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PubMed1979

[Educational technology in nursing: the conceptual framework and the experience of the Latin American centers].

In the first part of the article the assertion is made that educational corpus of technology should not be regarded as something apart, but as a corpus of teaching methods, techniques and resources rationally organized to solve problems of material and conceptual situations and processes. Several educational technologies are explained on the basis of their underlying theoretical frameworks, and grass-root educational technology is advocated because, while it does not emphasize efficiency, it is capable of inducing innovations that are effective in that they actually accomplish changes. The second part reviews the results of the Latin American Program for Educational Technology in Nursing, which PAHO conducts through a network of centers in the nursing schools of several countries. The purpose of the Program is to disseminate modern educational technology and to endeavor to harmonize nurse training with demands and trends in the delivery of health services.

Education, Nursing↗
PubMedDate not supplied

Educational technology and the faculty role: what you don't know can hurt you.

The proliferation of teaching strategies using the Internet and other educational technology innovations has created new employment issues in higher education. The authors discuss forces influencing the increasing use of on-line instruction, factors to consider before venturing into the virtual academy, and the faculty role in shaping policy related to distributed education in their institutions and academia in general.

Computer User Training↗
PubMed1980

The affective domain in medical technology education.

Evaluation of medical technology students often deemphasizes the affective behavioral domain. The intangible dimensions of the domain and its subsequent difficulties in measurement have been offered as rationales for this lack of curricular emphasis. The work of Klopfer and others in science education constitute a resource from which to construct an affective table of specifications for medical technology students. The Krathwohl taxonomy permits quantifications of these goals. Some techniques for such measurement (open-ended approaches, checklists, Likert scales, and semantic differentials) are reviewed. Finally, the nature of the interface between the affective and cognitive domains is analyzed. The clinical laboratory sciences educator functions as a nonverbal as well as a verbal affective role model for his/her students. This paper emphasizes the responsibility of the educator in creating flexible student assessment approaches in the domain.

Affect↗
PubMed1978

[Development of educational technology in dentistry in Brazil].

This article reviews the experiments with educational technology conducted in the School of Dentistry of the Federal University in Rio Grande do Sul, Brazil. An account is given of the production in the Audiovisual Center of teaching-learning materials for dentistry. A summary description is given of programmed instruction techniques for use with an electronic programmer, modules, and sequences of slides with accompanying tape recordings. Some comments are offered on the improvements made with this equipment and techniques in the institution itself and in other universities of Brazil.

Audiovisual Aids↗
PubMed2004

Collaborating on convergent technologies: education and practice.

Converging technologies will require collaboration across disciplines. A good metaphor for such collaborations is the kind of trading zone that emerges whenever human beings from different cultures interact. NBIC must avoid trading zones that are dominated by one discipline or set of interests and instead encourage multiple stakeholders to form a shared mental model of what needs to be accomplished. An example is drawn from current work on societal dimensions of nanotechnology. Students need to gain experience working in such trading zones, in addition to acquiring disciplinary depth.

Cooperative Behavior↗
PubMed2006

[Nursing teaching as a space for the development of health education technologies].

This article consists of a report on the experience of creating a new health educational technology against smoking invented by an academic of the Nursing School Graduation Course. The construction involved a problem solving methodology, with the participation of teachers, students, smokers and the community, in a constant process of teaching and learning, based on numberless interactions with the creative and critic responses obtained. It became clear that this technology is a powerful tool in the combat of smoking and that it can be adapted to different issues.

Education, Nursing↗
PubMed2000

The adoption of distance education technology in a master of health administration (MHA/MHSc) curriculum: anecdotes and antidotes.

In the fall of 1997, a team of faculty members from the Department of Health Administration (University of Toronto) began work on the introduction of Distance Education Technology (DET) into the MHA/MHSc course curriculum. This paper describes the almost three-year process from original discussion through to full implementation across the entire first year course curriculum by the fall semester of 1999. In fact, the final course assignment in one of the courses was to write a paper critiquing DET, outlining both the good and bad components. Consequently, we conclude with a detailed student evaluation of the advantages and drawbacks of such technology.

Antidotes↗
PubMed1980

Personalized competency-based instruction applied to medical technology education.

