William Sadera

Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference

Abstract In teacher education programs, preservice teachers learn about strategies to appropriately integrate computer-related and Internet-capable technologies into instructional settings to improve student learning. Many presume that preservice teachers have the knowledge to competently model and teach issues of safety when working with these devices as well. This study investigated the current knowledge and understandings preservice teachers have about cyberethics, cyber-safety, and cybersecurity (C3) topics and their beliefs about their ability to teach them. The researchers conducted a survey with 318 preservice teachers asking them to rate their ability to model or teach 75 C3 topics. The results indicated that the respondents were not prepared to model or teach C3 topics

An Investigation on Experienced Teachers’ Knowledge and Perceptions of Instructional Theories and Practices

Instructional practices in schools have been constantly changing over the years, and educators’ knowledge about these practices is an important factor that influences their effective use. This paper presents an examination of teachers’ knowledge and perception of 24 instructional practices commonly used in the field of education, especially in the field of technology-based teaching and learning. Data from 162 experienced teachers who had enrolled in teacher education courses in two universities were collected from 2005 to 2007. Consistent with the literature, findings suggest that teachers with higher degrees and more teaching experience are aware of and understand more about educational practices. A predictive model was developed from this study.

Comparing Changes in Content Knowledge Between Online ProBLem Based Learning and Traditional Instruction in Undergraduate Health Professional Students

Problem Based Learning (PBL), a student centered instructional strategy, has been used as an effective pedagogical technique in the education of health care professionals to bridge the gap between theoretical knowledge and practical application. PBL has also been proposed as an instructional method that provides for active and collaborative learning in the online environment. Current research is inconclusive regarding the effect of PBL on content knowledge change. Furthermore self-directed learning readiness (SDLR) and motivation have been identified as attributes that may affect student success in PBL and online learning environments. This study investigated changes in content knowledge after participation in an online PBL module or traditional instruction in an undergraduate nutrition course. The study also examined the relationships between student SDLR and motivation and content knowledge change. The findings of this study indicated that online PBL was as effective as traditional instruction in promoting content knowledge change. Student attributes of SDLR and motivation did not affect the observed change in content knowledge.

Digital Game-Based Learning

This special issue of Computers in the Schools focuses on digital game-based learning. Gaming has grown in popularity and become a defining characteristic of young learners. Digital games, initially designed for the mass market with few educational connections, have gained increasing interests from educators and researchers. The articles featured in this issue will add to the body of knowledge that argues that digital games, when used effectively in instruction, can improve student learning through increased motivation and engagement. The articles in this issue also explore elements of game design that can increase effectiveness of games in the classroom. This special issue addresses using gaming as part of instruction with a variety of learners and within various learning contexts, including both K–12 education and higher education. This special issue consists of six outstanding articles, which provide readers with examples of game-based learning in practice, as well as discussion of game features that optimize learning opportunities. Selen Turkay and colleagues provide a teacher-oriented literature review addressing theoretical perspectives and game-design issues for educators to consider. Michael Martin and Yuzhong Shen share the results of their study regarding the effects of particular aspects of game design on learning outcomes. Judy Perry and Eric Klopfer’s study explores ubiquitous and causal learning games that help inform us of the educational effectiveness of specific game elements. Min Lun Wu, Kari Richards, and Guan Kung Saw’s investigation uses a massive multiplayer role-playing game to support second-language learning that yielded interesting findings on the interaction between motivation and game-based learning. Min Liu and colleagues further explore this interaction by explaining student motivation as a function of the engaging, interactive environment that is experienced through digital-learning games. In keeping with this theme, Jessica Stansbury, Evangeline Wheeler, and Justin Buckingham examine Nintendo Wii gaming as a tool to increase student engagement and ultimately improve student-learning outcomes.