October 2007 Volume 10 Number 4 - Educational Technology ...

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Salomon, G. (1992). What Does the Design of Effective CSCL Require and How Do We Study Its Effects? ACM SIGCUE Outlook, 21 (3), 62-68. Scardamalia, M., & Bereiter, C. (1996). Computer Support for Knowledge-Building Communities. In T. Koschmann (Ed.), CSCL, theory and practice of an emerging paradigm, Mahwah, NJ: Lawrence Erlbaum Associates, 249-268. Schurr, S. (1999). Authentic Assessment From A to Z, USA: National Middle School Association. Stake, R. (1995). The art of case research, Thousand Oaks, CA: Sage. Straetmans, G., Sluijsmans, D., Bolhuis, B., & Van Merrienboer, J. (2003). Integratie van instructie en assessment in competentiegericht onderwijs [Integration of instruction and assessment in competency-based education]. Tijdschrift voor Hoger Onderwijs, 21, 171-198. Torrance, H. (1995). Evaluating authentic assessment: Problems and possibilities in new approaches to assessment, Buckingham: Open University Press. Tucker, S. (2000). Assessing the Effectiveness of Distance Education versus Traditional On-Campus Education. Paper presented at the Annual Meeting of the AERA, April 24-27, 2000, New Orleans, Louisiana, USA. Vygotsky, L. S. (1985). Thought and Language, Cambridge, MA: MIT Press. Weiss, C. (1997). Investigación Evaluativa. Métodos para determinar la eficiencia de los programas de acción (4 th Ed.), Mexico: Editorial Trillas. White, S. (1999). The effectiveness of web-based instruction: A case study. Paper presented at the Annual Meeting of the Central States Communication Association, April, St. Louis, MO, USA. Wiggins, G. (1989). A True Test: Toward More Authentic and Equitable Assessment. Phi Delta Kappan, 70 (9), 703-713. Wiggins, G. (1998). Educative Assessment. Designing Assessments to Inform and Improve Student Performance, San Francisco: Jossey-Bass. Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2 (2), retrieved October 15, 2007, from http://pareonline.net/getvn.asp?v=2&n=2. Wiggins, G. (1993). Assessment: Authenticity, context, and validity. Phi Delta Kappan, 75 (3), 200-208. Wilkerson, J., & Elkins, S. (2000). CAD/CAM at a Distance: Assessing the Effectiveness of Web-Based Instruction to Meet Workforce Development Needs. Paper presented at the Annual Forum of the Association for Institutional Research, May 21-24, 2000, Cincinnati, OH, USA. Woolf, B. P., & Regian, J. W. (2000). Knowledge-based training systems and the engineering of instruction. In S. Tobias and J. Fletcher (Eds.), Training and retraining: A handbook for business, industry, government, and the military, New York: Macmillan Reference, 339-356. Weller M. (2002). Assessment Issues on a Web-based Course. Assessment & Evaluation in Higher Education, 27 (2), 109-116. Yin, R. (1984). Case study research: Design and methods (1 st Ed.), Beverly Hills, CA: Sage. Yin, R. (1994). Case study research: Design and methods (2 nd Ed.), Beverly Hills, CA: Sage. Young, M.F. (1995). Assessment of situated learning using computer environments. Journal of Science Education and Technology, 4 (19), 89-96. 173
Bottino, R. M., & Robotti, E. (2007). Transforming classroom teaching & learning through technology: Analysis of a case study. Educational Technology & Society, 10 (4), 174-186. Transforming classroom teaching & learning through technology: Analysis of a case study Rosa Maria Bottino and Elisabetta Robotti Consiglio Nazionale delle Ricerche, Istituto Tecnologie Didattiche, Genova, Italy // Tel. +39 01 06 47 56 76 // Fax. 39 01 06 47 53 00 // bottino@itd.cnr.it // robotti@itd.cnr.it ABSTRACT The paper discusses the results of a research project based on the field testing of a course aimed at developing arithmetic problem solving skills in primary school pupils. The course was designed to incorporate e-learning techniques, including the use of ARI@ITALES authoring tools. These tools allowed the integration in the course of constructivist activities based on interaction with a set of different microworlds. The aims of the project were twofold: to analyse how the adopted approach and tools could help the teacher design and manage classroom activities integrating technology; and to evaluate the effectiveness of the ARI@ITALES tools for supporting pupils’ acquisition of mathematical skills. Keywords E-learning, Authoring software, Primary education, Numeracy, Problem Solving Introduction Despite the positive results obtained in a number of experimental settings and the large investments made by many governments for equipping schools with hardware and software, it can be said that the integration of computer technologies in the classroom still remains a limited phenomenon at primary school level (see, for example, Venezky & Davis, 2002; Sutherland, 2004). This is true also for disciplines like mathematics, which, from the beginning, has been one of the school subjects that has attracted considerable educational research attention concerning the development and use of ICT tools (Artigue, 2000; Lagrange, Artigue, Laborde & Trouche, 2001). One of the main reasons for this low impact is that technology has often been introduced as an addition to an existing, unchanged classroom setting (De Corte, 1996). Even though it now appears necessary to adopt a more integrated vision in which ICT is considered in conjunction with educational strategies, contents and activities (Bottino, 2004), this change of perspective is unlikely to be straightforward and means taking different perspectives into account. The perspective considered in this paper is that of teachers and of the difficulties they encounter in integrating ICT tools in their classroom practice. In order to bring meaningful innovation to teaching and learning processes, changes are required in content, organization and management of classroom activity – changes that cannot be accomplished effectively by a teacher operating alone. In this paper the use of an e-learning approach, supported by specifically designed authoring tools, it is examined with the objective to understand how effectively it can support the teacher in the development of classroom activities integrating technology. In particular, the paper analyses the design, implementation and field testing of an online course aimed to promote the development of arithmetic problem solving skills in primary school pupils. This course was built using a set of authoring tools (ARI@ITALES tools) that were developed for implementing interactive constructivist activities in mathematics. In the following, the ARI@ITALES tools are briefly examined as well as the approach used to build the course using these tools. Selected findings from the field testing of the course with a fourth-grade primary school class (age 9-10) are then analysed. This analysis focuses on understanding whether the approach followed in designing the course and the authoring tools adopted effectively supported teachers’ efforts in integrating new technologies in their classes. Furthermore, the paper considers whether this integration had a positive impact on students’ learning of mathematics content. Background Our research group has been involved in the design and experimentation of mathematics educational software since several years. In particular, the ARI-LAB system has been developed to promote arithmetic problem solving skills in pupils of primary and lower secondary school. ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 174
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October 2007 Volume 10 Number 4
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Abstracting and Indexing Educationa
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The Relationship of Kolb Learning S
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a question about learning together
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affordances of networked learning s
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included a unit on collaborative le
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on at different times and work indi
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• the numerous evaluation studies
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wanted to work. The same inquiry pr
