Relevant bibliographies by topics / Education, Guidance and Counseling|Education, Educational Psychology|Education, Technology of

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Education, Guidance and Counseling|Education, Educational Psychology|Education, Technology of'

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Published: 9 July 2021
Last updated: 4 February 2022

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Journal articles on the topic "Education, Guidance and Counseling|Education, Educational Psychology|Education, Technology of"

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Qiongqiong, Kang. "Experimental research problems of extracurricular individualization of masters' training in education management." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2019): 79–94. http://dx.doi.org/10.51314/2073-2635-2019-3-79-94.

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Information library resources are significant educational resources in higher education institutions The development of the ability of foreign undergraduates to effectively acquire, evaluate and use these resources in extracurricular time can improve their level of information literacy and their ability to self-study For this purpose, we have developed a technology of extracurricular individualization for professional training of foreign masters under the guidance a librarian with a complex of information library resources (CILR) This educational technology establishes an algorithm of interrelated educational activities between foreign undergraduate and counseling library staff in extracurricular time To test the effectiveness of this technology, we conducted an experiment at the faculty of Pedagogical Education of Moscow State University named after M V Lomonosov During the experiment we used the Training and methodical complex on discipline “Informatization of educational process”, which developed by us To conduct the experiment, we have developed a methodical instrument of objective preliminary, current and final diagnostics to test the knowledge and skills of information literacy of foreign undergraduates and their ability to self-study through information library resources Based on the analysis of experimental data, we have made the conclusions that the proposed technology accelerates and improves the development of students ‘ skills in search, processing, analysis, storage and management of professionally relevant information, inculcates an information culture for them and forms need for independent work.
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Habsy, Bakhrudin All. "Filosofi Ilmu Bimbingan Dan Konseling Indonesia." Jurnal Pendidikan (Teori dan Praktik) 2, no. 1 (May 26, 2017): 1. http://dx.doi.org/10.26740/jp.v2n1.p1-11.

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AbstrakIlmu Bimbingan dan Konseling adalah ilmu pengetahuan yang mandiri berakar pada filsafat dan agama. Perkembangan Ilmu Bimbingan dan Konseling dari filsafat Bimbingan dan Konseling yang didukung oleh ilmu pendidikan, psikologi, sosiologi, antropologi, budaya yang berintegrasi dan saling menguatkan antara filsafat dan disiplin ilmu dasar serta melahirkan filsafat bimbingan dan konseling yang melandasi disiplin ilmu Bimbingan dan Konseling. Dukungan IPTEK, budaya, dan suasana lingkungan menjadi dasar untuk pengembangan teori dan praksis bimbingan dan konseling. Perkembangan Bimbingan dan konseling tidak lagi terbatas pada setting sekolah, melainkan menjangkau bidang-bidang di luar pendidikan yang memberikan nuansa dan corak pada penyelenggaraan upaya pengembangan individu yang lebih sensitif, antisipatif, proaktif, dan responsif terhadap kebutuhan dan tuntutan perkembangan individu dan masyarakat. AbstractGuidance and Counseling Science is an independent science which is rooted in philosophy and religion. The development of Guidance and Counselling Studies of philosophy Counseling is supported by educational science, psychology, sociology, anthropology, cultural integration and mutually reinforcing between philosophy and basic scientific disciplines and delivers philosophy that underlies Guidance and Counseling disciplines. The support of science and technology, culture, and the atmosphere becomes the basis for the development of the theory and praxis of guidance and counseling. The development of guidance and counseling is no longer confined to the school setting, but to reach areas outside of education that give situation and shades on the efforts on the implementation of the development of the more sensitive, anticipatory, proactive, and responsive individuals to the needs and demands of the development of individuals and society.
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Derry, Sharon J., Roy D. Pea, Brigid Barron, Randi A. Engle, Frederick Erickson, Ricki Goldman, Rogers Hall, et al. "Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics." Journal of the Learning Sciences 19, no. 1 (January 27, 2010): 3–53. http://dx.doi.org/10.1080/10508400903452884.

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Zhaina, Beisenbayeva, Sangilbayev Ospan, Mukazhanova Elmira, Kassymova Gulnar, and Bersugirova Tolganay. "Pedagogical Foundations of the Technology of Vocational Guidance for Students." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (December 9, 2020): 770–76. http://dx.doi.org/10.6000/2292-2598.2020.08.04.20.

