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Driver’s Education Books
Posted by on Feb 11, 2010 in Automotive
Most students prefer online courses to classes being offered in school when it comes to driver education. However, for those who cannot afford these online classes, driver education books would be a good option.
These books have earned some rave reviews from people who have actually used them. They offer complete information and keep the reader’s interest with colorful illustrations. The content is approved by the state and can be bought from the nearest DMV. Some books can be bought on the Internet also and are written by private authors. Even though these books are also very interesting, many might prefer to buy the book from the DMV instead of outside, keeping in view the difference in the cost between the two varieties of education books.
Most driver education books provide very clear and precise text and are well written. A book that provides a program that helps students manage the risks and responsibilities of driving might be a good alternative to a regular course.
Books such as 110 CAR AND DRIVING EMERGENCIES provide quick answers to any problem a driver might possibly face, whether it’s mechanical, electrical, weather, or an on-the-road hazard. It is a book that shows how to deal with minor problems or major hazards calmly, either in the driveway or garage or on the road far away from home. These books can fit easily in a car’s glove compartment for easy access.
Some books provide interesting information even to experienced drivers in brief informative chapters. They help in situations where the driver needs to handle difficult driving situations, and how to deal with an emergency such as fender benders, tire changes, and overheated engines. These books are user-friendly and make reading even the most boring topics seem interesting.
By: Jimmy Sturo
About the Author:
Drivers Ed provides detailed information about drivers ed, drivers education books, drivers education classes, and more. Drivers Ed is affiliated with Bad Car Accidents.
A University Without Professors? A New Form of Online Education
Posted by on Feb 11, 2010 in Education
The university professor is an institution unto himself, and I’m sure we all have the following picture (or similar) imagined when we discuss them. Wild-haired. Erratic and obsessed. Tweed-wearing. And most of all, an inspiration for the students whom he/she teaches. It might come as a surprise, then, that the future of higher education may not involve or need a professor as a guardian of learning at all – and it may happen sooner than we think.
In an article in The Los Angeles Times, Raja Abdulrahim reports of plans by an Israeli entrepreneur to set up an online education institution with global reach, and at a low cost, but offering education by using an unconventional ‘peer to peer’ method. The University of the People, established by Shai Rashef, will offer any prospective student the opportunity to obtain a degree by blending open-source, free course material from MIT, and a social networking framework which will serve to cause discussions between students as they learn – with the aim of preparing them for traditional assignments, tests, and final exams.
Despite Rashef’s background and experience in the online learning sector (in the past he has chaired KIT e-learning, and has worked for Cramster), he has still been subject to some criticism for his plans. Michael Lambert, from Distance Education and Training Council, points out that all free learning projects have failed in the past, whilst John Bourne from Sloan Consortium, suggests that without professors, ’students often don’t recognize when they need help.’
Despite these issues that need to be addressed, the interest has been overwhelming, and rightly so – to me, the idea seems entirely logical. Despite having fond memories of my university lecturers, and ideas of how the stereotypical “prof” should be, these thoughts do seem decidedly dated. Today, in traditional and e-learning institutions, more and more learning is conducted independently and with a focus on primary and secondary research as opposed to lectures etc.
However, I do admit that the idea of a no-professor institution seems odd, but maybe we just need to re-imagine the role of lecturers in future education. Instead of lecturing in a sense of giving information, they may need to act as a guide in terms of assuring students the best ways of which to learn individually. I.e. instead of being experts in their field, they may well need to become experts in learning itself.
By: Sarah Maple
About the Author:
Sarah Maple is writing about online courses and home learning.
How a Balanced Scorecard For Education Evaluation Should Be
Posted by on Feb 10, 2010 in Business
As the number of enrollees increases and educational inputs become more demanding each year, an educational organization must find ways to make its goals and strategies work. Measuring, as most experts say, is one of the top ways to know whether an institution trails on the right track. The balanced scorecard for education evaluation is the fitting method to evaluate how far and how effective the school has gone in terms of educational inputs.
