Computers in Education

Students involved in the interactive whiteboard (IWB) evaluation, sponsored by the Centre for British Teachers (CfBT), were interviewed in regard to their perceptions about IWBs. Twelve group interviews (72 students) were conducted between January and Easter 2004 with Year 6 students (between 10 and 11 years of age) in six Local Education Authority (LEA) areas located in the North and South of England. Students were very enthusiastic about particular aspects of IWBs, such as their versatility in the classroom, multimedia capabilities and the fun and enjoyment they brought to learning. Students also highlighted, however, technical problems, teacher and students' information and communication technology skills and students' lack of access to the technology as negative aspects.

Selecting the most useful learning resources is very important aspect in the modern e-learning systems as well as distributing learning content in adequate format. That is e-learning systems need to have ability to determine student needs and their most adequate learning style. Our previous research was focused on tag-based collaborative filtering and learning style determination in order to suggest useful learning material in adequate format and we have proposed an algorithm for tag-based collaborative filtering. Also, we focused on some parameters that are important for tag-based collaborative filtering too. In this paper we are focused on additional parameters that affect the process of tag-based collaborative filtering. In that context, we consider students previous knowledge level, tag's ratings and author's ratings of materials as factors that have impact on the tab-based collaborative filtering.

is study is based on an eminently socio-constructivist and investigational paradigm. By making pedagogical use of blogs in the classroom, we aimed to determine whether students appreciate the usefulness both of this new social tool and of technology in general applied to education. Based on the use of blogs in several university subjects we designed a study and a total of 136 teacher-training students of the specialization courses of Infant and Primary Education participated in it. e data for the study were collected using a triangulation of techniques: faceto-face discussion sessions, email messages and blog messages. e conclusions reveal that blogs are easy to use, they are an important resource in educational settings, they encourage students to take on an active role, and they are a useful instrument for self-evaluation.

O educando da atualidade encontra-se desmotivado diante das metodologias tradicionais. O que indica uma inconsistência da metodologia tradicional com a necessidade atual. Fato que faz indagar, será que o uso de Metodologia Ativa pode solucionar o problema da desmotivação dos discentes? Assim sendo, este trabalho tem como objetivo, relatar o uso de Metodologia Ativa, mais precisamente, de Aprendizagem Baseada em Problema (ABP), por meio de uma pesquisa-ação nas aulas de Geografia de um colégio estadual. Os resultados da pesquisaação apontam que a mesma contribuiu como suporte para a motivação do discente com o uso da Metodologia Ativa, em especial a ABP.

Advanced technology has provided new opportunities for its application in the education field, creating new learning environments to suit the changing environment and learning requirements of learners. Many studies focused on users' performance after the implementation of the technology, and less attention was placed on identifying and solving the challenges and issues faced by users during the implementation of these technologies. In order to explore these issues raised and challenges faced during the implementation process of technologies in the classroom, seven professors who are experts in the field of educational technology were interviewed during conferences and events of the IEEE Technical Committee on Learning Technology during 2015-2016. Through the expert's lenses, this paper analyzes the experience shared by these experts in implementing and utilizing new innovative technologies in classrooms, including four recently prevalent innovative concepts and learning environments, i.e., collaborative learning, game-based learning, mobile learning, flipped classroom, and seamless learning. This paper further explores on the potential challenges and issues one would face when integrating new innovative technologies in a classroom from the perspective of different users' groups (i.e., learners, teachers/educators, schools/universities, developers and & Sie Wai Chew

The purpose of this paper is to show how data mining may offer promise as a strategy for discovering and building alternative representations for the data underlying asynchronous discussion forums. Presently, the instructor's view of the output of a threaded forum is limited to reviewing a transcript or print version of the written dialogue produced by participants. With potentially hundreds of contributions to review for an entire online course, the instructor lacks a comprehensive view of the information embedded in the transcript. In this context, the authors attempt to sort out the question, ''what is data from an online forum?'' among other key questions. The present work seeks to intersect the information (i.e., participation indicators) an instructor may wish to extract from the forum with viewable and useful information that the system could produce from the instructor's query. Temporal participation indicators are used to show how using data and text mining techniques in the query process could improve the instructor's ability to evaluate the progress of a threaded discussion.

