An evaluation study of the use of a cognitive tool in a one-to-one classroom for promoting classroom-based dialogic interaction

An evaluation study was conducted to investigate the effect of the use of a computer-supported cognitive tool (CT) in the one-to-one classroom setting on student engagement, attainment and perceptions in learning common fractions. Two Primary 4 classes with 68 students participated in this study based on 11 teaching sessions lasting 455 min in total. The students in the experimental group learned the target topic with the use of CT in a one-to-one classroom, while the students in the control group learned the target topic under the traditional teaching approach. The results of a time allocation analysis showed that the use of CT in a one-to-one classroom enhanced student engagement in terms of time-on-task for learning exploration during class time. The results of the post-attainment test indicated that students in the experimental group performed better than those in the control group. Moreover, the questionnaire survey results indicated that students liked to learn the target topic with the use of CT in a one-to-one classroom. This study reveals the potential of the use of CT in a one-to-one classroom to promote classroom-based dialogic interaction in mathematics lessons. It also implies a need for a longitudinal study to investigate suitable pedagogical designs for the use of CT for promoting knowledge transfer in learning challenging mathematics topics.     

Flexibilizing and Customizing Education using Inverted Classroom Model

ABSTRACT

Traditional academic teaching can be transformed and enhanced by the use of information and communication technologies (ICT) implemented in suitable didactical frameworks. The “inverted” or “flipped” classroom model can create diverse learning opportunities for heterogenic learning needs. Within a multicase study approach the research on two teaching projects at two German higher education institutions was conducted that provided an insight into students’ opinions toward the inverted classroom model.     

Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness

This paper describes the findings of an exploratory cycle of a design-based research project and examines the learning effectiveness of collaborative activities that are supported by the GroupScribbles (GS) software technology in two Singapore primary science classrooms. The students had ten weeks of GS-based lessons in science, which were co-designed by teachers and researchers to teach the curriculum by tapping on collaborative work in small groups as well as in the whole class. The results show that the GS classes performed better than non-GS classes as measured by traditional assessments. With GS, students were found to have more opportunities to participate in class discussions, and were exposed to diversified ideas. Analysis of data collected in the classroom as well as data on students’ attitudes and perceptions indicate that GS facilitated students’ collaborative learning, and improved students’ epistemology and attitudes toward science learning.     

Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theory

Design principles emerging from the cognitive theory of multimedia learning can be applied to engage cognitive processing, and teaching methods that have evolved from variation theory can encourage thinking through comparisons in mathematics education. Applying these principles and teaching methods in designing digital material should be a sound proposition. However, there is a disconnection between research in digital educational material and classroom practices. Teachers often have doubts about the effectiveness of the materials. Thus, this paper presents a design-based research of developing a digital material for algebra concept learning. We collaborated with two experienced teachers and a subject expert from a university, and designed some digital learning material that was presented to 68 students through an iterative redesign development cycle; the effectiveness of the final product was tested on another group of 66 students the following year. Characteristics of an optimal design generated from the data collected are presented in this paper. The characteristics may have useful practical implications for instructional designers and teachers and contribute to improvements in the design of digital learning materials.     

A formative analysis of how preservice teachers learn to use technology

Abstract   A comprehensive, formal comparison of strategies used by preservice teachers to learn how to use new technology has yet to be researched. Understanding the relative strengths and weakness of learning strategies would provide useful guidance to educators and students. The purpose of the current study was to explore the effectiveness of four learning strategies: collaboration, using authentic tasks, formal instruction and exploratory learning. Seventy-four preservice teachers (25 male, 49 female) were surveyed at the beginning and end of an 8-month, consecutive, Bachelor of Education programme, with respect to their learning strategies, change in computer knowledge and use of computers in the classroom. Collaborative learning and use of authentic tasks were the most preferred strategies – formal instruction was the least preferred. A collaborative approach to learning was the best predictor of gains in computer knowledge. Authentic tasks and collaborative strategies were significant predictors of teacher use of computers in the classroom. Preference for authentic tasks was the only predictor of student use of computers. Regardless of strategy preference, selecting more than one primary learning tool was significantly correlated with amount learned and use of the computers in the classroom. Ability was not related to strategy preference. Finally, females preferred collaborative approach to learning, although they were significantly more open to using multiple strategies than males.     