This balanced scorecard is actually a strategy management system. Colleges and universities across the continental US and around the world use this tactic to improve an already established institution-wide planning process. Just like most scorecard systems, the education evaluation scorecard system interprets the goals and strategies of the institution into a comprehensible and measurable set of indicators. Most of these indicators, nonetheless, have direct link to the strategies and goals. The balanced scorecard system actually serves as the transportation channel between decision making and effective implementation of performance communication, goals tracking, and strategy measurement.
Most education evaluation managers would wonder why experts call it a “balanced” scorecard. What does actually make a scorecard truly “balanced”? Well, as a starter, an education evaluation scorecard system utilizes a group of core yardsticks or indicators that characterize and gauge institutional effectiveness. In order for the scorecard system to become objective, it needs to cover four important areas of the educational organization: external stakeholder, internal stakeholder, innovation and growth, and operational-financial performance. When there is presence of all these areas, only then can a scorecard become truly “balanced”. It is the only way that it can identify what the school should apply or use in order to improve performance. It is the single way also to know which indicators tell the effectiveness of an input.
The internal process of an education evaluation balanced scorecard involves the process of inputting, managing, processing, and analyzing data. The right term for a collective amount of raw data is benchmarking. It is the result of the collaboration in research, negotiation, and analysis of each college department or administrative section. Each section in the organization should have its own set of goals, especially those who are involved in the academic side. In order to meet these goals, the benchmarks will serve as keys to adjusting and assessing strategies.
For a manager to be effective in creating partial and practical benchmarks for evaluating educational performance of the institution, he or she must give focus on every area of the organization.
For instance, in the external stakeholder perspective, the benchmarks that the manager can most likely use are student access and success, outreach, marketing, and connections to the academic communities. In the internal stakeholder perspective, the manager may include effective communication, secure and safe campuses, and integrated planning and performance measurement.
Under the financial and business perspective, the possible benchmarks are as follows: updates on facilities, appropriate replacement of school equipment, updating of the school facility, and practical and comprehensive resource planning strategy. For growth and innovation perspective, the manager may cover coordinated and unified programs for teaching staff development, and innovation in delivering education modules, services, and programs.
Schools can use other possible benchmarks in their balanced scorecard for education evaluation. The idea is to cover every important area of the institution and to come up with indicators that are timely, balanced, measurable, and practical.
By: Sam Miller
About the Author:
If you are interested in balanced scorecard for education evaluation, check this web-site to learn more about ROI for education evaluation.
http://www.strategy2act.com/solutions/academic_research_excel.htm
Millville Delaware Online Education
Posted by on Feb 10, 2010 in Education
Although Delaware is small in physical size, it was the first state to ratify the Constitution of the United States on December 7, 1787. Because of this, Delaware is known as the “First State” of the new federal union. Millville, Delaware is a small town itself, with a population of 259 in the year 2000, located about a mile away from Ocean View. For small towns, online education can make earning a higher education much easier.
The town of Millville, Delaware is in Sussex County, where the beach resort areas are located. A great deal of development is occurring in this county that was formerly predominantly for farming and home to many chicken farms. People from surrounding area moved here to live in close proximity to the beaches. This makes traffic difficult because people from surrounding states also come to visit these beaches. Rather than confront traffic, folks living in coastal areas can conveniently attend classes online. There are three major colleges within the state that offer local students a variety of Millville Delaware online education options.
Delaware Technical and Community College – Jack Owens. This campus is located in Georgetown, Delaware and is about 22 miles away from Millville. This community college system has locations in four cities. The Owens Campus was the first campus to open in September, 1967. Ninety-two percent of the students who attend Delaware Tech are from the state. The enrollment at this college last year was 5,274.