The use of mobile technologies in the classroom is transforming teaching and learning in higher institutions. This study investigated University of Ghana Distance Education students’ perceptions toward mobile learning. The paper using the Theory of Planned Behavior (TPB) explained how students’ beliefs influenced students’ intention to adopt m-learning. Findings from the study showed that most of the students had mobile phones, and used them for conversation and texting. Young students were more likely to have smart phones that their older colleagues. Factor analysis was further conducted which showed strong loadings of factors such as intentions and perceived behavioral control confirming that the TPB explained the students’ m-learning readiness very well. Thus, attitude, subjective norm and behavioral control influenced students’ intention to adopt m-learning. The results provide valuable information on ways to implement mlearning programs incorporating the voice and needs of stud...

Sixteen 7-year-old children from an urban primary school were assessed for cognitive processing style by means of the Cognitive Assessment System (CAS), which indicated their positions on each of the two dimensions of Attention and Planning. Then they searched for information on a CD-ROM of text and nontext-based hypermedia. Instruction and directions were given to the children and they were encouraged to search all the resources available on the hypermedia. Observation, and video recordings of the learning activities revealed that they had little difficulty in navigating the Frogs of Australia CD-ROM encyclopedia as an information resource. All the children searched for relevant information and analysed this information. Preliminary findings suggested that those children high on Attention as a subscale are more focussed during hypermedia based learning. With the increased use of computers in schools there has been a growing interest in assessing and describing learning performance where students use software applications in various subject areas. There is additional pressure in schools today to consider the development of information skills

This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20 minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement.

This study examined the effects of pre-tests and feedback on learning and persistence in a massive open online course (MOOC). Participants (N = 399) from around the world enrolled in the American Museum of Natural History's (AMNH) climate change MOOC and were randomly assigned to one of four experimental conditions. Learners in the first group took pre-tests without receiving feedback. Learners in the second group took pre-tests and received basic (correct/ incorrect) feedback. Learners in the third group took pre-tests and received elaborate feedback. The fourth group was the control. Learning outcomes were measured via post-tests. Results indicated that: (1) among all students, pre-tests and feedback did not affect learning outcomes; (2) pre-tests negatively affected persistence; (3) among those who completed the course, pre-tests positively affected learning outcomes; and (4) among those who took pre-tests, persistence positively affected learning. These findings represent a new contribution to assessment and feedback literature.

An important effort to preserve the ecosystem is the replanting of mangrove seedlings in Wonorejo Village, Surabaya. This activity not only focuses on environmental preservation but also seeks to increase economic potential through processing mangrove products, such as mangrove syrup. The purpose of this activity is to increase public awareness of the importance of protecting the environment and the use of mangrove fruit as a basic ingredient for making syrup, which is very nutritious and economically beneficial. The method used is the Asset-Based Community Development (ABCD) approach. This method includes location selection, selection of mangrove types, socialization, and community involvement and training during the planting and processing process. The results of the activity show that the community is more aware of the importance of preserving the environment and improving the local economy through the use of mangrove syrup products, which helps the sustainability of the mangrove ecosystem and progress in local products.

Current endeavors to integrate competency-based learning approaches with e-learning systems design for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions towards, this technology-delivered pedagogical innovation are limited. Drawing together perspectives from the literature on training and instructional design and technology acceptance, this research proposed a conceptual model to examine the influences of perceived individual and social learning support on employees' acceptance of competency-based e-learning systems. Structural equation modeling and multi-group structural equation modeling techniques were applied to sample data collected from work settings in mainland China. The results show the positive effects of perceived individual learning support and perceived support for promoting a norm of cooperation on employees' intention to use the competency-based e-learning system. It was also found that perceived support for enhancing social ties had a negative effect on employees' behavioral intention. The gender, age, and prior experience differences in the main effects were also investigated.

Technology needs to be applied in education because as time goes by,
many students are very familiar with technology in their daily lives. This research
aims to analyze the application of technology as a learning medium in English lan-
guage learning with a cooperative learning approach at SD Plus Latansa Demak,
Indonesia. This research is pre-experimental research: one shot case study with
data collection methods: interviews, questionnaires, observation and documen-
tation. The results of interviews and questionnaires show that teachers choose
technology as a learning medium because it has several advantages, one of which
is being able to increase student activity in class, while the results of observations
and documentation show that teachers are successful in implementing coopera-
tive learning assisted by video and image learning media because of the support
from the school principal in the form of providing complete facilities and infras-
tructure. The conclusion obtained from this research is that technology-based
learning media is able to increase student activity in the classroom in the teach-
ing and learning process which also has an impact on increasing student learning
outcomes.

