Technoliteracy and learning: An analysis of the quality of knowledge in electronic representations of understanding

Recent educational research from a socio-cognitive perspective has validated students’ collaborative engagement with new technologies and heightened understanding of influential factors shaping the effectiveness of peer interactions, learning contexts and computer interfaces for enhancing learning. This paper focuses on an analysis of the complexity of knowledge in student-designed, electronically created texts for what they might reveal about learning with technology. It reports on a study with 17-year-old female students whose collaborative learning process in subject English was mediated by the creation of electronic concept maps and Web files to represent their developing understanding. To analyse these electronic texts, evaluative criteria templates were developed from the Structure of Observed Learning Outcomes (SOLO) taxonomy, integrating levels of understanding with the distinctive characteristics of multimodal text production. Findings indicated not just the incremental acquisition of conceptual understanding equated with cognitive change but that the level of understanding might also be positively influenced by the students’ length of exposure to computer-mediated learning practices. As well, the criteria templates have emerged as useful evaluative tools for classroom assessment or further research when analysis of the level of complexity of student-created, electronic artefacts is required.     

Applying a multimedia storytelling website in foreign language learning

Storytelling is a practical and powerful teaching tool, especially for language learning. Teachers in language classrooms, however, may hesitate to incorporate storytelling into language instruction because of an already overloaded curriculum. English foreign language (EFL) teachers in Taiwan report additional problems such as having little prior experience with integrating storytelling into language teaching, locating appropriate stories, and lacking the cultural and language abilities to handle storytelling in English. On the other hand, researchers have demonstrated successful usages of computer and network-assisted English learning. The researchers in this study have developed a multimedia Storytelling Website to study how web-based technology can assist overcoming the obstacles mentioned above. The website contains an accounts administration module, multimedia story composing module, and story re-playing module. In order to demonstrate the effectiveness of this Website in significantly facilitating teacher’s storytelling and children’s story recall processes in EFL classrooms, it was implemented in one elementary school to test its effectiveness in instruction and in resultant student learning. The results of the study support the significance and the education value of the multimedia Storytelling Website on EFL teaching and learning. If such a Website can be applied within elementary EFL classrooms, the quality of teaching and learning can be improved and students’ enjoyment and success in EFL learning may increase.     

Pattern of reflection in learning Authoring System through blogging

This research study aims to identify student's perceptions regarding the use of blogging, the pattern of reflection involved in learning Authoring System through blogging and student's performance in tests based on the reflection's pattern. Sixteen students who registered for the Authoring System subject participated in this study. It was conducted using quantitative approaches, through survey and pre-experimental design of one group post-test type. The instruments used were questionnaire, performance test and blog contents, where tutors and students posted messages and comments on the blog during the course. The results showed that the students' overall perception regarding the educational benefits of writing a blog and reading other students' blogs and comments was positive. Students also moderately agreed that they had difficulties in engaging in the reflection through blogging. It was also found that blogging indirectly improved the students' performance in the test. Through blog content analysis, the dominant type of reflection was monologue. However, the results from the data mining analysis showed that the students used reflective conversation and monologue type of reflection to achieve Grade A in learning Authoring System. It shows that students require deep and critical reflection to perform better in the subject.     

A two-tier test approach to developing location-aware mobile learning systems for natural science courses

The advancement of wireless and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. Although such an approach has been recognized as being innovative and important, several problems have been revealed in practical learning activities. One major problem is owing to the lack of proper learning strategies or tools for assisting the students to acquire knowledge in such a complex learning scenario. Students might feel excited or engaged when using the mobile devices to learn in the real context; nevertheless, their learning achievements could be disappointing. To deal with this problem, this study presents a mobile learning system that employs Radio Frequency Identification (RFID) technology to detect and examine real-world learning behaviors of students. This study also utilizes each student’s responses from a two-tier test (i.e., multiple-choice questions in a two-level format) to provide personalized learning guidance (called two-tier test guiding, T³G). The experimental results from a natural science course of an elementary school show that this innovative approach is able to improve the learning achievements of students as well as enhance their learning motivation.     

