DAILY
CONFERENCE PROGRAM
Tuesday
June 5, 2001
|
Tuesday June 5
|
|
Keynote
(8:45 to 10:00 a.m.) |
Tom Rich
|
Auditorium 1 |
Session 1
(10:30 a.m. to 11:15 a.m.) |
Epp
One Size does not Fit All: Adaptive
Technology Update
Assistive/Adaptive Technology
Luchs
Designing Digital Portfolios
Curriculum
Integration of IT - Application
McAuley
Mentoring in a Knowledge-Building Community
Teacher
Professional Development
Parsons
Authentic Learning in a Technology
Rich Public School
Curriculum
Integration of IT - Application
Barnstead
Integrating the Electronic Text Centre
into Teaching and Research: The Kuzmin Collection Project Curriculum
Integration of IT - Application |
Room 2016
Room 2017
Room 2021
Room 2022
Room 2198
|
Session 2
(11:30 a.m. to 12:15 p.m.) |
Welsford
Literacy Skill Development through
Multimedia for Youth at Risk
Assistive/Adaptive
Technology / Educational
Media Production
Campbell
Sociocultural Impact of Virtual Teaching:
the 3rd Shift
Curriculum Integration of
IT - Research / Online/Distance Education
Leung
Using the Web in the Classroom
Curriculum Integration of
IT - Research
Doiron
Building Information Literacy: an Electronic
Document for Developing Media and Information Literacy
Information
Access and Management
Groen
E-Learning Standards
and Specifications
Information
Access and Management |
Room 2016
Room 2017
Room 2198
Room 2022
Room 2021
|
|
LUNCH (12:30 to 1:45 p.m.)
|
LUNCH (12:30 to 1:45 p.m.)
|
|
Session 3
(1:45p.m. to 2:30 p.m.) |
Trites
Special Needs Technology Resource Support
Team (START)
Assistive/Adaptive
Technology
Webster
Better Online Research through Instructor/Library
Cooperation
Curriculum
Integration of IT - Application / Information
Access and Management
Kakkar
International Online Courses: Teaching
a Culturally Diverse Group of Learners
Curriculum Integration of
IT - Research / Online/Distance Education
Fletcher
Race Rocks.com - an Island of Technology
in a Sea of Education
Business
Education Partnerships / Curriculum
Integration of IT - Application
Groen
E-Learning Standards
and Specifications
Information
Access and Management |
Room 2016
Room 2017
Room 2022
Room 2198
Room 2021
|
Session 4
(3:00 p.m. to 3:45 p.m.) |
Schmetzke
Barriers to Barrier-Free Distance Education:
Problems and Strategies for Change
Assistive/Adaptive
Technology / Online/Distance Education
Wozney
Factors Affecting Teachers' Perceptions
and Integration of Computer Technologies
Curriculum Integration of
IT - Research
Proctor
A Constructivist Alternative to the
Cognitive Based Models for Developing Interactive Multimedia Learning Resources
Curriculum Integration of
IT - Research
Daniels
A Novel Approach to Distance Education
Online/Distance
Education
Syme
Integrating Information Technology
with Art Education
Curriculum
Integration of IT - Application
Davis
Classroom Video
on Demand
Business
Education Partnerships / Online/Distance
Education |
Room 2016
Room 2017
Room 2021
Room 2022
Room 2198
Room 2041 |
Session
5
(4:00 p.m. to 4:45 p.m.) |
Hof
Digital Talking Books The DAISY Way
Assistive/Adaptive
Technology
Raju
The Alberta Distance Learning Centre
Administration
and Management / Online/Distance
Education
Finlay
The Web and Academic Departments: Case
Studies of Organizational Change
Administration
and Management / Curriculum Integration of IT
- Research
Munro
The Interdisciplinary Middle Years
Multimedia (IMYM) Project
Curriculum
Integration of IT - Application / Curriculum Integration
of IT - Research
Burka
The PEI Science and Technology Awareness
Site: A valuable tool for enhancing science literacy in the community
Curriculum Integration of
IT - Application
Cardwell
Setting and Communicating
Internet Policies
Business
Education Partnerships / Information
Access and Management |
Room 2016
Room 2017
Room 2021
Room 2022
Room 2198
Room 2041
|
Evening |
Seafood Buffet - Pier 21
(Entertainment: Fiddlers Dave MacIsaac
and Louis Benoit)
|
|
Barnstead, John
A.