Το βιβλίο αυτό που απευθύνεται σε ερευνητές/τριες, φοιτητές/τριες των ανθρωπιστικών σπουδών και εκπαιδευτικούς, αναδεικνύει όλες τις διαστάσεις και τη μεθοδολογία του Πληθοπορισμού (Crowdsourcing) στις Ψηφιακές Ανθρωπιστικές Επιστήμες (Digital Humanities) προβάλλοντας μία καινοτόμα πρόταση για την αξιοποίησή του στη σύγχρονη Διδακτική των ανθρωπιστικών μαθημάτων.
Ο πληθοπορισμός (Crowdsourcing) είναι μία συμμετοχική διαδικτυακή δραστηριότητα κατά την οποία ομάδες ανθρώπων καλούνται να παρέχουν εθελοντικά πληροφορία, αγαθά ή υπηρεσίες για την υλοποίηση ενός έργου. Στις Ψηφιακές Ανθρωπιστικές Επιστήμες οι πληθοποριστές εφαρμόζουν τις μεθόδους έρευνας και επεξεργασίας δεδομένων (μεταγραφή, σχολιασμό, εννοιολογική χαρτογράφηση, διασύνδεση δεδομένων κ.ά.) σε ψηφιακά περιβάλλοντα.
Αυτή η μονογραφία συστήνει στο ελληνικό εκπαιδευτικό κοινό τον πληθοπορισμό, αναδεικνύοντας μελέτες περίπτωσης πληθοποριστικών έργων από διάφορες χώρες και επιστημονικά πεδία. Ταξινομεί τα χαρακτηριστικά τους, αναφέρεται διεξοδικά στη μεθοδολογία των Digital Humanities και παρουσιάζει τα εξειδικευμένα ψηφιακά εργαλεία με συγκεκριμένα παραδείγματα εφαρμογής τους. Παράλληλα, διερευνά στο πλαίσιο της διδακτικής των ανθρωπιστικών μαθημάτων τα πεδία εκείνα, στα οποία η εισαγωγή της πληθοποριστικής μεθόδου μπορεί να υπηρετήσει αποτελεσματικά και την παιδαγωγική σκοποθεσία του σύγχρονου σχολείου.
The book, which is addressed to researchers, humanities students and educators, highlights all the dimensions and methodology of Crowdsourcing in  Digital Humanities, promoting an innovative proposal for its use in the modern Teaching of humanities courses.
Crowdsourcing is a participatory online activity in which groups of people are invited to voluntarily provide information, goods or services for the implementation of a project. In Digital Humanities, crowdsourcing applies research and data processing methods (transcription, annotation, conceptual mapping, data interconnection, etc.) in digital environments.
This monograph introduces the Greek educational public to crowdsourcing, highlighting case studies of crowdsourcing projects from various countries and scientific fields. It classifies their characteristics, refers in detail to the methodology of Digital Humanities and presents the specialized digital tools with specific examples of their application. At the same time, in the context of the teaching of humanities subjects, it explores those fields in which the introduction of the crowdsourcing method can effectively serve the pedagogical purpose of the modern school.

Pelo último censo realizado no ano de 2014 e divulgado no site da Secretaria de Educação de Pernambuco, o número de escolas da Rede Estadual de ensino básico chega a 1.052 escolas, que atendem aproximadamente 654 mil alunos e tem um quadro de 29.898 professores. Dessas escolas, 900 possuem internet e 732 escolas com banda larga. Existem 17.834 computadores distribuídos e instalados nesta rede de ensino dos quais, 3.430 para uso administrativo e 14.404 para uso dos alunos. No ano de 2008, o Governo de Pernambuco entregou notebook a todos os professores de regência da Rede. Em 2012 este Programa, chamado Professor Conectado, distribuiu notebooks aos professores que não haviam recebido, aos técnicos administrativos e aos professores do Conservatório de Música. Nos anos de 2012 e 2013 foram distribuídos tablets/PC aos alunos do 2º e 3º anos do Ensino Médio desta mesma Rede. No último Índice de Desenvolvimento da Educação Básica (IDEB), divulgado no ano de 2015, o Estado de Pernambuco fi...

