Review of Reseach in Instructional Tech (07)

"Development and Use of an Instrument for Computer-Supported Learning Environments"

by Paul Newhouse

Abstract

This article begins by constructing an argument from the literature to support the view that research into the use of computers in classrooms must consider the overall learning environment. This provides the rationale for the development and use of the New Classroom Environment Instrument (NCEI) in research conducted into the use of portable computers in a school. This study particularly focused on the impact of the computers on classroom learning environments. An example is given of the use of the instrument to investigate the use of the portable computers with classes of 13-year-old students. The intention of the article is not to present the results of the study but to demonstrate the use of the instrument and encourage others to use such instruments in educational computing research.

submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink

Review of Reseach in Instructional Tech (06)

"Technology Integration and the Classroom Learning Environment : Research for Action"

by Sharon H. Harwell, Shannon Gunter, Sandra Montgomery, Cheryl Shelton and Deborah West

Abstract
This article describes initial results of a collaborative action research endeavor between a regional university and a local school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded no significant changes in student perceptions of the classroom learning environment over the duration of the academic year. Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom learning environment into closer alignment with a constructivist perspective for teaching and learning.

submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink

Review of Reseach in Instructional Tech (05)

"English for Academic Purposes on Israel: Perceptions of E-Learning from the Perspectives of Learners and Teachers"

by Bella Rubin and Helen Sarid

Abstract

This exploratory study investigates, from the perspectives of learners and teachers, how e-learning is implemented in the domain of English for Academic Purposes (EAP), particularly in the teaching of reading and writing skills in universities and colleges in Israel. The study adapts Ben Shneiderman’s [1] view that learner-centered measures should be used to evaluate educational progress. The study was conducted in a natural setting, using a grounded approach and qualitative interpretation of data. Teachers who used e-learning responded to open-ended questions about their practices. Their students responded to open-ended questions which explored their perceptions of learning outcomes in academic language courses. To elicit in-depth reflection, volunteer students and teachers were interviewed. The findings may lay the groundwork for future studies exploring how e-learning affects students’ learning strategies, teacher/student relationships, the very nature of the classroom, to name but a few theoretical and pedagogical issues encountered.

submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink

Review of Reseach in Instructional Tech (04)

"Students' Attitudes Towards Novel Interfaces in E-Learning"

by Margit Pohl, Ilona Herbst, Franz Reichl and Sylvia Wiltner

Abstract
There is still very little research about students’ attitudes about e-learning. Such information seems to be necessary for a successful implementation of e-learning. Current research indicates that main advantages of e-learning are its flexibility and the provision of online learning material. A major drawback, as perceived by the students, is the lack of personal relationships. We conducted two focus groups to clarify these issues (N=54). The study supported the results from the literature. In addition, we found a few controversial issues as, e.g., preference for lectures/textbooks and tight schedules vs. preference for online learning and few deadlines. Another controversial issue was electronic assessment.

submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink

Review of Reseach in Instructional Tech (03)

"Designing an E-Learning System for Language Learning: A Case Study"

by Gerhard B van Huyssteen

Abstract

Within the South African context, e-learning provides various opportunities to contribute towards a multilingual society. This paper describes a new project, ICALLESAL (Intelligent Computer-Assisted Language Learning for Eleven South African Languages), where an e-learning system is being developed for the acquisition of the official South African languages. The paper commences by defining computer-assisted language learning (CALL) and intelligent computer-assisted language learning (ICALL) within the context of e-learning. The benefits of CALL within the South African context are discussed, with specific focus on how it could promote a culture of multilingualism, and also help towards bridging the Digital Divide in South Africa. In the subsequent section, the ICALLESAL system is discussed in more detail by presenting various technologies, content objects, and features of the system.

submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink

Review of Reseach in Instructional Tech (02)

"Experiences in a Large-Scale School IT Project Processes, Outcomes and Issues"

by John Barrett, Nadia Hing-Wah Ng and Kathy Edwards

Abstract

This paper proceeds from the products, processes, and experiences associated with developing customised courseware, learning tools, and Web sites for a large-scale educational multimedia project to discuss issues of likely concern to others engaged in achieving educational innovation and support through IT development. The two and a half year project — a cooperative venture between two Hong Kong secondary schools to promote the use of IT for teaching and learning by providing the necessary technology, educational materials, and support environment - was supported with expertise from the City University of Hong Kong and conducted under the Hong Kong Government’s Quality Education Fund scheme. What were the outcomes of such extensive activity? How were the development processes conducted? Are there any significant general issues that need consideration by future developers, educational administrators and teachers, funding bodies, and governments?

submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink

Review of Reseach in Instructional Tech (01)

"Design and Development of an E-learning Tool for Children to Learn How to Write the Chinese Words"

by Yan Liu, Ketao Liu, G. Scott Owen and Rajshekhar Sunderraman

Abstract

How to make learning the Chinese language fun and interesting for young children is a non-trivial challenge to educators and/or institutions. At the China-America Language and Culture Exchange Center (CALCEC), an integrated education system (IES) is currently under development for teaching Chinese to children. This paper presents the design and development of a Chinese word-writing tool, one of the interactive e‐learning tools developed at CALCEC as part of its IES. The Internet is chosen as the conveyance tool for the e‐ learning system. A website www.kidchinese.com has been built to deliver the interactive learning system to students. The preliminary survey results indicate that the interactive e‐learning tool helps to keep and increase students’ interests in learning the Chinese language.

submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink

Opening my Blog

Class Code - C.I. 6116
Name - Modern Technology for Learning
Starts - 1/ June/ 09 [Monday]
Venue - E-5
Classmate - Mr. Guo Hai [from China]
Ms. Kay Thwae Tun [from Burma]

1) Open the blog in http://www.blogger.com/
2) Customize the template from http://www.finalsense.com/
3) Blog's Traffic rank at www.alexa.com

To Do list:
i) Put up IT educational news at least 14 times [any news about modern tech. news]
ii) 10 Abstracts related to the technology for teaching-&-learning
iii) To read 2 Portfolio Handbooks before submitting the individual blog

by
Nai Nai
8/ June/ 09