Effects of attitudes and behaviours on learning mathematics with computer tools

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores. However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse.     

Supply chain simulator: A scenario-based educational tool to enhance student learning

Simulation-based educational products are excellent set of illustrative tools that proffer features like visualization of the dynamic behavior of a real system, etc. Such products have great efficacy in education and are known to be one of the first-rate student centered learning methodologies. These products allow students to practice skills such as critical thinking and decision-making. In this paper, a case is presented where a scenario-based e-learning product namely ‘supply chain simulator’ is developed at KFUPM for an introductory technology course. The product simulates a supply chain – a network of facilities and distribution systems that carries out the task of procurement and transformation of materials from manufacturer to customer. The product was put to test during four semesters and results of the survey conducted by the instructors and the students are presented. The results clearly suggest the benefits of using such a tool in enhancing student learning.     

支持多站点的网站内容管理系统开发实例

以支持多站点与门户系统的网站内容管理平台开发为例,按照软件工程方法介绍了平台软件的设计目的、主要技术内容、功能模块划分、界面设计、软件开发及其关键技术与系统特色,最后阐述了系统的应用情况。提供的网站内容管理平台能很好地支持多站点管理,并能对各站点、栏目实行分级、分权限管理,实现信息管理入口唯一、技术统一、维护分层统一、考核统一,能与企业门户信息系统实现无缝连接。系统的投运将为企业下一步解决一体化办公、资源共享提供基础保障。     

Designing for inquiry-based learning with the Learning Activity Management System

This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was identified in participants' conceptions of inquiry-based learning pedagogy and in their approaches to inquiry-based learning design. LAMS was found to offer design affordances that are compatible with more strongly teacher-led conceptions of, and approaches to, inquiry-based learning pedagogy. The paper draws some implications for the further development and use of design tools for inquiry-based learning. The authors suggest that, in addition to tools created for teachers, there may be a valuable role for tools that explicitly support students as designers of their own inquiry processes and activities.     

Comparing the effects of representational tools in collaborative and individual inquiry learning

Constructing a representation in which students express their domain understanding can help them improve their knowledge. Many different representational formats can be used to express one’s domain understanding (e.g., concept maps, textual summaries, mathematical equations). The format can direct students’ attention to specific aspects of the subject matter. For example, creating a concept map can emphasize domain concepts and forming equations can stress arithmetical aspects. The focus of the current study was to examine the role of tools for constructing domain representations in collaborative inquiry learning. The study was driven by three questions. First, what are the effects of collaborative inquiry learning with representational tools on learning outcomes? Second, does format have differential effects on domain understanding? And third, does format have differential effects on students’ inclination to construct a representation? A pre-test post-test design was applied with 61 dyads in a (face-to-face) collaborative learning setting and 95 students in an individual setting. The participants worked on a learning task in a simulation-based learning environment equipped with a representational tool. The format of the tool was either conceptual or arithmetical or textual. Our results show that collaborative learners outperform individuals, in particular with regard to intuitive knowledge and situational knowledge. In the case of individuals a positive relation was observed between constructing a representation and learning outcomes, in particular situational knowledge. In general, the effects of format could not be linked directly to learning outcomes, but marked differences were found regarding students’ inclination to use or not use specific formats.     

Effects of the application of graphing calculator on students’ probability achievement

A Graphing Calculator (GC) is one of the most portable and affordable technology in mathematics education. It quickens the mechanical procedure in solving mathematical problems and creates a highly interactive learning environment, which makes learning a seemingly difficult subject, easy. Since research on the use of GCs for the teaching and learning of probability in institutions of higher learning appears to be limited, a study was conducted to examine the effects of the use of GCs on students’ performance in probability. The study involved 65 pre-university students in a private institution of higher learning in Malaysia. Hypothesis testing showed that there is a significant difference in the mean score of the post achievement test between the experimental and control groups. Students in the experimental group displayed higher achievement than their peers in the control group in the Probability Achievement Test (PAT). Findings also showed that the use of GCs benefits students of all levels, that is, high, average and low mathematics achievers. Qualitative data provides a more lucid picture of how GCs aid in improving understanding and performance. Recommendations made will provide researchers, policy-makers and educators an alternative means of enhancing the quality of probability education.     