Vocational education approach: New TEL settings—new prospects for teachers’ instructional activities?

This study focuses on vocational education teachers’ instructional activities in a new technology-enhanced learning (TEL) setting. A content analysis is applied to investigate teachers’ and students’ interactions in a 3D game context. The findings illustrate that when teachers’ and students’ interactions are mediated by a game, teachers seem to apply different discussion activities to empower vocational learning than they do in traditional classroom settings. Additionally, the present study shows that teachers spontaneously develop new ways of supporting vocational learning processes. In more detail, two main types of instructional activities were identified: a “knowledge-providing” approach and a “joint problem-solving” approach. Additionally, findings illustrate how teachers using different types of instructional approaches are followed up with different processes by students. The article is concluded with a general discussion of the emerging challenges regarding the technological and pedagogical development of vocational education and teachers’ instructional activities in new TEL settings based on a more long-term design-based research project (ongoing since 2004).     

Development of smart english classroom system based on FPGA software and hardware co-simulation test

Improving English proficiency for professional students is a significant challenge in the AEC and the Renaissance. The problem found in the Polytechnic Gland Shipping Research Institute is the lack of time motivation and insufficient time for students to study outside the classroom lack of time. Therefore developed an Android-based “Technical English” application that supports PPN, English teaching, and learning processes. Development and Smart Classroom List (SCI) Verification. SCI is a learning environment tool that integrates existing technologies, including TROFLEI, TICI and CCEI (ergonomics). SCI is included to learn the functions, materials to describe flexibility, and experience factors in the smart classroom. The information technology detail used in some projects has also been adapted to the elegant classroom environment. Older classmates check the tool and reveal ten balances: body design, flexibility, and use of technology, learning data diversity, inquiry, collaboration, student drive, honesty and learning experience. The results of the Acid Ceasefire Agreement prove that is a simple tool for assessing the learning environment in a smart classroom. Student Differences, Flexibility, Technology Application, and Learning Data Factors There are four significant practical priority differences in the learning environment in a smart classroom. FPGA has received a lot of attention from the nuclear industry as an alternative platform for logical programming controllers for digitalization and control. The FPGA development software feature includes several steps for integration and refinement, and each such step requires a different simulation verification step. This research proposes an integrated software testing framework that simulates all the glitches created by FPGA software and evaluates whether it can work in general, using the standard Oracle programs for all glitches simultaneously.     

Implementing mobile learning curricula in a grade level: Empirical study of learning effectiveness at scale

Developing and then scaling up an educational innovation so that it achieves on the dimensions of depth, sustainability, spread and change of ownership is a complex endeavor. In this paper, we present a study of one such innovation which has been developed through a design-based research process in a Singapore school. The innovation features a primary science curriculum integrating the 5E inquiry phases with the use of mobile technology. It has evolved through the various development phases to where the innovation is becoming an integral part of routine classroom practices. With the objective of examining the impact of the curriculum innovation on science teaching and learning, this paper reports some of the results of our scaling efforts, in particular, those relating to changes in classroom practices and the effectiveness brought by the curriculum innovation. Using qualitative data analysis methods, the study discusses the transformation of the classroom practices on teachers' pedagogical approaches, classroom culture, lesson plan design, linkages to informal learning, assessment methods, and parent involvement. Quantitative analysis of the performance of students in science assessments when compared between pre-scaling and scaling phases shows the efficacy of the innovation when scaled up to a whole grade level. Implications are drawn to inform future studies or work on factors for effective scaling up of technology-supported curricular innovations.     

