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Electronic performance support Using digital 普通类
This book is a collection of six freestanding essays that aim to contribute to defining, explaining and exploring what “pedagogy” is. All the essays are revised and updated versions of papers written by the author during the decade 1997- 2007. They are framed by an introduction and a conclusion; these highlight the main points addressed, stressing that the term pedagogy does not refer only to the act of teaching (as many people wrongly believe). It also includes all elements that inform, sustain and justify teacher’s actions, that is, values, ideas, theories, beliefs, history and evidence, as well as their relationship with the local and global context. We can analyse the variety of aspects involved in many different ways and make teaching an educative process rather than a merely technical one.
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The Routledge education studies textbook 普通类
This book is a collection of six freestanding essays that aim to contribute to defining, explaining and exploring what “pedagogy” is. All the essays are revised and updated versions of papers written by the author during the decade 1997- 2007. They are framed by an introduction and a conclusion; these highlight the main points addressed, stressing that the term pedagogy does not refer only to the act of teaching (as many people wrongly believe). It also includes all elements that inform, sustain and justify teacher’s actions, that is, values, ideas, theories, beliefs, history and evidence, as well as their relationship with the local and global context. We can analyse the variety of aspects involved in many different ways and make teaching an educative process rather than a merely technical one.
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Exploring the feasibility 普通类
Traditional questionnaires are completed through the use of paper and pencil. In general cognitive theories, cognition processes the reading context with mental images and verbal systems in both associative and referential ways (Sadoski, Paivio & Goetz, 1991). The mental imagery that we experience while reading is now known to have powerful effects on comprehension, memory and appreciation for text (Sadoski, 1998). However, there exists a wide distribution in the vividness of the mental images that different individuals generate (Cui, Jeter, Yang, Montague & Eagleman, 2007). In order to dispel the doubts about the validity of the paper-based questionnaire (PBQ) in this pilot study, we try to provide specifically visual images for each questionnaire item. In our previous study, Wu, Yeh and Chang (in press) reported that animation-based test may complement the limits of traditional paper-and-pencil test in several ways; based on previous studies, the following conclusionswere found: (1) animation can be seen as a depictive external presentation, and it enables the concreteness of abstract concepts; (2) animation, when used in place of reality, can be more effective in presenting realworld contextual problems; and (3) animation can motivate learners by its cosmetic appeal. Therefore, we applied multimedia technology to design an animation-based questionnaire (ABQ) in order to manifest the problem/context situation. This pilot study attempts to explore the feasibility of an online contextualised ABQ for educational survey (Figure 1).
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Facebook versus email 普通类
Use of social networking sites has risen rapidly since 2005, and the major services, particularly Facebook, continue to attract new users at an astounding rate (Corbett, 2009). University-level students are among the most vigorous adopters of social networking sites, with the 2008 US-based Educause Center for Applied Research (ECAR) study reporting that 85% of students use them on a daily basis (Salaway, Caruso & Nelson, 2008) compared with only 14% of the general population (PEW, 2009). Email has a long history of use and is a core communication tool for the majority of computer users. According to recent data, 44% of American adults now send or read email on a typical day––up from 40% in 2006–07 and 33% in 2004–05 (PEW).
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Acceptance of the Internet 普通类
The main purpose of this study was to investigate the relationship between Iranian business management students’ Internet usage and Technology Acceptance Model (TAM) constructs, such as perceived usefulness, ease of use and perceived enjoyment. The second purposewas to investigate the impact of gender on students’ Internet usage. The respondents were composed of business management students from the Faculty of Administrative Science and Economics of Isfahan University in Iran. The data were collected via questionnaires that were administered to students during classes. A total of 105 questionnaires were used for analysis. Regression analysis and analysis of variance (ANOVA) was performed to examine research hypotheses. The results indicated that there was a relationship between TAM constructs and Internet usage by Iranian students. Also, ANOVA results indicated that there was no relationship between gender and students’ Internet usage.
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Isfahan high schools teachers’ utilization of ICT 普通类
A researcher-made questionnaire was used as a collection instrument. Questionnaires included 34 questions that measured teachers’ utilisation of Information Technology (IT) in three different domains: educational, research and communication purposes. The Cronbach alpha method was used for estimating reliability. Semi-structured interviews were subsequently carried out with interested teachers.