Students can take a variety of courses online at Delaware Tech to support career, general and developmental education, as well as gain workforce training. Delaware Tech offers online Office Administration Technology online and is a member of the Electronic Education Campus.
Courses at Delaware Tech are entirely web-based and offered on a web site provided by the College. The class consists of a course web site, instruction and student email and various online discussion sessions. Coursework it posted on the course web page and student complete assignments and testing online The courses require students to have access to a computer with a minimum 64 MB RAM and Windows 95, 98, 2000 or XP. Online advisors are available to discuss course offerings and requirements.
Delaware State University. The Delaware State university is located about 37 miles away from Millville in Dover, Delaware. This college was established on May 15, 1891 as the State College for colored Students under the Morrill Act of 1890. Today, Delaware State University enrolls 3,722 students who come from 28 states and 31 different countries.
Students attending Delaware State University can choose from 66 undergraduate degrees, 16 graduate degrees and 2 doctoral degrees, with options such as education, visual and performing arts, mathematics, accounting and finance, nursing and more. Over the past 115 years, this University has grown into a fully accredited university with a main campus and two satellite sites that consist of six colleges.
Delaware State University has a variety of distance learning online education experiences that involve teacher planning, technology and various instructional methods that bring together teachers and students at all different times and places. Their unique approach includes classroom learning combined with online resources, as well as courses that are offered in a totally web-based format.
Online education at Delaware State University is presented through a system by Blackboard because it is easy to use for managing courses. Three course categories are offered on websites at Delaware State University with varying levels of web use and importance. Some courses are blended learning experiences, while other classes occur completely through a virtual classroom.
University of Delaware. The University of Delaware is in Newark, around 78 miles away from Millville Delaware. The University was founded in 1743 and is a unique, state-assisted institution of higher learning with a charter, making for an interesting mix. Enrollment at the University of Delaware is 15,211.
There are over 100 academic majors for undergraduates to choose from at the University of Delaware. The faculty consist of internationally known teachers, scientists and authors. The University of Delaware is one of 222 colleges named a Best Northeastern College by The Princeton Review. Students attending the University of Delaware represent almost every state and several foreign countries.
Millville Delaware online education students receive the same course content in a virtual classroom as traditional students get in a face-to-face setting. At the University of Delaware, requirements for online students are the same as those for students attending the campus in person. The only difference between an on-campus degree and a degree obtained through distance learning is the manner in which the course is delivered
Millville, Delaware has no schools and a minimal population. Because of this, it is considered a bedroom community for nearby towns such as Bethany Beach, which is three miles away. Millville Delaware online education offered through outstanding universities give students an opportunity to realistically to attain higher education.
By: Daniel Boyd
About the Author:
SummitLearners.com [http://www.summitlearners.com] is the leading website for people looking to learn online. We have resources for people looking to get an Online Education [http://summitlearners.com/online-education]
Ethics and Decision Making in Education
Posted by on Feb 9, 2010 in Arts And Entertainment
When making ethical decisions in education consequensalism is often applied to the kinds of guides to action based theory of relativism. Philosophers and ethicists use the term teleogy, from Greek word telos, meaning end ( Beckner 2004 ). Consequentialism The term was first used for (1) a theory concerning responsibility, but is now commonly used for (2) a theory concerning right and wrong. (1) the view that an agent is equally responsible for the intended consequences of an act and its unintended but foreseen consequences ( Anscombe 1958).
Ethical theories that fall under the classification of consequentialism pose that the rightness or wrongness of any action must be viewed in terms of the consequences that the action produces. In other words, the consequences are generally viewed according to the extent that they serve some intrinsic good. The most common form of consequentialism is utilitarianism (social consequentialism) which proposes that one should act in such a way to produce the greatest good for the greatest number. Consequentialism is the name given to ethical theories that hold that moral right, wrong, and obligation depend solely on the value of the consequences (effects, results) of what we do. Ethical egoism states that moral right, wrong, and obligation depends solely on the value of the consequences for the agent (Brandt, 1959).
