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Board’s IQ What makes a board smart 普通类
The amount of investment that has been made in interactive whiteboards (IWB) in the Turkish educational system during the past several years is quite striking. This investment is part of a plan to integrate information and communication technologies (ICT) into the Turkish educational system, with the goal of increasing the qualitative and quantitative aspects of schooling. Prior to IWB investments, hundreds of thousands of computers, projectors, and printers were distributed to schools in efforts to raise a generation able to respond to the demands of the 21st century. In addition, 98% of secondary school students and 93% of primary school students were provided with Internet access via ADSL. The aim of this study is to analyze the emerging trend of smart board investment in Turkish primary and secondary schools, with consideration of problems that hinder the effective use of IWBs in classrooms as compared to previous ICT integration efforts by the Ministry of National Education. The research is designed as an evaluative case study. The required data are collected through online questionnaires, teacher and pupil interviews, and document searches from teachers and students from various Turkish primary and secondary schools. It is not surprising that the factors hindering the use of IWBs in education are similar to the inhibiting factors in previous ICT integration projects. The findings show that when the needs for in-service training, digital education materials, support, maintenance, and administration are not addressed, educational ICT is unlikely to deliver the expected results. Article Outline
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Automatic detection of learning styles 普通类
A desirable characteristic for an e-learning system is to provide the learner the most appropriate information based on his requirements and preferences. This can be achieved by capturing and utilizing the learner model. Learner models can be extracted based on personality factors like learning styles, behavioral factors like user’s browsing history and knowledge factors like user’s prior knowledge. In this paper, we address the problem of extracting the learner model based on Felder–Silverman learning style model. The target learners in this problem are the ones studying basic science. Using NBTree classification algorithm in conjunction with Binary Relevance classifier, the learners are classified based on their interests. Then, learners’ learning styles are detected using these classification results. Experimental results are also conducted to evaluate the performance of the proposed automated learner modeling approach. The results show that the match ratio between the obtained learner’s learning style using the proposed learner model and those obtained by the questionnaires traditionally used for learning style assessment is consistent for most of the dimensions of Felder–Silverman learning style.
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Gendering the ICT curriculum paradox of choice 普通类
This paper looks at the ICT (information and communication technology) curriculum in New Zealand secondary schools and gendered participation patterns in different specialist ICT subjects. New Zealand has a permissive ICT curriculum, comprising a variety of subjects and characterised by choice and variation in the curriculum in practice at the local level. The data that are reported include results of (i) a national questionnaire survey of secondary schools, and (ii) a qualitative case study conducted in a large, co-educational New Zealand secondary school and involving classroom observations and interviews with teachers and students. It is suggested that the permissiveness of the curriculum, which ostensibly caters for the needs of students by providing choices, may, in some circumstances, effectively reinforce gender stereotypes relating to computer interests and practices. This is a paradox of choice. Questions are raised about the nature of the ICT curriculum in New Zealand and how it may contribute to or challenge gender stereotypes, future curriculum developments and, more broadly, how we can account for persistent gendered participation patterns in ICT subjects in schools.
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Collaborative robotic instruction 普通类
Graphing is a key skill in the study of Physics. Drawing and interpreting graphs play a key role in the understanding of science, while the lack of these has proved to be a handicap and a limiting factor in the learning of scientific concepts. It has been observed that despite the amount of previous graph-working experience, students of all ages experience a series of difficulties when trying to comprehend graphs or when trying to relate them with physical concepts such as position, velocity and acceleration. Several computational tools have risen to improve the students’ understanding of kinematical graphs; however, these approaches fail to develop graph construction skills. On the other hand, Robots have opened new opportunities in learning. Nevertheless, most of their educational applications focus on Robotics related subjects, such as robot programming, robot construction, and artificial intelligence. This paper describes a robotic activity based on face-to-face computer supported collaborative learning. By means of a set of handhelds and a robot wirelessly interconnected, the aim of the activity is to develop graph construction and graph interpretation skills while also reinforcing kinematics concepts. Results show that students using the robotic activity achieve a significant increase in their graph interpreting skills. Moreover, when compared with a similar computer-simulated activity, it proved to be almost twice as effective. Finally, the robotic application proved to be a highly motivating activity for the students, fostering collaboration among them.
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Fostering argumentative knowledge 普通类
This paper examines how pre-university students shared and constructed knowledge in the context of GP (general paper) by interacting through individual virtual characters across five cycles of enactive role play sessions. Contextualized scenarios on the topic of euthanasia were developed in Second Life. Role-playing the virtual characters through three-dimensional avatars, 45 students from two different classes grappled and dealt with issues related to euthanasia such as ethics, morality, and religion. The enactment log transcripts of 10 student groups across five enactment sessions were analyzed using an adapted collaborative argumentation framework. We present the results from two types of data analysis: a macro quantitative analysis of students’ enactment log transcripts and a qualitative analysis of their open-ended responses. Our quantitative analysis at the class level revealed salient differences in the nature of epistemic interactions, the patterns of argumentative moves, and the patterns of social interactions between students from two classes. The findings from the qualitative analysis of students’ open-ended responses indicate that students valued the embodied experience afforded by the immersive virtual environment. We discuss the findings of our research in terms of important pedagogical implications and the factors that influence argumentative knowledge sharing and constructing activities.
