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Fortunate Gunzo and Lorenzo Dalvit One big challenge in using computers is the different backgrounds that the learners are coming from, for an example there are learners that have computers at home. Those pupils can have their enthusiasm dampened if the activities they are asked to do are not challenging. Such pupils can also become frustrated if the school equipment is slower than the computer at home. Issues of classroom management were also raised by the teachers. One teacher said “I am aware that children will probably do other things as they like to explore, I will give them the chance to do that once they finish the activity”. Another teacher said “I know that it is children’s nature to get excited when they see visitors and new things in the classroom. So to reinforce good behaviour I will reward the best behaved group with a merit”. These two examples show the resourcefulness and innovativeness of the teachers in trying to make the intervention successful. Language was noted as one of the main challenges especially for younger learners. Teachers indicated that they felt the computer terminology might be a bit confusing to the learners, given that computers are the domain of the English language. One teacher expressed concern of whether or not the learners would understand the terms used for computers and resolved that she would code switch to try and explain and make it easy for learners to understand “I have started teaching in English now since my learners are in grade four as is stated by the education policy, but I know that my learners will struggle to understand computer terms so I will have to explain to them in IsiXhosa (local language)”. Teachers were optimistic that learners would be able to improve their command of the language through the use of the computer. One teacher said “their language (English) will improve since they will be using the spell checker during their writing times (on the computer)”. As an alternative, open-source software already available in indigenous South African languages could be installed on the netbooks (see Dalvit et al 2006). 5. Conclusion In this paper, we discussed the perspectives of a group of 20 teachers working at various marginalised schools in South Africa on a possible intervention using a mobile computer lab in their schools as part of their professional development course. Most teachers supported the use of computers for learners. The most popular suggestion was to use the mobile lab to teach computer literacy (and introduction to computers) for learners. Special emphasis was made on the final grade 12 since they would be going into tertiary institutions and would need computer skills there. There were suggestions for the use of the lab to teach subjects to learners. In this case teachers anticipated that they could use online resources to search for information for the subjects they taught. Another suggestion was to upskill colleagues to use computers for administrative purposes. Although a longer term intervention would be necessary in order to have a real impact, these suggestions seem reasonable within the constraints of the proposed intervention. Teachers mentioned the support of the school's management bodies as a key success factor and see an experience using the mobile lab as a way to spear-head the implementation of ICT in their schools. Lack of infrastructure and large classes were cited as challenges to the use of ICT in school which the an intervention with a mobile lab could help to overcome. Teachers could foresee problems of classroom management due to the heterogeneous levels of prior experience with computer and by excitement about the novel technology in their classes. Particularly for younger learners, language was also identified as a possible problem. Teachers collectively devised strategies to overcome these possible challenges in the upcoming implementation phase. References Bond, P. (2008) Townships, In International Encyclopaedia of the Social Sciences, 2 nd edition: Macmillan, USA Brandt, I. (2006). Models of Internet connectivity for secondary schools in the Grahamstown district. Unpublished, Masters Thesis, Rhodes University Conway-Smith, E. (2011) In South Africa, attending school in a mud hut. Independent Education. % April, available from: http://www.ieducation.co.za/in-south-africa-attending-school-in-a-mud-hut/ Herskovitz, J. (2010). Rural Schools from apartheid cloud South Africa’s future. Reuters. Wednesday, July 21 Dalvit, L., Alfonsi, R., Isabirye, N., Murray, S., Terzoli, A. and Thinyane, M. (2006). “A case study on the teaching of computer training in a rural area in South Africa”. Paper presented at the 22 nd Comparative Education Society of Europe (CESE) Conference, 3 - 6 July 2006, Granada (Spain). Dalvit, L., Murray, S., Mini, B., Terzoli, A. and Zhao, X. (2006). “Production of and Access to ICT-based Knowledge through English and African Languages at a South African University”. South African Journal of Higher Education (SAJHE), 19, 1486 – 1498. Daly, U. (2005). The hidden costs of wireless computer labs. The Journal. Available at: www.highbeam.com/doc 930
Fortunate Gunzo and Lorenzo Dalvit Dangwal, R., Jha, S. and Kapur, P. (2005). ‘Impact of Minimally Invasive Education on Children: An Indian Perspective’. British Journal of Education Technology 37(2): 295. Department of Education (2008). Gauteng Education Department- Recording and reporting from SA-SAMS. Available from www.education.gpg.gov.za Department of Education, (DoE). (2004). White paper on e-Education: Transforming learning and teaching through Information and Communication Technologies. September, 2004 Farrell, G.; Isaacs, S. (2007). Survey of ICT and Education in Africa: A summary Report based on 53 country surveys, Washington DC: InfoDev/World Bank. Available at: http://www.infodev.org/en/Publication.353.html Kabede, T. (2006). SchoolNet Lesotho (ed). Newsletter p1-8 http://www.thutong.doe.gov.za/ Manbeck,M.; Harris,A.and Adeyemi,A. (2005). EarthWalk Whitepaper- Making the case: Mobile wireless computer labs as a cost-effective alternative to fixed desktop computer labs in schools [11.08.05] Mapi, T., Dalvit, L. and Terzoli, A. (2007). “A study on the adoption of ICTs in a marginalised area in South Africa”. Africa Media Review, 15(2). Martin, M. (2010). Mobile computer lab a big hit at West Salem Middle School. West Salem Coulee News Online, 09 April, Available at: www.couleenews.com NEIMS report. (2009) South Africa Department of Education. Available from www.education.gov.za/neims Smith, S. (2005). ICT and School Security available online at: http://www.cumbridagridforlearning.org.uk/getfile.php?src=59/ICTindicators/ICTin EDchap2.pdf Staplesson,M. (2010). What is the point of a mini notebook? Available at: http://EzineArticles.com/?expert=Mika_staplesson The Journal. (2003). Implementing a mobile lab in a faculty of Education. Available at http://thejournal.com/articles/2003/10/01/implementing-a-mobile-lab-in-a-faculty-of-education Wilson, S. (2002). Transforming Farm Schools. Issue Paper 3 931
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
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Abel Nyamapfene Mulnix, J. W. (2011
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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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2.2 Sample and sampling techniques
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Page 404 and 405: A Holistic Approach to Instructiona
Page 406 and 407: Li Zhong Zhang There is a wealth of
Page 408 and 409: Figure 1: An integrated design fram
Page 410 and 411: 6.1 Design implications Li Zhong Zh
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Page 436 and 437: Michael Flavin In a subsequent work
Page 438 and 439: Michael Flavin labour” nodes) in
Page 440 and 441: Michael Flavin The lecturer also sp
Page 442 and 443: Michael Flavin Quality Assurance Ag
Page 444 and 445: Fortunate Gunzo and Lorenzo Dalvit
Page 446 and 447: 4. Possible scenarios 4.1 Computer
Page 450 and 451: Collaborative eLearning in a Develo
Page 452 and 453: Evelyn Kigozi Kahiigi et al. implem
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Page 456 and 457: Evelyn Kigozi Kahiigi et al. had ve
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Page 462 and 463: Fabio Serenelli et al. is to identi
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Page 468 and 469: 6. Results and analysis Fabio Seren
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Page 472 and 473: 1.2 VLE (Virtual Learning Environme
Page 474 and 475: Nazime Tuncay and Hüseyin Uzunboyl
Page 478 and 479: Figure 4 Response Screen Nazime Tun
Page 482 and 483: Figure 12 An Example of Recorded Vi
Page 484 and 485: Figure 15 VirtualNeu General Menus
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Page 492 and 493: Liz Falconer and Manuel Frutos-Pere
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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