You are here:

Canadian Champions: A Hybrid Drug Education Resource
PROCEEDINGS

, Acadia University, Nova Scotia,Canada, Canada ; , Royal Canadian Mounted Police, Canada

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This research paper reports the findings of a two year project to implement an educational video in adolescent classrooms. In a partnership between a teacher educator and the regional police drug education division (RCMP), a student-based video and associated teacher activity package was created around the theme of disciplined behaviors of popular sports and media champions. The impact of the hybrid resource was studied using mixed methods of survey and interview. While teachers found the video to be entertaining and informative, they were unanimous in suggesting that the integrated activities helped them scaffold the learning within an authentic context of difficult discussions.

Citation

MacKinnon, G. & MacKinnon, K. (2014). Canadian Champions: A Hybrid Drug Education Resource. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2326-2331). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

View References & Citations Map

References

  1. Auerbach, C.F., & Silverstein, L.B. (2003). Qualitative data: An introduction to coding and analysis. New York: New York University.
  2. Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
  3. CCSA (2011). Young, Matthew M., and Student Drug Use Surveys (SDUS) Working Group (2011). Cross-Canada report on student alcohol and drug use. Retrieved October 3, 2013 from http://www.ccsa.ca/2011%20CCSA%20Documents/2011_CCSA_Student_Alcohol_and_Drug_Use_en.pdf
  4. Driver, R. & Oldham, V. (1986). A constructivist approach to curriculum development. Studies in Science Education, 13, 105-122.
  5. Guba, E. (1981).Criteria for assessing the trustworthiness of naturalistic inquiries Educational Communication and Technology, 29(2), 75-91.
  6. Johnson, L., Adams, S., and Cummins, M. (2012).The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: : The New Media Consortium. Retrieved October 3, 2013 from http://www.nmc.org/publications/2012-horizon-report-k-12 Jonassen, D.H., Howland, J., Moore, J. & Marra, R.M. (2003). Learning to solve problems with technology: A constructivist perspective. New York: Pearson
  7. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  8. Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD
  9. Needham, R. (1987). Teaching strategies for developing understanding in science. Leeds, Children's Learning in Science Project, University of Leeds
  10. Paglia-Boak, A., Mann, R., Adlaf, E., & Rehm, J. (2009). Drug use among Ontario students, 1977-2009: Detailed OSDUHS findings. (CAMH Research Document Series No. 27). Toronto, ON: Centre for Addiction and Mental Health. Retrieved October 3, 2013 from http://www.camh.ca/en/research/news_and_publications/ontario-student-drug-use-and-healthsurvey/Documents/2011%20OSDUHS%20Docs/2011OSDUHS_Highlights_DrugUseReport.pdf
  11. Patton, M. (2002). Qualitative research and evaluation 3rd ed. Thousand Oaks, CA: Sage.
  12. Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 221-227.
  13. Wiggins, G. & McTighe, J. (1999). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development
  14. Willis, J. (1995). A recursive, reflective, instructional design model based on constructivist-interpretivist theory. Educational Technology, 35(6), 5-23.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.