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Today, considering professional specialists' needs, the content and technology of training in career counseling from the perspective of practice are not sufficiently developed. Thus, a search for new forms, methods, and means of conducting career guidance with students is necessary. This article offers a broad range of technologies and their optimal combination in career guidance work with pupils in the integrated system “School – University.” A leading approach to the study of this problem is an integrative approach that leads to the necessity to use traditional and innovative technologies that contribute not only to effective assimilation of knowledge but also an early social adaptation of the prospective adolescents to university conditions. The present study consists of a needs assessment of students' career guidance and career counseling programs in the university. The research is based on a survey developed on a sample of 120 students from the Almaty schools. The collected data has been both qualitative and quantitative. The students have been inquired about their professional path, about their career decisions, personal and professional values, abilities and competencies, intentions for the future, etc. The study's most relevant results show that: students are poorly informed about job opportunities, their expectations for the future are not connected with their own knowledge and abilities, they do not have a coherent career plan, and they encounter major barriers in the career decision process. The results are important for career counselors as they can be used to develop career guidance programs in the university environment. Purpose of the research: to theoretically substantiate and experimentally test the pedagogical conditions of vocational guidance for senior schoolchildren in the context of specialized education. The article is valuable for teachers and faculty of educational and vocational institutions to organize and conduct career guidance with students, applicants, and students.
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Kanar, Adam M., and Bradford S. Bell. "Guiding learners through technology-based instruction: The effects of adaptive guidance design and individual differences on learning over time." Journal of Educational Psychology 105, no. 4 (November 2013): 1067–81. http://dx.doi.org/10.1037/a0033831.

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Et al., Abdul Mujib. "Islamic Religious Education Based on Life Skills Metro City Public High School." Psychology and Education Journal 58, no. 1 (January 1, 2021): 3276–85. http://dx.doi.org/10.17762/pae.v58i1.1267.

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Education does not only teach or transform knowledge and skills as well as a sense of culture or religion, education should be able to equip students to be able to solve the problems they face, both now and in the future. The challenge of education in general is not a stand-alone problem, but is related to the development of science and technology and other aspects of life, be it economic, political or socio-cultural. The purpose of the school is to help and direct students in applying Islamic guidance, be able to read the Alquran, love the country, have the ability to have academic skills, proficiency in the computer field. The research approach used is a qualitative research approach, which describes the value of changes that cannot be expressed in numbers. Meanwhile, the key informants were the Principal and Deputy Head of Scholl section of the Curriculum. The researcher focuses on the Development of Life Skill Education based on Islamic Religious Education, which contains components such as; Lifelong learning or continuous learning skills, complex thinking or reading, writing, calculating skills, being able to communicate effectively, being able to collaborate or collaborating and having the ability to work and develop character / ethics or morals (spiritual, sense and emotional), then the researcher translates this into research indicators
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Bhat, Christine Suniti. "Cyber Bullying: Overview and Strategies for School Counsellors, Guidance Officers, and All School Personnel." Australian Journal of Guidance and Counselling 18, no. 1 (July 1, 2008): 53–66. http://dx.doi.org/10.1375/ajgc.18.1.53.

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AbstractCyber bullying or bullying via information and communications technology tools such as the internet and mobile phones is a problem of growing concern with school-aged students. Cyber bullying actions may not take place on school premises, but detrimental effects are experienced by victims of cyber bullying in schools. Tools used by cyber bullies are presented and the impact on victims is discussed. Intervention strategies for school counsellors, guidance officers, and school personnel to adopt with students and parents are presented.
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Glasheen, Kevin, Marilyn A. Campbell, and Ian Shochet. "Opportunities and Challenges: School Guidance Counsellors’ Perceptions of Counselling Students Online." Australian Journal of Guidance and Counselling 23, no. 2 (September 4, 2013): 222–35. http://dx.doi.org/10.1017/jgc.2013.15.

