January 2012 Volume 15 Number 1 - Educational Technology ...

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Beins, B.C. (2004). Research Methods: A Tool for Life. Boston, MA: Pearson. Blake, R., 2001. What language professionals need to know about technology. ADFL Bulletin, 32, 93–99. Brandl, K. (2002). Integrating Internet based reading materials into the foreign language curriculum: From teacher- to studentcentered approaches. Language Learning & Technology, 6(3), 87–107. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. Demiray, U. (1998). A Review Literature on The Open Education Faculty (1982-1997) Expanded (3rd ed.). Eskisehir: Anadolu University, Open Education Faculty Publications, No: 1015/558. Dillon, P., & Gayford, C. (1997). A psychometric approach to investigating the environmental beliefs, intentions and behaviours of pre-service teachers. Environmental Education Research, 3(3), 283-297. Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Essex: Pearson Longman. Eurydice. (2001). Basic indicators on the incorporation of ICT into European Education Systems: Facts and figures. 2000/01. Annual Report. European Commission Directorate General for Education and Culture: Brussels. Galanouli, D., & McNair, V. (2001). Students’ perceptions of ICT-related support in teaching placements. Journal of Computer Assisted Learning, 17(4), 396–409. Gay, L.R. & Airasian, P. (2000). Educational research: Competencies for analysis and application (6th ed.). New Jersey: Prentice-Hall, Inc. Gunter, G. A. (2001). Making a difference: using emerging technologies and teaching strategies to restructure an undergraduate technology course for pre-service teachers. Education Media International, 38(1), 13–20. Hargrave, C.P., Hsu, Y. (2000). Survey of instructional technology courses for preservice teachers. Journal of Technology and Teacher Education, 8(4), 303–314. Heiman, G.W. (2001). Understanding Research Methods and Statistics: An Integrated Introduction for Psychology (2nd ed.). Boston, MA: Houghton Mifflin. Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Curriculum Studies, 37 (2), 155–192. Hu, P.J.H., Clark, T.H.K., & Ma, W.W. (2003). Examining technology acceptance by school teachers: A longitudinal study. Information & Management, 41, 227–241. Isleem, M. (2003). Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: a statewide survey. (Doctoral dissertation), the Ohio State University. Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive and individualistic learning (5th ed.). Boston: Allyn & Bacon. Jones, T., & Clarke, V.A. (1994). A computer attitude scale for secondary students. Computers Education, 22(4), 315–318. Kellner, D. (2000). New technologies/new literacies: Reconstructing education for the new millennium. Teaching Education, 11(3), 245-265. King, J., Bond, T., & Blandford, S. (2002). An investigation of computer anxiety by gender and grade. Computers in Human Behavior, 18, 69–84. Knierzinger, A., Røsvik, S., & Schmidt, E. (2002). Elementary ICT curriculum for teacher training, UNESCO Institute for Information Technologies in Education, Moscow. Lafford, P.A., & Lafford, B.A. (1997). Learning language and culture with Internet technologies. In Bush, M. & Terry, R.M. (Eds.) Technology-enhanced language learning (pp. 215-262). Lincolnwood, IL: National textbook Company. Le, T., & Le, Q. (1999). A web-based study of students’ attitudes towards the web. In Proceedings of ED-MEDIA, Seattle, Washington, USA, 747–752. Lee, A.C.K. (2003). Undergraduate students’ gender differences in IT skills and attitudes. Journal of Computer Assisted Learning, 19(4), 488–500. Lee, K.-W. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12). Retrieved February 23, 2010 from http://iteslj.org/Articles/Lee-CALLbarriers.html. Lord, G., Lomicka, L. (2004). Using collaborative cyber communities to prepare tomorrow’s teachers. Foreign Language Annals, 37, 401–416. 193
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January 2012 Volume 15 Number 1
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Supporting Organizations Centre for
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Analyzing the Learning Process of a
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Angeli, C., & Valanides, N. (2012).