The effect of multiple scaffolding tools on students’ understanding,consideration of different perspectives,and misconceptions of a complex problem

This study investigated the effectiveness of multiple scaffolding tools in helping students understand a complex problem. In order to support students with this task, a multimedia learning environment was developed based on the cognitive flexibility theory (CFT) and scaffolding through computer-based tools. Seventy-nine 10th-grade students in an urban high school participated in this study. A quasi-experimental method was used to compare the effectiveness of different scaffolding tools within this learning environment. Scaffolding used in conjunction with CFT principles did not affect students’ ability to consider multiple perspectives or their numbers of misconceptions. On the other hand, scaffolding tools had varying effects on students’ problem understanding, and a significant interaction was found between the different scaffolding tools used. This study raised questions about the effectiveness of combining multiple scaffolding tools within a multimedia environment.     

A case study of Augmented Reality simulation system application in a chemistry course

The comprehension of micro-worlds has always been the focus and the challenge of chemistry learning. Junior high school students’ imaginative abilities are not yet mature. As a result, they are not able to visualize microstructures correctly during the beginning stage of chemistry learning. This study targeted “the composition of substances” segment of junior high school chemistry classes and, furthermore, involved the design and development of a set of inquiry-based Augmented Reality learning tools. Students could control, combine and interact with a 3D model of micro-particles using markers and conduct a series of inquiry-based experiments. The AR tool was tested in practice at a junior high school in Shenzhen, China. Through data analysis and discussion, we conclude that (a) the AR tool has a significant supplemental learning effect as a computer-assisted learning tool; (b) the AR tool is more effective for low-achieving students than high-achieving ones; (c) students generally have positive attitudes toward this software; and (d) students’ learning attitudes are positively correlated with their evaluation of the software.     

A web-based formative assessment tool for Masters students: A pilot study

The use of web-based learning and assessment tools is growing in tertiary institutions around the world. To date, very few papers have reported the development and evaluation of a web-based formative assessment tool for postgraduate students. The aim of the present paper was to report on the development and evaluation of an online formative assessment tool for this student group. The web-based formative assessment tool was evaluated by a sample of undergraduate students, postgraduate students and academic staff within a psychology department in order to determine the suitability and sensitivity of the tool. The results of this pilot test suggest that the development of such a tool is both appropriate and feasible for Masters students studying psychology.     

Attitudes towards the use of information and communication technology in management education

Information and communication technology (ICT) tools are being increasingly used to facilitate teaching in educational institutions. This study examined the attitudes of students and instructors towards using ICT tools in management education. Immediately after conducting workshops that introduced 11 ICT tools used in classroom settings, questionnaires were administered to students and instructors from three public universities in Taiwan. Responses of 242 students and 46 instructors regarding 5 domains of ICT tools – feedback, classroom mobility, publishing, collaboration, and social media – were analysed to investigate their attitude towards the use of ICT. The results revealed that students perceived the ICT tools of collaboration and social media to be helpful in learning and in increasing their future employment; in addition, the teachers found these ICT tools to be useful. Therefore, by integrating collaboration and social media in teaching and course design, teachers can enhance student participation and link students’ learning to their future employment.     

Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction

The current study reports on the use of Wiki as an online didactic tool to develop knowledge management (KM) processes in higher education. This study integrates social constructivist principles to learning where learners are pro-active and collaborative through higher order cognitive processes. The study was administered in two countries, namely Egypt and Italy, to close a gap in the literature with an aim to introduce KM processes in teacher educational programmes. These processes are seen as necessary for teachers’ professional skills. Such processes are claimed to enable teachers and therefore schools to evolve in a networked information-driven global society, especially as the complexity of subject knowledge is increasing. It is also a learning experience where teachers learn how to provide their students with educational settings where technology is enabled.     