A principal proposta deste trabalho consiste na exploração e definição de bases teóricas e tecnológicas que possam sustentar a utilização do modelo de sistema computacional, chamado de Sociedades Artificiais, como uma ferramenta de aprendizagem. Parte-se do pressuposto de que uma futura implementação desse modelo gerará um tipo específico de ambiente informatizado de aprendizagem que permitirá simulação social, e que, essa simulação social, orientada segundo mecanismo de interação específico, discutido nesse trabalho, será capaz de gerar a aprendizagem significativa de noções sociais. Constata-se que as ferramentas atualmente utilizadas em informática educativa produzem, essencialmente, dois tipos de ganhos: o ganho de tempo, em função da velocidade de processamento dos computadores; e o ganho de espaço de armazenamento e organização, por manipularem-se dados digitalizados. Esses dois ganhos geram ganhos secundários, principalmente relacionados à produtividade, por permitirem o reaproveitamento, reprodução e distribuição de material digitalizado, na construção de material educacional, de forma rápida e com baixo custo operacional. Contudo, esses benefícios, não exploram todo o potencial da natureza computacional da informática. Defende-se a idéia de que Sociedades Artificiais são sistemas computacionais que transcendem os ganhos atuais obtidos em informática educativa, trazendo contribuições significativas para o processo de aprendizagem de noções de interação em ambiente social; por permitirem a interação pró-ativa do aluno com um sistema que produz simulação de interação social complexa não determinista. Portanto, propõe-se uma arquitetura e um modelo de Sociedades Artificiais, juntamente com um mecanismo de interação, que visa à elaboração de um ambiente de aprendizagem informatizado. A metodologia para validação dessa proposição consistirá no estudo teórico e reflexivo das bases conceituais, com ênfase na revisão de Maturana. Acredita-se que o aparato conceitual de Maturana, em particular a Biologia do Conhecer, é suficiente para justificar a elaboração e utilização de Sociedades Artificiais para o enriquecimento do processo de aprendizagem de noções sociais. A contribuição deste trabalho é a produção de material teórico sobre o tema Sociedades Artificiais e a sugestão de um modelo que permite sua utilização em ambientes informatizados de aprendizagem. Sugere-se, em continuidade, a construção de Sociedades Artificiais segundo o modelo aqui apresentado e pesquisas que avaliem os resultados na aprendizagem.

Teachers in England are required to ensure that learners from the age of five are taught about algorithms and program design. Yet, there is evidence that despite teachers reporting that design is important, they are not converting this into classroom practice. This paper describes a survey study, in which we explored teachers' difficulties in using design. We surveyed 207 teachers asking them free-text questions on their use of design in teaching programming and their views of pupils' responses to using design. In the survey, we also investigated teachers' understanding of the term algorithm, an essential concept which may be a contributing factor in their difficulties with design. We provide underpinning data on the difficulties of using design that teachers of pupils aged from 5 to 11 years old (Grades K to 5) have in teaching programming. Difficulties with design identified include pupil resistance, a lack of time, a lack of pupil and teacher expertise, conflicting pedagogical choices and a general confusion over what an algorithm is. There were statistically significant differences in selection of the term 'algorithm' to describe programming artefacts whether a teacher was a specialist or a generalist, what training they had received on programming or design, the age group taught and programming language used. Teachers were more likely to call a complex code snippet an 'algorithm' than a simpler one and more likely to select the term to describe code snippets than a design artefact. We make suggestions of how to alleviate the problems including that teachers are introduced to the idea of ambiguous representations of algorithms and process which refines the representation from ambiguous to unambiguous as the design progresses.

3 UNIVERSITY OF TURKU Faculty of Education, Department of Teacher Education HYTÖNEN, KAISA: Bridging academic and working life expertise in continuing professional education: A social network perspective Doctoral thesis, 141 p. Education November 2016 ____________________________________________________________________________

This study investigated relearning with audiovisual support. The researcher-teacher used video for her freshman English Reading class and tested its effects on word recall. To help students remember forty newlyintroduced words from four news stories, two weeks later, the four news videos were broadcast in four audiovisual modes to four groups of students alternately: (1) captioned, (2) non-captioned, (3) silent captioned and (4) screen-off. Results show that the four groups of students recalled 17.65 to18.81 words on average in the second encounter with forty target words through video in different modes. Concerning the audiovisual effects on vocabulary learning, audio track only (screen-off video) prompted the participants to recall the greatest number of target words than the other three modalities. Drawing upon the cognitive theory of multimedia learning, this study aims to raise awareness of the modality effect when using video as a repetition medium for vocabulary consolidation.

Modern technology has gained enormous reach over more traditional analogic practices in all fields due to the desire of individuals to ease their work. However, teachers and researchers have overlooked the consequences of such a transition. For instance, in some academic institutions, laptop usage has decreased the need to submit handwritten assignments. Moreover, most class assignments must now be turned in online and hard copy texts have been replaced with digital copies which are easier to access on library databases. Transitioning to technology as a critical tool and medium for academia has created some issues for instructors who must integrate the use of this technology into their curriculum. There are many more harmful effects that a technology driven academia can cause when individuals cannot distinguish between the use of technology for pleasure and studying. Although modern technology offers various ways to learn and motivate, traditional practices that have proven effective for centuries should not be excluded outright.

