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Download Complete Issue in PDF - Educational Technology & Society

Download Complete Issue in PDF - Educational Technology & Society

Download Complete Issue in PDF - Educational Technology &

http://www.ifets.info ISSN: 1436-4522 (Online) ISSN: 1176-3647 (Print) Journal of Educational Technology and Society Volume 16 Number 2 (2013) Journal of Educational Technology & Society Published by: International Forum of Educational Technology & Society April 2013 Volume 16 Number 2

  • Page 2 and 3: Educational Technology & Society An
  • Page 4 and 5: Journal of Educational Technology &
  • Page 6 and 7: Chen, N.-S., & Fang, W.-C. (2013).
  • Page 8 and 9: Kinshuk, Huang, H.-W., Sampson, D.,
  • Page 10 and 11: highlighted through examining resea
  • Page 12 and 13: Procedures The authors went through
  • Page 14 and 15: the highly cited ET&S articles. To
  • Page 16 and 17: Spain 1 1 0 Austria 1 0 1 Greece 1
  • Page 18 and 19: Discussion The purpose of the curre
  • Page 20 and 21: Overall, the analysis indicates tha
  • Page 22 and 23: *Karampiperis, P., & Sampson, D. (2
  • Page 24 and 25: Appendix 1 Top 20 highly cited ET&S
  • Page 26 and 27: Spector, J. M. (2013). Emerging Edu
  • Page 28 and 29: In the two-to-three year time horiz
  • Page 30 and 31: ecommendation matches directly with
  • Page 32 and 33: area is particularly well matched t
  • Page 34 and 35: conclusion is that this is a case o
  • Page 36 and 37: Chai, C.-S., Koh, J. H.-L., & Tsai,
  • Page 38 and 39: Confusion about TPACK constructs Du
  • Page 40 and 41: in subject based journals (e.g., En
  • Page 42 and 43: Artifacts evaluation Valtonen, Kukk
  • Page 44 and 45: The design-based research involves
  • Page 46 and 47: counterparts. However, both groups
  • Page 48 and 49: Kersiant, 2007 Graphing calculator;
  • Page 50 and 51: teachers begin with identifying act
  • Page 52 and 53:

    References AACTE (Ed.). (2008). Han

  • Page 54 and 55:

    Hardy, M. D. (2010a). Enhancing pre

  • Page 56 and 57:

    Toth, E. (2009). "Virtual Inquiry"

  • Page 58 and 59:

    Around 1977 the first personal comp

  • Page 60 and 61:

    the news spreads, more early adopte

  • Page 62 and 63:

    udgets can cope with a larger numbe

  • Page 64 and 65:

    Lim, C.-P., Zhao, Y., Tondeur, J.,

  • Page 66 and 67:

    (Steinkuehler, 2006). At the same t

  • Page 68 and 69:

    their technology uses, which furthe

  • Page 70 and 71:

    They present four characteristics o

  • Page 72 and 73:

    Gulbahar, Y. (2007). Technology pla

  • Page 74 and 75:

    Psotka, J. (2013). Educational Game

  • Page 76 and 77:

    know from innumerable studies that

  • Page 78 and 79:

    differences among learners; and a n

  • Page 80 and 81:

    would not be able to improvise a pe

  • Page 82 and 83:

    moving vehicles. Misconceptions in

  • Page 84 and 85:

    References Barba, C., Deaton, J. E.

  • Page 86 and 87:

    Tsai, C.-C., Chai, C.-S., Wong, B.

  • Page 88 and 89:

    The division of knowledge into thes

  • Page 90 and 91:

    practices; while the knowledge buil

  • Page 92 and 93:

    advocate that multiple methods be b

  • Page 94 and 95:

    Ertmer, P. A. (2005). Teacher pedag

  • Page 96 and 97:

    Stepanyan, K., Littlejohn, A., & Ma

  • Page 98 and 99:

    To ensure a broad, yet systematic a

  • Page 100 and 101:

    foci, the traces of environmental p

  • Page 102 and 103:

    Educational attainment Educational

  • Page 104 and 105:

    conventional teaching approaches, t

  • Page 106 and 107:

    Downes, S. (2007). Models for susta

  • Page 108 and 109:

    Lin, Y-T., Lin, Y.-C., Huang, Y.-M.