Utilitarianism (Lyon 1992) states that moral right, wrong, and obligation depend solely on the value of the consequences for everyone, including both the agent (thereby denying ethical altruism) and everyone else (thereby denying ethical egoism). Consequentialism says that we ought to do whatever maximizes good consequences. It doesn’t in itself matter what kind of thing we do. What matters is that we maximize good results. One popular kind of consequentialism is classical (hedonistic) utilitarianism. This view says that we ought always to do whatever maximizes the balance of pleasure over pain for everyone affected by our action. This view could be based on the golden rule, which leads us to be concerned about the happiness and misery of others. Or it could be based on God’s will, self-evident truths, or our own personal feelings.
Consequentialism’s basic idea is that the ethical status of an act depends on the value of its consequences. (Beckner, 2004). The concept of an act’s consequences is central to the theory. The first characteristic to note about this kind of consequentialism is that it will allow a wide range of states of affairs to count as consequences. Indeed any state of affairs that can properly be called an outcome of an act is one of that act’s consequences. An act’s outcomes are the states of affairs brought about by that act. So, for example, if an act fulfils a promise, the state of affairs of that promise’s being kept is an outcome of that act demands that you act so as to maximize, and the value of consequences in this broad sense. Taking such a broad view of consequences immediately makes available a potentially different set of responses to hypothetical examples.
On the other hand, the opposite of consequentialism is deontologism which ethical position claims that it is possible for us to identify a right act or a justified moral rule in other ways besides considering the goodness or badness of consequences. “The term denotology comes from the Greek words deon, meaning “duty”, and logos, meaning “logic”. With this system of thing, the focis of value is the act or kind of act,” (Pojman 2002, p.107). Deontological moral systems are characterized primarily by a focus upon adherence to independent moral rules or duties. Thus, in order to make the correct moral choices, we simply have to understand what our moral duties are and what correct rules exist which regulate those duties. When we follow our duty, we are behaving morally. When we fail to follow our duty, we are behaving immorally. Deontological moral systems also place some stress on the reasons why certain actions are performed. Thus, simply following the correct moral rules is often not sufficient – instead, we have to have the correct motivations. This would allow a person to not be considered immoral even though they have broken a moral rule, but only so long as they and obligations must be determined objectively and absolutely, not subjectively.
Some examples of deontological ethical theories include: divine command: one of the most common forms of deontological moral theories is those which derive their set of moral obligations from a deity. An action is morally correct whenever it is in agreement with the rules and duties established by God. Duty Theories: an action is morally right if it is in accord with some list of duties and obligations. Rights Theories is an action that is morally right if it adequately respects the rights which all humans (or at least all members of society) have. This is also sometimes referred to as Libertarianism, the political philosophy that people should be legally free to do whatever they wish so long as their actions do not impinge upon the rights of others. Contractarianism: an action is morally right if it is in accordance with the rules that rational moral agents would agree to observe upon entering into a social relationship (contract) for mutual benefits. Finally, the monistic deontology is when the action is morally right if it agrees with some single deontological principle which guides all other subsidiary principles.
Thus, McCain R. (1999) describes a mixed- consequentialism has the rational and ethically acceptable. To be rational is to advance the views to which one is committed; to be moral is to advance the views to which one ought to be committed. Mixed-consequentialism refers to moral decisions that may not depend on the consequences all of the time. Mixed-consequentialism involves the reasons for the rightness of actions in situations. Mixed-consequentialism is a combination of both consequentialism and deontologism and it only stands to reason that each approach has application in varying circumstances. “The specific situation and varying circumstances must be carefully considered and decisions adjusted accordingly”(Beckner, 2004, p. 151).
In sum, institutions are left with the perplexing thought which is should they make decisions that are only and solely connected to the results of the action or should institutions consider the virtues and character of the person making the decision. If institutions follow consequentialism entirely, then they can make any decision that augurs for the common good and has good consequences despite whether the decision is impelled by the individual or any specific concern for the individual who is making it. WE are separating the decision from the person.
