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

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Finally, it is worth noting that, even though this paper mainly focuses on analysing aspects related to teachers’ management of ICT-based activities and on evaluating students’ learning of arithmetic concepts, future work in the field will examine how the adopted approach can mediate the growth of communities of researchers and teachers who collaboratively develop, share and discuss the design of classroom activities based on the use of technology. This analysis will be carried out under the REMATH European project (EC-IST-4-26751-STP) that it is currently under development. Acknowledgements Special thanks to Roberto Carpaneto and Anna Macchello, teachers at the M. Mazzini Primary School in Genova. Their valuable collaboration and support was crucial in the design and testing of the course under examination. References Adetula, L. (1996). Effects of counting and thinking strategies in teaching addition and subtraction problems. Educational Research, 38, 183-198. Alvino, S., & Sarti, L. (2004). Learning Objects e Costruttivismo. In Consorzio Omniacom (Eds.), Atti Didamatica, Ferrara, Italy, 761-772. Artigue, M. (2000). Instrumentation Issues and the Integration of Computer Technologies into Secondary Mathematics Teaching, Developments in Mathematics Education in German-speaking Countries: Selected Papers from the Annual Conference on Didactics of Mathematics, retrieved October 15, 2007, from http://webdoc.sub.gwdg.de/ebook/e/gdm/2000/artigue_2000.pdf. Artigue, M., Bottino. R.M., Cerulli. M., Mariotti. M.A., & Morgan, C. (2006). Developing a joint methodology for comparing the influence of different theoretical frameworks in technology enhanced learning in mathematics: the TELMA approach. 17th ICMI Study: Technology Revisited, retrieved October 15, 2007, from http://www.math.msu.edu/~nathsinc/ICMI/. Artigue, M., Bottino, R.M., Cerulli, M., Georget, J.P., Maffei, L., Maracci, M., Mariotti, M.A., Pedemonte, B., Robotti, E., & Trgalova J. (2007). Technology Enhanced Learning in Mathematics: the cross-experimentation approach adopted by the TELMA European Research Team. La Matematica e la sua Didattica, 21 (1), 67-74. Bottino, R.M. (2000). Computer-based communication in the classroom: defining a social context. In Watson, D.M. & Downes, T. (Eds.), Communications and Networking in Education: Learning in a Networked Society, Dordrecht, The Netherlands: Kluwer Academic Publishers, 343-354. Bottino, R.M. (2004). The evolution of ICT-based learning environments which perspectives for the school of the future. British Journal of Educational Technologies, 35 (5), 553-567. Bottino, R.M., & Chiappini, G. (2002). Technological Advances and Learning Environments. In English, L. (Ed.), Handbook of International Research in mathematics Education, Mahwah, NJ: Lawrence Erlbaum, 757-786. Davis, F.D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quaterly, 13, 319-340. De Corte, E. (1996). Changing views of computer supported learning environments for the acquisition of knowledge and thinking skills. In Vosniadou, S., De Corte, E., Glaser, R. & Mandl, H. (Eds.), International perspectives on the designing of technology-supported learning environments, Mahwah, NJ: Lawrence Erlbaum, 129–145. Dias De Figueiredo, A., & Afonso, A.P. (2006). Managing learning in virtual settings: the role of context, Hershey, PA, USA: Information Science Publishing. 185
Lagrange, J. B., Artigue, M., Laborde, C., & Trouche, L. (2001). Meta study on IC technologies in education. Towars multidimensional framework to tackle their integration into the teaching of mathematics. In Heuvel- Panhuizen, M. v. d. (Ed.), Proceedings of the 25th Conference of International Group for Psychology of Mathematics Education, Utrecht, Pays Bas: Freudenthal Institute, Utrecht University, 1, 111-122. Mullis, I.V.S., Martin, M.O., & Foy, P. (2005). Findings from a developmental project, Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Salomon, G. (1996). Computers as a Trigger for Change. In Vosniadou, S., De Corte, E., Glaser, R. & Mandl, H. (Eds.), International Perspectives on the Desing of Technology-Supported Learning Environments, Hillsdale, NJ: Lawrence Erlbaum, 363-377. Sutherland, R. (2004). Designs for learning: ICT and knowledge in the classroom, Computers & Education, 43, 5-16. Venezky, R. L., & Davis, C. (2002). Quo vademus? The transformation of schooling in a networked world, OECD/CERI, retrieved October 15, 2007, from http://www.oecd.org/dataoecd/48/20/2073054.pdf. 186
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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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Resources 0.55 0.72 e17 In my schoo
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teachers’ instructional evolution
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Regression models indicating relati
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of beliefs about integrating comput
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Sinko, M., & Lehtinen, E. (1999). T
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concept of social support. Lastly,
Page 139 and 140: Procedure Content analysis procedur
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Page 165 and 166: Table 2. Assignment evaluation resp
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Page 179 and 180: Bottino, R. M., & Robotti, E. (2007
Page 181 and 182: The Text Editor allows the editing
Page 183 and 184: Mathematical content and structure
Page 185 and 186: Consolidation exercises Solution co
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Page 197 and 198: Table 5. Learning outcomes of diffe
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Page 217 and 218: Initial Design Because the field-ba
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Page 227 and 228: Edelson, M. (1988). The hermeneutic
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Page 231 and 232: If the universe of discourse U is a
Page 233 and 234: we can see that S( X ) − S( Y ) S
Page 235 and 236: Example 1: Let Ã and B ~ be two va
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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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