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usability studies have a place in t
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Milrad, M., & Jackskon, M. (2007).
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information- and communication tech
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Interactive Examination, the studen
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Table 1. Criteria for grading OD st
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content. Differences in the attitud
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Even though further research on the
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Olofsson, A. D. (2007). Participati
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Etzioni (1993) points out that an i
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programme. They are rather construc
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to be that each individual trainee
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Bernmark-Ottosson, A. (2005). Demok
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The Knowledge Foundation (2005). IT
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Figure 1. Design Theories in contex
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attention as we frequently discuss
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Blog Reflection This design concept
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Narrative Structure (Form) Content
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Löwgren, J., & Stolterman, E. (200
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critique, neither do the single ind
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suggested by Ljungberg (1999b) we c
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the del.icio.us site (see figure 3)
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Device cultures It is not only the
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uilt using a camera-equipped PDA ru
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Jones, C., Dirckinck-Holmfeld, L.,
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Milrad, M., & Spikol, D. (2007). An
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components to be able to deal with
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compulsory throughout the project.
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only with their existing day-today
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As our work continues, we will try
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cognition as well as self-regulated
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Mobile mind map tool for stimulatin
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the pictorial knowledge representat
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Ericsson, K. A., & Simon, H. A. (19
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Al-A'ali, M. (2007). Implementation
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complex cognitive skills involve em
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Table 1. CAT and a linear mathemati
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It is agreed that the difficulty le
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Figure 7. Our newly added factors i
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question factors according to IRT;
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Instructure 1 Login User-ID Passwor
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Shute, V., & Towle, B. (2003). Adap
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distinguish between partial knowled
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esponse is identified, then the sco
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are stored in the answer record and
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2 (7) MNSQ = ∑WniZ ni ∑ Wni =
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in the course. A randomized block d
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To test whether ET can effectively
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course, more comparison tests could
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Fleischmann, K. R. (2007). Standard
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educational standards in practice t
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laboratory activities, which are bu
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process is currently a largely top-
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Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
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evolution with computing technology
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Page 139 and 140: Procedure Content analysis procedur
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Wang, H.-Y., & Chen, S. M. (2007).
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If the universe of discourse U is a
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we can see that S( X ) − S( Y ) S
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Example 1: Let Ã and B ~ be two va
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columns shown in Table 2, where 1
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(3) Find the maximum value among th
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By applying Eq. (7), we can get the
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Q.2 carries 25 marks, Q.3 carries 2
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the proposed methods can evaluate s
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Gogoulou, A., Gouli, E., Grigoriado
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enabling learner (subject) to work
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• Self-, Peer- and Collaborative-
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(iii) Regulates the communication:
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Figure 3. A screen shot of the SCAL
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2 nd study: Thirty-five students pa
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them characterized it as time and e
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Soller, A. (2001). Supporting Socia
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making reference to the others wher
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Solution 2.2: Deliberately select h
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just near a deadline, when it may b
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assessed on an individual basis. Wi
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- and even appreciated - by student
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Panitz, T., & Panitz, P. (1998). En
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Concept Mapping Concept mapping by
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Research Questions In order to dete
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with their teacher but rather than
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Tukey’s HSD post hoc test reveale
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collaboratively during study time?
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Jegede, O.J., Alaiyemola, F.F., & O
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esources. The use of synchronous te
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The use of digital communication mo
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contributed more information and en
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3. Use the second screen for the le
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• Use drawing to develop writing
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student and teacher on the synchron
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Vogel, J. J., Vogel, D. S., Cannon-
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Cases The first set of ten case stu
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Kılıçkaya, F. (2007). Website re
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