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Sauerstein, G. (2006). Formale Modellierung und daduktive Interpretation von Storyboards. Modellierung eines komplexen Prozessmodells (German) [English: Formal modelling and deductive interpretation of story boards: Modelling of a complex process model], seminar paper, Germany: University of Ilmenau, Faculty of Computer Science and Automation. Schewe, K.-D., & Thalheim, B. (2004). The co-design approach to WIS development in e-business and e-learning applications. Lecture Notes in Computer Science, 3306, 181–189. Schulmeister, R. (2003). Lernplattformen fuer das virtuelle Lernen: Evaluation und Didaktik (German) [English: Learning platforms for virtual learning: Evaluation and didactics], Munich, Wien: Oldenbourg. Sykes, E. R., & Franek, F. (2003). A prototype for an intelligent tutoring system for students learning to program in Java. In Uskov, V. (Ed.), Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education (pp.78–83), Calgary, AB: ACTA Press. Thalheim, B., & Dusterhoft, A. (2001). SiteLang: Conceptual Modeling of Internet Sites. Lecture Notes in Computer Science, 2224, 179-192. Walker, M. H., & Eaton, N. (2004). Microsoft Office Visio 2003 Inside Out, Redmond, Wa: Microsoft Press. Xu, G. (2006). Ein Vererbungskonzept für Storyboards (German) [English: An inheritance concept for storyboards], Project Work, Germany: Ilmenau University of Technology, Faculty of Computer Science and Automation. 333
Richards, G. (2009). Book review: Technology-mediated Learning Environments for Young English Learners (L. Leanne Parker). Educational Technology & Society, 12 (2), 334-336. Technology-mediated Learning Environments for Young English Learners (Book Review) Reviewer: Griff Richards Associate Professor and Director Technology Enhanced Learning Research Institute (TELRI) Athabasca University griff@athabascau.ca Textbook Details: Technology-mediated Learning Environments for Young English Learners Connections in and Out of School L. Leanne Parker (Ed.) ISBN: 978-0-8058-6233-1 Publisher: Routledge Pages: 336 In 1980 I published a paper in the NALLD Journal on how computer-based learning activities could be integrated into the modern language lab (Kenner and Richards, 1980). My co-author and I thought we were pretty avant-garde having collected several computer programs and installed a couple of terminals in the university’s language lab. One of the terminals was actually an Apple II microcomputer and we had figured out a way to store its programs on the mainframe and download them from a menu as local hard drives were not yet available. The computer corner quickly became far more popular than the rows of listen and repeat cassette stations and we congratulated ourselves in the constant chatter of foreign students who clustered there. One day we discovered most were Computer Science students who had figured out a way to bypass our English language tutorials and access the mainframe to do their homework instead of queuing up in the science lab. Parker’s book of collected chapters helps put that early experience into perspective. Technology is important not just because of intended teachings, but because it can become a focal point for student interaction, a gateway to new worlds of information and a fulcrum for socially constructed learning. Over the past 30 years I never ceased to be amazed by the clever offerings of technology, and how they have so little impact on intentional school-based learning yet so much impact on everything else we do. Years of research into teaching programs have generated good teaching algorithms, particularly for the acquisition of vocabulary and practicing grammar, but seldom has this penetrated the primary school classroom. At first we thought, “if only we had graphics”, and then “we need an installed base” of machines to create a market. Well, now schools have the computers (with graphics) and they are connected to a vast internet of resources, but other than typing assignments, doing web searches and making audio-visual presentations we don’t often reap rewards from the technology seeds sown. And for learners of second languages (or even for learners of first languages) we seem to be light years away from harnessing the potential benefits. Parker and her co-authors seem to share this perspective. Language learning has not enjoyed a return on technology investment. Their book examines the many social, and technical issues that need be addressed, and supplies a refreshing number of examples of projects where technology appears to have been used with positive results for young second language learners. A feature of the book that I enjoyed was that each main perspective was followed by a critical reflection by another contributor. The context for this book is an emerging and pressing social need in the United States. The melting pot where minorities quickly shed their cultural identities and blended into the social fabric within one or two generations is being rapidly transformed into a new multicultural society. By 2030 an estimated 40% of the K-12 school population will be second language learners. The largest and most rapidly expanding language group is Hispanic, but other immigrant populations are also establishing linguistic beachheads in the USA. On the one hand, multiculturalism in an era of international trade should enrich the society, but on the other, a public school system dominated by a unilingual white Anglo-Saxon culture is ill equipped to cope with the demands of a swelling population of secondlanguage learners. As second-language children struggle to simultaneously learn academic English and course 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. 334
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April 2009 Volume 12 Number 2
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Abstracting and Indexing Educationa
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Engaging students in multimedia-med
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this study discusses computer-based
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Sampling for preliminary study One
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Part 2 Pearson correlation .349** 1
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Figure 1. Box and whisker plot of t
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characteristics and learning styles
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However, critical reflection and in
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novels, so they collected any relat
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1. Theories of teaching: Comments m
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grammatical errors and basic writin
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Ho, B., & Richards, J. C. (1993). R
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Hwang, K.-A., & Yang, C.-H. (2009).