References
Anscombe E. (1958) Modern Moral Philosophy”, The Anscombe Society
Brandt, R. B., 1959, Ethical Theory (Englewood Cliffs, NJ: Prentice-Hall).
Beckner , W. (2004). Ethics for educational leaders. New York: Allyn & Bacon
Lyons, D “Utilitarianism,” Encyclopedia of Ethics, edited by Lawrence C. Becker and Charlotte B. Becker (New York: Garland Publishing, Inc., 1992), Vol. II, pp. 1261-68
McCain, Roger A. (1999) ‘Deontology, Consequentialism and Rationality’, Review of Social Economy, 49(2), Summer, pp. 168-195. [*0]
Pojman, L. (2002), Ethics: Discovering right and wrong, (4th Edition) Belmont, CA Wadsworth Publishing Comapnay
By: Dr. Maloney Hunter-lowe
About the Author:
Bio-Dr. Maloney Rhonda Hunter-Lowe
My name is Dr. Maloney Hunter-Lowe, I believe that true education is the interaction of ideas and practice and I expect to facilitate and with integration of theory and practice to help bring new insights to all learners. I have an Associate degree in Business (A.s), a Bachelor in Psychology (B.S), a Master in Elementary Education (M.S) and a Master in School Administration (M.S) all from Mercy College in Dobbs Ferry New York. A few weeks ago I completed my Doctoral Degree at the University of Phoenix Online in Educational Leadership (E.d.D)
Reasons to Choose Pursue an Online Education
Posted by on Feb 9, 2010 in Education
Those who may be pursuing higher education should seriously consider obtaining a degree via online education. This is a relatively new phenomenon as it has only been in existence since the Internet has really come into its own. Due to its popularity more and more colleges and online universities are offering this type of education opportunities to the masses. There are a few great reasons to choosing to acquire education through online means.
Perhaps one of the best reasons to acquire an online education is that it is a convenient way to obtain your degree. Most of the class work can be completed on your time, within reason, which is an ideal notion for those who work full-time. In addition, you can do the work from the comfort of your own home, local coffeehouse or wherever else you choose to sit and work. The convenience factor makes acquiring an online-based education a wise choice for many individuals who are hoping to obtain their degree.
Another reason to get your degree online is that it is often a cost effective way to gain higher learning. Online educational providers will often offer courses at a reasonable rate as they don’t have to deal with all of the overhead which other colleges and universities experience. In addition, frequently you will only need one or two books which cuts down costs as well; depending on the course you are taking. Gaining a degree and not spending a fortune while doing so is an extremely beneficial attribute for many individuals.
Choosing an online-based education to gain a degree is also a wise move as there are so many online universities to choose from these days. Since the popularity is really growing in this regard, finding a good online university is quite simple. No matter what degree you are trying to acquire and how much money you want to spend doing so, you are sure to find good options when it comes to online colleges.
In addition, many online university course credits will transfer should you choose to go to a different university. When these institutions were first starting up, it was a lot more difficult to take those course credits and transfer them to universities which have physical locations as schools were skeptical about their validity. Today, this type of online coursework is so common and highly thought of that more and more colleges are accepting transferred college credits which come from online universities.
Lastly, obtaining a degree through an online university allows you to get your degree in a reasonable amount of time. The course credits which you can acquire by doing so are not that much different from ones you would obtain through universities if you attended the class in person. Therefore, you are able to get your college degree via online education in almost as quick a time period as you would if you were attending a local university which is another wonderful added benefit to obtaining a degree via online avenues.
By: Craig Thornburrow
About the Author:
Widen your knowledge on an online education degree at http://www.ultimateeducationguide.com – Free information and impartial advice on long distance learning.
