Incorporating a Technology Component into Health Education Courses.

Autor/inn/en	Harris, Jean L.; Ludwig, Michael J.
Titel	Incorporating a Technology Component into Health Education Courses.
Quelle	(1997), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Assignments; College Students; Computer Literacy; Computer Uses in Education; Curriculum Development; Electronic Mail; Elementary Education; Females; Health Education; Higher Education; Internet; Methods Courses; Preservice Teacher Education; Sex Differences; Womens Education + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Collegestudent; Computerkenntnisse; Computernutzung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elektronischer Briefkasten; Elementarunterricht; Weibliches Geschlecht; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Sex difference; Geschlechtsunterschied; 'Women''s education'; Frauenbildung
Abstract	This paper describes a preservice health education course for elementary educators that incorporated a technology component to help the students gain computer literacy. All students received instructional computer accounts and had access to a class bulletin board. One class session focused on learning the systems. Throughout the semester, students shared tips about computer networking. Their first assignment was to navigate Internet health and elementary education discussion groups, then e-mail the instructor about what they learned and how they perceived their experiences. The second assignment had students download health related lesson plans from the Internet. The third assignment had students post their own lesson plans on the Internet. The final assignment required posting three times (reacting to an assignment, replying to another student's post, and whatever else the student chose). The instructors considered the project beneficial, as the predominantly female students mastered technology and gained skills to help them narrow the gender gap. The course helped students develop or enhance their computer literacy and view a model of classroom technology use. Students and instructors used computers to access one another outside the classroom. The greatest benefit was the increased sharing among class members. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01