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e deduced from the Affective Domain
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Detection procedure Figure 1 shows
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avoided. Image processing is perfor
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falling asleep) as defined in this
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classmates or left their seats duri
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help teachers to recognize the lear
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Hsieh, P.-H., & Dwyer, F. (2009). T
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significant comprehension effects o
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Treatment 3 (keyword group): Studen
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Criteria of achievement measures Th
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esults. A correlational analysis de
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A 2 x 1 ANOVA analyzed the effect o
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References Aragon, S. R. (2004). In
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Raphael, T. (1982). Improving quest
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educing maintenance costs. The cont
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Synchronization functions According
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inconsistency) and navigate directl
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the suitability of the instructiona
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Design of manipulation process The
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Table 1: Comparative analysis of au
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the convenience of mobile-based ass
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According to evaluation result, the
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Tan, O. S., Parsons, R. D., Hinson,
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At a deeper level, though, there wa
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theoretical assumptions. Two theore
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The students were not going to have
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slightly different. The group who c
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every item, not giving any result.
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edited and presented to the class u
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Figure 10. Screen captures from the
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Some of the concerns that emerge fr
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Ajayi, L. (2009). An Exploration of
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As a result of the confluence of di
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peers (Schellens et al. 2005). Sche
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The integration of discussion board
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ecause the technology allowed the p
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The pre-service teachers perceived
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Furthermore, the study demonstrated
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Schellens, T., van Keer, H., & Valc
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McKean, 2003). Instructors will see
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program at The Ohio State Universit
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Knowledge and skills of developing
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their monthly reflections or assign
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Bull, K., Montgomery, D., Overton,
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frustrating the student). ITSs make
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• Link removal - advanced student
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Expert Module Expert Module’s mai
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Based on the questionnaire results
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students were told that their perfo
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thirds of the interviewed students
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Throughout the semester, students i
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human teacher or question developer
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To test the learning effectiveness
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APPENDIX A Computer Science and Sof
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Thus, the use of computers changes
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Specifically, two objectives were p
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Nonetheless, both teachers assign a
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48% 35% 53% similar similar 69% 42%
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Table 4: Students’ attitudes Stat
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activities. Specifically, the histo
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Huang, Y.-M., Huang, T.-C., Wang, K
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• Could recommended learning sequ
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Analysis of sequences prediction me
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Figure 4. The sorting of learning s
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The figures 5a and 5b illustrate th
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Learning sequence recommendation sy
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In this study, forty subjects were
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The potential for LSRS to promote l
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They pointed out that LSRS helped t
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Cover, T. M., & Thomas, J. A. (1991
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Related Efforts An Internet forum i
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with handheld devices and they were
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agent would direct learners to a le
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Mobile RSS Aggregator In order to s
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learning, such as posting question
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With novel technological support, m
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Shen, L., Wang, M., & Shen, R. (200
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as an ‘affective loop’, which r
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Figure 2 is an example of two-dimen
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preference was gathered through dat
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compute the heart rate (HR) as a fu
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sessions. Of all the 18 learning se
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Burleson, W., Picard, R. W., Perlin
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Wu, C.-C., & Lai, C.Y. (2009). Wire
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The wireless handheld learning envi
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the lengthiness of the scales, whic
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Nursing dictionary We constructed a
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them. The computers were networked
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“The major difference was that I
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questionnaire. We do not consider t
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Faruque, F., Hewlett, P. O., Wyatt,
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etween a user and the system. Addit
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Figure 2. A concept map representin
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C5.0 can help teachers to generate
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that a selected programming exercis
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differences between our system and
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1(students can complete without any
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The PADS sometimes assigned very di
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Corno, L. (2000). Looking at Homewo
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Hwang, W.-Y., Hsu, J.-L., Tretiakov
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listed these functions as allowing
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In the research presented in this a
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Research Tools Web-based learning e
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Table 1. Operational definitions of
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action, interaction, and outeractio
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for them was getting the answer as
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Table 6 shows the learners’ prefe
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Bell, P., & Winn, W. (2000). Distri
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Askar, P., & Altun, A. (2009). CogS
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elations, interactions and activiti
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Figure 3. A comparison of knowledge
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ontology will easily be extensible
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Figure 7. Visual Representation of
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Step 5: Use Boolean to combine the
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2) CogSkillNet provides classroom i
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Neo, M., & Neo, T.-K. (2009). Engag
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• Conversation and collaboration
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IMAGE 2 2. Problem identification I
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Methodology At the end of the proje
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presentation skills (m = 3.72), and
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6. Can’t be denying that, sometim
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Lambert, N. M., & McCombs, B. J. (1
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not detected in a previous study, t
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et al. (2001) studied the learning
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all the students. At the midpoint o
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The observed pairs were aware of be
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Table 2 shows the results from a mo
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Table 5: The distribution of time (
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As discussed in the section on prev
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Page 313 and 314: goal of using storyboards. But, thi
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Page 319 and 320: Storyboarding Roots and related wor
Page 321 and 322: Referees, on the other hand, may wa
Page 323 and 324: Symbols Interpretation Defines a un
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Page 341 and 342: expands the child’s proximal envi
Page 343: Chapter 6 exemplifies the activitie
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