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Facebook as a formal instructional environment 普通类
It is hypothesised that the use of social networking services such as Facebook will lead the younger generation of learners to more readily embrace e-learning in formal education. Mazer, Murphy and Simonds (2009) have found that students accessing the Facebook website of a teacher with high self-disclosure reported higher levels of teacher credibility, but the research findings on the educational potential of Facebook are limited and are mainly concerned with the conditions of use and users’ characteristics. Studies by Selwyn (2009), Greenhow and Robelia (2009), Selwyn and Grant (2009), and Usluel and Mazman (2009) lead to the conclusion suggesting students generally accept Facebook as a social technology rather than a formal teaching tool. Madge, Meek, Wellens and Hooley (2009) characterise Facebook as providing the ‘social glue’ in helping students to settle into university life’, but while recognising its educational potential, express caution about invading a social networking space that students clearly feel is theirs. Bearing these points in mind, I decided to undertake a study with a small sample of undergraduate students at Dokuz Eylul University in Turkey in order to gauge the extent towhich they appreciated the formal application of Facebook in their classes. It should be understood that, as in most similar countries, e-learning is still largely under-exploited in Turkey, so the students are unfamiliar with many of the tenets on which its adoption is based.
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Reconsidering the role of attitudein 普通类
In a recent contribution to the British Journal of EducationalTechnology colloquium,TimothyTeo (2009a) discusses the Technology Acceptance Model (TAM; Davis, Bagozzi & Warshaw, 1989), which is ‘arguably one of the most widely adopted and tested across organisational contexts, technologies and cultures’. On the one hand, there is empirical evidence that supports the role of attitude towards computer use (ATCU) as a mediator between the perceived usefulness (PU)/ perceived ease of use (PEU), and the intention to use the computer (eg, Teo, 2009b). On the other hand, in a technology acceptance study with n = 442 pre-service teachers,Teo (2009a) finds that, even if ATCU is correlated with the other model variables, it does not contribute to the overall variance in usage. Therefore, Teo regards ATCU as unnecessary for the TAM. He points at later models, such as the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh, Morris, Davis & Davis, 2003),where although ATCUwas found to be a significant predictor of the intention to use technology, it was removed from the model as being implicitly contained by other predictors, such as the performance expectancy (PE) and effort expectancy (EE). In conclusion, the role of the attitude construct for the technology acceptance models still has to be clarified. The aim of the present study was to examine the role of ATCU for acceptance models using Teo’s (2009a) method. We collected similar data for another, ongoing study aimed at verifying the UTAUT (Nistor, Wagner, Istvanffy & Dragota˘, in press), where the ATCU was additionally measured but not yet used for the model validation. The samplewas larger, bicultural and the age of the participants varied in a wider range.
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Implementing an ICT curriculum 普通类
In September 2007, the Flemish Government administered a compulsory information and communication technology (ICT) curriculum for primary schools in Flanders. The ICT curriculum is structured in terms of cross-curricular ICT attainment targets. The ICT attainment targets replace the already existing but non-binding ICT guidelines proposed by the government in 2004 (Tondeur, van Braak & Valcke, 2007). ICT attainment targets are defined as minimum objectives regarding the ICT knowledge, skills and attitudes viewed by the government as necessary for all students in compulsory education. The ICT curriculum stipulates that every child should be digitally literate when leaving compulsory education. With the formulation of an ICT curriculum, Flemish national ICT policy is moving from ICT policy with a technical rationale and a main focus on funding and resources, to a pedagogical rationale stressing pupils’ ICT competencies (Vanderlinde, van Braak & Hermans, 2009). In doing so, the Flemish Government outlined its vision of ICT for learning and expects schools to put the formal ICT curriculum into practice (Vanderlinde et al., 2009). From nowon, schools have a clear understanding of what the government expects when it comes to ICT integration. Furthermore, as the Flemish educational system is characterised by its effort to decentralise curriculum policy, schools are given strong autonomy and responsibility in translating the broadly formulated ICT attainment targets into concrete teaching and learning activities.
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Supporting printed books with multimedia 普通类
The last decade has witnessed an incredible advance in broadband and wireless technologies and their impact on each component of our daily lives. Depending on these developments, from business to health, various sectors try to use Internet and mobile devices intensively to increase their effectiveness and efficiency. Similarly, in accord with Rogers’s (1983) adopter categorisation in his famous book Diffusion of Innovations, some educators, even though they are accused of being resistant to innovations, are eager to adopt these new technologies in educational settings, especially in distance education where mobile technologies seem to be the unique media to satisfy its famous slogan ‘whenever and wherever’ (Bradley, Haynes & Boyle, 2006; Churchill & Churchill, 2008; Quinn, 2001; Steinfield, 2003; Virvou & Alepis, 2005).
