Abstract

Student use of computers and the internet has increased rapidly in recent years. Teachers ask what types of learning experiences can be facilitated by using the internet in their classrooms (NSBF, 2007). Various surveys of U.S. teachers on internet usage report that having students use the internet for research and information gathering purposes is its most common use (Becker, 1999; Mistler & Songer, 2000; NSBF, 2007). Although use of the internet is popular among educators and students, the theoretical and empirical foundations for its use have not been firmly established. This study investigates the use of the World Wide Web (WWW) as a research tool to promote self-directed learning of ozone for fifty-two middle school students. Performance pre and post tests were used to determine the effectiveness of the WWW in enhancing students’ understanding about ozone; attitude questionnaires were used to ascertain positive/negative effects on student learning using the WWW. The results showed many positive aspects of using the internet for self-directed learning of ozone, including significantly increased student understanding of abstract science concepts and motivation in taking responsibility and control over one’s own learning.

Abstract

This study explored students’ the achievement of teacher education students in computer technology learning and their perceptions on learning experiences according to cognitive styles in learning environments. It was found that filed-independent students in individual learning environment had significantly higher achievement than field-dependent students in cooperative learning environment. In general, field-independent students were more positive towards individual learning than field-dependent students toward cooperative learning.

Abstract

Tangible computing combines digital feedback with physical interactions - an important link for young children.  Through the use of Radio Frequency Identification (RFID) technology, a real-world object (i.e. a chair) or a symbolic toy (i.e. a stuffed bear) can be tagged so that students can activate multimedia learning modules automatically.  The authors developed a prototype called LAMBERT (Language Acquisition Manipulatives Blending Early-childhood Research and Technology).  It is designed specifically for Deaf children who often need additional exposure to language since the majority of their parents are hearing and not fluent in American Sign Language (ASL).  When a child scans a toy, a 15 second multimedia presentation is played that depicts the word in ASL and shows related images.  After an initial positive pilot study to test feasibility, the system was integrated into the early childhood curriculum at the Louisiana School for the Deaf for four weeks.  Twenty four vocabulary words were taught; half of the words were targeted for supplemental instruction through the LAMBERT system.  At the end of the unit, students’ vocabulary comprehension was tested. This paper discusses the results of the study and implications for easily-accessed multimedia for young children.

Abstract

This paper contributes significant data to the report of the project «Observati»: the implementation of free software in ICT schools in Andalusia. Our main goal is to analyse its effects in the teaching-learning process. This project is backed and financed by the National Research Plan (R&D&I) 2004-2007 of Spain’s Ministry of Education. Our research analyses the centres’ Information and Communication Technology (ICT) plan, implemented by the Regional Autonomous Government of Andalusia, to focus on the progressive implementation of computers in Andalusian Primary and Secondary schools, so that pupils can use them daily and thus contribute to their own learning process. In general, we try to gauge the range of use of computers in schools, the models of computers use and the influence of factors associated to second-level obstacles, such as the teachers’ professional situation. The most outstanding data are those which refer to the increasing use of computers and the training process in which teachers are involved. Other significant factors are the educational stage and teachers’ professional characteristics (age, teaching experience, years in the school, job stability, etc.) as well as the presence of computers at home; all these have some influence on the use and curricular integration of ICTs.

Abstract

The use of visual aids is expected to have a positive effect on students' learning. However, not all visual aids work equally well. A recent meta-analytic research which examined 42 studies has found that the use of animated visuals does not facilitate learning (Anglin, Vaez & Cunnincham, 2004). The failure of visual aids can be attributed to factors such as violating the congruence and apprehension principle, lacking appropriate control functions, and mediation by individual characteristics. Across the board, researchers note the lack of appropriate user-control functions as the keyfactor.

Interactivity, or the user-control mechanisms of animation, is pointed out as a factor for users to better apprehend the knowledge which the visual aid aims to deliver. The functions of stopping, starting and replaying allow students to reinspect the animation. Consequently, students can focus on specific parts and actions of the visual aid. In addition, animations that allow users to control close-ups, zooming, and speed are more likely to facilitate perception and comprehension (Tversky et al, 2002). This study focuses on creating an animated visual aid with appropriate selfcontrolled functions to better help students' learning of introductory statistics. We consider different levels of interaction for mediating students' individual differences.

Abstract

The potential of ICT for education and sustainable development cannot be underestimated. Using cases from some African countries and data from deprived regions in Ghana, this paper discusses the opportunities and challenges in ICT for education and sustainable development in underserved areas in Africa. Much as infrastructural development, illiteracy and financial bottlenecks limits the possibility of fully utilizing emerging technologies, the growth of innovative technology like mobile telephony presents opportunities for using ICT to kick out of poverty through education. In this process the concern should not just be to provide access but to implement development programs that will meet the educational, agricultural, economic and healthcare needs of the people in underserved areas.

Abstract

The success of each nation will depend on the agility (see www.edgility.net) of its citizens to acquire and utilize knowledge.  In response to this imperative governments have crafted and followed rigorous educational strategies. For example, the European Union’s Lisbon Agreement outlines an agenda for education and training focusing on educational benchmarks and indicators.  The United Kingdom outlines their national strategy in “Every Child Matters” and the United States defines rigorous learning goals within “No Child Left Behind.”  Despite almost a decade of work to transform the quality and reach of education, these strategies have proven insufficient to significantly raise citizens’ academic performance. 

The problem is that “top down” strategies themselves are part of the systemic issue.  In the old industrial system, benchmarks and indicators were sufficient to encourage school-level improvements. However, we need to move beyond promoting/demanding innovation from the local schools and teachers (via benchmarks), to engaging each individual learner to innovate their scholarship.  This phenomenology examines an innovative use of streaming video, live-blogging, and discussion to create an ecosystem that places the student at the center of the learning, allowing them to use the Internet and freely-available collaborative tools to acquire new information and to work together in discovery.

Abstract

Classroom teachers in K-12 are expected to significantly integrate instructional technology into their teaching plans. Not withstanding a need for technical know-how, what is the effect of one’s beliefs and perceptions about the value of technology for improving and enhancing instruction on teacher’s motivation and commitment to integrate these resources?

This study sought information about the beliefs and perceptions of four, middle school language arts teachers regarding their previous experiences with an instructional technology program, including how it affected their instructional roles and their student’s reading achievement.

Teachers interviewed indicated that the technology afforded independence for student learning and the repetition needed by slower learners. The program should stay “external to in-class routines and activities” and that they could teach effectively without it, “if needed”; but students are ” interested in technology”. Girls appeared to be as comfortable as the boys with the technology and there was no evidence of gender bias in the graphics, icons and speech features. There was considerable variation in technology training among these teachers; and “having the time” for additional training was noted as a barrier to continual development and implementation of technology.

Abstract

The Technology-Rich Authentic Learning Environments (TRALE) program was designed to develop for young, urban learners a responsive and effective instructional program in which technology played a vital part in the completion of meaningful, problem-based tasks. TRALE was implemented in early childhood classrooms (i.e., K-3rd grade) as a technology-rich learning community where participating classrooms used technology to achieve a role they assumed in a community (e.g., general store, newsroom), and students in these classrooms learned knowledge and acquired skills prescribed by particular content standards and the curriculum of the school district.

This paper focuses on how technology-based tools were used for enhancing students’ literacy acquisition.Student achievement data indicate that when implemented as designed, TRALE significantly improved the standardized reading test scores of 2nd and 3rd graders.