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We apologise for a double error with our March 2010 (41(2)) review of Atkins, Liz (2009) Invisible students, impossible dreams Trentham. The correct ISBN is 978-1-85856-451-7 and the publisher’s w-address for the book is http://www.trentham-books.co.uk/acatalog/Invisible_Students__ Impossible_Dreams.html. Thanks to Inge Martin for telling us about this.
Formative assessment is not new, yet after decades of assessing levels of knowledge in large-scale, end-ofterm summative tests (for grading), a formative process for assessing learning at source (during units of instruction) is becoming more widespread. The shift from evaluating for grading to making learning fair and accessible to a wide diversity of learners, in any mainstream classroom, is timely. This reform promises an exciting, creative and innovative time in education; a new phase: accessible learning! Applied during instruction, this mutually beneficial process of formative assessment becomes a two-way indicator, a non-threatening assessment / dialogue that allows for early instructional modification and improved student achievement. It can also lead to a learner’s confidence for developing lifelong positive learning strategies.
Anderson, Neil (2009) Equity and information communication technology in education Peter Lang (NewYork & Bern) ISBN 978-0-8204-5243-2 211 pp £21.20) http://www.peterlangusa.com/index.cfm?vID= 310051&vLang=E&vHR=1&vUR=2&vUUR=1
The potential of open source software is the subject of the fifth section, which explores the motivation to develop and proliferate open source applications, including games. Interestingly, it is the current lack of digital means of fostering knowledge of traditional cultures that provides the source of a case study involving Torres Strait Islander students who engage in play-based learning with a view to reducing the learner frustration often associated with traditional approaches.
Neil Anderson has succeeded in raising awareness of equity issues surrounding the use of ICT (information technology as a subject of study, rather than IT, a tool) in education and more generally. The first part deals with gender biases towards or against ICT, perceived and real, and is an engaging read which all trainee secondary (high) school teachers specialising in teaching ICT should consider mandatory. Thatmany girls are not opting for further education and careers in the subject should be a cause for concern forworkforce planners and careers advisers alike.
The use of assessment to effectively evaluate learners’ scientific learning and find out how close learners are to the educational objectives has been considered as one of the most important research issues. Traditional assessment is accomplished through the use of paper and pencil. It generally is accepted that paper-and-pencil test might suffer from limitations including: (1) the difficulty to represent abstract concepts; for example, many scientific concepts involving micro- or large scales such as atom-molecule theory, plate tectonics and relative movements of Earth, Sun and Moon, etc, are abstract, incomprehensible to students, and therefore hard to be delineated in the test items; and (2) the involvedness to represent real-world contextual problems. Therefore, a new generation of technology-enhanced assessment, such as TIMSS (Trends in International Mathematics and Science Study) and PISA (The Programme for International Student Assessment), is proposed worldwide with the aim of improving the traditional school-based and large-scale testing. Highly illustrated materials like animations were used in these technology-enhanced assessments.
A powerful search for ‘curiosity’ or its related topics at the online American Psychological Association PsycNET database will produce comparatively disappointing meagreness of resource. This reflects our scanty knowledge in this field though curiosity is widely recognised as one of the most important factors that contribute to motivation and effectiveness in education and scientific discovery. Lack of understanding in curiosity may be due partly to limitation of research methodology and technology. This paper suggests using Google Trends as a tool for the study of curiosity and its measurement. The observation based on this tool discusses external stimuli, accessible resource and surprisingness that are closely related to curiosity.
Introduction The use of robots in our daily life is becoming more and more popular. For example, robots can be used to serve the human beings, in teaching children language or in assisting the disabled. The learning of robotics maybe a trend and can give students an opportunity to design and create new applications (Resnick, Ocko & Papert, 1988). Many researchers have attempted to probe the factors that influence the manner in which students use and learn robotics (Liu, Kou, Lin, Cheng & Chen, 2008). However, few have explored students’ perceptions of educational robots and learning of robotics. This study can be considered as a pilot study that investigates early adolescents’ perceptions of educational robots and learning of robotics. The students’ perceptions of educational robots and learning of robotics shape their attitudes and behaviours towards the use of educational robots and learning of robotics. Therefore, this study conducted interviews to investigate early adolescents’ perceptions of educational robots and learning of robotics, to assign categories to the descriptions of their perceptions, and to develop a scale in order to collect more students’ perceptions of educational robots and learning of robotics.
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