The attitude of English medium secondary school teachers towards ICT use is moderate. Further findings revealed that there is positive low correlation between use of ICT and attitude towards ICT use of English medium secondary school teachers.

A compostagem é uma técnica que consiste no reaproveitamento de resíduos orgânicos a partir da atividade de microrganismos decompositores, tendo por resultado a formação de adubo orgânico. Embora uma grande parcela dos resíduos sólidos urbanos gerados nos municípios brasileiros seja constituída por matéria orgânica, a compostagem ainda é pouco conhecida pela população. A utilização desta técnica em aulas práticas de ciências vem se mostrando uma metodologia enriquecedora não só para a educação ambiental, mas para o relacionamento aluno-aluno, aluno-professor e de toda a comunidade escolar. Assim, optou-se por desenvolver este projeto em uma escola municipal da localidade de Ernesto Machado, área rural de São Fidélis/RJ, cuj população muitas vezes tem acesso limitado à informação. O público-alvo consiste em 75 alunos das 4 turmas do Ensino Fundamental II. Inicialmente, fez-se necessário avaliar a importância da compostagem na realidade do educando, levando em conta seu nível de conhe...

The digital age has profoundly reshaped the landscape of education, transforming how we acquire, share, and interact with knowledge. It has revolutionized educational practices, unlocked fresh opportunities while presented new challenges for both educators and learners alike [1], and creating a shift in how learning is delivered with studentbased learning .

The digital age has profoundly reshaped the landscape of education, transforming how we acquire, share, and interact with knowledge. It has revolutionized educational practices, unlocked fresh opportunities while presented new challenges for both educators and learners alike [1], and creating a shift in how learning is delivered with studentbased learning [2].

The digital transformation in education has emphasized the need for teachers to develop robust digital competencies. This study conducts a systematic review of existing literature to analyze trends and gaps in digital competency training for educators. Five key competencies-computerization and information literacy, communication and elaboration, digital content creation, digital security, and problem-solving-are examined. The findings indicate a global shift toward integrating digital skills into teacher training programs, yet significant gaps remain in practical implementation, security awareness, and problemsolving applications. The study highlights the need for more empirical research on the effectiveness of digital training programs and the necessity of continuous professional development for teachers. Recommendations for future research and policy improvements are also provided.

Before coming to FSU in 2007, she was a principal research scientist at Educational Testing Service, where she was involved with basic and applied research projects related to assessment, cognitive diagnosis, and learning from advanced instructional systems. Her general research interests hover around the design, development and evaluation of advanced systems to support learning, particularly related to 21stcentury competencies. Her current research involves using games with stealth assessment to support learning of cognitive and non-cognitive knowledge, skills and dispositions. Her research has resulted in numerous grants, journal articles, books, chapters in edited books, a patent, and a couple of recent books, including

Before coming to FSU in 2007, she was a principal research scientist at Educational Testing Service, where she was involved with basic and applied research projects related to assessment, cognitive diagnosis, and learning from advanced instructional systems. Her general research interests hover around the design, development and evaluation of advanced systems to support learning, particularly related to 21stcentury competencies. Her current research involves using games with stealth assessment to support learning of cognitive and non-cognitive knowledge, skills and dispositions. Her research has resulted in numerous grants, journal articles, books, chapters in edited books, a patent, and a couple of recent books, including

This paper describes the Generic Automated Marking Environment (GAME) and provides a detailed analysis of its performance in assessing student programming projects and exercises. GAME has been designed to automatically assess programming assignments written in a variety of languages based on the "structure" of the source code and the correctness of the program's output. Currently, the system is able to mark programs written in Java, C++ and the C language. To use the system, instructors are required to provide a simple "marking schema" for each given assessment item, which includes pertinent information such as the location of files and the model solution. In this research, GAME has been tested on a number of student programming exercises and assignments and its performance has been compared against that of a human marker. An in-depth statistical analysis of the comparison is presented, providing encouraging results and directions for employing GAME as a tool for teaching and learning.