Russian Studies, Dalhousie University
Integrating the Electronic Text Centre
into Teaching and Research: The Kuzmin Collection Project
The Electronic Text Centre at Dalhousie
University is a service providing World Wide Web access to full-text documents
resulting from faculty and student research projects in the humanities,
scholarly publications, university materials, and special projects.
As part of this initiative, the Kuzmin Collection presents a broad and
growing collection of primary and secondary materials associated with Russian
poet, novelist, dramatist, and composer Mikhail Kuzmin (1872-1936), a key
figure in the development of the twentieth century Russian avant-garde.
This presentation discusses the ways in which the project has evolved to
become increasingly integrated into ongoing teaching and research.
The Kuzmin Collection Project has engendered a continuing cooperative effort
between the Electronic Text Centre and the Canada World Youth organization,
which brings young Canadians and Russians to the Centre for training and
work experience in information technology, including examination of the
SGML/XML text encoding initiative, web page design, QuickTime Virtual Reality
(QTVR), and issues of Russian-English translation; moreover, elements of
the project have been introduced into upper-level language classes to expand
potential employment skills of our graduates. Research into neglected
aspects of Kuzmin's musical compositions and settings of his poetry
by such figures of the "repressed Russian avant-garde" as Anatolii Akeksandrov
(1888-1982), has been facilitated by use of computer-assisted music transcription
(the Finale 2000 program). The Electronic Text Centre allows the presentation
of this research to a widely-scattered scholarly audience at minimal expense,
in a much more useful form than would be possible using traditional forms
of publication, even were they financially feasible. By giving students
"hands-on" experience in ongoing scholarly research and translation, and
by providing the means to examine the interrelationships of poetry, music,
and the visual arts, the Dalhousie University Electronic Text Centre makes
a growing contribution to the life of the University and its mission to
serve the community.
Back to top
Burka, John
Professor, Anatomy & Physiology
The PEI Science and Technology Awareness
Site: A valuable tool for enhancing science literacy in the community
The PEI Science and Technology Awareness
Site (STAS) is the outgrowth of science awareness activities and Science
Fair work at the University of Prince Edward Island (UPEI). A website,
situated on the internet at http://stas.edu.pe.ca, was started in 1997
and since then has grown, expanded, and been revised to make it interactive.
Back to top
Campbell, Katy
Academic Technologies for Learning, University
of Alberta
Sociocultural Impact of Virtual Teaching:
the 3rd Shift
Faculty at most post-secondary institutions
in Canada are encouraged to transform their teaching practice and embrace
learning technologies. This is occuring at the same time that quality
of life issues (e.g. workloads, stress-related leaves, etc.) are
taking a toll on the academic, research, and social lives of teaching faculty.
There is a growing body of literature reflecting the learnrs' contexts,
but administrations also need to consider the situation from the instructors'
point of view. This presentation will outline a pilot research project
investigating the impact of teaching in technology-enhanced and distributed
environments on the individual's work and social life. A potential outcome
of this discussion is identifying related issues at institutions and in
classrooms across Canada, and developing an instructional support/faculty
development model.
Back to top
Cardwell, Mary
Marketing Manager, SurfControl
Setting and Communicating Internet
Policies
The Internet has changed the face of education
forever. Students can visit Paris with the click of a mouse,
as well as learn how to build a bomb or join a cult. Educators need
tools and practices to help embrace technology and the Internet while protecting
their students and the performance of their IT systems.
Internet access policies are complex and
controversial. Communication of Internet policies to parents, students
and staff can be complicated, but it is essential that all these groups
understand the policies and the reasoning behind them.
Another factor that is gaining importance
is protecting IT performance. Bandwidth used to surf to non-learning
sites can hinder system performance. With the increasing popularity
of downloading or streaming video and audio files, a district's already
taxed T1 line can be halted by oversized entertainment files leaving little
or no bandwidth for learning-related projects.
This presentation will address setting
Internet policies, communicating these policies and implementing filtering
systems with tips from educators who have done it successfully.
The implementation of filtering using Microsoft Proxy Server will also
be discussed.
