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

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Bell, M. A. (2002). Teacher feature: Why use an interactive whiteboard? A baker’s dozen reasons! Teachers.net Gazette, 3(1). Retrieved November 22, 2009, from http://teachers.net/gazette/JAN02/mabell.html Black, J. A., & Champion, D. J. (1976). Methods and issues in social research. New York: John Wiley & Sons, Inc. Brown, S. (2003). Interactive whiteboards in education. Joint Information Systems Committee Technology Centre. Retrieved September 12, 2009, from http://www.jisc.ac.uk/uploaded_documents/Interactivewhiteboards.pdf. Chan, D. (2009). So why ask me? Are self report data really that bad? In C. E. Lance and R. J. Vandenberg (Eds.), Statistical and methodological myths and urban legends: Doctrine, verity and fable in the organizational and social sciences (pp309-335). New York, NY: Routledge. Cogill, J. (2002). How is interactive whiteboard being used in the primary school and how does it affect teachers and teaching. Retrieved November 6, 2009, from www.virtuallearning.org.uk/whiteboards/IFS_Interactive_ whiteboards_in_the_primary_school.pdf Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. Erduran, A., & Tataroğlu, B. (2010). Comparison of the science and mathematics teachers’ opinions on the usage of interactive whiteboard in education. 9 th International Educational Technology Conference (IETC2009), Ankara. Gall, M., Gall, J., & Borg, W. (2003). Educational research: An introduction. Boston, MA: Pearson Education, Inc. Glover, D., & Miller, D. (2001). Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school, Journal of Information Technology for Teacher Education, 10(3), 257-276. Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard and modern languages: An empirical analysis from the secondary sectors. Learning, Media and Technology, 32(1), 5- 20. Hall, I., & Higgins, S. (2005). Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted learning, 21, 102–117. Hodge, S., & Anderson, B. (2007) Teaching and learning with an interactive whiteboard: A teacher's journey. Learning, Media and Technology, 32(3), 271-282. Holmes, K. (2009). Planning to teach with digital tools: Introducing the interactive whiteboard to pre-service secondary mathematics teachers. Australasian Journal of Educational Technology, 25 (3), 351-365. Hsu, S. (2010). Developing a scale for teacher integration of information and communication technology in grades 1-9. Journal of Computer Assisted Learning, 26(3), 175-189. Kotrlik, J. W., & Williams, H. A. (2003). The incorporation of effect size in information technology, learning, and performance research. Information Technology, Learning, and Performance Journal, 21(1), 1–7. Levy P. (2002). Interactive whiteboards in learning and teaching in two Sheffield schools: A developmental study. Retrieved September 6, 2009, from http://www.shef.ac.uk/eirg/projects/wboards Mathews-Aydinli, J., & Elaziz, F. (2010). Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms, Computer Assisted Language Learning, 23(3), 235-252. McIntyre-Brown, C. (2011). Understanding the next wave of technology innovation in education: UK. Retrieved February 5, 2011 from http://www.futuresource-consulting.com/pdfs/2011-01_Futuresource-UK_UnderstandingNext%20WaveTechnology.pdf Moss, G., Carrey, J., Levaaic, R., Armstrong, V., Cardini, A., & Castle, F. (2007). The interactive whiteboards pedagogy and pupil performance evaluation: An evaluation of the schools whiteboard expansion (SWE) project: London Challenge. Institute of Education, University of London. Research report no:816. Murphy, K. R., & Davidshofer, C. O. (1991). Psychological testing: Principles and applications, Englewood Cliffs, NJ: Prentice- Hall, Inc. Saltan, F., Arslan, K., & Gök, A. (2010). Teachers’ acceptance of interactive white boards: A case study. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference, 2010 (pp. 2360-2365). Chesapeake, VA: AACE. Shenton, A., & Pagett, L. (2007). From 'bored' to screen: The use of the interactive whiteboard for literacy in six primary classrooms. Literacy, 41(3), 129-136. Slay, H., Siebörger, I., & Hodgkinson-Williams, C. (2008). Interactive whiteboards: Real beauty or just "lipstick"? Computers & Education, 51, 1321-1341. 393
Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91–101. Smith, L. (2008). An investigation into the effect of a NATE/Becta training programme on the use of interactive whiteboards in teaching and learning in Secondary English. English in Education. 42(3), 269-282. Somyürek, S., Atasoy, B., & Özdemir, S. (2009). Board’s IQ: What makes a board smart? Computers & Education, 53(2), 368- 374. Torff, B., & Tirotta, R. (2010). Interactive whiteboards produce small gains in elementary students’ self-reported motivation in mathematics. Computers & Education, 54, 379–383. Tozcu, A. (2008). The use of interactive whiteboards in teaching non-roman scripts. Computer Assisted Language Learning, 21(2), 143-166. Türel, Y. K. (2010). Developing teachers’ utilization of interactive whiteboards. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010, Chesapeake, VA: AACE. (pp.3049- 3054). Türel, Y. K. (2011). An interactive whiteboard student survey: Development, validity and reliability. Computers & Education, 57, 2441–2450. Türel, Y. K., & Demirli, C. (2010). Instructional interactive whiteboard materials: Designers' perspectives, Procedia Journal of Social and Behavioral Sciences, 9, 1437-1442. Wall, K., Higgins, S., & Smith, H. (2005). The visual helps me understand the complicated things: Pupil views of teaching and learning with interactive whiteboards. British Journal of Educational Technology, 36(5), 851–867. 394
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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
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teacher/instructor continues to dom
