Business Computer Information Systems

The following is a philosophical consideration of the computer, particularly the graphical user interface (GUI), as a cultural artifact. Basing the examination on the premise that the computer is not a neutral tool but, rather, is an extension of the society creating it, I review potential pitfalls associated with the GUI. Particularly, the GUI can act to relegate computer literacy to a status of usability, rather than conceptual knowledge, and it can also function to further marginalize individuals outside the membership of the dominant culture. Our current notions of "computer literacy" must be revisited under the scrutiny of the computer, particularly the GUI, as a cultural artifact that acts to re-perpetuate the dominant culture's standards and mores. As instructors, we need to be aware of these inherent detrimental aspects so that we can empower our students to control the tool we call the computer, rather than vice versa. This paper seeks to raise questions and awareness of potential pitfalls and issues that we, as educators, need to address in our classrooms.

The following is a philosophical consideration of the computer, particularly the graphical user interface (GUI), as a cultural artifact. Basing the examination on the premise that the computer is not a neutral tool but, rather, is an extension of the society creating it, I review potential pitfalls associated with the GUI. Particularly, the GUI can act to relegate computer literacy to a status of usability, rather than conceptual knowledge, and it can also function to further marginalize individuals outside the membership of the dominant culture. Our current notions of “computer literacy” must be revisited under the scrutiny of the computer, particularly the GUI, as a cultural artifact that acts to re-perpetuate the dominant culture’s standards and mores. As instructors, we need to be aware of these inherent detrimental aspects so that we can empower our students to control the tool we call the computer, rather than vice versa. This paper seeks to raise questions and awareness of po...

Abstract: The following is a philosophical consideration of the computer, particularly the graphical user interface (GUI), as a cultural artifact. Basing the examination on the premise that the computer is not a neutral tool but, rather, is an extension of the society creating it, I review potential pitfalls associated with the GUI. Particularly, the GUI can act to relegate computer literacy to a status of usability, rather than conceptual knowledge, and it can also function to further marginalize individuals outside the membership of the dominant culture. Our current notions of “computer literacy ” must be revisited under the scrutiny of the computer, particularly the GUI, as a cultural artifact that acts to re-perpetuate the dominant culture’s standards and mores. As instructors, we need to be aware of these inherent detrimental aspects so that we can empower our students to control the tool we call the computer, rather than vice versa. This paper seeks to raise questions and

In this multivariate correlational study, the researcher examined the course culture of an online graduate course whose environment exhibited characteristics of a Community of practice (CoP). An online survey captured data used to explore the relationships among variables shown to describe a CoP in field environments and among student perceptions of their experience in the course culture. A canonical correlation analysis (CCA) and commonality analysis (CA) were conducted using five predictor variables and three criterion variables to evaluate the degree and direction of the relationships. The CCA revealed that the full model was significant, explaining approximately 74% of the variance among the two synthetic variates. Impact, faculty leadership, and connection were the largest contributors to the predictor variate. The criterion variate was primarily explained by value and perceived CoP, with exposure to the profession providing a smaller contribution. The CA confirmed these findin...

The conversion of a course for delivery via video teleconferencing can easily become an insurmountable task for a faculty member working alone. The model used at Tarleton State University (Stephenville, Texas) for the conversion of courses for delivery via video teleconferencing entails collaboration between the faculty member and an instructional technologist; under this model, the faculty member and the instructional technologist fulfill all four roles of faculty, instructional developer, evaluator, and production people. This paper describes the "Tarleton" model through a case study of the conversion of a graduate-counseling course with a focus on skill development. The unique features of the course, conversion of the delivery system, and skill development at a distance are discussed. (AEF)

Cyberlearning provides opportunities to many individuals who may not be able to participate in traditional campus-based counselor preparation programs. However, these opportunities will only be fruitful for the students if the online learning experience is of the highest quality. Thus, planning is an essential component of developing a high quality online course. This document discusses a conceptual framework for counselor educators who are considering entering the realm of cyberlearning. Specifically, the framework addresses the issues of pre-planning, course-level planning, and lesson-level planning. In addition, intertwined throughout the document is an example of how this conceptual framework could be applied to an online career development course. (Contains 38 references.) (Author) Reproductions supplied by EDRS are the best that can be made from the ori inal document.

he authors present results from a survey of 1498 college freshmen regarding students' perceptions of their experience with their high school counselors. The results of this research provide evidence that Texas students have positive perceptions of their high school counselors regarding availability, confidentiality and trust, and guidance activities. While there are areas of needed improvement identified, the students indicated counselors are available to students and are most effective in building relationships based upon positive rapport. It has been suggested that school counseling is the "earliest form of intentional or systematic counseling in the United States, or perhaps, in the world" (Erford, 2011, p. 19). The emergence of school counseling grew out of political, social, and economic conditions in the late 19th century. Massive immigration and the Industrial Revolution converged and resulted in significant societal changes and a need for educational reform. With the division of labor and the growth of technology, schools began to employ vocational guidance workers as early as the beginning of the 20th century. These early school counselors also served as student personnel administrators, psychologists, social workers, personnel workers for industry, mental health and psychiatry workers, and researchers and clinicians (Erford). So, from the very beginning,

Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to provide a means of capturing the ideas, information and experiences generated by the annual ACA Conference and selected ACA Division Conferences. Papers on a program or practice that has been validated through research or experience may also be submitted. This digital collection of peer-reviewed articles is authored by counselors, for counselors. VISTAS Online contains the full text of over 500 proprietary counseling articles published from 2004 to present.