Back to top
Daniels, Dr. Cupido
Radiology Department, Dalhousie University
A Novel Approach to Distance Education
A novel approach to distance education
via the Internet has been developed by which the educational content is
delivered via the Internet but learning occurs off-line. From a student's
perspective, course delivery occurs in the following sequence: (a) Download
and install a base program (typically 2 MB) which contains the structure
of the course and all the multimedia interactivity, (b) download and install
the content for each module (typically 250 KB per module). In media
rich courses such as radiology, the media can either be distributed via
CD-ROM, or be downloaded off the Internet. Each student is assigned
a login-ID and password - when they log onto the program, an Internet connection
is required so that student authentication can occur with the web-server.
Once authorization has occurred, students can disconnect from the Internet
and work through the content which has previously been downloaded onto
their local computers. Two courses, one for medical students, and
one for allied health professional students have already been successfully
delivered by this method. The web page from which students download
the course material is http://medix.medicine.dal.ca/radiology
Back to top
Davis, John
Managing Directory, Classroom Video
Classroom Video on Demand
All our 300 videos have been digitized
as MPEG-1 and stored on a hard disk drive. This 76 GB HDD can be
attached to a laptop via firewire. Classroom Video has developed
an interface searchable by subject, grade and keyword. There is almost
instantaneous access to a selected video. Teachers’ guides for the
videos are available as PDF files. Programs can be played from a
variety of access points (like chapter headings); the viewer can grab frames
from the video and text from the guides. This system can operate
over a network with up to 40 clients accessing the HDD simultaneously.
New videos would be sent to clients on CD and could be added to the collection
as they are produced.
Back to top
Doiron, Ray
Associate Professor, Faculty of Education,
University of Prince Edward Island
Building Information Literacy: an Electronic
Document for Developing Media and Information Literacy
During this session, participants will
be introduced to an innovative and interactive information
literacy tool which is unlike other paper or electronic documents. Building
Information Literacy provides all educators, including teacher-librarians,
with a complete framework for information literacy skill development
as well as curriculum-based student learning outcomes.
Through a demonstration and slide presentation,
particpants will learn about the planning, development, and implementation
model used in creating the document, and you will discover its application
to integrated school library programs; this electronic document includes:
a collection of exemplary resource-based learning projects (from entry
to grade twelve, developed by school-based educators), information technology
activities (including web-based projects), facilitated discussion about
information literacy and resource-based learning
You will have ample opportunity to consider
how you might apply this model to your particular situation. Come
prepared for a truly interactive learning experience and discover
why educators and curriculum developers in Atlantic Canada and beyond are
excited about this approach to building students' media and information
literacy.
Back to top
Epp, Mary Anne
Director of Contract Administration, Library
Services, Langara College
One Size does not Fit All: Adaptive
Technology Update
Adaptive Technology for students with
disabilities is a constant challenge as well as a new opportunity for opening
doors to teaching and learning in a new way. Many issues have been
identified to the National Library of Canada's Task Force on Access to
Information for Print Disabled Canadians. The issues include: public
policy on accessible formats such as accessible Web design and online courses,
Canadian laws relating to copyright exemptions for people with perceptual
disabilities, standards for production of taped books, large print, electronic
text, and braille, new technological innovations such as the Digital Audio
systems for production of audiobooks, and training for accessibility providers.
Mary Anne Epp will describe some of the applications of adaptive technology
in the college setting.
Back to top
Finlay, Jeff
Assistant Director, Center for the Virtual
University, University of Maryland
The Web and Academic Departments: Case
Studies of Organizational Change
While educational research has paid much
attention to the experience of individual faculty members teaching Web-enhanced
courses, the ways academic departments have responded to this technology
or changed their practices as a result are not at all well known. This
presentation examines how academic departments in a variety of settings
have adapted technology, specifically the Web, in process transforming
both their own identities and the role assigned to technology within those
departments.
Strategies for utilizing the Web by academic
departments have taken many forms. Some departments have chosen to create
online resources as a multimedia backbone for a range of courses. Some
have digitized and put online local collections or bodies of material germane
to the discipline represented in the department. Some have distributed
Web resources for use by faculty on an as needed basis. All such technology
adaptation has commonly required extensive resources, such as grants, equipment,
space, support services, and staffing. But it is also clear that the effect
is transformative when the means to sustain the adaptation over time is
found.
Because the use of Web-enhanced resources
and media in instruction requires considerable preparation and readiness,
its managers are forced to focus on pedagogy; thus departments adapting
the Web for instructional use have inevitably reoriented themselves so
as to place special emphasis on pedagogy training and effective teaching.