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The analysis of effectiveness on ‘transfer’ 普通类
In South Korea, it has been 4 years since e-learning was introduced in 2005 as an extended education method in the area of industry and technology. The purpose of this study is to research on how much this e-learning has been practically utilised in virtual businesses and how it has directly benefited the work of the learners in the various business fields of industry and technology. In order to do this, at first, we are going to assess the effectiveness of operating e-learning in the business fields of industry and technology focusing on the rate of ‘transfer’. Then, we will research on the detailed transfer levels according to each field of business (Ford & Weissbein, 1997; Noe, 1986) and make practical suggestions to improve the transfer rate.
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Towards a strategic approach to the introduction 普通类
Despite overwhelming support in recent literature (eg, Garrison & Kanuka, 2004) for a widespread acceptance of technology in learning and teaching, academics are still challenged with finding effective ways to incorporate technology into pedagogic practice (Arbaugh, 2008). This study reports on the challenges faced within a UK business school in implementing a faculty-wide blended learning strategy. The value of this research is to increase the understanding of the issues affecting strategic implementation of blended learning. Many higher education institutions are going through similar transformations, trying to incorporate technology to enhance the quality of teaching and learning. Substantial research focuses on practical aspects of using specific technological tools often in isolation from one another instigated by personal preferences or curiosity of individual educators (eg, Omale, Hung, Luetkehans & Cooke-plagwitz, 2009; Shen,Wang & Pan, 2009; Smyth, 2009). Less emphasis has been placed on strategic embedding of technology into learning and teaching. In an attempt to address the gap in literature this research identifies blended learning practices, both successful and unsuccessful, and the perceptions that shape them amongst Business and Law faculty at a post-1992 UK University. The study adopts an inductive qualitative approach drawing on primary data, including face-to-face in-depth interviews and module audits, along with secondary data, such as policy documents providing an institutional context.With the focus on large and core modules on undergraduate and postgraduate programmes, data were collected on 124 modules. Using semi-structured guidelines, interviews were conducted at the participants’ place of work, digitally transcribed and approved by the interviewees. Findings, presented as themes, are reported by drawing upon (anonymised) quotations.Whilst this approach does not enable the research to make any claims about objectivity and generalisability, it does allow a detailed, in-depth understanding of the current perceptions, attitudes and practices relating to blended learning at this institution.
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Brain training in schools where is the evidence 普通类
Robert H Logie is Professor of Human Cognitive Neuroscience, at the University of Edinburgh. Sergio Della Sala is Professor of Human Cognitive Neuroscience at the University of Edinburgh. Address for correspondence: Sergio Della Sala, Human Cognitive Neuroscience, Psychology, University of Edinburgh, 7 George Square, EH8 9JZ, Edinburgh, UK. Email: sergio@ed.ac.uk
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Asia–Pacific research and publication 普通类
Asia–Pacific research and publication in BJET a progress report
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Gender differences in the intention 普通类
Amongst the key issues in technology acceptance research is gender differences in their response towards technology. A recent study by Broos (2005) suggested that when faced with a new medium, such as the Internet, males were more enthusiastic and tend to develop more positive attitude towards it. On the other hand, females take a longer time to become familiar and consequently take a longer to time to develop positive feelings for new technology. Methodologically, the author in this and other studies that explored gender differences had assumed that the instruments they had used were equivalent across genders although no evidence could be found to support this assumption. However, such comparisons without first establishing measurement invariance between groups (eg, males and females) may lead to erroneous interpretations based on scores that were obtained due to chance or stained by error. One method of preventing flawed between-group comparisons is to test for measurement invariance (MI). MI refers to the consistency of measurement across a specified group differentiation. Additionally, when a researcher is confident that items in an instrument have the same meaning to different groups (eg, old people and young people) or that these items have equivalentweights as indicators of the constructs being measured, then it is meaningful to analyse the pooled (combined) data as if they belong to a single group (Byrne, 2001; Cheung & Rensvold, 2002). One goal of MI is to assess the lack of variance between the measurements used to measure two or more groups, to ensure an instrument measures a construct in the same way in each group.
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Using structural equation modelling 普通类
A case for structural equation modelling (SEM) in educational technology research was made by Teo (2009) who reviewed all full-text papers published in BJET from 2000 (volume 31, number 1) through 2009 (volume 40, number 3). From this body of works, only five papers were found to have employed SEM as the research framework. Despite the advantages of SEM in social science research, its use in educational technology research is low relative to those in psychology, management sciences and sociology. The aim of this colloquium piece is to highlight issues in SEM and offer guidelines on how potential users may approach SEM.