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School guidance counsellors worldwide seek ways of providing appropriate professional assistance to all students. While young people integrate online technology into their daily lives and go online for information and to communicate with each other, school counsellors in Australia are not offering online support to students. This cross-sectional study reported on the reluctance of school counsellors to offer online counselling and the reasons for this. A survey was developed focusing on the intention to offer online counselling based on indicative factors favouring the use of this initiative. 210 school guidance counsellors completed the survey online, which showed that there is conditional support for the introduction of online counselling into the school setting. Counsellors indicated that they would use online counselling if students accepted its use in the school setting though they question how genuine students would be in its use. Most respondents reported a lack of confidence in understanding the ethical and legal implications of online counselling. However, the majority of participants were prepared to undertake further professional development in this mode of counselling. Additionally, they sought confirmation of the effectiveness of counselling students online before committing themselves to it. The implications for school guidance practice are discussed.
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Cortés Pascual, Pilar Alejandra. "Un análisis de la orientación profesional desde la tecnoética educativa." REOP - Revista Española de Orientación y Psicopedagogía 17, no. 2 (January 28, 2014): 181. http://dx.doi.org/10.5944/reop.vol.17.num.2.2006.11345.

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RESUMENLa orientación profesional hay que situarla en un contexto sociohistórico concreto que actualmente se caracteriza por la Sociedad de la Información. Desde aquí, nos planteamos que un contenido relativo a la orientación profesional ha ser la comprensión de un análisis ético de las tecnologías y los medios de comunicación, a los que se ha de enfrentar un sujeto en su desarrollo profesional. Esta idea se concretiza en el concepto de tecnoética educativa, y se aborda desde dos parámetros: los valores intrínsecos que incluyen las tecnologías y los medios de comunicación (fin de la tecnoética), y uso de éstos como mediadores de los valores éticos (medio de la tecnoética). Desde ambos sentidos se presenta concisamente la propuesta que se implementa en la actualidad mediante el proyecto “Laboratorio de Observación sobre Tecnoética para Adultos” (LOTA) y sus implicaciones en la orienta-ción profesional.ABSTRACTCareer Guidance should be set within a specific socio-historical context, which is nowadays characterized by the Society of Information. From this starting point, we think that the understanding of bothan ethical analysis of technology as well as of the means of communication, which individuals will have to deal with in their professional development, must be considered as a content linked to career guidance. This idea becomes more definite in the concept of educational technoethics and it is studied from two parameters: the intrinsic values that technology and the mass-media include (the aim of technoethics) and their use as mediators of ethical values (means of technoethics). Therefore, the proposal that is currently being implemented in the project “Observation Laboratory on Technoethics for Adults” (LOTA) as well as its implications for career guidance are concisely presented from both points of view.
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Et al., Ruzimurot Kungratovich Choriev. "Content Characteristics of Independent Work of Students (IWS): Modern Conditions and Problems." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1289–94. http://dx.doi.org/10.17762/pae.v58i2.2272.

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The article discusses the problem of organizing independent work under the guidance of a teacher, which can be considered effective only if the educational process is organized as a holistic system in each classroom and in extracurricular activities of students. However, these types of work can be partially interconnected with each other, and several types of classroom training on credit training technology have different goals, each of which has its own goal and is an ideal opportunity to perform the above training tasks. The work of independent students under the guidance of a teacher (IWS) focuses on classroom activities. At the same time, the analysis of normative documents and scientific and methodological literature, the description (IWS) are presented in the same sense in different sources, but nevertheless the main aspects of this concept are defined, and (IWS) is a joint training of students and teachers . type of activity (type of training), which is one of the aspects of ensuring the individual work of the student based on the installation, configuration and control of the teacher.
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Dissertations / Theses on the topic "Education, Guidance and Counseling|Education, Educational Psychology|Education, Technology of"

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Nelson, J. Scott. "Online technology and counseling microskill development| A mixed-methods approach." Thesis, Northern Illinois University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3596665.

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Emergent popularity and student consumer/educational administrator demand for online technology in counselor education is also increasing the need to research its impact and potential effectiveness/ineffectiveness as a pedagogical tool. Research shows that the trend toward online coursework is likely to increase in the future and also that the new trend is moving away from asynchronous text-based delivery toward virtual environments using video and audio (Robey, 2009).