  • Page 110 and 111:

    variable will take the value 1 to u

  • Page 112 and 113:

    scale in [0.0, 1.0] to determine wh

  • Page 114 and 115:

    the LOR, the number of selected lea

  • Page 116 and 117:

    computational time (6.671 seconds)

  • Page 118 and 119:

    algorithms for different numbers of

  • Page 120 and 121:

    comments during the revision proces

  • Page 122 and 123:

    Conclusions This paper describes a

  • Page 124 and 125:

    Lin, Y.-C., & Huang, Y.-M. (2013).

  • Page 126 and 127:

    Analysis of decision attributes The

  • Page 128 and 129:

    Figure 3. The membership function o

  • Page 130 and 131:

    Development of an FPKD-based testin

  • Page 132 and 133:

    the fourth week of the syllabus of

  • Page 134 and 135:

    where CR represents the correctness

  • Page 136 and 137:

    Dong, W. M., & Wong, F. S. (1987).

  • Page 138 and 139:

    participating students have taken t

  • Page 140 and 141:

    (0.4 − 0.7) × 0 + (0.4 − 0.7)

  • Page 142 and 143:

    Yin, C., Song, Y., Tabata, Y., Ogat

  • Page 144 and 145:

    This model requires that learning s

  • Page 146 and 147:

    objectives are to help the students

  • Page 148 and 149:

    new position of each step is sent t

  • Page 150 and 151:

    Participants A total of 41 master

  • Page 152 and 153:

    show that the mean scores of Q1, Q2

  • Page 154 and 155:

    Dede, C. (2009). Immersive interfac

  • Page 156 and 157:

    Lei, P.-L., Lin, S. S. J., & Sun, C

  • Page 158 and 159:

    considered examples of complex cogn

  • Page 160 and 161:

    Measures Reading ability test and I

  • Page 162 and 163:

    Total number of keywords 2.13 1.69

  • Page 164 and 165:

    Correlations between search behavio

  • Page 166 and 167:

    Brand-Gruwel, S., Wopereis, I., & V

  • Page 168 and 169:

    Chang, W.-L., Yuan, Y., Lee, C.-Y.,

  • Page 170 and 171:

    Problem Posing Center (PPC) Users c

  • Page 172 and 173:

    1. Does the use of Magic Board have

  • Page 174 and 175:

    = .011, partial η² = 11.1%). Alth

  • Page 176 and 177:

    Clements, D. H. (2000). Concrete ma

  • Page 178 and 179:

    Appendix 2 Sample items of ACT *Pre

  • Page 180 and 181:

    learning strategies, and their impl

  • Page 182 and 183:

    different components and different

  • Page 184 and 185:

    presented in MGM, Sam may choose to

  • Page 186 and 187:

    Impacts of SGM and MGM on students

  • Page 188 and 189:

    In addition, we observed several in

  • Page 190 and 191:

    From Chinese character learning poi

  • Page 192 and 193:

    Tian, F., Lu, F., Wang, J., Wang, H

  • Page 194 and 195:

    students can choose the best-fit e-

  • Page 196 and 197:

    Felder-Silverman learning style. Th

  • Page 198 and 199:

    Table 1. Descriptive data of studen

  • Page 200 and 201:

    Discussion and conclusions In this

  • Page 202 and 203:

    Kinzie, M. B., & Joseph, D. R. D. (

  • Page 204 and 205:

    Literature review The sum total of

  • Page 206 and 207:

    clippings from printed materials, w

  • Page 208 and 209:

    facilitated group co-creation activ

  • Page 210 and 211:

    这几辆车争先恐后地驾进

  • Page 212 and 213:

    Jane usually worked alone or worked

  • Page 214 and 215:

    As stated before, we observed that

  • Page 216 and 217:

    Lewin, C., & Luckin, R. (2010). Tec

  • Page 218 and 219:

    strategy that assists learners to c

  • Page 220 and 221:

    M25 The output current passing thro

  • Page 222 and 223:

    Explanation After the observation a

  • Page 224 and 225:

    Misconception diagnosis test The di

  • Page 226 and 227:

    Table 5. Numbers of misconceptions

  • Page 228 and 229:

    level (Ainsworth, 2006). The abstra

  • Page 230 and 231:

    Chen, Y. L., Hong, Y. R., Sung, Y.

