This study measured the level of implementation of computers and other technologies within teache... more This study measured the level of implementation of computers and other technologies within teacher education method courses and noted how much computers were being utilized for developing problem solving abilities that could be used in the K-12 classroom curriculum. Surveys of Arkansas teacher educators from colleges affiliated with the National Council for the Accreditation of Teacher Education (NCATE) examined: demographics; personal use of computers and related devices; compliance with NCATE and International Society for Technology in Education (ISTE) recommendations for teacher educators to be knowledgeable about current practice related to the use of computers and technology and integrate them into their teaching and scholarship; and use of technology for realistic problem solving experiences. Results indicated that four respondent characteristics showed significant relationships with knowledge level and use (familiarity with ISTE competencies, age, rank, and tenured position). Survey responses suggested that methods instructors were using the Internet and World Wide Web for student assignments involving information access, email for communication, and word processed documents for class assignments. They were not using databased or spreadsheet applications for class assignments that would require higher order thinking and problem solving skills. (Contains 47 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
A naturalistic view of human development has been prevalent for over 300 years and has gone uncha... more A naturalistic view of human development has been prevalent for over 300 years and has gone unchallenged. Upon speaking to educators and psychologists, Piaget’s name and theories are renowned and accepted while the names of John Amos Comenius, Shmuel Feuerstein, and Reuven Feuerstein are virtually unknown. However, both Shmuel Feuerstein, and John Amos Comenius challenge the naturalistic view and replace it with a biblical view of human development. Seemingly, the naturalistic view of humanity and human development has been widely accepted. Educators have come to accept the theories of human development embraced by an educational system that discount spirituality and have a naturalist worldview rather than a biblical view of human development. Developmental theories have informed our perspectives, expectations, and limitations of learners who have intellectual, behavioral, and physical challenges.
The journey of completing my doctorate began twenty-four years ago with the birth of my son, Clay... more The journey of completing my doctorate began twenty-four years ago with the birth of my son, Clayton, who has had numerous learning challenges. Through the years my husband, Kyle, and I shed many tears and shared many times of joy as Clayton's journey included numerous therapies. In August of 2011, Clayton began his undergraduate degree at Boyce College and graduated in 2015. It was during this time that I met Garnetta Smith, who invited me to share with other students at Boyce College and SBTS the working memory, comprehension, and study skills Clayton had used to increase his cognitive abilities. I will forever be grateful for Garnetta's friendship and shared passion to help student's reach the potential God has for them. In December of 2013, Alvin Hickey, a former professor at Boyce, encouraged my work with exceptional learners as we discussed exploring doctoral programs. Later, John David Trentham and Danny Bowen engaged me in the first of many conversations to begin the Ed.D. program and put the Equipping Minds Cognitive Development Curriculum through a true experimental research study. Bowen's continual refining of my thesis was painful at times but made me see this refinement as a blessing and a process needed to sit at the academic table and have a voice for those who have no voice. In regard to the research study, I wish to extend my appreciation to the school, parents, and participants whose cooperation and commitment were exemplary.
Recent findings in neuroscience confirm the neuroplasticity of the brain. There has been strong i... more Recent findings in neuroscience confirm the neuroplasticity of the brain. There has been strong interest in applying these discoveries to learners with learning disorders focusing on increasing working memory capacity. The aim of the present study was to explore the effectiveness of cognitive intervention with the Equipping Minds Cognitive Development Curriculum (EMCDC), based on Feuerstein’s theory of Structural Cognitive Modifiability (SCM). Feuerstein’s theory states that a learner’s cognitive functioning can be modified through mediated learning. EMCDC is aimed at enhancing processing, working memory, comprehension, and reasoning abilities. Participants were learners with specific learning disorders (SLD). Learners were randomly assigned into one of two groups. The active control group received small group intervention in academic subjects an hour a day five times a week for seven weeks. The training group received small group intervention in the EMCDC an hour a day five times a...
While man has been fascinated with memory, intelligence, and cognitive abilities for thousands of... more While man has been fascinated with memory, intelligence, and cognitive abilities for thousands of years, it was the scientific study of memory that led to the current interest in understanding the consequences of deficits in working memory capacity and learning disorders. Researchers have found reliable correlations between working memory span and several other measures of cognitive functions, intelligence, and performance in school. Working memory deficits impact all learners with a neurodevelopmental learning disorder. Given the correlation between working memory and academic success, researchers have studied the effects of training working memory. However, the results suggest the interventions are not generalizing to academics in students with a neurodevelopmental learning disorder. Rather than focusing on the deficits in working memory, Reuven Feuerstein takes a broader perspective and examines the cognitive functions underlying intelligence and what is going on in the learner’s...
In recent years the majority of research studies in peer reviewed journals have utilized computer... more In recent years the majority of research studies in peer reviewed journals have utilized computer software programs to enhance cognitive skills with a focus on working memory training. An alternative approach absent in the current literature on working memory training is the use of a human mediator. Mediation is an interaction in which a human mediator who possesses knowledge intends to convey a particular meaning or skill and encourages the child to transcend, that is, to relate the meaning to some other thought or experience. Mediation is intended to help children expand their cognitive capacity, especially when ideas are new or challenging. The Equipping Minds Cognitive Development Curriculum (EMCDC) is a method of cognitive skill development which uses a human mediator and is based on the theory of Structural Cognitive Modifiability (SCM), Mediated Learning Experience (MLE), and a biblical worldview of human development. The success of the research with EMCDC supports the use of...
Christian Education Journal: Research on Educational Ministry, 2016
The purpose of this article is to use the discoveries in neuroscience and the theories, programs,... more The purpose of this article is to use the discoveries in neuroscience and the theories, programs, and research of Dr. Reuven Feuerstein to bring hope to parents, Christian educators, and interventionists of learners with neurodevelopmental learning disorders (NLD): autism spectrum disorders, attention-deficit hyperactivity disorder (ADHD), specific learning disorder, intellectual disability (Intellectual Developmental Disorder), communication disorders, and motor disorders. For sake of privacy, the name used in the case study is a pseudonym.
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