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Boys’ and girls’ ICT beliefs Do teachers matter 普通类
This exploratory study took place in the context of middle school information science in Greece, to examine possible relations between boys’ and girls’: value and efficacy beliefs about computers and information science; perceived parental support; perceived teacher expectations; and perceptions of the nature of information science instruction. The participants of the study were 301 (135 male and 166 female) students who responded to a self-report questionnaire. Regression analysis showed that perceived teacher expectations were positively associated with students’ ability beliefs, perceptions of learning activities as creative and personally meaningful was a significant predictor of students’ interest in computing, and perceived parental support was related to both value and efficacy beliefs. Unlike previous research, the findings of this study did not support the conclusion that boys have more positive ICT self-efficacy and value beliefs than girls. They indicated however, that boys’ and girls’ beliefs are differentially affected by parents, teachers, and school IS instruction.
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Reading electronic books as a support 普通类
The effect of reading an electronic storybook (e-book) on Israeli children’s language and literacy was examined in kindergarten children (N = 40; age 5:2–6:3) compared to first graders (N = 50; age 6:3–7:4). The children in each age group were randomly assigned to two groups: an intervention group which read the e-book five times and a control group which was afforded the regular school program. Pre- and post-tests included vocabulary and word reading measures. Post-tests included story comprehension and production. Children who read the e-book exhibited significant progress in word meaning and word reading compared to the control group. Kindergarten children progressed in word reading more significantly than first graders across treatment groups. This could be explained by the ceiling effect of the first graders’ word reading level which did not leave much room for progress in this skill compared to the kindergarten children. No interaction was found between age and treatment groups. Kindergarten children exhibited a good level of story comprehension, similar to first graders, although their story production was lower. Implications for future research and education are discussed.
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Investigating models for preservice 普通类
The study addressed two limitations of previous research on factors related to teachers’ integration of technology in their teaching. It attempted to test a structural equation model (SEM) of the relationships among a set of variables influencing preservice teachers’ use of technology specifically to support student-centered learning. A review of literature led to a path model that provided the design and analysis for the study, which involved 206 preservice teachers in the United States. The results show that the proposed model had a moderate fit to the observed data, and a more parsimonious model was found to have a better fit. In addition, preservice teachers’ self-efficacy of teaching with technology had the strongest influence on technology use, which was mediated by their perceived value of teaching and learning with technology. School’s contextual factors had moderate influence on technology use. Moreover, the effect of preservice teachers’ training on student-centered technology use was mediated by both perceived value and self-efficacy of technology. The implications for teacher preparation include close collaboration between teacher education program and field experience, focusing on specific technology uses.
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The effects of problem-based learning 普通类
Web-based education as an alternative to face-to-face teaching is now being extended as an application to higher education. Much effort is undertaken to provide multimedia rich, attractive content to learners. While the use of multimedia technologies has a noticeable effect on students’ learning, so does the selected teaching methodology. Underpinned by the Constructivist approach, problem-based learning is one of the methods that could be applied in web-based learning environments. The current study investigates the effects of problem-based learning on students’ classroom community perceptions and their achievement. It focuses on the tertiary level course “Introduction to Computers” offered by the Department of Business Administration of the Distance Education Program at a higher education institution in Turkey. The results indicated that students who worked on problem-based projects felt much more ‘connected’ to other class members when compared to the control group. They achieved higher scores in the post-tests although their online midterm and final examination scores did not indicate any difference between the groups.
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An analysis of change 普通类
The passage from secondary school to university puts students in an environment with different expectations. Not only the expectations towards learning might change, but also towards ICT competences and computer use. The purpose of this article is to find out whether freshmen, after 6 months at the university, changed their self-perception of ICT competences and computer use in comparison with their behaviour at secondary school, and what factors can explain the self-perception of ICT competences and computer use in secondary school, in the university and their possible change. Based on a panel research among 714 freshmen of a large university, this article answers the following questions: (1) What is the self-perception of ICT competences among freshmen and is there a change in this self-perception 6 months after entering the university? (2) How often and for what purpose do freshmen use a computer and is there a change in the frequency of the use of a computer? (3) What factors might influence this attitude, behaviour, and possible change? In function of the basic components of Unified Theory of Acceptance and Use of Technology (Venkatesh, Morris, Davis, & Davis, 2003) hypotheses was developed and tested to answer these questions. Students who consider the computer to be a useful instrument, have control over the computer, possess a certain level of Internet competence, and are at ease with computers are more likely to have the skills needed to maintain a computer, to develop a web site, and to use basic ICT skills. The predictors have little influence on Internet usage. The same predictors contribute modestly to the explanation of the different frequencies of computer use, and a few of the predictors explain parts of change in ICT skills and frequency of computer use.
