Stanley Varnhagen

Use of Microcomputers for Spelling Assessment: Reasons to Be Cautious

The Test of Written Spelling (Larsen & Hammill, 1976) was administered twice to underachieving students from a regular third-grade class and from an upper-grade, self-contained class for learning handicapped (LH) students. One version of the test was given in the standard fashion, the other was administered and scored by a microcomputer. Results indicated that students took less time and spelled more words correctly on the standard written version. Although LH students scored lower than regular-grade peers, effects attributable to varying administration media were similar for both groups. Therefore, it is recommended that caution be exercised in adapting standardized dictation spelling tests for computer administration.

Internet Users' Prior Psychological and Social Difficulties

This study addressed the hypothesis that frequent Internet use produces social and psychological difficulties. An Internet-administered survey was given to a sample of Internet users. Comparisons were made between this sample and general population norms on a selection of social and psychological variables. Internet users showed a more detrimental mean rating on 11 of 13 of the variables (two measures of social contact were more positive among the user sample). However, for those variables for which time of onset was available (n = 7), the disorder had begun 5-22 years before Internet use. These findings are not in accord with the theory that Internet use causes disorder or social difficulty, and suggest the possibility that the Internet may provide a particular benefit for certain individuals who have already displayed these personal and social difficulties.

Comparison of Student Experiences with Different Online Graduate Courses in Health Promotion

The purpose of this study was to understand the experience of students as they progressed through three specific online graduate courses in health promotion studies delivered primarily by asynchronous computer conferencing. Focused teleconference discussions were conducted with approximately 45 students from the different courses and the transcripts subjected to qualitative analysis. Themes that emerged included what new students appreciated most when adapting to learning online, factors that contributed to learner satisfaction, and the difficulties encountered by students taking a course when the content was not as well suited to the instructional method. The findings are discussed in relation to the three components of Garrison, Anderson and Archer’s (2000) Community of Inquiry model of learning: cognitive, social and teacher presence. Implications are presented for assisting students with the process of adapting to online learning and enhancing the ‘fit’ between course content and online instructional methods.

ANALYSIS OF COGNITIVE PROCESSING AND SPELLING ERRORS OF AVERAGE ABILITY AND READING DISABLED CHILDREN

Abstract Component cognitive processes and spelling errors were examined in this investigation of spelling by average ability and reading disabled children. Grade 3 regular class students were matched on spelling achievement with grade 5 reading disabled students; average and below average spellers, based on grade 3 norms, were identified in each class. Elementary cognitive processes of memory access, memory span, simultaneous and successive processing, as well as word reading, were examined and compared with performance on a computerized spelling test. In addition, spelling errors made by the different groups on words differing in word familiarity and spelling predictability were analyzed using a developmental model of spelling. The results obtained for the cognitive processing measures demonstrated no classroom ability group differences but consistent differences in letter memory access and word reading by the poorer spellers in each class, demonstrating a developmental lag for these tasks. The analysis...

Rehabilitation Professionals' Satisfaction With Continuing Education Delivered at a Distance Using Different Technologies

This paper examines learner satisfaction with technologies used for distance delivery of continuing education across 10 Canadian sites: nine within the province of Alberta and one in Nunavut Territory. The technologies were satellite (or videotapes of) broadcasts, videoconferencing, and web-based technology. Learner satisfaction was evaluated using questionnaires. A survey on general issues related to continuing education was developed and mailed to random samples of health professionals and a convenience sample of stakeholders. The learners (n = 1.141) represented 20 types of health service providers who had attended at least one session delivered via satellite, videotape, or videoconferencing. Seven individuals completed the web-based course. Overall, the majority of participants were satisfied or very satisfied. In general, satellite delivery was received more favorably compared with videotapes of the same content. A total of 350 (33% response rate) health professionals and 37 (50% response rate) stakeholders returned the surveys. Nearly 50% of health professionals thought that clinical case presentations (rounds) were valuable to them, but over half of the stakeholders perceived that videotapes, rounds, and research seminars were valuable to health professionals. Ratings for the web-based course varied, indicating different learner characteristics. We conclude that it is possible to utilize multiple technologies to meet the continuing education needs of an interdisciplinary group of health service providers, but future research is needed to develop a framework for evaluating the usability of multiple existing and emerging technologies for distance education.

Online professional development for inservice teachers in Information and Communication Technology: Potentials and challenges

The purpose of this study was to evaluate an online professional development course for inservice teachers in the area of information and communication technology (ICT) and concurrently explore the factors that influence online professional development. The study integrated quantitative and qualitative methods including survey, focus group and interview, and was conducted during the progress of the course and approximately nine months after the course was over. Data show that the online delivery of ICT professional development for inservice teachers was successful. However, a learning community was difficult to initiate in an online learning environment. Teacher participants experienced great challenges when applying what they learned from the course into their teaching. The study suggests that further online ICT professional development should incorporate face-to-face sessions and enrol more than one teacher from the same school. Professional development aiming at changes should be considered as an ongoing process and supported with school change. Resume : L’objet de la presente etude consistait a evaluer un cours de perfectionnement professionnel en ligne pour les enseignants qualifies dans le domaine des technologies de l’information et de la communication et a etudier les facteurs qui ont de l’influence sur le perfectionnement professionnel en ligne. L’etude a tenu compte de methodes quantitatives et qualitatives, notamment un sondage, un groupe de discussion et une entrevue realisee alors que le cours etait donne et environ neuf mois apres la fin du cours. Les donnees indiquent que la prestation en ligne du cours sur le perfectionnement professionnel sur les technologies de l’information et de la communication pour les enseignants qualifies s’est averee une reussite. Toutefois, il a ete difficile d’initier une communaute d’apprentissage au milieu de l’apprentissage en ligne. Les enseignants participant ont eprouve de grandes difficultes a mettre en pratique dans leur enseignement ce qu’ils avaient appris. L’etude suggere que les prochaines seances de perfectionnement professionnel en ligne sur les technologies de l’information et de la communication devront comprendre des seances en personne et devront etre offertes a plus d’un enseignant par ecole. Le perfectionnement professionnel qui vise des changements devrait etre considere comme un processus continu et appuye alors que l’ecole change.

Designing a semiotic-based approach to intercultural training

This exploratory enquiry seeks to examine the largely unexplored potential of semiotics for intercultural training and education. The proposed threepart discussion describes the process by which semiotic theoretical principles were selected and progressively refined into an applied model which was then piloted through a 2007 research initiative entitled Tools for Cultural Development. The case study involved six groups of French and Australian trainees from both the academic and professional sectors, in collaboration with university, government and community partners. The first part of the article summarizes a review of the literature on approaches to cultural competence training. The study then outlines the transcoding process by which the stated objectives of intercultural education were reformulated in semiotic terms, particularly in reference to cultural semiotics on which the theoretical core of the applied model was subsequently based. Relevant principles from other semiotic schools as well as similar theoretical and methodological stances in the social sciences reinforced the established body of theory for the training design. The third part of the study discusses the process by which semiotic principles were further defined as skill-based outcomes and goals for workshop implementation. This pragmatic defining process facilitated development of questionnaires and surveys, thereby allowing participants to evaluate the training experience by examining their perceptions about the workshop outcomes at the beginning and end of the sessions. This article presents the quantitative results of the evaluation and, in discussing the gains and limits of data obtained, provides the context for a follow-up article on the qualitative findings of the study.