Counselor educator led preparation programs are experiencing more pressure to join the online bandwagon and yet lag behind other professions in utilizing technologies in education (Karper, Robinson, & Casado-Kehoe, 2005). Although some studies have investigated the use of online technology in counselor education, very few studies have explored using virtual simulated clients in counselor education in order to develop counseling skills (Engen, Finken, Luschei, & Kenney, 1994; Hayes, Taub, Robinson, & Sivo, 2003; Karper et al., 2005).

Furthermore, self-efficacy is a critical component of counseling skill development for counselors-in-training (CITs; Levitt & Jacques, 2005). Therefore, the purpose of this mixed-methods dissertation was to investigate whether online learning technology using synchronous, online, video-based, computer-guided, simulated-client microskills drills in real time influenced microskills development for counselors-in-training.

Further, I used Counselingskills on Demand (COD) online virtual client microskills drills within the framework of Bandura's (1977) social cognitive theory that performance is the best indicator of self-efficacy and explored how online microskills drills influence counseling student microskills performance and developmental process.

Qualitative data analysis suggested that participants were comfortable with online learning, found virtual client microskills drills most beneficial while developing a basic understanding of the difference between microskills and how to use them, and less useful once a basic understanding and ability to use the microskills was established. Overall, study results appeared to indicate that online learning technology using synchronous, online, video-based, computer-guided, simulated-client microskills drills in real time may be beneficial, may assist counseling students in the developmental process of increasing cognitive complexity and self-efficacy, could lead to decreased anxiety when doing counseling, and might help develop microskills understanding and basic proficiency.

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Schmitt, Rachel Calkins Oxnard. "The effects of a self-monitoring and video self-modeling intervention to increase on-task behavior for children with attention-deficit/hyperactivity disorder." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378379.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2009.
Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3758. Adviser: Thomas J. Huberty.
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Kelly, Mary L. "The use of multimedia technology to enhance self-determination skills & encourage student leadership in educational goal planning for post-secondary students with Asperger syndrome." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297935.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from dissertation home page (viewed Sept. 30, 2008). Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0936. Adviser: David Mank.
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Trinneer, Anne. "Teaching children about Internet safety: An evaluation of the effectiveness of an interactive computer game." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27303.

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The effectiveness of an interactive computer game designed to alert children to dangers on the Internet and to encourage them to develop their own guidelines for Internet safety is assessed. Pre- and post-test data were collected from a treatment (n = 181) and comparison group (n = 157) of Grade 6 and 7 students from 8 elementary schools in and around a large Western Canadian city. Reported frequencies of risky online behaviours, Internet safety-related attitudes, and number of Internet safety guidelines were measured in a questionnaire format. Initial frequencies of risky online behaviours and attitudes were quite low, making it difficult to demonstrate change due to playing the computer game. Subjects who had played the game, however, wrote more Internet safety guidelines than did those who had not. These positive results for the safety guidelines provide promising initial evidence that this computer game can be used effectively as part of an Internet safety program in schools. Methodological limitations are discussed to provide direction for future research in this area.
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Gambin-Pynn, Gloria. "Technology enhanced guidance services : an exploration and example in a junior high setting /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0032/MQ47450.pdf.

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Boone, Anthony. "Awakened to a life| an existential-phenomenological examination of the lived experience of recovery from eating disorders." Thesis, Duquesne University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632869.

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Eating disorders have become an ever-increasing phenomenon in the cultural landscape. The irony of a culture of abundance that produces either abnormally abstemious or indulgent food practices is staggering. This study is a qualitative analysis of recovery from three major eating disorders: anorexia nervosa, bulimia nervosa, and binge eating disorder. It is a phenomenological and existential analysis of the lifeworld of those who have had relief from the symptoms for three years or longer. The Maintenance phase recovery in the Stages of a Change model is used as criteria for participation in this study. Terror Management Theory was used as one lens to elucidate that experience to better understand the psychological and emotional changes the subjects encountered throughout their recovery process, Additionally, Van Manen's (1997) four lifeworld existentials defined the phenomenological glance that the study sought to understand the experience of recovery. Five main themes emerged from the data. These themes characterized the experience of the recovered person. These main themes were 1) a change in self-esteem based on honesty towards self and others, 2) a new relationship with the body, 3) a positive change in family relationships, 4) a new autonomy and competence/spirituality, and 5) optimism in the face of adversity/spirituality. A discussion of implications for and uses in counseling and of further research possibilities conclude this dissertation.

