The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a…

Pedagogically, the term "bottleneck" refers to a moment when students may face barriers to understanding content in the process of learning. As instructors identify "bottlenecks" within their courses, they are faced with the challenge of how to best assist students in overcoming them. Further, most instructors want to know what selected teaching…

In the past few years, many students have begun to lose interest in science and information and engineering technology courses because they find them too boring and hard to learn. To strengthen this field of education and stimulate students' motivation and interest in learning, this study introduces a theoretical pedagogical framework based on…

In the upper-level communication seminar that the author teaches--"Practices of Citizenship"--students learn and reflect on multiple theories and practices of citizenship as they develop their own voices in civil, academic, and intellectual conversations. As Aristotle argues, citizenship is a practice, a habit that must be learned. Aristotle's…

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's construct of pedagogical content knowledge (PCK) to include technology knowledge. The…

This paper describes the design of an educational module which aims to raise awareness and change the attitudes of elementary school students about focal endangered species in protected areas. The proposed design builds on, and extends the General Teaching Model. The educational module which was developed through this approach was pilot-tested in…

Dr. Sally Knipe, Course Coordinator, Bachelor of Education (Middle Schooling) at Charles Sturt University has been teaching undergraduate students in this program for six years. When Charles Sturt University introduced a learning management system, Interact she, with the faculty's educational designer, Miriam Edwards worked together in developing…

With the reauthorization of the Individuals with Disabilities Education Act (IDEA 2004) and No Child Left Behind legislation (2001), the call for collaboration is omnipresent. A review of the current landscape makes this imperative obvious. With the mandate for inclusion and the necessity for special education teachers to collaborate with their…

Distance education has become an expectation with students who have grown up with technology as well as nontraditional and working students. Most universities now offer a wide range of online courses and degree programs to meet these needs. Online delivery of technology courses, however, has been problematic when the course includes very complex…

It is essential that preservice teachers have successful experiences with infused technology during teacher preparation. This article describes a project in which collegial interaction among practicing teachers and preservice teachers at four participating institutions of higher education was enhanced by technological innovation. The Recursive,…

Universal Design for Instruction (UDI) allows educators to provide accessible education on the basis of individual learner needs. This article describes strategies for applying principles of UDI to rehabilitation education as well as an overview of its history and philosophy. Illustrative examples as well as supportive literature germane to the…

Blended learning is an approach to instructional design that seeks to maximize learning potential by applying the most effective form of instruction for a given program element. The term "blended learning" should not refer to just the mixing of training delivery methods (as it is often defined) but to the orchestrated application and integration…

Brief descriptions are provided of four Ohio Follow Through programs, each of which is pilot-testing a different teaching model. The programs are: Akron, The PEP-IPI Model; Cleveland, The Responsive Environment Model; Dayton, The Engelmann-Becker Model; and Martins Ferry, The Mathemagenic Activities Model. The PEP (Primary Education Project)-IPI…

The purpose of this guide is to provide a middle school literacy model, to describe practices and strategies of literacy education, and to assist school communities as they implement a balanced Turning Points literacy program that is responsive to the particular needs of middle school students. This guide includes: (1) the rationale for a Turning…