Abstract

This paper aims to address the need of increasing student achievement in mathematics using a visual programming language such as Scratch. This visual programming language facilitates creating an environment where students in K-12 education can develop mathematical simulations while learning a visual programming language at the same time. Furthermore, the study of visual programming tools as a means to increase student achievement in mathematics could possibly generate interests within the computer-supported collaborative learning community. According to Jerome Bruner in Children Learn By Doing, "knowing how something is put together is worth a thousand facts about it. It permits you to go beyond it” (Bruner, 1984, p.183).

Abstract

Corporate training professionals led the explosion of e-learning solutions in the 1990s. Yet in 2008, as new generations of technology-savvy, computer games-oriented employees are entering the workforce, corporate training departments are far behind universities in exploring the use of virtual worlds like Second Life or Protosphere as platforms for corporate learning. Virtual world learning early adopters like IBM and Intel are laying the groundwork for what promises to be a critical shift in the education of younger employees to collaborative, constructivist learning within increasingly sophisticated online worlds. In the meantime, the development of new pedagogies that address virtual world learning should help corporate learning organizations begin to embrace the inevitable incorporation of virtual worlds into their learning strategies.

Abstract

The word “wisdom” is rarely seen in contemporary technology and learning discourse. This conceptual paper aims to provide some clear principles that answer the question: How can we establish wisdom in complex learning networks? By considering the nature of contemporary calls for wisdom the paper provides a metatheoretical framework to evaluate the appropriateness of the characteristics of learning technologies in the postmodern context. By taking into account the complexities of paradox and uncertainty in contemporary life, the paper also indicates where future research would be best directed and consider how wisdom might practically be applied via use of learning technologies.

Abstract

Which government does not want to generate hi - tech employment, high pay international jobs, spur industrial growth, and make education globally competitive? Then it must install research parks, incubators, Patent & IPR to facilitate commercial exploitation of sunrise technologies. Industries world over are seen flocking round the advanced knowledge centers to obtain brand new ideas for global competitiveness. Role of higher education has emerged central to industrial and economic development. Association with industry, venture capital firms, international agencies who succeeded in this cause is essential.

The paper prescribes “dream big” for universities and colleges. They should aim at technology generation, technology diffusion, which is achieving high significance in enabling a nation to win. The paper emphasizes adoption of new organizational inventions like Research Park, which when implemented will contribute to India's international competitiveness. The institutions should have now to look beyond the traditional lines of teaching and learning and adapt to corporate development, and help industry to win. They should have to restructure themselves to become fountain heads of new knowledge and new technology. They should deserve the status of “Light House” for industry. People demand world class education. How can this be done? Synergy between industry and academics in this cause is vital. Parks have enhanced the scholarship of universities. They jointly can give economic and political stability to India. Will industry- institute interaction become a national priority? The paper recommends reforms in the light of experience elsewhere in the world.

Abstract

The aim of this study is to discover the effects of an e-class application on the computer and reading anxiety of learners, and the correlation between the two anxieties. The learners' perceptions of this new learning experience are also investigated. Information was obtained by using the Foreign Language Reading Anxiety Scale (FLRAS), the Computer Anxiety Scale (CAS) and learners' diaries. The study found that both anxieties decreased at the end of the application. A positive relationship between both types of anxiety was also identified. Students became more relaxed as they became more familiar with the new educational tool. They also displayed positive attitudes towards synchronous classes. This study demonstrates that anxiety free language learning can be created with interactive online facilities which are designed considering learners' needs and perceptions.

Abstract

One of the possible techniques for collecting empirical data is video recordings of a computer screen with specific screen capture software. This method for collecting empirical data shows how students use the BSCWII (Be Smart Cooperate Worldwide - a web based collaboration / groupware environment) to coordinate their work and collaborate in developing their work.

In order to collect data and gain an understanding for using software Camtasia for collecting empirical data when students were using the BSCWII platform, in the Fiste Comenius 2.1 project (Future Innovative in-service Teacher Education), the author piloted the software. Using this remote observation software to make recordings of the screen allowed collection of a rich record of actual computer work activity in its natural work setting. The conclusions, from this pilot study could later be used to support action research based approach to improve in-service teacher education in Europe. The nature of this remote observation tool made it easy to follow the users' activity in the Managed Learning setting of the BSCWII system. However, the invasiveness of seeing all of the user's interactions with and through the computer has raised ethical concerns about the privacy of the participants that have to agree to participate in this type of detailed study. Techniques needed to develop trust with researchers are considered. Advantages, disadvantages, and limitations of the data collection method are also discussed.

Abstract

In this paper, an interactive teaching approach to introduce the concept of sampling distributions using the statistical software program, R, is shown. One advantage of this approach is that the program R is freely available via the internet. Instructors can easily demonstrate concepts in class, outfit entire computer labs, and/or assign the activity for students at home. Another benefit is that the students build their understanding of the concept in stages and are not overwhelmed by massive amounts of information all at once. By modifying the demonstrated approach, they can gradually build a conceptual foundation for sampling distributions interactively. The approach is detailed, with an empirical study considering its use in the classroom.

Abstract

The study enlightens the impact of Mobile learning in enriching the vocabulary in English at standard VIII. Objectives of the study: To find out the problems in enriching vocabulary in English at standard VIII. 2. To find out the impact of Mobile learning in enriching vocabulary in English. Hypothesis: There is no significant difference in achievement mean score between the pre test of experimental group and post-test of experimental group in enriching vocabulary. Variables: Mobile Learning and achievement mean scores were used as the variables in the study. Methodology: Equivalent group experimental method was adopted in the study. Sample: Seventy students (35 control group+35 experimental group) were selected as sample for the study. Tool: An achievement test was made by the researcher. Pilot study was administered towards the ten students. Validity: Validity was established by the juries' opinion. Reliability was established by the test-retest method. Statistical technique: ‘ t ’ test was used as statistical technique in the study. Finding: Mobile Learning is more effective than conventional methods in learning vocabulary in English at standard VIII .Educational implications: Mobile learning may be used to eliminate the problems and increase scores in other subjects also.