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Lukomski, Jennifer Adele 1960. "Demographic and professional characteristics associated with school psychologists' ethical beliefs." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282187.

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To date no systematic empirical study has been published that examines the association between the demographic and professional characteristics of school psychologists and their ethical beliefs concerning school psychology practice. In the present study a representative sample of 345 NASP members rated various behavior descriptions of possible school psychology practices with regard to their ethical beliefs of the appropriateness of such practices and their perceptions as to the frequency of occurrence of such practices. The differences between respondents' gender, age, type of work setting, theoretical orientation, educational level, type of certification, type of ethics training, year highest degree was obtained and years in practice on three dependent measures (i.e., total ethical behavior rating score, dual relationship domain score and competency domain score) were examined. The results showed that there was a high linear association between respondents' ethical ratings of selected behaviors and their respective ratings of the observed frequency of occurrence of such behaviors in practice. In addition, the findings between the demographic and professional characteristics indicated that: (1) female respondents scored significantly higher (i.e., more conservative/less permissive) than male respondents on the three dependent measures, (2) respondents who practiced less than 16 years or graduated after 1981 scored significantly higher (i.e., more conservative/less permissive) on the three dependent measures than those respondents who had worked either more than 16 years or graduated before 1981, (3) Master's and Ed.S. level respondents who had obtained their highest degree after 1981 scored significantly higher (i.e., more conservative/less permissive) than did those Master's and Ed.S. respondents who obtained their degree before 1981, and (4) Doctoral level respondents who received their degree before 1981 scored significantly higher (i.e., more conservative/less permissive) than those Master's degree respondents who received their degree before 1981. The present study's findings were discussed in relation to existing literature on psychology and ethics. In addition, limitations of the present study and suggestions for future research were also addressed.
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Wojcik, Jennifer Catherine. "Retrospective perceptions of the death of a parent during adolescence." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/28039.

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This qualitative autobiography explored the educational experiences of three adults who were bereaved in adolescence by the deaths of their fathers. Part of the purpose of this study is to make meaning of the school experiences of the participants after their fathers died. Three stories of bereavement are told to illuminate the needs of the participants at school. These needs are to communicate about their bereavement, to receive acknowledgement of their father's deaths and to feel affirmation from their peers. Data reveal that teachers and school personnel rarely addressed participants' needs. More could have been done to help the participants work through their bereavement while at school. For example, media such as art, literature, and music are explored in this study as means to work creatively with bereavement. These media are called sign systems, and are presented in this study as resources teachers can draw from to raise awareness of the human experience of bereavement. Suggestions for incorporating sign systems in the classroom setting are offered to integrate discussion about bereavement and grief with school curriculum. A Representation of Data Interpretation web is presented to illustrate the stories of the participants, and how three bereaved people work through bereavement together. The findings of this study suggest that bereavement is not a malady to be euphemized and covered up, rather, open communication about bereavement in the school setting can increase empathy and understanding about the lives of our fellow human beings: their struggles and successes.
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Brenner, Michelle Klein. "Ideology and decision making in school-based counseling." Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601695.

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The present study built on the design and results from the pilot study in an attempt to explore the relationship between psychologists' personal ideologies and the decisions they make in school-based counseling. Of particular interest was whether higher levels of self-reported ideology were related to support of relevant school policies. Participants included 166 psychologists who responded to an online survey that included questions related to personal and professional ideologies, attitudes toward school policies, training and preparedness in four areas of interest, and hypothetical scenarios. Consistency among responses in areas including theoretical orientation, political party, and training and preparedness in ethics and multicultural issues limited the analyses that could be performed to compare different populations. Correlation data indicated that there was no relationship between those who reported to be religious and those who reported that they were not religious, though slight differences were noted qualitatively. There was also no difference between responses of individuals who had not taken a class but felt prepared as compared with responses of the rest of the population. Correlation data also indicated some associations between the school policies related to liberal/conservative political views and the vignette designed toward that ideology.

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Tsao, Li-you 1966. "Factors related to parenting knowledge, knowledge of child development, and childrearing involvement among parents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278399.