In many cases departments that have embraced the Web have made strategic
changes in the way they work and in the educational goals they strive to
meet, and the Web resources being developed by the department have come
to serve as catalysts in assisting this change. Departments which previously
had no public identity can acquire high public visibility as centers of
educational excellence through this use of technology.
The information in this presentation is
based on research conducted from 1999-2000 interviewing chairs of a number
of departments in the United States and Canada. The presentation is illustrated
by examples of departments that have followed one or another model of Web
adaptation, or that have been particularly successful in realizing the
goals with which they initiated the adaptation.
Back to top
Fletcher, Gary
Pearson College of the Pacific
Race Rocks.com - an Island of Technology
in a Sea of Education
“racerocks.com” An Island of Technology
in a Sea of Education is a presentation of the racerocks.com website and
a live interactive webcast from the Race Rocks Marine Protected Area in
the Strait of Juan de Fuca. It provides an example of the versatility of
live webcasting and an interactive website for distance education.
The following is an outline of the session:.
This presentation consists of a review
of some of the features and resources of the racerocks.com website and
will include a live transmission of an intertidal or subtidal session direct
from the Pacific Coast (weather permitting) . A summary of the program
follows:
1. The
startup of the racerocks.com Project
a) The
destaffing of a lighthouse stimulates a vision for an ecologically sustainable
future.
b) The
role of the Millennium partnership program and other partners in the startup
of the
project.
c) The
adoption of Sorenson Broadcaster and QuickTime streaming as the key to
bringing
the site to the internet.
d) Problem
solving along the way.
2. The Education
model:
a) The
role of our own students in learning by doing.
b) Involvement
of other schools, colleges and museums in distance education using
racerocks.com
c) Environmental
Action using Internet technologies as a process in education.
d) The
educational vision.
3. Projections
for the future:
a) After
phase 2,(environmental sensors) - what?
b) Parallel
applications of the technology model.
c) Can
the model work elsewhere?
Back to top
Groen,
Cliff
Program Manager,
Multimedia Learning Group, Information Highway Applications Branch, Industry
Canada
E-Learning Standards
and Specifications
The rapidly
emerging e-learning industry will be unable to reach its full potential
unless appropriate technical standards are developed and adopted to promote
interoperability and the re-use of full or partial learning object packages.
Multiple international initiatives are underway to
address this fundamental
problem. These include IMS, Dublin Core, SCORM, IEEE-LOM, and others.
This presentation
will review the status of these initiatives and describe Industry Canada's
involvement with e-learning specifications and standards, specifically
through its membership in the IMS Global Learning Consortium, Inc.
IMS is an international organization created to develop and promote open
specifications for facilitating online distributed learning activities,
such as locating and using educational content,
tracking learner
progress, reporting learner performance, and facilitating interoperability
between educational administrative systems.
Through this session,
participants will have an opportunity to become more aware of e-learning
specifications and standards and the impact on their activities, describe
their interest in this area, identify concerns, and help build a visible
network of stakeholders within Canada.
Back to top
Hof, Kees
Manager, Instructional Media Services,
Langara College
Digital Talking Books The DAISY Way.
Describes how Langara College ushered
in the new digital audio technology synchronized with electronic text to
create the new talking book. The impetus came from a federal Millennium
project funded through a partnership with Canadian National Institute for
the Blind and three other Canadian agencies to develop the technology and
create a body of Canadian heritage works in alternate accessible formats.
Back to top
Kakkar, Mariam
Education Department, Concordia University
International Online Courses: Teaching
a Culturally Diverse Group of Learners
Academic departments in international
organizations worldwide have been influenced by the emerging technological
innovations in distance education. That is, courses that have been traditionally
taught in a classroom are now offered via distance education through the
world wide web. The historical development of distance education has occurred
for the most part in the United States. Most, if not all the research on
distance education has focused on a homogeneous population. With current
global trends, cross-cultural communication has now moved beyond the arena
of governments and diplomats.