É imprescindível que a Universidade assuma seu papel social de propulsora de debates que contribuam na formação integral dos discentes. Debates estes, que tratem dos temas relativos as “diferenças” étnico-raciais e indígenas, de gênero, religiosa e pessoas com deficiências. Esse relato de experiência diz respeito à um projeto voltado para realização de debates com a comunidade acadêmica. O projeto surgiu da necessidade de potencializar ações de diálogo e reflexões sobre as questões apontadas. As atividades propostas reuniram estudantes universitários, técnicos e docentes da universidade, alunos e professores de ensino básico da região, bem como profissionais da saúde e da assistência social do município. O projeto sinalizou a fragilidade de nossa formação e a necessidade de potencialização de ações voltadas a essas temáticas.

Emerging educational technologies such as Artificial Intelligence (AI) and Extended Reality (XR) promise to transform traditional classrooms into dynamic, personalized, and immersive learning environments. Yet, the potential of combining these innovative technologies and understanding their nuanced impacts on learners remains underexplored. This study addresses this gap by examining how AI, XR, and a combined AI-XR approach influence student satisfaction, mediated by student engagement and moderated by individual learner characteristics. Utilizing a cluster-randomized experimental design with 888 high school students, the research compares traditional teaching methods against AI-enhanced, XR-enhanced, and combined AI-XR instructional settings. Grounded in Kolb’s Experiential Learning Theory and Self-Determination Theory, findings reveal that student engagement significantly mediates the relationship between advanced learning environments and student satisfaction, with the combined AI-XR condition demonstrating the most potent effects. Further analysis highlights the moderating role of learner characteristics: students with high technological proficiency and male students show heightened engagement and satisfaction in immersive XR-based contexts, whereas AI-based personalized support notably benefits learners with lower initial motivation. Self-efficacy showed no significant moderating effect. The study underscores engagement as a critical mechanism for achieving positive outcomes through innovative educational technology and emphasizes the importance of designing instructional experiences that account for diverse learner profiles. The research offers valuable in-sights for educators and instructional designers seeking to harness AI and XR technologies effectively to enhance learner experiences in secondary education.

Stories play a critical role in the literacy development of young children, providing them with rich experiences that support their growth as readers. In this chapter, we first describe the landscape of stories in e-books and educational media. We then move to examine the potential for media to reach preschoolers from low-income communities, presenting two case studies of children who read stories in both live and digital media. The research question guiding these case studies was: How effectively can digital books reach young children from underserved populations? Findings from the first case study revealed no differences between the digital or live platform. Preschool children were able to learn from digital platforms and had similar early literacy gains as children who experienced live presentations of storybooks. Findings from the second case study demonstrated that the content of the storybook actually had a stronger influence over a child’s comprehension than the medium did itself, suggesting children’s interest in stories are critical for early literacy. Accordingly, this book chapter does not recommend against the use of digital storybooks, but pushes for a both-and agenda between digital- and live-story use to cultivate emergent literacy among young children and unlock the power of a story.

The purpose of this study was to investigate the influence of digital and non-digital storybooks on low-income preschoolers' oral language comprehension. Employing a within-subject design on 38 four-year-olds from a Head Start program, we compared the effect of medium on preschoolers' target words and comprehension of stories. Four digital storybooks were adapted and printed for read-alouds. Children were randomly read two stories on the digital platform, and two by the assessors. Following the story, children completed vocabulary and comprehension tasks, and a brief motivation checklist. We found no significant differences across medium; children comprehended equally well regardless of whether the story was read digitally or in person. However, using repeated ANOVA measures, we found a significant main effect of the story read. This research indicates that the content of the book rather than its form predicts story comprehension. Implications for using digital media in the preschool years are discussed.

Digital technologies have long been a valuable resource for language teachers to use to support their teaching and student learning (Li, 2017). Despite efforts from educators, scholars and policymakers, however, the full integration of digital technologies into language teaching, or ‘normalisation’, had not been evident in language classrooms in many contexts before the outbreak of the COVID-19 pandemic (Moorhouse and Kohnke, 2021). Bax (2003) defined ‘normalisation’ as ‘the stage when a technology is invisible, hardly even recognised as a technology, taken for granted in everyday life’ (p. 23). Following the steps of ‘normalised’ technology integration in other human domains (e.g. banking, travel, medicine, entertainment), this special issue of the RELC Journal examines how digital technologies might be reimagined in the language teaching context in the post-pandemic digital age.