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A case for using structural equation modelling 普通类
Structural equation modelling (SEM) enjoyed a renaissance in the early 1970s. Many believed thiswas because of the advancement of SEM software,which made SEM readily accessible to substantive researchers, for them to address a variety of research questions. Some examples of such software include LISREL (LInear Structural RELations) by Jöreskog and Sorbom (2003), EQS (Bentler, 2003) and AMOS (Analysis of Moment Structures) by Arbuckle (2006). The combination of methodological advances and improved interfaces in these SEM software packages has resulted in the diverse usage of SEM. For example, Hershberger (2003) examined major journals in psychology from 1994 to 2001 and found that over 60% of these journals contained articles using SEM, more than double the number of articles published from 1985 to 1994. In the field of educational technology, SEM has been employed to study technology acceptance (Teo, 2009), attitude towards computer use (Teo, 2008), development and validation of scales (Teo & Noyes, 2008), and use of the Internet (Chiu, Sun, Sun & Ju, 2007).
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Implementing electronic speaking portfolios 普通类
Electronic portfolios, or e-portfolios, refer to multimedia environments wherein students can showcase their artefacts and reflections, which represent their growth and competencies (MacDonald, Liu, Lowell, Tsai & Lohr, 2004). Compared with their paperbased counterparts, e-portfolios enable students to collect, store and manage their artefacts in a relatively easy and efficient manner, so long as Internet access is available (Heath, 2002). Further, they also allow the artefacts to take such forms as images, sound files, video clips and so on (Knight, Hakel & Gromko, 2006). Additionally, dispensed with time and location constraints, e-portfolios simplify the feedback-giving process for teachers and peers in a radical way. Moreover, their characteristic trait of being widely accessible to the public can also help students foster a heightened sense of audience and, as a result, take more careful account of what they write and how they write (Wall & Peltier, 1996). In the literature, although a number of empirical efforts have examined the implementation of e-portfolios in both first and second language classroom settings, most of them centred attention on general learning achievement (eg, Chang, Wu & Ku, 2005) and writing performance (eg, Hung, 2006). Thus far, few attempts have investigated the relationship between e-portfolios and oral speaking skills. In response, this study set out to explore English-as-a-foreign-language (EFL) students’ perceptions towards the use of e-portfolios as a tool to document and assess their speaking performance. In so doing, this study intended to bridge the gap in the emerging literature on e-portfolio instruction and assessment, and bring to light an alternative tool for EFL teachers to come to more informed evaluation of students’ oral skills.
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Exploring perceptions of integrating 普通类
The advancement of information technology facilitates learning and teaching. In recent years, integrating learning robots/companions in school learning settings seems to become a new trend. For examples, AIBO, a robotic dog, was used in Math class to assist students learning the concept of operation in Taiwan (Hsu, Chou, Chen,Wang & Chan, 2007). Dooly, another example of a robot, was used in English class for helping learners concentrate attention on learning in Korea (Lee, Lee, Key & Ko, 2008). Research (Draper & Clayton, 1992) indicates that students paid more attention to the learning subject by using educational robots than a tape recorder and, furthermore, learning feedback could be interactive and immediate with the assistance of automatic speech recognition (Warschauer, 1996). This study was a preliminary study to understand students’ perceptions of tangible learning robots/companions in learning English conversation context. The results will inform a joint research project on how to well design and produce a series of tangible learning robots/companion tailored to the actual needs of the target learners in elementary school settings in Taiwan.
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Integrating ICT into the teaching–learning process 普通类
Dr Ana García-Valcarcel is Professor at the University of Salamanca, Doctorin Education Sciences. Director of the Department of Teaching and school organization. Researcher on issues of educational technology and teacher training for integratin ICT in education. Coordinator of Educational Tecnology PhD. Address for correspondence: Dr Ana García-Valcarcel, Universidad de Salamanca—Didáctica, Organización y Métodos de Investigación, Paseo de Canalejas, 169 37008 Salamanca Salamanca Castilla y León 37008, Spain. Tel: +34 923 294630; email: anagv@usal.es