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Tool Toy Telephone Territoryor Treasure 普通类
The purposes of this study are to investigate fifth-graders’ attitudes toward the Internet based on the 5-T framework (Tool, Toy, Telephone, Territory, and Treasure of Information), and to understand whether gender makes any difference in their attitudes. The data were obtained from 2,253 Taiwan fifth-grade students. Through a confirmatory factor analysis, the 5-T model was validated and can be used to explain the corresponding five-factors which constitute Internet attitudes. According to the results, the students perceived the Internet mainly as a useful and powerful tool for their academic work and daily lives. Moreover, students strongly considered the Internet a toy, which is somewhat indistinguishable from the role of Tool. The students acknowledged the role of the Territory that they can demonstrate themselves by writing and sharing personal information online. Therefore, the Internet is good for both reading and writing information. The least weighted factor among 5-Ts student recognized is the role of Telephone. Gender differences exist in the subscales of Tool, Toy, Treasure of Information, and Telephone, but not in the Territory subscale of the Internet attitudes scale. This study further discusses and presents implications of the findings for teachers, parents, and future studies.
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Using pedagogical dialogue 普通类
The pace of technology adoption by university faculty is often slow. Slow faculty technology adoption may result from fear of failure, disinterest, or aversion to change. However, in 2007 we experienced a different faculty response while training faculty for technology-enhanced teaching at Butler University. During a technology upgrade of classrooms on our campus, we installed SMART™ interactive whiteboards and Sympodiums™ (SMART Technologies), visual presenters and CopyCams™ (Polyvision/Steelcase). The technology trainers and information technology (IT) department anticipated a lack of faculty interest in training on these technologies. It was posited that faculty would not be interested in learning about these interactive and presentation technologies unless this learning could be connected in some way to their individual teaching interests and responsibilities. A novel, collaborative training model was developed to achieve this goal of placing technology training into a pedagogical context. A multidisciplinary group of faculty, working closely with representatives from IR, served as trainers for this highly successful faculty development effort in which 27% of the university faculty were trained over a three month period. This article details the methods and outcomes of this collaborative training team approach.
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Myartspace Design and evaluation 普通类
This paper presents a description and evaluation of Myartspace, a service on mobile phones for inquiry-led learning that allows students to gather information during a school field trip which is automatically sent to a website where they can view, share and present it, back in the classroom or at home. The evaluation focused on three levels: a micro level, concerned with issues of usability; a meso level, which examined educational effectiveness in terms of learning breakthroughs and breakdowns; and a macro level, which looked at the impact of the new technology on school museum visits practice. Issues of implementing mobile learning across school and museum settings are identified and cross-level influences are discussed. The study showed that the service was effective in enabling students to gather information in a museum and this provided resources for effective construction and reflection in the classroom. Minor usability problems did not detract from the learning, however there are significant issues concerning how to structure the visit and on the viability of Myartspace as a regular service.
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A learning style classification mechanism 普通类
With the growing demand in e-learning, numerous research works have been done to enhance teaching quality in e-learning environments. Among these studies, researchers have indicated that adaptive learning is a critical requirement for promoting the learning performance of students. Adaptive learning provides adaptive learning materials, learning strategies and/or courses according to a student’s learning style. Hence, the first step for achieving adaptive learning environments is to identify students’ learning styles. This paper proposes a learning style classification mechanism to classify and then identify students’ learning styles. The proposed mechanism improves k-nearest neighbor (k-NN) classification and combines it with genetic algorithms (GA). To demonstrate the viability of the proposed mechanism, the proposed mechanism is implemented on an open-learning management system. The learning behavioral features of 117 elementary school students are collected and then classified by the proposed mechanism. The experimental results indicate that the proposed classification mechanism can effectively classify and identify students’ learning styles.
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An auto-scoring mechanism 普通类
The rapid development of computer and network technologies has attracted researchers to investigate strategies for and the effects of applying information technologies in learning activities; simultaneously, learning environments have been developed to record the learning portfolios of students seeking web information for problem-solving. Although previous research has demonstrated the benefits of applying information technologies to learning activities, the difficulties in doing so have also been revealed. One of the major difficulties is the lack of a mechanism to assist teachers in evaluating the problem-solving ability of the students, such that constructive suggestions can be given to the students, and tutoring strategies can be improved accordingly. To cope with this problem, in this paper, an auto-scoring mechanism is developed to analyze the various information searching abilities of individual students. Indicators of information searching ability (ISA) are proposed based on the famous Big6 model and are adopted in our auto-scoring mechanism. Moreover, two experiments have been conducted to demonstrate the effectiveness of this innovative approach. The experimental results show high correlation between the scores of the auto-scoring mechanism and the manual scoring. Moreover, the feedbacks from 158 teachers also show that the innovative approach is highly accepted by the teachers.