Pupils' recall of an interactive storybook on CD-ROM

Abstract This small-scale study compares two groups of Year 4 (8/9 year-old) pupils either reading or playing an interactive storybook . The study considered pupils' recall of propositions, which formed the story setting and episodes, and of micro-propositions and characters' names, and pupils' responses to inferential items derived from the 'interactive storybook'. The study indicates that, whether reading or playing, pupils' recall of the story setting was sound, but pupils who had read the interactive storybook demonstrated greater recall of the story event structure than those who had engaged in interactive picture-play. Pupils who had played the interactive storybook demonstrated significantly greater recall of micro-propositions and names.     

‘<Emphasis Type="Italic">if p then q</Emphasis>’ . . . and all that: Logical Elements in Reasoning and Discourse

In this paper we explore differences in use of the so-called ‘logical’ elements of language such as quantifiers and conditionals, and use this to explain differences in performance in reasoning tasks across subject groups with different educational backgrounds. It is argued that quantified sentences are difficult natural bases for reasoning, and hence more prone to elicit variation in reasoning behaviour, because they are chiefly used with a pre-determined domain in everyday speech. By contrast, it is argued that conditional sentences form natural premises because of the function they serve in everyday speech. Implications of this for the role of logic in modelling human reasoning behaviour are briefly considered.     

Exploring the Determinants of Artificial Intelligence (AI) Literacy: Digital Divide,Computational Thinking,Cognitive Absorption

To effectively utilize artificial intelligence (AI)-based technologies such as ChatGPT and realize their novel ethical issues, individuals must have a variety of knowledge and skills about AI. Such knowledge and skills have led to the emergence of AI literacy. Despite the importance of AI literacy in everyday life, little is known about its determinants. To better understand the determinants of AI literacy, we attempted to build a research model relying on previous research and different theoretical frameworks. The model incorporated digital divide, cognitive absorption, and computational thinking. As a major finding from the current study, computational thinking was found to be a significant determinant of AI literacy, which facilitate using, recognizing, and evaluating AI-based technologies. Moreover, we found out that individuals with physical access to information and communication technologies (ICTs) are more expected to use and recognize AI. Also, motivation and skills in using ICTs enable individuals to better evaluate the outcomes of AI-based technologies. The findings also showed that convenient access to ICTs contributes to a deep involvement with AI-based technologies in the use. Further, individuals with higher motivation and skills to use AI technologies are likely to have a pleasant experience after using these technologies.     

青少年网络社会生活方式教育导引策略

该文结合网络社会生活方式的要素分析和健康导向,探讨青少年网络生活健康度管理框架和成熟度评估方法,从营造绿色和文明网络环境视角,提出面向青少年群体的健康网络社会生活方式的教育途径与导引策略。     

Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007–2008 school year initially involving 32 teachers and 388 students. Due to varying levels of implementation our final data set included 14 teachers and 296 students. Using a non-equivalent pre-test/post-test design, we found that grade 4–6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL (i.e., medium–high implementation condition, n = 7 classrooms and 121 students), compared to control students (n = 7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p < .05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed.) and certain metacognitive skills measured via student self-report. The results of this study indicate that teaching with ePEARL has positive impacts on students’ literacy and self-regulated learning skills when the tool is used regularly and integrated into classroom instruction.     

Computer supported collaborative writing in an early learning classroom

Abstract This paper describes a collaborative experiment in an early learners' classroom, equipped with special software and hardware to support the acquisition of initial reading and writing skills. This 'Computer-integrated Classroom' originated from the EU project NIMIS. Here, a new method to teach 'reading through writing' is supported by a specific software tool (T³) in the general framework of the classroom environment. Particularly, a collaborative writing task facilitated by a shared workspace system has been evaluated with a group of first graders using the T³ application. The speciality of this experiment lies in the study of domain-specific collaboration in a rich real world learning setting.     

Virtual peers as partners in storytelling and literacy learning

Abstract   Literacy learning — learning how to read and write — begins long before children enter school. One of the key skills to reading and writing is the ability to represent thoughts symbolically and share them in language with an audience who may not necessarily share the same temporal and spatial context. Children learn and practice these important language skills everyday, telling stories with the peers and adults around them. In particular, storytelling in the context of peer collaboration provides a key environment for children to learn language skills important for literacy. In light of this, an embodied conversational agent, Sam , who tells stories collaboratively with children was designed. Sam looks like a peer for pre-school children, but tells stories in a developmentally advanced way, modelling narrative skills important for literacy. Results demonstrated that children who played with the virtual peer told stories that more closely resembled the virtual peer's linguistically advanced stories: using more quoted speech and temporal and spatial expressions. In addition, children listened to Sam's stories carefully, assisting her and suggesting improvements. The potential benefits of having technology play a social role in young children's literacy learning is discussed.     

Reframing Pinterest: Information Literacy for Interior Design Students

This article discusses providing information literacy to interior design students, specifically how over a few years, and several assignment iterations, we moved from a more traditional one-shot library instruction session to a creative Association of College and Research Libraries Framework-inspired assignment using Pinterest as the medium for the students' professionally relevant research project. The outcome of our instruction relied on flexible assignment planning, collaboration as faculty and librarians changed roles, and a focus on information literacy skills needed by professional designers.     

加强大学生信息素养教育 提高人才培养质量

该文论述了信息素养的内涵,分析了提高大学生信息素养对人才培养的重要性,并提出一些提高大学生信息素养的具体措施。     

The potential of Information Technology within the English Curriculum

Abstract  This paper explores some of the implications of the recently issued Statutory Orders for English in the National Curriculum of England and Wales so far as Information Technology is concerned. After consideration of the extent to which there is now a legal requirement to use the new technologies in English classrooms, the paper considers how the use of such technology might be extended to develop and enhance good practice in the teaching and learning of English.