Teacher perceptions of integrating technology in writing

With increasing emphasis by policymakers, there has been an increase in access to technology within schools across the globe. However, recent survey findings suggest that teachers may not be integrating technology into their writing instruction in meaningful and effective ways. Variability in technology integration can be attributed to teacher attitudes about technology. This study seeks to understand teacher attitudes and perceptions regarding writing instruction and use of technology. Interviews of 47 middle school teachers revealed that most teachers considered themselves to be technology users who perceived their students’ writing skills to be deficient, yet spent little time on writing instruction in content areas. Teachers indicated that barriers to using technology included that it was too time-consuming; they had limited access; and they perceived access to be a competition. However, teachers revealed that technology was positive for students with disabilities, differentiating instruction, and providing twenty-first-century learning opportunities. These findings suggest that teacher attitudes and perceptions play an important role in technology integration. In addition to increased access to technology, school divisions should provide pre-service and in-service training and time for reflection so that teacher attitudes that impede technology integration can be positively manipulated to improve technology integration in the classroom.     

艺术设计教育必须强化学生实践能力的培养

艺术设计教育的任务是培养为社会主义现代化建设服务的专门人才，必须与生产劳动相结合。因此，通过建立和完善工作室这种途径强化实践环节，注重学生实际能力的培养，就显得非常现实和重要。     

高校校园文化建设与思想政治教育的互动

在２１世纪初,如何充分发挥高校校园文化和思想政治教育在高校中的育人功能,在实践中处 理好高校校园文化建设和思想政治教育的关系,已经成为高校和社会团体共同关注的问题。文章从高校校 园文化与思想政治教育的辩证关系出发,探讨了高校校园文化建设与思想政治教育的互动作用。     

浅析计算机辅助教学中的三个误区

计算机技术的普及和发展，推动了教育现代化的进程，其中，CAI即是教育现代化进程出现的新生事物之一。但在实践中它却存在不少误区，比如：过分追求时尚，谈教学方法改革、教学模式创新必有CAI；脱离实际，全员开发制作CAI课件；重视课件设计，忽视教学设计等。对这些误区，我们应该以积极的态度探索和研究，扬长避短，使其发挥最佳的效果。     

试析网络教学

随着计算机网络的发展 ,出现了一种新的教学形式———网络教学 ,它的出现对传统的教学组织形式产生了重要影响 .本文主要阐述了网络教学的优势与不足 ,以及教学组织形式的发展与网络教学的关系     

Blocking optimized SIMD tree search on modern processors

Tree search is a widely used fundamental algorithm. Modern processors provide tremendous computing power by integrating multiple cores, each with a vector processing unit. This paper reviews some studies on exploiting single instruction multiple date (SIMD) capacity of processors to improve the performance of tree search, and proposes several improvement methods on reported SIMD tree search algorithms. Based on blocking tree structure, blocking for memory alignment and dynamic blocking prefetch are proposed to optimize the overhead of memory access. Furthermore, as a way of non-linear loop unrolling, the search branch unwinding shows that the number of branches can exceed the data width of SIMD instructions in the SIMD search algorithm. The experiments suggest that blocking optimized SIMD tree search algorithm can achieve 1.6 times response speed faster than the un-optimized algorithm.     

Relationships between pre-service teachers’ conceptions of assessment,approaches to instruction,and assessment: an achievement goal theory perspective

The purpose of this paper was to examine the relationships between pre-service teachers’ conceptions of assessment and their intended approaches to classroom instruction and assessment. We operationalised approaches to instruction and assessment according to Achievement Goal Theory, postulating that pre-service teachers approach instruction and assessment from either a mastery or performance perspective. The results from a correlational study of 344 Canadian pre-service teachers showed that intended instruction and assessment practices were separated according to mastery and performance approaches. However, there was also alignment between the concepts such that pre-service teachers who had a mastery approach to instruction were more inclined towards a mastery approach to assessment. Approaches to assessment were also related to pre-service teachers’ conceptions: beliefs that assessment holds students and schools accountable were positively related to a performance approach to assessment. In contrast, a belief that assessment improves teaching was positively related to a mastery approach to assessment and negatively to a performance approach. We discuss relationships between conceptions of assessment, approaches to classroom instruction and assessment as conceptualised from an Achievement Goal Theory perspective.     

Teaching PubMed in Cyberspace: The Development of a Self-Learning Package

ABSTRACT

This article discusses the development of a series of online modules for learning the PubMed version of MEDLINE. Funded by a National Library of Medicine grant and targeted initially to physician assistants practicing in New Hampshire, the project is approved for CE credit nationally by the American Association of Physician Assistants. The development of the project is described, the tutorial modules are reviewed, and issues encountered with technology and human factors are discussed and evaluated.     

Visualization and its role in students’ assessment of scientific explanations

It is argued that an important first stage in students’ assessment of scientific explanations is that of visualization. A test of visualization is developed and the results for students in their first year of university education are presented. Certain characteristics of defective visualization and the circumstances in which blocks to satisfactory explanation assessment are created emerge rather clearly.

     

Balancing Institutional Demands with Effective Practice: A Lesson in Curricular and Professional Development

ABSTRACT

Online writing courses have developed in importance to meet student learning and institutional expectations; over time, a controversy about training online instructors and building sustainable programs has emerged. This article relates training demands within the University of Arizona’s Writing Program and development of an online professional & technical writing certificate. The article proposes training instructors with master courses and building a sustained program through a participatory design to create a professional and integrated environment.