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Using Jigsaw and Case Study for supporting 普通类
In CSCL contexts (Computer Supported Collaborative Learning) collaborative activities with different levels of structuredeness are often used to foster discussion and exchange among students and enhance collaboration. In this field the debate around whether and to what extent it is useful to structure the activities proposed to students, is still very lively. In this paper two collaborative activities are explored, namely a simple Case Study (moderate level of structuredness) and the Case Study joint with the Jigsaw (higher level of structuredness). Starting from the analysis of the interactions occurred among students of two real online courses performing these activities, it is possible to identify strong points and weaknesses of the two activities, so to draw some reflections on the impact of structuredness on the collaborative learning process.
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Development of a reading material 普通类
In a language curriculum, the training of reading ability is one of the most important aspects. Previous studies have shown the importance of assigning proper articles to individual students for training their reading ability; nevertheless, previous experience has also shown the challenges of this issue owing to the complexity of personal factors as well as the diverse properties of the candidate articles to be taken into consideration. This study proposes a knowledge engineering approach for developing reading material recommendation systems by eliciting domain knowledge from multiple experts. Experimental results on 29 senior high school students show that the developed system is able to provide expert-like recommendations to the students by taking preferences and knowledge levels of individual students as well as categories and traits of articles into consideration.
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Teaching and learning with ePEARL 普通类
Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007–2008 school year initially involving 32 teachers and 388 students. Due to varying levels of implementation our final data set included 14 teachers and 296 students. Using a non-equivalent pre-test/post-test design, we found that grade 4–6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL (i.e., medium–high implementation condition, n = 7 classrooms and 121 students), compared to control students (n = 7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p < .05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed.) and certain metacognitive skills measured via student self-report. The results of this study indicate that teaching with ePEARL has positive impacts on students’ literacy and self-regulated learning skills when the tool is used regularly and integrated into classroom instruction.
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Microblogs in Higher Education 普通类
Microblogging is one of the latest Web 2.0 technologies. The key elements are online communication using 140 characters and the fact that it involves “following” anyone. There has been a great deal of excitement about this in recent months. This paper reports on a research study that was carried out on the use of a microblogging platform for process-oriented learning in Higher Education. Students of the University of Applied Sciences of Upper Austria used the tool throughout their course. All postings were carefully tracked, examined and analyzed in order to explore the possibilities offered by microblogging in education. It can be concluded that microblogging should be seen as a completely new form of communication that can support informal learning beyond classrooms.
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Loss of organizational memory 普通类
Many countries around the world install millions of computers, printers, projectors, smartboards, and similar technologies in primary and secondary schools to equip new generations with the ability to effectively access and critically evaluate information and communication technologies. However, experiences from different countries show that technology does not deliver educational success itself. There are some “chronic” problems hindering the effective use of educational technology. This article aims to identify reasons behind the repetitive problems which occur in the context of Turkey’s e-learning efforts in primary and secondary learning. The focus is to find out why an organization repeats the same mistakes and has to reinvent the wheel in similar consecutive projects. This study has a qualitative design – more specifically phenomenological design. The main data collection tools were semi-structured interviews with Turkey’s Ministry of National Education (MoNE) authorities, academics, employees and consultants, as well as document analysis. Qualitative data were collected from these figures via face-to-face interviews so as to understand the experiences and perceptions of those involved in large projects and to gain their interpretative descriptions of their experiences. Findings showed that MoNE could not capture, organize, disseminate, or reuse the knowledge and experiences gained during the project life cycles – in short, it could not keep its organizational memory which will be useful to guide the managers of future projects.