While previous studies have stressed the importance of feedback delivered by experts, it is unclear whether students' oral presentation competence can be fostered through innovative technology for delivering feedback. This experimental study examined the effectiveness of a virtual reality-based task, in which first-year undergraduate students practiced their presentation in a virtual environment and received feedback produced by the system, on their presentation competence components (i.e. cognition, behaviour and attitudes towards presenting). The effects were compared with a control condition, which was a face-to-face presentation task with expert feedback. The students' performance was measured using pre-and post-test multiple-choice tests, validated rubrics, and self-evaluation instruments. Results revealed significant improvements from pre-test to post-test in all three presentation competence components, without a difference between the conditions. Furthermore, the self-evaluation tests showed that students who presented in virtual reality were appreciative of the detailed and analytical feedback they received. Because of sample size limitations, the effects found could not be generalised. Therefore, future research on a larger sample is needed to examine population effects. Follow-up studies should focus on the extent to which virtual reality-based tasks can encourage self-regulation skills for the effective and efficient integration of these tasks in presentation courses.

This study aimed to investigate the differences in learning processes between successful and less successful pairs of students in computer-supported collaborative learning (CSCL) in the field of human nutrition and health. As part of their regular MSc (and optional BSc) course ''Exposure assessment in nutrition and health research" at Wageningen University, 44 students were asked (as an individual pretest) to design and analyze a study which evaluates a certain dietary assessment method. Subsequently, they were asked to discuss their evaluation studies in randomized pairs using a CSCL platform. As an individual posttest, students had to re-design and re-analyze the same evaluation study. The quality of students' knowledge construction in both tests and characteristics of their learning processes in the CSCL environment were assessed through two coding schemes. Based on their learning outcomes (quality of knowledge construction), pairs of students were divided into two subgroups: successful and less successful students. Next, the learning processes of these subgroups were compared. This study revealed that the learning processes of successful and less successful students in the CSCL environment differed in terms of relevance, width and depth of discussion and justification and reasoning. Based on these findings, recommendations for further research and educational practice are formulated.

Learning to argue is prerequisite to solving complex problems in groups, especially when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) can be designed to facilitate argumentative knowledge construction. This study investigates how argumentative knowledge construction in multidisciplinary CSCL groups can be facilitated with a transactive discussion script. The script prompts learners to paraphrase, criticize, ask meaningful questions, construct counterarguments, and propose argument syntheses. As part of a laboratory experiment, 60 university students were randomly assigned to multidisciplinary dyads based on their disciplinary backgrounds (i.e. water management or international development studies). These dyads were randomly assigned to a scripted (experimental) or non-scripted (control) condition. They were asked to analyse, discuss, and solve an authentic problem case related to both of their domains, i.e. applying the concept of community-based social marketing in fostering sustainable agricultural water management. The results showed that the transactive discussion script facilitates argumentative knowledge construction during discourse. Furthermore, learners assigned to the scripted condition acquired significantly more domain-specific and domain-general knowledge on argumentation than learners assigned to the unscripted condition. We discuss how these results advance research on CSCL scripts and argumentative knowledge construction.

Visage retrouvé de Wajdi Mouawad, le retour à l'origine », h p://la-plume-francophone.over-blog.com/ar cle-6021739, 2007, § 8. 3 G. Makhlouf, « Entre en avec Wajdi Mouawad. L'écrivain qui chemine vers le pays perdu de son enfance », [dans :] L'Orient li éraire, h p://

This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students. In this paper we present the data gathered from these surveys, which includes not only quantitative data but qualitative data from free text responses, giving insights into the challenges faced by teachers, students and parents in moving to a BYOD classroom, and the potential benefits for teaching and learning, and preparing students for a digital world. We frame our analysis from a sociocultural perspective that takes account of structures, agency and cultural practices and the interactions between these domains over time. We find that there are some tensions in these relationships, with contexts and practices having to be renegotiated as the BYOD classroom and the structures within which it operates evolve. Our findings also suggest that students perceive their digital skills as developing rapidly, while teachers are more circumspect. From our interpretations of our qualitative data, we suggest that this is because members of staff are considering the development of their skills in the context of transformations of classroom practice, which demands a more extensive skill set than student use of one-to-one devices. On the surface, it appears that many of the changes to cultural practice are substitution or augmentation of previous activities, for example using one-to-one devices for researching and presenting material. However, when we look deeper, it is evident that apparently straightforward adoption of digital media is having a more profound impact on structure and agency within the classroom. If there is an area where agency may be problematic, it is in the responses of parents, who may feel increasingly alienated from their children's learning activities if their own digital skills are lacking. These findings will be of interest to anyone who is engaged in BYOD projects, particularly those who are planning such initiatives or in the early stages of implementation.