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ased on an integration and evaluati
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ased on the assumption that no sing
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Diagram type D thinking (shown in F
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collaborative task in terms of inte
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Table 4. Descriptive statistics for
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Hong, N. S., Jonassen, D. H., & McG
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commercial off-the-shelf digital ga
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The post-questionnaire was used aft
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Phase Table 1. Phases and activitie
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Research results Describing student
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Assessment results for each one of
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References Annetta, L.A., Minogue,
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Huang, T.-W. (2012). Aberrance Dete
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Detection power Typically, the rela
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Results Detection rates As seen in
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2 .00 .05 3 .02 .10 1 .60 .40 ECI 4
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their easily understandable devices
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Ifenthaler, D. (2012). Determining
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activities is assumed to be reflect
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that the problem representations (i
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deductive reasoning inventory (33 m
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HIMATT structural measures The part
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outcomes, r = .297, p < .01. Accord
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Azevedo, R. (2009). Theoretical, co
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Seel, N. M. (1999b). Educational se
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Initially this paper explores defin
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gamers were boys, and 35% were girl
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Teachers underwent eight hours of p
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A correlation analysis was used to
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playing the game. This would mean P
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Yu, F. Y. (2012). Any Effects of Di
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Considering that identity concealme
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In the nickname group, the student
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Attitudes toward assessors Percepti
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Liu, Z. F., Chiu, C. H., Lin, S. S.
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Appendix A: Attitudes toward Peer-A
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Appendix C: Perception toward the I
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Han, H., & Johnson, S. D. (2012). R
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Research participants The target po
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that its value of cross-loading is
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The canonical variable for the emot
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Literature in the field of online l
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Cornelius, R. R. (1996). The scienc
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Shih, W.-C., Tseng, S.-S., Yang, C.
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To provide personalized (e-)learnin
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Figure 3. An illustrative example o
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elementary schools. Thus they are b
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Table 5. Descriptive statistics for
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References Abowd, G. D., & Atkeson,
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Tseng, K.-H., Chang, C.-C., Lou, S.
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Figure 1. The five stages of KT (Gi
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The use of learning strategies, mon
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Additionally, the above two scales
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Figure 3. Canonical structure betwe
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highly positive perception of CM an
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Langan-Fox, J., Platania-Phung, C.,
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Gömleksiz, M. N. (2012). Elementar
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any statistically significant diffe
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consideration in an educational set
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conditions of a learning environmen
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Kahle, J. B. (1983). The disadvanta
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Appendix A Science and Technology S
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(Guuawardena, Nola, Wilson, Lopez-I
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Questionnaire on student satisfacti
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G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
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across the five levels of knowledge
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Santhanam, R., Sasidharan, S., Webs
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This paper reports only the early e
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Figure 1 illustrates how the abovem
Page 147 and 148: teacher/instructor continues to dom
Page 149 and 150: The instructor plays a significant
Page 151 and 152: Data collection and data sources Fi
Page 153 and 154: y turning over the responsibility t
Page 155 and 156: Brophy, J. (1999). Toward a model o
Page 157 and 158: Lawanto, O., Santoso, H. B., & Liu,
Page 159 and 160: such as grades and evaluation by ot
Page 161 and 162: students’ interest, expectancy fo
Page 163 and 164: constructs that measure students’
Page 165 and 166: Bandura, A. (1978). Reflections on
Page 167 and 168: Lin, J. M.-C., & Liu, S.-F. (2012).
Page 169 and 170: Table 1. The MSWLogo commands learn
Page 171 and 172: other words, we had prepared a set
Page 173 and 174: lab. When she returned and found th
Page 175 and 176: Attitudes toward Programming and Co
Page 177 and 178: Table 5 successfully, it took four
Page 179 and 180: Kuter, S., Altinay Gazi, Z., & Alti
Page 181 and 182: not only the means for trainees’
Page 183 and 184: Data Collection Techniques and Anal
Page 185 and 186: organizations was highlighted by on
Page 187 and 188: provides the means for professional
Page 189 and 190: Kohonen, V. (2001). Towards experie
Page 191 and 192: As Rogers (1995) postulates in his
Page 193 and 194: Instrument and data collection Afte
Page 195 and 196: “Raising our computer skills in C
Page 197: teachers deploy ICT tools in langua
Page 201 and 202: APPENDIX A. Questionnaire for Dista
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Page 205 and 206: conceptions, justifying their belie
Page 207 and 208: each group. The experimental group
Page 209 and 210: specifically, instructional approac
Page 211 and 212: Table 3 shows that the mean frequen
Page 213 and 214: previous Web-based instructional le
Page 215 and 216: Millar, R., & Osborne, J.F. (1998).