  • Page 232 and 233:

    Treagust, D. F. (1988). Development

  • Page 234 and 235:

    association rules (Han & Kamber, 20

  • Page 236 and 237:

    “learner independence,” “lear

  • Page 238 and 239:

    T8 T9 R12, R13, R14, R23 R12, R13,

  • Page 240 and 241:

    To provide timely feedback, the new

  • Page 242 and 243:

    Evaluation The experimental course,

  • Page 244 and 245:

    Table 5. One-way ANCOVA on the scor

  • Page 246 and 247:

    emains unclear. Second, the propose

  • Page 248 and 249:

    Tokmak Sancar, H., Yelken Yanpar, T

  • Page 250 and 251:

    We changed our course plan as a res

  • Page 252 and 253:

    A. Finding a Starting Point The stu

  • Page 254 and 255:

    Item No and TPACK 1.(CK)* Table 2.

  • Page 256 and 257:

    ehaviors. They became aware that th

  • Page 258 and 259:

    while seven described their relatio

  • Page 260 and 261:

    Mishra, P., Koehler, M. J., & Zhao,

  • Page 262 and 263:

    Yeh, C. R., & Tao, Y.-H. (2013). Ho

  • Page 264 and 265:

    The benefits of PRS are grouped int

  • Page 266 and 267:

    The integrated research model shown

  • Page 268 and 269:

    LB2 0.75 LB3 0.80 LB4 0.82 LB5 0.84

  • Page 270 and 271:

    challenges (H2-2), as shown in Tabl

  • Page 272 and 273:

    Caldwell, J. E. (2007). Clickers in

  • Page 274 and 275:

    Appendix: Questionnaire Items and S

  • Page 276 and 277:

    Lin, C-H., Liu, E. Z.-F., Chen Y.-L

  • Page 278 and 279:

    enhance learning motivation and lea

  • Page 280 and 281:

    Game design The goal in designing t

  • Page 282 and 283:

    he/she can understand the content,

  • Page 284 and 285:

    multimedia experience and attractiv

  • Page 286 and 287:

    students’ achievement and motivat

  • Page 288 and 289:

    andwidth of network environments, l

  • Page 290 and 291:

    Prefetch-based resource information

  • Page 292 and 293:

    Context-based resource retrieval ph

  • Page 294 and 295:

    Teaching preparation For instructin

  • Page 296 and 297:

    A questionnaire was developed to ev

  • Page 298 and 299:

    Discussions As the rapid developmen

  • Page 300 and 301:

    Martín-Blas, T., & Serrano-Fernán

  • Page 302 and 303:

    The study proposes the pedagogical

  • Page 304 and 305:

    threshold) is output as the predict

  • Page 306 and 307:

    Participants A total of 63 fifth gr

  • Page 308 and 309:

    The results of the questionnaires (

  • Page 310 and 311:

    It was found that the co-discovery

  • Page 312 and 313:

    caused from language ego to activel

  • Page 314 and 315:

    Hsu, S.-H., Chou, C.-Y., Chen, F.-C

  • Page 316 and 317:

    valuable results. The sense of teac

  • Page 318 and 319:

    outcomes from an integrated view re

  • Page 320 and 321:

    was .97, and the average extracted

  • Page 322 and 323:

    Measurement model investigation Bef

  • Page 324 and 325:

    goodness of fit. By confirming the

  • Page 326 and 327:

    Flow .35 - .35 * Satisfaction .75 .

  • Page 328 and 329:

    Acknowledgements This work was supp

  • Page 330 and 331:

    Yang, Y.-F. (2013). Exploring Stude

  • Page 332 and 333:

    Figure 1 shows the theoretical fram

  • Page 334 and 335:

    intercultural communication as they

  • Page 336 and 337:

    His texts were especially high in n

  • Page 338 and 339:

    13 14:11:04 How would you define bu

  • Page 340 and 341:

    Headlines in Business.” S1 was an

  • Page 342 and 343:

    countries autonomously participated

  • Page 344 and 345:

    was less than three months which mi

  • Page 346 and 347:

    Raybourn, E. M., Kings, N., & Davie

  • Page 348 and 349:

    Madden, Dermod. (2013). Book review

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