Computer Education For Kids
Posted by on Feb 8, 2010 in Kids And Teens
Computers have become a common and needed part of life in today’s society, making computer education imperative for children. Young children will typically begin to show an interest in the home PC by their toddler years. While it is may be a good idea to begin introducing your toddler to the computer in very short sessions, most children can began to learn and understand a computer’s functionality by preschool age.
Preschool age children can learn to turn the computer on by themselves and will quickly learn to operate the mouse. Simple games that teach and reinforce basic school readiness skills are great for this age. Computer education for preschool age children should be limited to short sessions of about 30 minutes a few times a week.
Many childcare facilities offer computer time as part of their weekly curriculum for preschoolers. Structured games and activities give young children an opportunity to explore the way a computer works. Games that require dragging objects across the screen are excellent for building mouse skills in beginner users. Chose age-appropriate software and websites that involve alphabet and color recognition, shapes, counting, or short stories that are read aloud. Activities that feature music are also enjoyable for a preschooler’s computer time.
Kindergartners are normally still exploring the basics of computer use and will probably do best with activities that reinforce simple skills. As children become more comfortable with the computer, more complex games and activities can be introduced. Computer education for kindergartners typically consists of short sessions of no more than an hour, playing games that correlate with their classroom learning material.
By first grade, children have usually gained a good understanding of how to use a mouse and they are learning to use keyboard letters to type. Games like Typing Instructor for Kids can help young children become fast and efficient computer users. Early elementary age children are ready to move beyond simple reinforcement and skill drill activities to the many different functions of a computer.
First through third graders should use the computer as a supplement for their classroom work. A student studying about stars and planets can use the internet to search for pictures and information about constellations. An assignment about Africa can include a search for videos of African animals. Allow your child to work on his own, but stay close by to prevent access to inappropriate content and to answer any questions.
Software programs that allow children to create, like an art or publishing suite designed specifically for kids, can boost creativity along with providing exposure to technology. Grade level skills can also be practiced and enhanced with math, reading, and spelling computer games. There are a number of kid-friendly websites that provide search engines, games, and interaction opportunities.
Computer education for children should also include writing and creative writing activities. First graders are beginning to familiarize themselves with the keyboard and can write short letters or emails. By second and third grade, children can use word processor programs or writing software designed for children to write and publish their own short stories and poems, as well as use email to write to relatives.
By: Nicole Munoz
About the Author:
For more tips and information about 22 Baby Einstein Titles, check out http://www.thekidstoystore.com.
Top 10 Online Universities
Posted by on Feb 6, 2010 in Education
The world is changing rapidly; the information revolution has altered our day-to-day experience. We now bank with ATMs and date using social networking sites. All manner of knowledge is available at our fingertips with the help of search engines that return results in split seconds. Even the article you are reading right now would have been hard to conceive of for anyone pondering the future just a few short decades ago—an article on a very specific topic, easily accessible over a global information network.
Other enormous Information Age changes may not be as obvious to all of us. Telecommuting has radically altered the experience of “going to work” for millions around the world. Not too long ago, the arrival of the fax machine changed how people looked at the mail. Just a few years later, the rise of email made fax machines seem positively quaint.
Another enormous shift has occurred in education. The traditional model of the on-site university has undergone a sea change. Online universities are enrolling a larger number of students every day. Online education is increasingly becoming an ordinary part of the university landscape.
But not all online educations are created equal. Just as with brick-and-mortar universities, there are some worth your time, money, and effort and others worth avoiding. One simple way to tell the difference is to look at which schools are accredited. But accreditation does not tell the whole story. Try to talk to students who have graduated from each of the schools you are considering. There is no campus to visit to get a sense of what an online school is like, so extra effort is required.
The best online universities are often the ones that have been at it the longest. Some, associated with traditional universities, may not yet have mastered the intricacies of the online classroom, and should be given a careful look before enrolling. Generally, the quality of online education has consistently been improving. This trend is expected to continue, as software grows more sophisticated and students and faculty bring greater prestige to the medium.