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Fifty-five fathers and 90 mothers in Taiwan were studied to test if there were any parental factors related to their parenting knowledge, knowledge of child development, and childrearing involvement. The data were collected by the Personal Information Questionnaire, Parenting Knowledge Questionnaire, Knowledge of Child Development Inventory, and Childrearing involvement Questionnaire. The parents' educational level, parental occupation, and parenting training experience were found to be positively related to the parents' level of parenting knowledge, knowledge of child development, and childrearing involvement. Positive relationships were also indicated between the annual family income of parents and their level of parenting knowledge, knowledge of child development. However, the parental age and the parents' childrearing experience existed negative relationships with their level of parenting knowledge and childrearing involvement in the study.
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Books on the topic "Education, Guidance and Counseling|Education, Educational Psychology|Education, Technology of"

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Ofsted. Inspecting post-16: Business education : with guidance on self-evaluation. London: OFSTED, 2001.

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Ofsted. Inspecting post-16: Business education : with guidance on self-evaluation. London: Ofsted, 2001.

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Ofsted. Inspecting post-16: Media education : with guidance on self-evaluation. London: Ofsted, 2001.

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Ofsted. Inspecting post-16: Information and communication technology : with guidance on self-evaluation. London: Ofsted, 2001.

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Ofsted. Inspecting post-16: Information and communication technology : with guidance on self-evaluation. London: OFSTED, 2001.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Éducation artistique, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Éducation technologique, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Sciences humaines et sociales, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Affaires et commerce, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Sciences, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Book chapters on the topic "Education, Guidance and Counseling|Education, Educational Psychology|Education, Technology of"

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Chen, Qi. "Effects of learners’ characteristics and instructional guidance on computer assisted learning." In Integrating Information Technology into Education, 193–202. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34842-1_19.

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Aljaber, Tareq, and Neil Gordon. "A Guidance and Evaluation Approach for mHealth Education Applications." In Learning and Collaboration Technologies. Technology in Education, 330–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58515-4_26.

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Torres, Marco Andrade, Soraya Toro Santacruz, and Anabela Galarraga Andrade. "Relationship Between Vocational and Professional Guidance with Election of Career in Higher Education." In Technology, Sustainability and Educational Innovation (TSIE), 106–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37221-7_10.

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August, Stephanie E., and Audrey Tsaima. "Artificial Intelligence and Machine Learning: An Instructor’s Exoskeleton in the Future of Education." In Innovative Learning Environments in STEM Higher Education, 79–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_5.

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AbstractThe role of artificial intelligence in US education is expanding. As education moves toward providing customized learning paths, the use of artificial intelligence (AI) and machine learning (ML) algorithms in learning systems increases. This can be viewed as growing metaphorical exoskeletons for instructors, enabling them to provide a higher level of guidance, feedback, and autonomy to learners. In turn, the instructor gains time to sense student needs and support authentic learning experiences that go beyond what AI and ML can provide. Applications of AI-based education technology support learning through automated tutoring, personalizing learning, assessing student knowledge, and automating tasks normally performed by the instructor. This technology raises questions about how it is best used, what data provides evidence of the impact of AI and ML on learning, and future directions in interactive learning systems. Exploration of the use of AI and ML for both co-curricular and independent learnings in content presentation and instruction; interactions, communications, and discussions; learner activities; assessment and evaluation; and co-curricular opportunities provide guidance for future research.
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Ivanov, Bogdan, Victorița Trif, and Ana Trif. "Assessment and Paradigms." In Analyzing Paradigms Used in Education and Educational Psychology, 121–43. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1427-6.ch006.

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This chapter analyzes the assessment literature linked with 21st century paradigms. The study aims to examine the narratives on assessment (How can the metabolism of assessment be illustrated?) and to present the dissonances related to the subject topic (How do you measure educational results?). The qualitative investigation of the rhetoric on assessment is connected to the variety of educational challenges from the real life of schools: it is the shift from the traditional tools to contemporary technology. The shift from atomistic to holistic perspective presses for rethinking paradigms. This implies changing educational paradigms from being taught to learning on your own with guidance, from providing instruction to effective teaching, from teaching to producing learning. To conclude, this chapter argues for a network of paradigms connected to the multiple metrics of success translated into a different learning environment.
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Grant, Candace T., and Kenneth A. Grant. "Improving Moral Behaviour in the Business Use of ICT." In Business Education and Ethics, 1178–200. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch060.