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The instructor plays a significant
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Data collection and data sources Fi
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y turning over the responsibility t
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Brophy, J. (1999). Toward a model o
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Lawanto, O., Santoso, H. B., & Liu,
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such as grades and evaluation by ot
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students’ interest, expectancy fo
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constructs that measure students’
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Bandura, A. (1978). Reflections on
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Lin, J. M.-C., & Liu, S.-F. (2012).
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Table 1. The MSWLogo commands learn
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other words, we had prepared a set
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lab. When she returned and found th
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Attitudes toward Programming and Co
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Table 5 successfully, it took four
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Kuter, S., Altinay Gazi, Z., & Alti
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not only the means for trainees’
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Data Collection Techniques and Anal
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organizations was highlighted by on
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provides the means for professional
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Kohonen, V. (2001). Towards experie
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As Rogers (1995) postulates in his
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Instrument and data collection Afte
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“Raising our computer skills in C
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teachers deploy ICT tools in langua
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Ma, W., Anderson, R., & Streith, K.
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APPENDIX A. Questionnaire for Dista
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consistency with other ideas, and a
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conceptions, justifying their belie
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each group. The experimental group
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specifically, instructional approac
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Table 3 shows that the mean frequen
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previous Web-based instructional le
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Millar, R., & Osborne, J.F. (1998).
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Several studies explore the roles t
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understand the content structures o
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teacher was not allowed to provide
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two coding schemes, as illustrated
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also very limited. Teachers and sof
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learning activities. British Journa
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2009; Bernard & Cathryn, 2006) or p
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In this study, the focus of the ins
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The student’s degree of mastery i
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The questionnaire for the acceptanc
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the t-test result, it is found that
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Scale Questionnaire item Mean S.D.
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Hwang, G. J. (2003). A conceptual m
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sharing, problem solving, and achie
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Virtual learning environment In the
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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
Page 347 and 348: Reflection Types This study attempt
Page 349 and 350: All the three groups completed the
Page 351 and 352: Results Learning Outcomes Pre- and
Page 353 and 354: Map Analysis in Transfer Test Figur
Page 355 and 356: Generic Prompts and Specific Prompt
Page 357 and 358: Biswas, G., Schwartz, D., Bransford
Page 359 and 360: Chen, Y.-H., Looi, C.-K., Lin, C.-P
Page 361 and 362: of correct response, answer until c
Page 363 and 364: Figure 7 shows a screenshot of one
Page 365 and 366: Collaboration Questionnaire results
Page 367 and 368: following diagrams. The double-arro
Page 369 and 370: “Most students were encouraged to
Page 371 and 372: Bangert-Drowns, R.L., Kulick, C. C.
Page 373 and 374: primary research questions. First,
Page 375 and 376: Individual learning Figure 2. Scree
Page 377 and 378: Experimental Tools This study emplo
Page 379 and 380: Table 3 shows that almost all items
Page 381 and 382: I usually engaged myself in listeni
Page 383 and 384: References Bloom, B. S. (Ed.). (195
Page 385 and 386: APPENDIX 2. Taxonomy for Informatio
Page 387 and 388: understand how we can effectively u
Page 389 and 390: 5. Is there a relationship between
Page 391 and 392: correlation between teachers’ IWB
Page 393 and 394: Q7. IWB provides advantages to me t
Page 395 and 396: training regarding this topic. This
Page 397: Conclusion This study provides a so
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