International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
Page 35/43
424 items
341
This article focuses on the use of online interactive peer feedback in higher education and identifies the successful uptake of feedback as an important aspect. The authors investigate the link between the nature of students’ feedback, the way it is evaluated by the receiver, and its consecutive use for the revision of students’ products. Two separate studies were conducted to investigate the link between these three variables across different educational contexts and tools. Both studies showed a significant relationship between feedback containing concrete suggestions and a successful uptake of the feedback.
Published: 2008
Updated: Dec. 07, 2008
342
The purpose of this study was to explore the relationship among a broader range of emotions (anger, anxiety, happiness, and sadness) and the acquisition of nine computer related skills.Pre- and post-surveys were given to 184 preservice education students (123 females, 61 males) enrolled in 8 month, integrated laptop program.Happiness was expressed most of the time – anxiety, anger, and sadness were reported sometimes. Anxiety and anger levels decreased significantly, while computer knowledge increased. Happiness and anxiety were the only emotions significantly related to change in computer knowledge.
Published: 2008
Updated: Dec. 07, 2008
343
The present study reviews prior studies on educational blogs and traditional computer-mediated communication (CMC) applications and analyzes the benefits of educational blogs over traditional CMC tools. It develops a model for the use of blogs in educational contexts by taking into account socio-technical systems theory. The model contributes to interactivity, an open system, a visualization tool, and a decentralized environment of online communication circumstance.
Published: 2008
Updated: Dec. 01, 2008
344
One of the main factors which influence the effectiveness of the learning process is the interaction that exists between the teacher and the student. The current research indicates that different interactions have different effects. There are two methods used for implementing distance learning systems, i.e. synchronous and asynchronous. The present study refers to the cognitive interaction and differentiates between surface processes and deep processes. The interaction level between the students and the teacher and among the students was found to be a significant factor in determining the effectiveness of the teaching method.
Published: 2008
Updated: Dec. 01, 2008
345
Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.
Published: 2008
Updated: Dec. 01, 2008
346
Decisions related to the implementation of audio in e-learning are perplexing for many instructional designers, and deciphering theory and principles related to audio use can be difficult for practitioners. Yet, as bandwidth on the Internet increases, digital audio is becoming more common in online courses. This article provides a review of relevant literature and the results of a survey conducted with instructional designers to determine their thought processes as they designed e-Learning courseware with audio components.
Published: 2008
Updated: Dec. 01, 2008
347
The article explores factors facilitating or impeding completion of online group work in a virtual graduate school of education program. Open-ended questions were asked about individual accountability, affective team support, the presence of a positive group leader, consensus building skills, and clear instructions. Recommendations were given for group projects in online environments.
Published: 2008
Updated: Nov. 27, 2008
348
The article recommends new reading and writing skills, mirroring an ever-expanding definition of literacy, new college and K-12 curricular programs that redefine digital media are popping up all over the country. The intent of this article is to share information and provide guidance for preservice and in-service teachers about a mediated alternative instructional strategy that has the ability to reach reluctant and struggling readers. Findings are presented from a pilot study that evaluated a new Web-based tool that links the interests of media-centric students with their natural fondness for story.
Published: 2008
Updated: Nov. 27, 2008
349
Researchers examined 21 teachers teacher blogs, to determine if they included reflection blogs. Results indicated that all language arts teachers in the study used their blogs as reflective journals and that the depth of reflection occurring in the blogs varied from casual reflection.
Published: 2008
Updated: Nov. 26, 2008
350
This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers (four boys and four girls) attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning.
Published: 2008
Updated: Nov. 24, 2008