Establishing an Equitable and Fair Admissions System for an Online Doctoral Program

The field of educational technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in educational technology and examines the specific admissions system used by the Department of Educational Technology at Boise State University.     

Stress Factors and their Alleviation in Parents of High Risk Pre‐term Infants

Often severe stress is experienced by parents after the birth of a high risk premature infant. This review defines this type of parental stress as differentiated from the normal stress of transition to parenthood; reviews the literature which delineates a conceptual framework for relating pre‐term at‐risk birth to specific parental stressreactions; and proposes strategies that may assist in alleviating these reactions.     

United States Public Law 99‐457: An Ounce of Prevention

This brief article details the provisions of United States Public Law 99‐457 which authorizes early intervention services for handicapped infants, toddlers and preschoolers and their families, which are to be implemented by the 1990‐91 school year.     

Langage,jeu et activite mathematique

Pour aborder par une voie nouvelle les problèmes concernant l'élaboration du langage et ses relations avec la formation de la pensée, nous avons employé des représentations non verbales, inspirées de certains outlis mathématiques. Ce support devait permettre la mise en évidence du niveau de complexité logique maîtrisé par des enfants, alors qu'ils ne savent pas encore exprimer verbalement tout ce qu'ils pensent.Or, un des buts essentiels de l'enseignement de base doit être le suivant: entraîner les enfants à utiliser les fonctions supérieures du cerveau. Ceci est capital pour leur permettre de représenter et d'exprimer ce qu'ils font. Nous voulons décrire dans cet article certaines conséquences pédagogiques de la technique d'investigation citée plus haut. Nous montrons, ici, qu'une méthode très simple, fondée sur l'emploi de jeux mathématisés, permet de faire prendre conscience aux enfants âgés de 8 à 10 ans, de certaines capacités logiques qu'ils maîtrisent déjà. Il est alors possible de les amener à formuler verbalement ces notions, ce qui semble utile pour atteindre le but de l'enseignement de base énoncé ci-dessus.     

The United States Regular Education Initiative

ABSTRACT

The Regular Education Initiative (REI) has been proposed in the United States as a means of integrating special education students into regular classes. REI has caused considerable debate as to its merits in both regular and special educational systems. The implications of this debate are discussed as well as specific problems and issues regarding REI.     

Labels DO Matter! A Critique of AECT’s Redefinition of the Field

AECT has recently (yet again!) redefined our field, reverting back to the use of the term educational technology. We believe this recent change is problematic for a number of reasons, but primarily because of the weak rationale offered for the change. This change affects how external audiences view our profession and is likely to confuse practitioners in corporate and higher education settings in particular. We offer a review of job postings, program titles, and listserv discussions to support our case. The labels we use to define ourselves are critically important - and we hope to see a stronger case made for changes for our foundational definitions in the future.     

Attention deficit disorders: characteristics,assessment, and interventions

ABSTRACT

In the United States, there is an increasing prevalence of children who are diagnosed with an attention deficit disorder (ADD). The essential features of ADD are developmentally inappropriate degrees of inattention, impulsivity, and motor hyperactivity. The rate of prevalence could differ in other countries depending on the definition of the condition. This article will review related research in the United States about ADD which will include the following topics: differential diagnosis and assessment, treatment, interventions, and parent training. The overlap of ADD with other handicaps will be described as well as assessment techniques such as interviews, rating scales, and observations. Studies of the efficacy of medication, educational interventions, cognitive‐behavioral strategies, and parent training are reviewed. In the conclusion, suggestions for further research are outlined which may further assist youngsters with ADD to adjust at school, in the home, and in the community.     

Video feedback: is it worth the effort? A response to Borup et al.

Educational technology research and development - It is easier than ever to provide video feedback. Research has shown that video feedback, among other things, can help increase conversational and...