Implementing collaborative learning activities in the classroom supported by one-to-one mobile computing: A design-based process

Mobile devices such as PDAs, smartphones and tablet computers are becoming increasingly popular, setting out opportunities for new ways of communicating and collaborating. Research initiatives have ascertained the potential of mobile devices in education, and particularly, the benefits of incorporating them in the classroom for eliciting collaborative learning and active student participation. However, the development of technology-supported learning environments poses challenges to education researchers, practitioners, and software technologists in creating educational tools that respond to real needs of instructors and learners, meet clearly defined didactic purposes, and are practical for the intended audience. This article reports on a technology for facilitating the implementation of collaborative learning environments in the classroom supported by one-to-one mobile computing. The approach encompasses a framework supporting the design and implementation of the mobile software, and a design-based process that guides interdisciplinary efforts utilizing the framework, towards creating effective pedagogical models based on collaborative learning. The proposed design-based process allowed us to develop pedagogical models that respond to real needs of learners and instructors, where development is grounded on rigorous scientific research, allowing to reuse both knowledge and software, and showing an improvement of the mobile software built based on continuous experimentation and evaluation. A case study illustrating the application of the technology is presented and plans for future research are discussed.     

Collaboration within large groups in the classroom

The purpose of this paper is to show how a large group of students can work collaboratively in a synchronous way within the classroom using the cheapest possible technological support. Making use of the features of Single Display Groupware and of Multiple Mice we propose a computer-supported collaborative learning approach for big groups within the classroom. The approach uses a multiple classification matrix and our application was built for language-learning (in this case Spanish). The basic collaboration mechanism that the approach is based upon is “silent collaboration,” in which students—through suggestions and exchanges—must compare their ideas to those of their classmates. An exploratory experimental study was performed along with a quantitative and qualitative study that analyzed ease of use of the software, described how the conditions for collaborative learning were achieved, evaluated the achievements in learning under the defined language objectives, and analyzed the impact of silent and spoken collaboration. Our initial findings are that silent collaboration proved to be an effective mechanism to achieve learning in large groups in the classroom.     

An experience of teaching for learning by observation: Remote-controlled experiments on electrical circuits

In order to facilitate senior primary school students in Hong Kong to engage in learning by observation of the phenomena related to electrical circuits, a design of a specific courseware system, of which the interactive human–machine interface was created with the use of an open-source software called the LabVNC, for conducting online remote-controlled experiments was developed in this study. The statistically significant results of a pre-test–post-test evaluation study showed that the LabVNC-based system has potential to promote students to learn the target topic under the approach of learning by observation. The assertion of the teacher on the pedagogical value of the remote-controlled experimentation and the enthusiasm of students in using the LabVNC-based system reveal the potential to integrate the use of the LabVNC-based system with the practice of scientific experiments. Based on the feedback from the teacher and students, the existing LabVNC-based system will be refined under the design-based research approach.     

From handheld collaborative tool to effective classroom module: Embedding CSCL in a broader design framework

The field of Computer Supported Collaborative Learning (CSCL) includes designers who emphasize effectiveness, measured via experiments, as well as designers who emphasize context and conduct qualitative research on teaching and learning practices. We conjectured that these two different emphases could be fruitful combined in a research and development process aimed at producing effective CSCL practices. We explored this possibility in a project that adapted a CSCL tool from Chile to serve as the basis of an effective 3-week classroom module for primary school mathematics in the United States. To go from tool to module, we addressed curricular fit, training materials, pedagogical guidance, formative and summative assessments, and logistical support. In conducting the project, we found that effectiveness and contextual research could be conducted simultaneously and yielded complementary insight to this design process, which enabled our project to rapidly move from the base tool towards complete classroom modules. An experiment we conducted after our design iterations showed that students who used the modules learned more about the target content, fractions. A retrospective analysis of our design process suggests that the Integrative Learning Design framework is useful for organizing the complementary components of effectiveness and contextual research in our design process.     