The following are ten of the very best online degree programs out there right now, ranked according to quality of course work and quality of online experience:
1. DeVry University
2. University of Phoenix
3. George Washington University
4. Strayer University
5. Walden University
6. Villanova University
7. Kaplan University
8. Ashford University
9. Axia College Online
10. Ellis College Online
Each of these online educators earned their way onto this list by delivering consistent, high quality academics with a minimum of fuss and bother. Different online schools offer differ courses, and your decision about which to attend may be determined more by your chosen course of study than by the school’s ranking on this list.
Online education first caught fire with people above traditional college age, returning to school to improve their job marketability. Today, online schools are becoming a standard avenue for people of all ages to get the degrees essential for a rewarding and remunerative professional life.
The savings of time and expense with online education have long been obvious. The time has come where sacrificing quality for convenience and budget are no longer necessary. For dedicated students, the schools on this list can and will provide a rich and valuable experience and a top-notch education.
By: Chris Stout
About the Author:
Take a look at more industry related articles by Chris Stout at CareersandEducation.com . Chris Stout is a frequent contributor with articles pertaining to using Distance Learning and Career Advice.
Role of Computers in the Promotion of Environmental Education
Posted by on Feb 4, 2010 in Education
Computers have caused a revolution in education, but the tremendous changes seen in the last decade may be surpassed in the next as those computers are connected in a global education network.
Teachers and high school students sample the water in Lake Baikal in Siberia while at other lakes around the world, other teachers and students take similar samples from local lakes and subject them to the same simple water-quality tests. Via their school computers, they exchange their results and their observations about how water pollution problems are the same around the world. They are part of a “global laboratory” project that includes scientists specializing in water pollution.
A similar computer network pins citizen activists, joined with students, teachers and scientists, in “sister watershed” groups throughout the world.
Amateur birdwatchers and biologists pool their rare bird sightings in a North American computer network that is linked with bird researchers in Central America and South America.
The differences between classroom and community education are blurred on the global computer networks. Voluntary organizations, government agencies, students and teachers are all involved in a real that has become, for many, a virtual classroom, without walls, and increasingly without borders.
Already, pilot projects have high school students sharing the methods and results from field studies of environmental quality, using computer telecommunication to leap national boundaries. Elementary school children share their life experiences end visions of the future the same way. Their messages to one another, passed with tremendous speed and shared simultaneously among many classrooms, provide strong, personal lessons in science, geography and human relations.
Environmental education curriculum development, pursued independently and often in isolation by teachers, school districts and universities over the past two decades, is now linked in a global forum that can respond immediately to the ever more complex and urgent environmental problems the world faces. Teachers the world over are connecting with their counterparts to discuss how they can do their jobs better. Co-ordination of international education projects is less burdened by the constraints of time and travel budgets as computer networks provide forums for collaboration.
The technology for this exchange takes advantage of the personal computer’s ability to communicate over standard phone lines using a modem. The simplest networks connect personal computers in a “store-and-forward” system that echoes messages from one to the next, until all have copies. These least-cost networks are linked to larger, faster computers that act as central information storage banks and relay stations. They in turn exchange information with one another and tap the power and data in computer systems at major research and educational institutions.
In many ways this vast new sea of information presents its own challenges, often akin to “drinking water from a fire hose.” The enormous glut of fact and opinion is impossible to take in, and has forced those who would taste its power to devise new ways for organizing and sampling the information flow.
Electronic mail services and computer “conferencing” let students and teachers communicate with each other privately, or publicly as members of large discussion groups. Computer conferences are organized much like those where people meet face-to-face, except that the meeting rooms are inside each participant’s computer. Computer conferences transcend time zones, since participants review and comment on each others’ written postings as their time and interest allows. Everyone gets to read and think about questions or statements posed in a conference, and everyone has a co-equal opportunity to reply.