Page 217 and 218: Several studies explore the roles t
Page 219 and 220: understand the content structures o
Page 221 and 222: teacher was not allowed to provide
Page 223 and 224: two coding schemes, as illustrated
Page 225 and 226: also very limited. Teachers and sof
Page 227 and 228: learning activities. British Journa
Page 229 and 230: 2009; Bernard & Cathryn, 2006) or p
Page 231 and 232: In this study, the focus of the ins
Page 233 and 234: The student’s degree of mastery i
Page 235 and 236: The questionnaire for the acceptanc
Page 237 and 238: the t-test result, it is found that
Page 239 and 240: Scale Questionnaire item Mean S.D.
Page 241 and 242: Hwang, G. J. (2003). A conceptual m
Page 243 and 244: sharing, problem solving, and achie
Page 245 and 246: Virtual learning environment In the
Page 247 and 248: Class Table 1. The survey questions
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“…the distance and the lack of
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collaboration within EVS, thus prev
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Huang, T.-H., Liu, Y.-C., & Chang,
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y personalised context examples in
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Students’ Problem-Solving Guidanc
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Research Method Figure 8. The scree
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Table 4. Abstract of Pairwise Compa
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questions designed for the system h
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Lee, J. (2012). Patterns of Interac
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This study focused on online fora i
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Results and Discussion Due date-cen
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In addition, all groups developed 8
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future. Therefore, they had an oppo
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surprising that most interaction wa
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Pawan, F., Paulus, T. M., Yalcin, S
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systems by using 18 personalization
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Short-Term Sensory Memory is a temp
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with respect to articles by using a
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system also computes a review value
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DFL. d ( yi ) is the degree of mem
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the experimental group can understa
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Finally, Figure 10(A) and Figure 10
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Appendix # Question Description Par
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mental models, are cognitive struct
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Based on the theoretical implicatio
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Data analysis To test the model fit
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may be considered an effective inte
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Hsu, I.-C. (2012). Intelligent Disc
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(Gradinarova, Zhelezov et al. 2006)
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RLO denotes a remote learning objec
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Figure 2. The flow-oriented LOFinde
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if x include with y, and y include
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Similarly, the relation metadata of
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(defrule student-advisor (triple (p
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References ADL. (2006). Sharable Co
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determinants of how people think, b
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Mediating effect of learning flow A
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The instrument used to measure lear
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addition, the cross-loadings of the
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and ease of use had significant eff
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Connell, J. P., Spencer, M. B., & A
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Despotović-Zrakić, M., Marković,
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Learning is a cognitive activity th
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The survey consisted of 30 question
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Created data mining model needs to
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dealt with the matter taught at the
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Conclusion Conducted research showe
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Romero, C., Ventura S., García E.,
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prompts as scaffolding strategy to
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Reflection Types This study attempt
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All the three groups completed the
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Results Learning Outcomes Pre- and
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Map Analysis in Transfer Test Figur
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Generic Prompts and Specific Prompt
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Biswas, G., Schwartz, D., Bransford
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Chen, Y.-H., Looi, C.-K., Lin, C.-P
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of correct response, answer until c
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Figure 7 shows a screenshot of one
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Collaboration Questionnaire results
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following diagrams. The double-arro
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“Most students were encouraged to
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Bangert-Drowns, R.L., Kulick, C. C.
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primary research questions. First,
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Individual learning Figure 2. Scree
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Experimental Tools This study emplo
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Table 3 shows that almost all items
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I usually engaged myself in listeni
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References Bloom, B. S. (Ed.). (195
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APPENDIX 2. Taxonomy for Informatio
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understand how we can effectively u
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5. Is there a relationship between
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correlation between teachers’ IWB
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Q7. IWB provides advantages to me t
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training regarding this topic. This
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Conclusion This study provides a so
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Smith, H. J., Higgins, S., Wall, K.
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