Effect of design-based learning on improving computational thinking

The results of this study indicated that design-based learning (DBL) improves computational thinking (CT) in a sample of elementary school students. The experiment consisted of participants using the Scratch Program and Creative Computing Guidebook, both developed by the MIT (Massachusetts Institute of Technology) media laboratory, for a total of 15 hours. An experimental group and a control group were formed and consisted of fourth to sixth graders. DBL was applied to the experimental group, while a traditional, direct method of teaching was applied to the control group. The experiment was designed to examine several aspects of learning: self-efficacy, self-interest, and self-CT. Moreover, we compared changes in students’ perceptions of computers and analysed differences in students’ responses between the two groups according to each of the steps of DBL. Then, we verified the effects of DBL by examining the progress of each group and the differences between the two groups. At the end of the experiment, we found that both groups showed enhanced self-efficacy, self-interest, and self-CT. However, the experimental group had a greater number of significant positive changes than the control group did in all areas (p?相似文献   

A video lecture and lab-based approach for learning of image processing concepts

The current practice of traditional in-class lecture for learning computer science (CS) in the high schools of Taiwan is in need of revamping. Teachers instruct on the use of commercial software instead of teaching CS concepts to students. The lack of more suitable teaching materials and limited classroom time are the main reasons for the software-based teaching practices. This study proposes a pre-class video viewing of the lecture content plus in-class supervised laboratory work as a model that can overcome the above problems. Experiments on teaching image processing concepts at two local high schools have been conducted. The experimental results show that the proposed model is a feasible and effective way for the teaching and learning of image processing. The new approach also facilitates student–student and student–teacher interactions in the classroom. Finally, an improvement in the understanding of the subject by the students and an increased interest toward learning CS are also evident.     

Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.     

Using learning methodologies and resources in the development of critical thinking competency: An exploratory study in a virtual learning environment

This study aims to design and implement new learning methodologies and resources that seek to advance the development and assessment of one of the fundamental students’ competencies from any Business Administration Degree, such as critical thinking, that is, this is an exploratory study on computing for human learning, specifically, learning of key competencies for business. We are going to use audiovisual case methodology through the use of short film clips, usually real stories, to help students understand the practical implications of theoretical concepts explained in the classroom. A theoretical model test uses data from 32 business students from the Open University of Catalonia. The first results show positive attitudes toward a new technological resource ‘audio-visual cases’. They indicate that the use of this tool can improve the comprehension of a problem and its origins and, at the same time, stimulate learning. In addition, this tool helps to develop critical thinking competency. This study offers important contributions to an e-learning environment and their applicability to the workplace, since it is the first type of research about the impact of audiovisual cases in the acquisition of critical thinking competency. Furthermore, this methodology promotes collaborative learning.     

探究式学习在信息技术课程中的应用

提高学生的综合素养,培养学生的终身学习能力正成为教育的重要目标,探究式学习受到越来越多教育工作者的重视。结合近年来在信息技术课堂开展探究式学习的教学实践谈一些体会和思考。     

Effectiveness of a Mobile Plant Learning System in a science curriculum in Taiwanese elementary education

This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is typically used in elementary schools in Taiwan. To extend opportunities for learning beyond the classroom, this study used personal digital assistants (PDAs) equipped with the MPLS, which provided both teachers and students access to plant information while in the field. A quasi-experimental research design was used to investigate the effectiveness of using the MPLS to support student learning. The responses to questionnaires and interviews indicate that students valued the outdoor learning activities made possible by use of the PDA and its functions. Pre- and post-test results demonstrated that students also benefitted academically from the use of the MPLS and the PDA.     

Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum

The history of science education reform has been fundamentally centered around science curriculum development and implementation. The advent of mobile technologies has necessitated a re-examination of how students could better learn science through these 21st century tools. Conventional teaching materials may not prepare students to learn the inquiry way and to become self-directed and social learners who could learn “everywhere and all the time (seamlessly)” using mobile technologies. This paper is based on our first year of work in our mobile learning research project in transforming primary three science lessons into a “mobilized” curriculum for a classroom context in which students routinely use mobile technologies. Using an exemplar fungi topic, we discuss our approach as well as experiences in deconstructing and reconstructing an existing curriculum through a co-design approach with teachers in a Singapore local school. In doing so, we make a contribution to the methodology for developing mobilized science curricula for in-class learning that also extends to out-of-class learning.