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The 21st century has seen a much-increased focus on the importance of ethical behaviour in business, driven by major scandals, calls for stricter regulation and increased demands for improved governance and reporting. In parallel, there are calls for the incorporation of moral and ethical elements in business education and university accreditation bodies and schools are responding. In particular, the explosion of technology change, particularly Internet, social media and beyond have raised many challenges for individuals, organizations and legislators. However, educational responses are varied and little has been done to determine the effectiveness of what has been done. Most responses to this need to provide ethical education follow a cognitive, rule-based approach, often using case-based techniques. This can improve knowledge and understanding of ethical issues, but it may have limited influence on actual behaviour. A relatively new field – Positive Psychology -- provides an alternate perspective, focusing on what is good rather than what is poor behaviour. One Positive Psychology approach, that of Appreciative Inquiry, which has not previously been used in ICT ethics education, offers a promising technique to develop improved moral attitudes and behaviour. This paper reports on a large-scale pedagogical research project that: (1) examines ethical perspectives from philosophy, psychology and pedagogy in the context of ICT professional education; (2) describes the development and multistage implementation of an ethics course in an undergraduate business ICT program delivered to more than 1,200 students; (3) discusses the formal evaluation of changes in moral attitude following a Positive Psychology intervention in the education of some 300 Business ICT students using the Defining Issues Test, Version 2 (DIT2) and the IMIS Survey developed at the Centre for Computing and Social Responsibility. The project results demonstrate that a well-designed applied ICT ethics course produces measureable positive changes in the ethical stances of participants and that the use of Appreciative Inquiry increases the impact of these changes. In addition to the relevance of the findings for educators they can provide guidance to those in organisations responsible for the ethical behaviour of their ICT employees.
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Dyer, Gordon. "Changing Roles and Processes in Online Tuition for Higher Education." In Usability Evaluation of Online Learning Programs, 283–98. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-59140-105-6.ch015.

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The case study examines a Level 1 undergraduate course delivered totally online to 8,500 students of the UK Open University (OU). Context, philosophy, design and learning outcomes are described. The author compares personal experience of tutoring the course to normal OU distance teaching methods and argues that computer-mediated conferencing (CMC) has a major impact on student learning styles and in changing roles within the teaching team; a learning community develops, triggering co-learning, co-tuition and co-counseling. The CMC also enables efficient academic and administrative information flow, and fast feedback for informal evaluation. The evaluation cycle is completed by reference to student feedback via a Web-site questionnaire and institutional change action. The study shows that technology to support global delivery is adequately robust, and success rates on the programme are similar to other OU courses. Pre-entry and online educational guidance is identified as an area needing further consideration.
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Driskell, Shannon O., Sarah B. Bush, Robert N. Ronau, Margaret L. Niess, Christopher R. Rakes, and David K. Pugalee. "Mathematics Education Technology Professional Development." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 107–36. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch005.

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The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers' knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology professional development papers over several decades using Sztajn's (2011) standards for high quality reporting in mathematics professional development research studies, the Technological Pedagogical Content Knowledge framework, and the Comprehensive Framework for Teacher Knowledge. Both the Professional Development Implementation and Evaluation Model and Education Professional Development Research Framework are recommended for further guidance on reporting key features of mathematics education technology professional development.
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Neeraja, KP. "Guidance." In Textbook of Communication and Education Technology for Nurses, 528. Jaypee Brothers Medical Publishers (P) Ltd., 2011. http://dx.doi.org/10.5005/jp/books/11315_11.

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Osipenko, Leeza, and Elangovan Gajraj. "NICE Guidance and Health Technology Assessment." In Clinical Pharmacy Education, Practice and Research, 313–20. Elsevier, 2019. http://dx.doi.org/10.1016/b978-0-12-814276-9.00022-2.

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Conference papers on the topic "Education, Guidance and Counseling|Education, Educational Psychology|Education, Technology of"

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Fisher, Dara R. "Pedagogy and content evolution in cross-border higher education: Evidence from an American-Singaporean cross-border partnership." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5284.

