Assessing student exposure to and use of computer technologies through an examination of course syllabi

Abstract

VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page.

Training professional psychologists in school-based consultation: What the syllabi suggest.

“…Researchers who have used higher education syllabi analysis as a methodology have argued that syllabi can be used to study learning activities and assessments (Madson, Melchert, & Whipp, 2004), course development across time (Eberly et al, 2001), and first impressions of the interpersonal aspects of the classroom (Eberly et al, 2001). The syllabus communicates the professor's “feelings, attitudes, and beliefs about the subject matter as well as about the students in the class” (Parkes & Harris, 2002, p. 59).…”

“…Viewed from this perspective, analysis of syllabi can offer both insight into what was scheduled to occur in the course as well as the priorities, beliefs, and values that the instructor wished to convey to the students. Syllabi analysis has proven useful to investigate training issues such as spirituality in counselor training (Cashwell & Young, 2004), teaching structural equation modeling (Stapleton & Leite, 2005), and computer technologies (Madson et al, 2004). As an essential tool of communication between instructor and students, syllabi analysis is a valuable research methodology for understanding the intent, direction, and expectations the instructor holds for a course (Madson et al, 2004).…”

Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation

“…Thus, tertiary teacher education programmes are challenged to transform their programmes so that pre-service teachers develop contemporary technology-enabled learning design capabilities they will need to help their students become twenty-first century leaders. There have been some documented attempts at this (Hughes, Gonzales-Dholakia, Wen, & Yoon, 2012;Jackson, 2012;Jimoyiannis, 2010;Kay, 2006;Madson, Melchert, & Whipp, 2004;Norton & Hathaway, 2012;OttenbrietLeftwhich, 2012). However, many of these focus on specific subjects rather than technology integration throughout an entire teacher education programme.…”