July 2007 Volume 10 Number 3 - Educational Technology & Society

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definitely complement textbooks, as seen in chapter 9, but it is so much more than supporting stuff (Oakes & Saunders, 2004) and, obviously, a lot less than the teacher who assumes a facilitating role that allows students to achieve new degrees and types of literacy (Molebash & Fisher, 2003). Overall, both experienced and inexperienced practitioner teachers as well as teacher trainees will definitely learn very much from this book and its friendly reader style. They will certainly find teaching tips and strategies that may enhance and improve their teaching. Again, it can be emphasized that teachers with no experience have nothing to fear, and that the implementation of some strategies included in the book will increase confidence in technology and their esteem as teachers. References Arnó Macià, E., Soler Cervera, A., & Rueda Ramos, C. (2006). Information Technology in Languages for Specific Purposes: Issues and Prospects, Berlin: Springer. Beatty, K. (2003). Teaching and Researching Computer-Assisted Language Learning (Applied Linguistics in Action), New York: Pearson ESL. Boswood, T. (1997). New Ways of Using Computers in Language Teaching (New Ways in Tesol Series II), California: Teachers of English to Speakers of Other Languages. Brierley, B. (1991). Computers as a Tool in Language Teaching (Ellis Horwood Series on Computers and Their Applications), New York: Ellis Horwood. Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition, Cambridge, UK: Cambridge University Press. Chester, S. (1987). Use of Computers in the Teaching of Language, Houston: Athelstan Publications. Dalvit, L., Murray, S., Mini, B., Terzoli, A., & Zhao, X. (2005). Computers and african languages in education: An ICT tool for the promotion of multilingualism at a south African university. Perspectives in Education, 23(4), 123- 131. Felix, U. (2005). Analysing recent call effectiveness research--towards a common agenda. Computer Assisted Language Learning, 18(1-2), 1-32. Hada, Y., Ogata, H., & Yano, Y. (2002). Supporting online video-based correction for language learning through markup-based video. Paper presented at the Ed Media Conference, June 24-29, 2002, Denver, Colorado, USA. Harmer, J. (2007). How to teach English, Harlow, Essex: Pearson-Longman. Hollenbeck, J. E., & Hollenbeck, D. Z. (2004). Technology to enhance learning in the multi-lingual classroom, East Lansing, Mi, Eric document ED490629, Retrieved June 7, 2007, from http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED490629. Ingram, A. L., Hathorn, L. G., & Evans, A. (2000). Beyond chat on the internet. Computers & Education, 35(1), 21- 35. Ikpeze, C. H., & Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. Reading Teacher, 60(7), 644-654. Johnson, D., & Eisenberg, M. (2006). Learning and Teaching Information Technology--Computer Skills in Context, East Lansing, Mi, Eric document ED465377, Retrieved June 7, 2007, from http://www.ericdigests.org/2003- 1/skills.htm. 323
Kenyon, D. M., & Malabonga, V. (2001). Comparing examinee attitudes toward computer-assisted and other oral proficiency assessments. Language Learning & Technology, 5(2), 60-83. Lee, C., George Jor, G., & Lai, E. (2005). Web-based Teaching and English Language Teaching: A Hong Kong Experience, Hong Kong: The Chinese University Press. Molebash, P., & Fisher, D. (2003). Teaching and learning literacy with technology. Reading Improvement, 40(2), 63- 70. Oakes, J., & Saunders, M. (2004). Education's most basic tools: Access to textbooks and instructional materials in California's public schools, Teachers College Record, 106(10), 1967-1988. Towndrow, P. A. (2007). Task Design, Implementation and Assessment: Integrating Information and Communication Technology in English Language Teaching and Learning, Hong Kong: McGraw-Hill Education. Tsou, W., Wang, W., & Tzeng, Y. (2006) Applying a Multimedia Storytelling Website in Foreign Language Learning. Computers and Education, 47(1), 17-28. Sabourin, C. (1994). Computer assisted language teaching: Teaching vocabulary, grammar, spelling, writing, composition, listening, speaking, translation, foreign languages, Montreal, Canada: Infolingua. Sawaki, Y. (2001). Comparability of conventional and computerized tests of reading in a second language. Language Learning & Technology, 5(2), 38-59. Szendeffy, J. (2005). A Practical Guide to Using Computers in Language Teaching, East Lansing: University of Michigan Press/ESL. Warschauer, M., & Kern, K. (2000). Network-based Language Teaching: Concepts and Practice, Cambridge: Cambridge University Press. Yang, S. C. (2001). Language learning on the World Wide Web: An investigation of EFL learners' attitudes and perceptions, Journal of Educational Computing Research, 24(2), 155-181. 324
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July 2007 Volume 10 Number 3
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Advertisements Educational Technolo
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Distinguishing between games and si
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“sometimes” is less demanding t
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Figure 2. From generic skill to lea
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The large window on the left presen
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define competencies of individual a
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competency is composed of a single
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Generic Skills Classes 1 2 3 Receiv
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Figure 6. Extension of the competen
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Competency scale By combining the g
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activities, and resources present i
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Conclusion The importance given to
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Ainsworth, S. (2007). Using a Singl
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different instruction. For example,
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Author-focused studies Studies 1 an
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egression showed that students were
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REDEEM is now a senior citizen in t
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Chieu, V. M. (2007). An Operational
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When students discuss with peers, t
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COFALE as a learning environment an
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COFALE supports a set of predefined
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Tom is asked to prepare a list of g
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45-minute-long lecture and 2-hour-l
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as an easy-to-use technological mea
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Spiro, R. J., & Jehng, J. C. (1990)
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learning settings. However, such a
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introduced in the LOCO-Cite ontolog
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‘virtual subsection’) of the LO
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Accordingly, TANGRAM provides stude
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learning environment is to define t
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Acknowledgment This work is support
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Dron, J. (2007). Designing the Unde
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wikis and blogs (or at least, colle
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The darker side of social software
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for the beetles, whose guts act as
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The principle of sociability The pr
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Bonabeau, E., Dorigo, M., & Theraul
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Klamma, R., Chatti, M. A., Duval, E
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We perceive adaptivity and personal
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Mixed-method evaluation approach tr
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Garden of Knowledge - with a commun
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equirements for collaborative adapt
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Law, E. L.-C., & Hvannberg, E. T. (
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Wang, T. I., Tsai, K. H., Lee, M. C
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2.3 Recommendation Model Survey In
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Figure 1. The portion of the concep
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STEP4: Associated with concepts in
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A modified TF-IDF approach is used