Can interactive visualization tools engage and support pre-university students in exploring non-trivial mathematical concepts?

Many students find it difficult to engage with mathematical concepts. As a relatively new class of learning tools, visualization tools may be able to promote higher levels of engagement with mathematical concepts. Often, development of new tools may outpace empirical evaluations of the effectiveness of these tools, especially in educational contexts. This seems to be the case with educational visualization tools. Much evidence about the effectiveness of these tools appears to be more suggestive than based on empirical evaluations. In this paper, we attempt to fill this gap and provide empirical evidence for the use of visualization tools in supporting exploratory and other learning-related activities. In particular, we aim to investigate whether visualization tools can be used to engage pre-university students in exploring non-trivial mathematical concepts. We focus particularly on this age group and content domain because of the difficulty these students may encounter when trying to investigate more challenging mathematical concepts. Also, it is during their formative years before university that students’ predisposition and likeness towards mathematical ideas are formed. We report in this paper a study assessing whether a visualization tool, whose design was informed explicitly by research from information visualization and human–computer interaction, could engage pre-university students in their exploration and learning of more advanced mathematical concepts. Students who participated in this study came from multiple grade levels and have diverse cognitive and language skills as well as preferences towards mathematics. The results of this study indicate that visualization tools can effectively engage these students and support their exploration of non-trivial mathematical concepts, only if the tool is designed such that it can cater the diverse needs of these students.     

Opening The Door: An evaluation of the efficacy of a problem-based learning game

As higher education institutions seek to improve undergraduate education, initiatives are underway to target instructional methods, re-examine curricula, and apply innovative technologies to better engage students with content. This article discusses the findings of an exploratory study focused on a course redesign that game elements, PBL methods, and 3-D communication tools in an introductory computing course. Some of these findings included an appreciation for how the technology skills gained in the course applied to the world of work, an understanding of the significant role that interpersonal communications play in learning and in career success, a sense of empowerment fostered by access to resources, and an increased willingness to play, explore, and experiment with tools, content, and design processes.     

Usage of a mobile social learning platform with virtual badges in a primary school

This study presents and examines SamEx, a mobile learning system used by 305 students in formal and informal learning in a primary school in Singapore. Students use SamEx in situ to capture media such as pictures, video clips and audio recordings, comment on them, and share them with their peers. In this paper we report on the experiences of students in using the application throughout a one-year period with a focus on self-directedness, quality of contributions, and answers to contextual question prompts. We examine how the usage of tools such as SamEx predicts students' science examination results, discuss the role of badges as an extrinsic motivational tool, and explore how individual and collaborative learning emerge. Our research shows that the quantity and quality of contributions provided by the students in SamEx predict the end-year assessment score. With respect to specific system features, contextual answers given by the students and the overall likes received by students are also correlated with the end-year assessment score.     

Changing teachers,changing students? The impact of a teacher-focused intervention on students' computer usage,attitudes, and anxiety

An important purpose of integrating computer use into everyday classroom instruction is to help students approach technology as a learning tool. Effective classroom integration is dependent not only on access to computers but also teachers' implementation of computing into learning. Successful implementation, in turn, depends largely on teachers' beliefs about classroom computing. The purpose of this study is to examine the effects of a teacher-focused technology intervention on students' attitudes toward and use of computers as learning tools. Teachers' attitudes, anxiety, and classroom computer use are explored as mediators of this relationship. Data were collected during a technology intervention in fourth and fifth grade classrooms in an urban public school district. Results suggest that the technology intervention itself had a positive effect on students' attitudes toward and use of computers for educational purposes. There was no evidence, however, that teachers' use or attitudes had any mediating effect on this relationship. These results suggest that it is possible to increase students' attitudes toward computer use through intense interventions aimed at their teachers. Future research should further investigate the mechanisms through which this relationship exits.