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Reflecting larger trends in business, economics, and communications, the field of higher education has undergone a rapid period of globalization and internationalization over the last half century. While much scholarship has been devoted to the policies and practices of cross-border higher education work, little research has examined the mechanisms by which educational practices and approaches are modified and adapted when moved across cultural contexts. This paper addresses this gap by examining the processes by which foreign and local partners adapted and modified American educational approaches to fit the needs of Singaporean students in a large-scale cross-border higher education partnership. Developed based on a year of immersive ethnographic fieldwork at the Singapore University of Technology and Design – a new university established in collaboration with the Massachusetts Institute of Technology – the findings of this paper show that local and foreign partners utilized three distinct strategies to modify American pedagogical and curricular approaches to fit the needs of the Singaporean context: collaborative mentorship and guidance, incremental modification of content and practice, and enabling and facilitating student-driven change. This paper presents an overview of these findings, as well as their implications for future work.
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Morón, Carlos, Daniel Ferrández, Mari Paz Ramos, and Maria Guadalupe Dorado. "THE IMPORTANCE OF EDUCATIONAL GUIDANCE AT EVERY STAGE OF THE EDUCATION SYSTEM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1154.

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Saripah, Ipah, and Nadia Aulia Nadhirah. "Guidance and Counseling to Improve Healthy Sexual Behavior of Adolescents in West Java." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.095.

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Muqodas, Idat, Sunaryo Kartadinata, Juntika Nurihsan, Tina Dahlan, Syamsu Yusuf, and Aam Imaddudin. "Psychological Well-being: A Preliminary Study of Guidance and Counseling Services Development of Preservice Teachers in Indonesia." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.080.

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Sare, Yanuarius Dhae, Nur Hidayah, and Diniy Hidayatur Rahman. "Historical Guidance and Counseling Perspective in Indonesia." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.075.

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Badriyah, Rr Dwi Umi, Sugiharto, and Rustono. "Guidance and Counseling: Dwijendra’s Ethical Spiritual Value." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.044.

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Rissanen, Antti, and Kalle Saastamoinen. "CHALLENGES IN ASSESSMENT AND GUIDANCE IN STUDY GROUP BASED LEARNING." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.112.

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In science and technology education lectures, exercises, and report type home works are aimed to guide individual learning in knowing applied methods and tools to gain knowledge and skills needed in future profession. This research presents observations how flipped learning and group work would solve some of the motivation and resource related challenges in the NDU’s master level curricula in the department of military technology. However, feedback studies from recent courses showed that assessment, guidance, and even controlling procedures are needed when applying these methods. Action research methodology was used to seek solutions to the new challenges produced by student centric education like flipped and group work type approaches. Observations were made from the NDU’s two year long, preprogrammed, and mostly preplanned curricula. The research revealed that in NDU many aspects in group based models required deeper consideration. Especially, related individual assignments, assessment methods, and motivational aspects formed some of the critical areas. Keywords: group work, assessment methods, student centric learning.
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Adesti, Mellyn Yulia Ine, Nur Hidayah, and Diniy Hidayatur Rahman. "Flashbacks of Guidance and Counseling Services in Indonesia." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.003.

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Liu, Jie. "Guidance and Education of College Students' Employment View." In Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hsmet-19.2019.151.

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Kurniawan, Nanda Alfan. "Guidance and Counseling Problems in Indonesia: A Critical Review." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.048.

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Reports on the topic "Education, Guidance and Counseling|Education, Educational Psychology|Education, Technology of"

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Jagannathan, Shanti, and Dorothy Geronimo. COVID-19 and Education in Asia and the Pacific: Guidance Note. Asian Development Bank, January 2021. http://dx.doi.org/10.22617/tim200397.

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This guidance note underscores the potential of education technology (EdTech) solutions in transforming learning, teaching, and training systems during and after the coronavirus disease (COVID-19) pandemic. Since the COVID-19 outbreak, governments have been coping with and responding to many challenges posed by the closure of education institutions. Building on key principles and solutions proposed by several international agencies, the guidance note provides suggestions for developing countries in Asia and the Pacific to initiate reforms to improve quality, relevance, and inclusion in education. It is one of a series produced by the Asian Development Bank for key sectors and thematic areas.
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IBM FEDERAL SECTOR DIV GAITHERSBURG MD. Foundation Tools Guidance and Education for the Software Technology for Adaptable, Reliable Systems. Fort Belvoir, VA: Defense Technical Information Center, March 1989. http://dx.doi.org/10.21236/ada228482.

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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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