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Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
By the time you read this, I shall be quietly celebrating the fortieth anniversary of starting my first of three full-time posts in teacher education and training. As I write in 2009, I also celebrate the second anniversary of starting my fourth part-time post in teacher education and training. These three new books are of particular interest, therefore, to someone with dozens of students going through the process of qualifying as a teacher and then moving towards the highest possible quality in the profession.
Reflective practice has become a central component of teacher education. Tabachnick and Zeicher (in Pollard, 2000, p. 13) suggest that ‘the reflective practitioner has emerged as the new Zeitgeist’ and that there is not a single teacher educator who would say that he or she is not concerned about preparing teacherswho are reflective. Student teachers at the University of Ulster are required to write brief reflections on each lesson they teach, and since 1999, they have also required to post weekly reflective reports in an online discussion area.
The perennial problem of communicating with large classes of over 100 students can be resolved using students’ mobile phones and a piece of software written to take advantage of the ubiquity of the mobile phone.1 This paper describes the first steps towards one possible resolution. Several methods exist which allow students to communicate with lecturers in large groups (See Aronson, 1987; Davis, 1993; Guthrie & Carlin, 2004; Hall, Collier, Thomas & Hilgers, 2005; Judson, 2002), but none, to my knowledge, combine ease of use, speed of transmission and student feedback in as cost-effective a manner as the one described below.
It is commonly assumed that the perfection of digital copies, as opposed to the ‘noise’ in analogue copies, represents an enhancement of information transmission. Actually, however, that analogue ‘noise’was ‘signal’ to those receiving the analogue copies. From the recipients’ perspective, the fullness of the signal they once received from analogue copies abated with the noiseless digital alternative. Specifically, what is gone is the noise identifying what, where and how much has been copied.
This study explores how students’ learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome tests and two course-satisfaction surveys were implemented during the case-based instruction using a blended approach (online and face-to-face). The results of one-way ANOVAs with repeated measures revealed that the four learning styles (active–reflective, sensing–intuitive, visual–verbal, sequential–global) did not influence students’ learning experience and learning outcomes during the implementation of case-based e-learning. However, the pattern of the students’ performance graph and further analysis with a liberal approach implied that the active– reflective learning style may influence learning outcomes slightly at an earlier time during the case-based learning implementation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may not be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students’ transition to the new case-based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles.
Based on survey data from 612 pupils in five English primary schools, this paper investigates children’s engagement with information and communication technologies (ICTs) inside and outside the school context. Analysis of the data shows pupils’ engagements with ICTs to be often perfunctory and unspectacular, especially within the school setting, where the influence of year group and school attended are prominent. Whilst the majority of children felt that ICT use led to gains in learning, the paper discusses how there was a strong sense of educational uses of ICTs being constrained by the nature of the schools within which ‘educational’ use was largely framed and often situated. The paper concludes by suggesting possible changes to ICT provision in primary schools, most notably relaxing school restrictions regarding Internet access and developing meaningful dialogues with pupils about future forms of educational ICT use.
In this paper,we present the comprehensive version of CSIEC (Computer Simulation in Educational Communication), an interactive web-based human– computer dialogue system with natural language for English instruction, and its tentative application and evaluation in English education. First, we briefly introduce the motivation for this project, survey the related works and illustrate the system structure with flow diagram. Then we describe its pedagogical functions, especially free chatting and chatting on a given topic.We summarise the free Internet usage within 6 months and introduce its integration into English classrooms, as well as the formal evaluation results of the integration. The evaluation findings show that the chatting function has been improved and fully used by the users, and the application of the CSIEC system in English instruction can motivate the learners to use English and enhance their learning process. Lastly,we discuss the application-driven approach of system development and draw some conclusions for future improvement.
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