VOL. 3, NO. 5; SEPTEMBER
Table of Content

Articles

Long – Term Trend Analysis for Technological Education Research in Taiwan

Denny Manning


Abstract:

The Taiwan technology education started in the Chin dynasty. The educational goal changed from vocational exploring to industrial culture reorganization as well as teaching technology literacy to students. Imitating the United Stated of America, Taiwan’s technology education emphasized and cultivated labor habits, but now there are big differences between Taiwan and United States of America in implementing technology education. The purpose of this study was to explore the trend of technology education in Taiwan. This study used “Taiwan Periodical Literature” as the inspection tool, and did content analyses of the papers with “technology education” in the title. Two hundred and seventy two papers were selected from eighty journals between 1976 and 2009. Four major findings were identified. The result of this research will offer the trend of Technology Education as the result for reference in any further study.

Implementation and evaluation of an online peer review course

Skylar Marsh


Abstract:

This paper focuses on the role of the peer assessment in an asynchronous course in higher education. The course was designed for adult learners who have a job which is mostly teaching-related in the K-12 setting and pursue their master’s degree in education. In this course, the students were exposed to the instructional planning skills and knowledge to develop educational courses and materials. The paper addresses the different aspects of peer assessment in this particular setting where the author, as a facilitator, had to create and maintain an environment in which students were expected to work effectively to accomplish tasks, interact with each other, share their knowledge so that promote peer learning, provide reflections related to their learning and their team’s work, and also they were required to meet the attendance and participation requirement. The study indicates that use of collaborative assignments and peer assessment not only facilitates student learning of course content and group work dynamics including communication, interaction, timing, diversity, leadership, conflict management, and a common goal, but also helps students develop lifelong learning skills to assess others and improve their own work based on peers’ feedback.