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P(CK j x LOM ) = k NW max ∀ T∈
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4.2.2 Correlation-based algorithm I
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content feedback, it can be intuiti
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66% improvement in average, and, wh
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(a) (b) (c) Figure 10. Comparisons
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index.aspx. ADL-2 (2001). Advanced
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Wolpers, M., Najjar, J., Verbert, K
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activity is taking place. For examp
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Figure 2: The CAM schema elements (
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• Context: the context element ca
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4.1 Generation of Attention Metadat
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addition, such keywords can be extr
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Action related data, data about sea
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Braun, S., & Schmidt, A. (2006). Do
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El-Bishouty, M. M., Ogata, H., & Ya
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collaboration (Ogata, et al., 1999)
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In case of LOI value is equal or cl
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Also, the learner can click on an e
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System Evaluation An experiment was
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In the fifth phase, 89% of the stud
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Fischer, G., & Konomi, S. (2005). I
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application for specific needs, whi
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(4) Multimedia: The truth is that e
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Program Company Price OS 6 eZediaMX
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Program Text editor Text import for
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Program Sound Formats Image Formats
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Program Image Painting Export Scrip
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Program Effects Needs player 5 Easy
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Program WYSIWYG Design Interactivit
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the grades awarded to the programs
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Grade Image formats Sound formats V
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Figure 3. Adequacy of image formats
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Animating objects, pictures, etc.,
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Educational overview Having taken m
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In summary, the final outcome is th
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Developing the Interactivity Survey
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technique. be treated as a desired
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55. A lecture in which student lear
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specific conclusions that researche
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Discussion and conclusion Although
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Juwah, C. (2003). Using peer assess
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Publish results Set a few goals for
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familiarity with computer terms, ex
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provide a framework for the integra
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tool themselves, and then gauge its
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associated with the effective use o
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portrayed as even more time-consumi
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Clarke, B. (2001). Corporate curric
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Neal, E. (1998). Using technology i
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Yearwood, J., & Stranieri, A. (2007
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entertaining (Neuhauser 1993). The
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in being addressed with the sequent
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The GAAM represents reasoning to a
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Other situations have more serious
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Figure 6. NARRATE phase screen afte
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The narration at Step 10 informs th
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very large degree of free-will has
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Rumelhart, D. E. (1975). Notes on a
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The School of Business at Universit
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Authentic assessment and OBOW exams
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iii. The assessment asks the studen
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world problems in relation to the s
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Herrington, J., & Herrington, A. (1
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services required by most clients i
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Wisdom. J. P., White, N., Goldsmith
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Work outside the U.S. has also prom
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of the Telecommunication Act, and t
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Parent-advocate respondents also re
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school administrators may be persua
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of legal requirements for accessibl
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Thus, while we have reason to belie
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underlying structure of the two pri
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still not familiar with its use; in
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Table 3: An Analysis of Different V
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of males. Secondly, as far as age w
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Conclusion This study examined the
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Sandholtz, J. H., Ringstaff, C., &
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The design and validation of a text
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Predetermined goal of a game The pr
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A true, precise and valid model “
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Bain, C., & Newton, C. (2003). Art
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Prensky, M. (2005). Adopt and Adapt
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opportunities based on studying dif
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The game -called Chase the Cheese-
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another token. Other tokens further
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The system is organized in differen
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“to produce a single product or p
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(e.g., cheese) or loses the game (a
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collaboration is not an easy task.
Page 277 and 278: Collazos, C., Ortega, M., Bravo, C.
Page 279 and 280: Soller, A., & Lesgold, A. (2000). K
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Page 283 and 284: The final step 7 in the procedure i
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Page 293 and 294: DCMI (2003). DCMI Metadata Terms, R
Page 295 and 296: Literature review Astronomy educati
Page 297 and 298: Systems of type I provide different
Page 299 and 300: night. To prevent students from get
Page 301 and 302: Figures 2-5 display screenshots of
Page 303 and 304: Results of the study reveal the imp
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Page 307 and 308: Dede, C., Salzman, M., Loftin, R. B
Page 309 and 310: Trumper, R. (2000). University stud
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Page 315 and 316: common prefix with the existing pa
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Page 319 and 320: 5.1 The Average Length of each Sequ
Page 321 and 322: Recall 6. Discussion 0.8 0.7 0.6 0.
Page 323 and 324: easily take lessons in a good learn
Page 325 and 326: Laborda, J. G., & Royo, T. M. (2007
Page 327: Chapter 8, Online reference tools,
Page 331 and 332: and concise manner (e.g. Weeding =
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