Computer networking is making classroom walls disappear. Real environmental problems are entering the classroom with immediacy via computer nets, and students are jointly seeking understanding and solutions with scientists, citizen activists, journalists, government officials and community leaders of all kinds. While access to computer networks is still remote for most people on the planet, it is becoming more and more available to the gatekeepers and opinion-leaders who help shape common understanding of the global situation. The increasing abundance of the multiple information sources available via computer networks, if viewed as a well-stocked marketplace, may also stimulate demand for more and better goods by the world’s information consumers.
Citizen participation in the 1992 United Nations Conference on Environment and Development (UNCED), for example, has been ccoordinated via computer networks on seven continents, giving NGOs access to complete text of the preparatory committee documents, and providing public forums for news and issue discussion. This availability of information has a dramatic effect on how an event such as UNCED permeates the mass media everywhere.
Underlying the often chaotic view presented by the mass media, structures are developing to channel the new rivers of information to empower this and coming generations to deal with the issues it describes. A variety of efforts at computer networking for environmental education provide some great models. At the root, these efforts are all based on the same notion: that environmental problems must be viewed with a global perspective, but responded to by individuals acting locally, in their own communities or homes.
All of this new technology is not without cost, and the developed countries are clearly ahead in providing computer access for education. But even in the United States, where computer telecommunication is becoming commonplace, profit rather than educational reform is a dominant force in determining who gets access.
The harsh reality has motivated citizen computer networks to band together in the international Association for Progressive Communications (APC) to make computer network access broadly available. The APC hosts several promising educational efforts on its partner computer networks that now extend to more than 90 countries around the globe. These services may be tapped by anyone with a personal computer and modem, often via a local call, at costs roughly equivalent to a newspaper subscription or monthly telephone bill.
The education projects offered on the APC networks are examples of how low-budget computer communication can fit into community programs and classrooms.
By: Mathew Simond
About the Author:
Mathew Simond is a journalist and copywriter. He is also a webmaster of many websites including http://www.paralegal-degree.org and http://www.humanservicesdegree.net
He aims to provide healthy information and advice on academic degrees.
Teacher Education Philosophies
Posted by on Feb 4, 2010 in Education
It is important for every teacher to have a personal philosophy of teacher education based on a set of values and principles. It should reflect the person’s ideologies and philosophies of teaching and the overall development of the children. It becomes a crucial element in guiding the children towards a successful life.
The most famous and important people who contributed to the development of the world had personal, deeply insightful educational philosophies on their own. Albert Einstein, Paul Freire and Rudolf Steiner were some people who wrote and followed powerful educational philosophies in their careers.
John Dewey, one of the most prominent educational philosophers, in his book ‘Democracy and Education’, even devoted an entire chapter on teacher education philosophy and talks about various aspects that play a formative role in the education of children. Philosophies of teacher education can be classified as Liberal, Behaviorist, Progressive, Humanistic and Radical. Each of these has specific purposes in education and defines the role of a teacher and his relationship with the learner, in the unique perspective of particular philosophical contexts. The liberal philosophy aims at developing intellectual powers, while the behavioral ideologies focus on the survival skills of a human being and the role of education in teaching them. The Progressive philosophy motivates cultural development of an individual in order to bring about societal change, whereas the Humanistic trends look at the overall development of the personality and characteristics of an individual. And the radical philosophers are interested in beneficial changes that should happen in a society from time to time, and the role of education in bringing about political, social and economical changes.
Teacher education philosophy is now used as a major marketing strategy by teachers and has become an essential component of a teacher’s resume. This has evolved to become part of the teacher’s personal profile, which outlines all of his essential skill sets and unique qualities, and highlights his specialties.
By: Damian Sofsian
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Teacher Education provides detailed information on Teacher Education, Online Teacher Education, Teacher Education Philosophies, Teacher Education Programs and more. Teacher Education is affiliated with Online Special Education Courses.