Professional development is an integral part of one's career, providing opportunities for growth, reflection, and improving practices. In the field of piano pedagogy, most teachers work independently, often providing instruction from their home, therefore finding appropriate professional development opportunities may be limited by proximity (both in terms of time and physical distance) as well as financial constraints. To meet this need, an on-line digital video library of piano teaching (DVL) was developed and a multiple-case-study methodology was employed to examine the experiences of five piano teachers as they interacted with this tool for four weeks. Findings from this study indicated that viewing the DVL was a beneficial professional development activity, which facilitated teacher learning that could be immediately carried over into their teaching situation resulting in increased student success. Keywords. professional development, piano pedagogy, digital video library, asynchronous distance education

Cette recherche s'est penchée sur le problème de l'intégration pédagogique des TIC (technologies de l'information et des communications). De nombreuses études montrent qu'à l'échelle du pays, même si les ordinateurs sont présents dans les salles de classe et que les écoles sont branchées, les TIC ne s'intègrent que superficiellement dans la pédagogie. De plus, on remarque que les usagés des TIC en société ne sont pas nécessairement équivalents aux usagés des TIC dans le systeme éducatif. Cette recherche avait donc pour objectif d'identifier, de comprendre et d'expliquer la relation entre les représentations que les personnes enseignantes se font de la pédagogie et de leurs usagés des TIC. À partir d'une recension des écrits en matière d'orientation pédagogique et de typologies d'usagés des TIC, il a été possible de retenir deux modèles de ces objets de recherche. Le modèle choisi pour le classement des approches pédagogiques s'oriente sur deux axes soit, l'axe "centre enseignant I centre apprenant" et l'axe "orienté processus I orienté produit". Pour sa part, le modèle retenu pour catégoriser les usagés des TIC reconnait quatre types d'interactions: technique, social, informationnel et epistémologique. Le cadre théorique a été délimité par un réseau notionnel qui retrouve sa genèse dans la recension des écrits, et la thèse proposée a été enrichie par un raisonnement qui utilisait l'apport intègre d'une pluralité de thèses devant conduire à la réponse recherchée. Succinctement, ce cadre théorique posait comme hypothèse que s'il est possible de retrouver une relation entre les représentations que les personnes enseignantes se font de la pédagogie et de leurs usagés des TIC, il faut nécessairement que ce soit à travers leur processus de choix. Avec un tel objectif de recherche, le protocole méthodologique visait à faire émerger des représentations de la pédagogie et des usages des TIC. Un total de dix formateurs d'enseignants francophones dans une seule institution ont été recrutés pour une étude de cas simple, instrumentale et intrinsèque. La collecte de données a été menée à partir de deux instruments soit l'entretien semi-structure et l'analyse de construits. Les résultats de la collecte de données ont fait émerger deux relations entre la pédagogie et les TIC et ont permis d'actualiser le modèle de processus de choix tel que proposé par la littérature.

Collaborative patient-centered practice (CPCP) is an area of interest for continuing education in healthcare because it has the potential to increase the efficiency and effectiveness of health services. Because ELearning is becoming increasingly popular, the primary purpose of this qualitative intrinsic case study was to examine the design, development, delivery, and evaluation of a non-credited, six-week, continuing education online workshop about interprofessional education for collaborative patient-centered practice (IECPCP). This workshop was offered at no cost to the participants. The secondary focus of this study examined the self-reported outcomes that participants perceived they had achieved through the workshop in terms of the knowledge, skills, attitudes, and practices necessary to stimulate CPCP in the workplace. Three groups of participants (a total of 31 participants), were included in this intrinsic case study. The first group of six participants took part in a survey-based needs analysis to inform the design of the workshop. The second group of three participants formed the production team. During interviews, the production team members offered retrospective feedback on the design and development of the workshop based on the learners' comments. The third group of 22 participants included the learners who registered in the workshop and completed one or more data collection methods designed to capture their eLearning experience. The data collection methods included a pre-workshop survey, a temperature check, a post-workshop survey and email, and a post-workshop interview. A descriptive analysis was completed for the survey data and course records. The interview data was subjected to an interpretive analysis using the constant comparison method. All data sets were triangulated and interpreted through the lens of socioconstructivism with specific emphasis on Vygotsky's sociocultural theory. The results showed that in a continuing education context where learners are not asked to pay a registration fee, the rate of participation in an online workshop is closely linked to personal and professional motivational factors that can outweigh all design aspects of the learning resource. This study also showed that the more time the learners spent interacting with the learning resource, other learners, and the facilitator, the more they reported examples of the following: moving from knowledge construction about CPCP toward the development of CPCP skills; the adoption of attitudes conducive to CPCP; and the application of practices that stimulated CPCP in the workplace. This intrinsic case study suggests that all aspects of motivation and participation should be integrated within an eLearning model to influence the way online programs are designed, developed, delivered, and evaluated for this particular target group of learners. Integrating the concepts of motivation and participation into online program design, development, delivery, and evaluation will likely create an environment that stimulates active engagement in the online learning process.