Educators designing and developing courses
for an international audience must design courses that are congruent with
cross-cultural theories. Unfortunately, there are very few studies that
have explored this issue. We are currently working on a project with the
International Air Transport Association to re-design a course from a classroom
based medium to a web based medium. The main question which this project
explores is: what are the conditions necessary for distance education courses
to met the needs of an international group of learners? Our objectives
in designing the course are the following: to encourage active participation
from all participants including non-native speakers , to develop
support structures for a culturally diverse group and to identify what
the disadvantages and advantages of distance education are for a group
of diverse learners.
We hope that the findings from this project
can provide educators designing distance education course for an international
audience with both the theoretical and practical foundations to design
effective on-line environments.
Back to top
Leung, Kit Hang
Department of Education and Counselling
Psychology, McGill University
Using the Web in the Classroom
In 1989, Brown and Collins et. el.
expressed much disquiet with the conventional educational practice which
has not sufficiently implemented activity and enculturation to learning.
It is not a surprise that the current drop-outs rate from high school in
North America is still remained high, e.g. 50% in Quebec Canada. Eleven
years later, the emergence of the World Wide Web seems to give rise of
"A new epistemology might hold the key to a dramatic improvement in learning
and a completely new perspective on education." they wanted. (Brown &
Collin et. El., 1989, pp. 42). Brown (200) proclaims that the Web is changing
education, and the ways the youth today learn. The Web changes the epistemic
landscape of learning. However, many educators are not optimistic towards
the implementation of Web into the current educational system. The Web
is not a magic wand for solving the existing problems. Similar to other
educational technologies, it is a tool. It is the human efforts that make
the tool effective. The purpose of the presentation will be to examine:
1. What kind of pedagogical approaches
are suitable for teaching with the Web
2. What can the teachers do to use the
Web for regular classroom teaching
3. What can the teachers do to enhance
learning with the Web
Back to top
Luchs, Michele / Hynes,
Myrna / Goodall, Jennifer
Writing Team, DFJG, Ministere de l'Education,
Quebec / Teacher, Riverside School Board
Designing Digital Portfolios
The focus of this session will be a discussion
about and presentation of a 20 minute video of Jennifer Goodall, an English
and technology teacher from Quebec and her eighth-grade students which
shows her class designing their own digital portfolios and burning them
onto CD's. The video will capture the teacher thinking and planning
required for such an undertaking, as well as the reflections, decision-making
processes, and final outcomes of her students, many of whom have special
needs. In addition, the video will demonstrate how media-based technology
projects can enhance the best of contemporary literacy pedagogy.
Key elements of the current Quebec Curriculum Reform will be mapped onto
this project in order to ground the new English Language Arts program in
the reality of the "din and dirt" of the classroom. Since media literacy
and the use of technology are unfamiliar territory for most secondary teachers,
this video should provide encouragement and support for those attempting
to include it in their teaching.
Jennifer Goodall is a secondary school
English and technology teacher at Centennial Regional High School, Riverside
School Board in Greenfield Park, Quebec.
Michele Luchs is a secondary school English
and media literacy teacher who is currently on leave from the English Montreal
School Board to work for the Quebec Ministry of Education on the Curriculum
Reform as a member of the writing team for English Language Arts, secondary.
Myrna Hynes is a secondary school English
and special education teacher who is currently on leave from Riverside
School Board to work for the Quebec Ministry of Education on the Curriculum
Reform as a member of the writing team for English Language Arts, secondary.
Back to top
McAuley, Alexander
(OISE) / Tumblin, Elizabeth (Western School Board, PEI / Hawkins, Tyler
(Harry Camsell Elementary School, NWT)
Mentoring in a Knowledge-Building Community
One challenge for successful implementation
of an educational change is ongoing professional support. A second challenge
is providing that support on an as-needed basis.
This presentation will outline how these
two challenges were addressed through telementoring relationships in the
implementation of an online knowledge-building environment, Knowledge Forum®,
in geographically isolated schools in the South Slave district of the Northwest
Territories. A key feature of these relationships was their dual nature,
consisting of professional pedagogical and content-area dimensions. The
former enabled teachers new to the program to access direct support for
pedagogical concerns and questions as they needed it. The latter enabled
mentors to contribute their own subject-area expertise and knowledge-building
experience through direct interactions with students. The result was a
multilayered community of learners linking teachers, students, and local
and remote telementors through the Knowledge Forum® interface.
The presentation will provide a short introduction
to knowledge-building and Knowledge Forum®, three perspectives on how
the telementoring model was developed and implemented, and and an overview
its impact. It will be of interest to educators at all levels interested
in how technology can be used to support developing educational practices.