This paper describes the development, implementation, and evaluation of a medical microbiology course employing personalized competency-based instruction offered in the upper division of an innovative medical technology education program. Also, the effectiveness of personalized instruction is discussed in terms of career mobility for clinical practitioners, competency-based achievement, mastery of learning and student/instructor--student/proctor ratio. Its role in curriculum research and development, as well as the potential for personalized competency-based instruction to improve the quality of education for clinical laboratory personnel, is discussed.

Competency-Based Education↗
PubMed1990

[Current multi-media educational technologies in the service of new teaching strategies].

It is well known that for several decades now traditional teaching methods have suffered from serious deficiencies. In spite of this there have been only a few educational experiments in Canada and the USA, while the majority of medical schools have made only minor adjustments to their curricula and methods. Curriculum diseases are well known and solutions exist, based on advances in the field of cognitive psychology. The author discusses the combination of these "active" methods with new multimedia educational technologies using computers, audiovisual aids and computer-piloted audiovisual equipment which already exists in medical faculties. It is essential to use these powerful tools in medical teaching and in learning processes in general.

Audiovisual Aids↗
PubMed1996

A federal perspective on special education technology.

This article examines more than a decade of changes in special education research and in the use of technology. It discusses evolving research and projects funded by the Office of Special Education Programs (OSEP) and raises questions about the use of specific methodologies and about whether children with disabilities are being prepared for the world in which they will live. And, finally, it describes OSEP's Technology, Educational Media, and Materials strategic program agenda that will drive future planning and priorities.

Audiovisual Aids↗
PubMed2005

Influence of new educational technology on problem-based learning at Harvard Medical School.

PURPOSE: Computers with 50-inch, wall-mounted plasma screens and broadband Internet access were installed in all small group tutorial rooms at Harvard Medical School. This study examines how the introduction of this educational technology impacted on the problem-based learning tutorials. METHOD: A total of 37 tutorial groups, stratified by year of student, were observed at separate timepoints (autumn 2002, spring 2003) to document the patterns of use of the technologies. Based on these observations, end-of-course surveys were developed and distributed to students and tutors. Observational field notes and open-ended survey responses were qualitatively analysed for themes. RESULTS: Using a 5-point rating scale, both students and tutors indicated that the technologies had a positive impact on their tutorials. In autumn 2002, plasma screens were used for an average of 17.8 and 22.1 minutes per 1-hour observation in Year 1 and 2 tutorials, respectively; in spring 2003, usage declined to 6.9 and 5.9 minutes, respectively. Resources utilised included Internet sites (54% total use time), PowerPoint presentations by students (22%), and course-specific postings (24%). Marked course-specific variation in usage was noted. Observational and survey data revealed that the technologies interrupted the flow of tutorial discussion. Students and tutors expressed concerns that the plasma screens might be altering the process of problem solving in the tutorials. CONCLUSIONS: Both students and tutors reported that the introduction of computers and wall-mounted plasma screens had impacted positively on tutorials. Questions were raised as to how this technology might alter tutorial dynamics. Further research will be needed to investigate these pedagogical concerns.

Attitude↗
PubMedDate not supplied

Assistive technology education: an online model for rehabilitation professionals.

PURPOSE: A model for delivering Assistive Technology (AT) education is described in the context of an online masters degree in rehabilitation counselling, demonstrating the integration of content and process in an interactive format. METHOD: Data collected from course activities and assignments were examined to identify ways in which 120 students from 18 US states responded to and interacted with the information and how they applied the course content to their jobs as rehabilitation professionals. A qualitative research design was used to identify themes to add to the understanding of issues associated with learning about AT in an online format. RESULTS: Critical components of the course identified from the data analysis included: increased awareness, skills, confidence, and immediate application to own job responsibilities; interaction with instructors and peers; access to resources and expertise; value-based practices; and participation on interdisciplinary teams. These themes were consistent across all six groups of students enrolled in the participating three rehabilitation regions. CONCLUSIONS: Online education can be an effective medium for teaching practicing rehabilitation professionals how to provide person-centred AT services to people with disabilities. The content must drive the technology; the process must be student-driven; and the interaction must address individual learning styles and promote lifelong learning.

Adult↗