Intentional Use and Evaluation of iPad Applications in the Instruction of Pre-service Teachers

This study was undertaken to examine how instructor use of emerging technologies can contribute to better quality pre-service teacher education. A group of nine Memorial University Faculty of Education instructors attempted to systematically incorporate mobile tablet (iPad) technologies into their on-campus instruction over the period of one academic year (2013-2014). Participants familiarized themselves with their device; evaluated a range of instructional applications (apps) specific to their discipline and/or teaching focus areas; and attempted to intentionally integrate the device into the classroom-learning environment. The research team utilized several focus groups and semi-structured interviews to elicit the representations of participants with respect to their impressions of the value of tablet technologies and their experiences in implementing tablet technology in their instructional practice.

The 1999 BFA Graduating Class: Department of Visual Arts

One of the Highlights of our academic year is the exhibition of the works of the graduating class in our visual arts degree program. Of course it is very Satisfying to see such an unambiguous evidence of accomplishments of our students.But i also find the exhibition invariably inspiring because of the works themselves,which stimulate us to see again as children, with wide-eyed curiosity and wonder, without the need to explain or reduce, with delight, with horror, with recognition. In enabling us to see again in this way, the students have learned a very demanding craft and educated themselves inthe history, vocabulary and syntax of visual expression.

Making Memorial Student-Ready: Reflections on the First Year Success Experience

In eleven short chapters faculty, academic advising staff and student union representatives discuss aspects of Memorial’s First Year Success Program (piloted as a Teaching Learning Framework initiative 2012-2017). Teaching approaches, curriculum content and policy rationales are covered in a broad view of how and why students identified as least likely to succeed at university can be academically supported. Contributors identify the singular importance of the community that First Year Success provided them and its student participants.