Back to top
Munro, Sophia
Consultant, Distance Learning and Information
Technologies, Manitoba Education and Training
The Interdisciplinary Middle Years
Multimedia (IMYM) Project
The Interdisciplinary Middle Years Multimedia
(IMYM) Project is a research and development project of Manitoba Education
and Training. It focusses on research on effective integration of
ITC and models for teacher professional development. The IMYM project
is detailed at http://www.edu.gov.mb.ca/metks4/tech/currtech/imym/
The IMYM project integrates best practice
in interdisciplinary teaching at the middle years level with the use of
technology as a tool for learning core curriculum outcomes. This
session will outline the scope of the project and demonstrate an IMYM online
interdisciplinary unit, the IMYM web links database, and the online IMYM
Conversation Station. Research results will be shared.
Back to top
Parsons, Kerry / Oldrieve,
Peter
Information Centre Specialist / Teacher,
Riverside Education Centre, Chignecto Central Regional School Board, Nova
Scotia
Authentic Learning in a Technology
Rich Public School
See how technology and curriculum can
be integrated to produce a daily morning news show for a local community
cable station.
Showcase of information and media technologies
in a school environment. Demonstration of use of presentation software
( avid/imovie, powerpoint/ hyperstudio) library/internet research skills
and media technology in a student-produced daily news format show.
Back to top
Proctor, Dr. Len
Professor, Curriculum Studies, College
of Education, University of Saskatchewan
A Constructivist Alternative to the
Cognitive Based Models for Developing Interactive Multimedia Learning Resources
Instructional design theorists have
attempted to answer questions about the appropriateness of feedback by
suggesting that different types of learning tasks require different strategies
and instructional methods. Current research paradigms are based on
the belief that one of the main functions of feedback lies in correcting
errors. This point of view makes error analysis an important tool
for gaining insight into the corrective process. More sophisticated
procedures that involve the analysis of common errors or error patterns
could prove to be more useful than the traditional pattern of varying the
quality, quantity and timing of feedback. The problem is deciding
on how the feedback algorithm should be designed and how it should be used
in the error correction process.
Harrington (1997) took up the challenge
and designed a project to investigate the usefulness of a situated learning
model as a framework for the design of interactive multimedia. The
interactive multimedia program she used placed the emphasis on learning,
not on instruction. In doing so, it created an environment where
students used higher-order thinking, in collaborative groups, to learn
strategies of assessment in mathematics that were transferable to teaching
practice.
Given these two very distinct theoretical
perspectives, what are the design implications for the use feedback
in the development of interactive multimediaed instructional resources?
Back to top
Raju, Gonam Joe
CEO/Supervising Principal, Alberta Distance
Learning Centre
The Alberta Distance Learning Centre
Distance learning in the K-12 sector has
been offered since the 1920s in Alberta and other provinces. Over the years
the programs offered and the delivery methods were customized to take advantage
of the latest technologies.
The challenge for large distance education
organizations (like the Alberta Distance Learning Centre with over 20,000
students) is to cater to the educational needs of all registered students,
most of whom request print-based courses while growing numbers look to
more interactive courses.
There are several issues relating to these
divergent needs, including the development of appropriate learning resources,
using the best technologies to meet the reality of students' environments,
staff who are willing to adjust teaching strategies to meet changing needs,
the evolving nature of current technologies.
This presentation will discuss these issues
and will focus on how the Alberta Distance Learning Centre meets these
challenges.
Back to top
Schmetzke, Axel
Librarian/Assistant Proessor, University
of Wisconsin-Stevens Point
Barriers to Barrier-Free Distance Education:
Problems and Strategies for Change
With the advancement of digital information
technology, distance education could potentially open up unprecedented
opportunities for people with print disabilities. Unfortunately, few distance-education
programs in North America have been designed with the idea of inclusiveness
in mind. The very technology that holds the promise of increased independence
for people with disabilities is not sufficiently taken advantage of to
institute an accessible infrastructure for distributive learning. The barriers,
which will be discussed in this presentation, range from ignorance at the
policy level to inaccessible design of web sites, courseware and library
resources. The presenter concludes by suggesting a three-pronged approach
to change: advocacy for inclusive distance-education policies, insistence
on accessible products when negotiating with information systems vendors,
and consumer-oriented research that helps distance-education professionals
to select truly accessible technology.