Mobile learning has been built upon the premise that we can transform traditional classroom or computer-based learning activities into a more ubiquitous and connected form of learning. Tentative outcomes from this assertion have been witnessed in many collaborative learning activities, but few analytic observations on this have been made. However Social Flow, a concept that extends Csikszentmihalyi"s flow theory, may help to explain the benefits and the triggering mechanism of collaborative mobile learning. Our empirical studies, where learners together explore a built environment as part of a simulated security guard training programme, showed that social flow in a collaborative learning space might be a key factor in providing the conditions for optimal learning experience. Further, in the experimental context, collaborative mobile learning can be seen to prompt more knowledge generation by fostering more learning motivation and ambitious behaviour (i.e., risk-taking) than other learning environments.

Mobile learning has been a topic of research and development for 20 years. Over that time it has encompassed a wide range of concepts, theories, designs, experiments and evaluations. With increasing interest in the subject from researchers and practitioners, a comprehensive, yet accessible, overview of mobile learning that encompasses its many facets and features can provide a useful snapshot of the field. Although there have been many reviews of the mobile learning literature, these have tended to focus mostly on the nature of the work from a research perspective. Further, they have focused on a specific subset of the overall literature. Some review articles have, for example, confined themselves to a particular type of mobile learning, such as mobile language learning (e.g. Viberg & Gronlund, 2012). Others have focused on a specific conference series (e.g. Wingkvist & Ericsson, 2011) or subset of journals (e.g. Pollara &Broussard, 2011). In contrast, we have attempted to provide a...

A key design goal of mobile learning is that its built-in experiences are enjoyable and proactive, empowering the learner with the knowledge and ability to self-manage. This implies that the benefits and critical success factors of mobile learning activities should not simply be based only on learning performance, but also on learners' experiences so that we can assess the added qualities of these activities over and above rote knowledge acquisition. To empirically demonstrate this premise, we report on an assessment of flow experience in three different learning spaces, where learners explore a built environment as part of a simulated security guard training program. Our results seem to show that the true cost-benefit ratio of mobile learning may not be evident in measures of learning performance or rote knowledge acquisition alone, but that mobile learning activities could provide a better learning experience by providing the conditions for optimal flow experience. Further, in the spatial navigation tasks given in our experimental context, it can be seen that simple learning performance measures can be highly dependent on the learner's spatial capability, but this was not the case for flow experience measures.

Mobile learning has been built upon the premise that we can transform traditional classroom or computer-based learning activities into a more ubiquitous and connected form of learning. Tentative outcomes from this assertion have been witnessed in many collaborative learning activities, but few analytic observations on what triggers this collaboration have so far been made. However Social Flow, a concept framework that extends Csikszentmihalyi's flow theory, may help us to partially explain the triggering mechanism of collaborative mobile learning. Our case study in this article, where learners together explore a built environment as part of a simulated security guard training programme, describes how the concept of social flow in a collaborative learning space might sketch out what triggers an optimal learning experience in collaboration and what can be additionally achieved in a collaborative learning experience. In this learning context, collaborative mobile learning might be seen to prompt more knowledge generation and extra learning tasks by fostering greater motivation than other learning environments.

Conventional physics laboratories often suffer from limitations in terms of equipment availability and safety, which hinders optimal learning of collision dynamics concepts. This research aims to develop a virtual laboratory based on collision algorithm to simulate perfect collision as an alternative solution in physics learning. The development uses the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The collision algorithm was implemented using ActionScript 3, with interpolation allowing for more accurate collision detection at high speeds. The validation results show that the simulation is in line with the law of conservation of momentum and kinetic energy and is consistent with analytical solutions from MATLAB and Python. Functionality testing was conducted by 20 students, and the results showed that the use of this virtual laboratory significantly improved their concept understanding, with the average improvement ranging from 24% to 56%. Students also reported that this virtual laboratory is more interactive and interesting, thus increasing their learning motivation. The conclusion of this study is that the collision algorithm-based virtual laboratory is effective as a physics learning media and can be adopted more widely in technology-based education, especially to understand complex physics concepts more deeply.

This study develops a research model to gain a deeper understanding on gender comparison relating to social media continuance/usage. The theoretical background for our research model is based on the diffusion of innovation and the technology acceptance models. We collected 290 datasets from college students that are enrolled in a large university located in North America. The statistical techniques to analyze our datasets are confirmatory factor analysis and structural equation modeling. The results of our data analysis show that females have stronger and significant perception of ease of use, compatibility, relative advantage, and risk when using social media compared to males. Also, our results show that males have a stronger perception of satisfaction and information quality when using social media compared to females.