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<p> The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using Exploratory Factor Analysis (EFA) and reliability analysis. Twenty items from three competencies, i.e. social competencies, communication competencies, and technical competencies, were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach's alpha> .823). Twenty items remained in the final questionnaire after deleting one item which cross-loaded on multiple factors (social competencies with classmates: five items, social competencies with instructor: five items, communication competencies: four items, and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to discover a better understanding of the level of freshmen college students' online learning readiness by measuring their social, communication, and technical competencies. In addition, this study was looking at two factors of social integration in Tinto's SIM and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose to extend Tinto's social integration to online learning environment. </p>

Projective tree drawing techniques are used by clinicians and therapists to assess the personality and emotional state of patients. This study compares the results of administering a computerized projective tree drawing technique with the results obtained by a pencil and paper counterpart. Both techniques are based upon the tree drawing component of the House-Tree-Person technique and related tests. With Compute-A-Tree, subjects created tree pictures from a menu of preselected imagery while subjects taking the conventional form of the technique produced spontaneous tree drawings. A post-drawing questionnaire (PDQ) employing a Likert scale was used to measure subjects attitudes regarding their tree images. The mean score for computer rendered trees was higher than the mean score for conventionally rendered images. Similarities were found between responses to the images obtained through the two forms of administration.

<p> Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and individual study. The central research question of this study is: What aspects define the lived experience of CALL professionals as they select CALL solutions for language resource centers or language labs? A subset of related research questions focuses on how CALL professionals consider pedagogical aspects of CALL solutions in making selections, the other aspects that CALL professionals consider in adoption or non-adoption decisions, and how CALL professionals experience satisfaction with the solutions available to them, taking into account these pedagogical and other aspects. This study explores the selection of applications from a phenomenological approach based upon Moustakas's modification of Van Kaam's method. Twenty-five language lab and language resource center directors, members of the International Association for Language Learning Technology (IALLT), were interviewed to ascertain aspects of their lived experience in the selection and use of CALL applications in their educational institutions. Areas of inquiry included the alignment of instructional technologies used for language learning to pedagogical and andragogical approaches; the importance of other factors such as cost, technical support, and provider reputation; and the extent of user satisfaction with each of these elements. The majority of the interviewees indicated that pedagogical alignment between CALL solutions and the pedagogical orientation of the programs they support is a critical factor in their decision-making process. Cost is a factor in the majority of cases, while provider reputation and technical support vary as criteria for adoption. Interviewees also identified varying levels of satisfaction with the CALL solutions available with regard to these factors. They proposed a number of additional user requirements and adoption criteria to be integrated into the development lifecycle of CALL software solutions. </p><p> <i>Keywords:</i> CALL, computer-assisted language learning, user requirements, user satisfaction, pedagogy, andragogy, software selection, instructional technology, language lab, language resource center, IALLT, language learning technology, information technology.</p>

<p> The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9^th grade students in an Algebra classroom. The theoretical basis of this study was a constructivist perspective, using the Piagetian concept of action as an intellect builder. A convenience sample of 76 students was divided into 4 groups: Group 1, the control group, used no technology and consisted of 21 students; Group 2 used the TI Nspires calculators and consisted of 17 students; Group 3 used the TI Nspire calculators with the TI Navigator and consisted of 20 students; and Group 4 used the TI Nspire calculators, the TI Navigator, and the clickers. The participants were given 45 instructional classes that covered a 9-week period. All groups took the Motivated Strategy for Learning Questionnaire (MSLQ) and the State of Texas Assessment of Academic Readiness test (STAAR) before and after the treatment of interactive technologies. A paired <i>t</i> test and a factorial repeated ANOVA were conducted, revealing no significant effect for the MSLQ based on the use of technology. However, the use of technology with the STAAR did show a significant difference in test scores for 2 treatment groups: Group 3, which used the calculator and the TI navigator; and Group 4, which used the calculator, the TI navigator, and the clickers. These results support the use of additional technology that is needed in the mathematics classroom to support the use of the calculators. </p>