Back to top
Syme, Paul
Chair, Art Education, Horton High School,
Annapolis Valley Regional School Board, Nova Scotia
Integrating Information Technology
with Art Education
I would like to share the results of utilizing
information technologies to fulfill the objectives of an art education
and design program which is grounded in the principles of critical pedagogy.
Staying true to the principles of critical
pedagogy, I have assembled a comprehensive website of educational resources
for teachers and learners and compiled several online galleries of student
work. This web project received a Grassroots grant last spring, is
featured at About.com, and has been used by educators from around
the world in a wide range of disciplines.
Back to top
Trites, Janet / Roy,
Bev
Resource Teachers/START members Annapolis
Valley Regional School Board, Nova Scotia
Special Needs Technology Resource Support
Team (START)
START (Special Needs Technology Resource
Support Team) is a program partnership between the Annapolis Valley Regional
School Board and the Kings Rehabilitation Centre of the Department of Community
Services. The START team is a group of educators who formulate and enact
initiatives for the implementation of best practices in the educational
application of assistive technology. START is also an ongoing resource
for assistive technology that provides professional development and support
to the school based program planning process. The mission statement of
this initiative is to enable the progress of students with disabilities
and health challlenges through assistive technology services. The
START team brings together educators to develop strategies and implement
best practices for assistive technology support. The START team also
has developed a procedure for cost effective software and hardware options.
We would like to show others our model of sharing resources for cash strapped
schools and the community. Our presentation will include how we have
established resources, promoted the professional development of educators
and established assistive technology as an integral part of the program
planning process for students with special needs. In the true Maritime
spirit, we have not had unlimited funding to do this.
Back to top
Webster, Peter
Head of Information Services, Patrick
Power Library, Saint Mary's University
Better Online Research through Instructor/Library
Cooperation
Assignments which require students to
search online research databases and/or the World Wide Web are an essential
part of teaching in many disiplines. The learning experience
of students completing such assignments can be greatly hindered if assignment
expectations do not coinside with the materials available. This session
will look at how librarians can assist instructors in ensuring the research
assignments work most effectively to meet their teaching goals, particularly
when using remote databases and web-based research methods.
The session will examine several case studies where research assignment
effectiveness and outcomes have been improved by library instructor cooperation.
Back to top
Welsford, Barbara /
Whitten, Jane
Coordinator Assistive Technology Centre
Society / Consultant
Literacy Skill Development through
Multimedia for Youth at Risk
The Assistive Technology Centre Society
has partnered with the South Shore Alternate School, Dayspring Youth Facility,
Parkview Education Centre and the Queens Adult High School in Lunenburg
and Queens County, (South Shore District School Board) Nova Scotia, to
carry out a research project that enhances "Literacy Skill Development
through Multimedia for Youth at Risk". The intent is to prove
that literacy skills of youth at risk improve while utilizing digital video
technology to produce quality multimedia products which relate to curriculum
outcomes.
The Assistive Technology Centre, under
contract with HRDC has developed multimedia curriculum (including the use
and application of digital still photography, digital video cameras, iMovie2,
audio manipulation techniques, graphic organizer software, photo software
wordprocessing software and so on) that focusses on the enhancement of
literacy skills of learners at risk.
Back to top
Wozney, Lori / Abrami,
Dr. Philip / Vendatesh, Vivek
Education Centre for the Study of Learning
and Performance
Factors Affecting Teachers' Perceptions
and Integration of Computer Technologies
The Centre for the Study of Learning and
Performance has recently developed a questionnaire for research we are
conducting on the wide range of personal and social factors that may affect
teachers' perceptions and integration of computer technologies. Knowledge
gained from the study will assist in the instructional design of training
programs as well as indicating where additional services for teachers should
be provided. At this point in the research we are preparing to distribute
the questionnaire to approximately 1200 teachers in the province of Quebec.
The Technology Implementation Questionnaire
(TIQ) explores three areas related to teacher integration of computer technologies
in the classroom 1) teachers' perceived costs, expectations and values
2) teachers' process of adoption and pedagogical practices 3) competency,
experience and training related to computer technologies.
This session will provide an overview of
the study and as well, examine the study findings and future initiatives
of the project.
Back to top
Back
to Sessions Gateway
Back to AMTEC 2001 Homepage