to solve instructional problems. Models provide structure to the project, problem solving strategies, evaluation, and feedback. This paper is designed to examine Rapid Prototyping, a model born in the computer age. Rapid Prototyping embraces computer design strategies, constructivist learning theory, and cognitive psychology. This paper will first look at the “classic” forms of instructional design models, which form the foundation of instructional design. A review of the critical elements of these models will provide the framework to understand the concepts behind the Rapid Prototyping model. Next, this paper will examine how researchers define Rapid Prototyping, how the model is used, whether it is successful, and why some consider it a major shift in the way instruction is designed. By clarifying how RP is structured to solve instructional problems and the processes it uses to produce instructional materials, this paper will strive to determine whether it is a viable alternative to traditional design models.     

Writing and Publishing

John Tebbel's A History of Book Publishing in the United States: Volume III--The Golden Age Between Two Wars, 1920-1940 (New York: R.R. Bowker, 1978---$32.50)

Anne Lyon Haight and Chandler Grannis' Banned Books: 387 BC to 1978 AD (New York: Bowker, 1978---$13.95)

Bruce Joel Hillman and Judith Ann Beraha, eds. 1979 Writer's Market (Cincinnati, Ohio: Writer's Digest Books, 1978---$14.95)

Doris Ricker Marston's A Guide to Writing History (Cincinnati, Ohio: Writer's Digest, 1976---$8.50)

Girls Series Books: A Checklist of Hardback Books Published 1900-1975 (Children's Literature Research Collections, University of Minnesota Libraries, Minneapolis, Minn. 55455---price not given, but about $7.50, paper)