This article explores the link between the pedagogical beliefs of school leaders and teachers regarding the benefits of integrating online learning technologies into language teaching and learning contexts. Mason and Rennie (2008) identified additional benefits of using online learning technology such as social media in the classroom.
Both principals and teachers showed positive views regarding the integration of online learning technologies into the classroom teaching and learning process. In addition, principals' beliefs about the benefits of integrating online learning technologies significantly influenced teachers' beliefs and may also influence teachers' online pedagogical practices in the classroom.
INSTRUCTIONAL WRITING STRATEGIES USING TEXT-TO-SPEECH TECHNOLOGY
The text-to-speech toolbar (see Figure 1) is a software system within the Read&Write Gold™ software that can read texts aloud (TextHelp Systems Ltd, 2012). The text-to-speech toolbar used by Stephanie to teach narrative writing (TextHelp Systems Ltd, 2012).
DEVELOPING EARLY LEARNERS’ CREATIVITY AND COLLABORATION USING IPADS
The teacher's focus was divided into monitoring two different activities during this lesson. In the ten teaching episodes in this study, it was found that the teacher led the most successful activities well and that the subject content of the lesson was easily understood.
CAN THE USE OF WEB 2.0 TOOLS HELP DELIVER 21ST CENTURY LEARNING?
The students involved in the project came from a low level of use of the web 2.0 tools the project required. The gender of the student influenced the attitude towards the film project (β = -0.11), with boys having a more positive attitude than girls.
OBSERVING AND ASSESSING CHILDREN’S DIGITAL PLAY IN EARLY CHILDHOOD SETTINGS
Digital play framework (Bird & Edwards, in press) that describes the range of play behaviors associated with each type of activity as children learn to use different technologies as tools (Figure 1). Using the Digital Play Framework as an observational assessment tool for Rithik suggests that children's learning to use technologies through play can be observed in the context of the early childhood environment.
PERSONALISING THE PROFESSIONAL LEARNING JOURNEY
What characteristics of action research facilitate the identification of teachers' mental lives and contribute to their TPACK development. This study highlighted the need for teachers' mental lives to be visible and the interplay between the meso, exo and macro systems of their work environment to be explored and addressed during any ICT-related professional learning experiences.
DIGITALLY AUGMENTING PHYSICAL SPACES FOR PERSONALISED LEARNING
Trail
The Trailblazer framework from the perspective of both a learner and the author of the learning experience. The author may choose to make some of the letters public in the reply. This activity was located outside TH, along the banks of the adjacent river and positioned students in the role of a biologist.
As the students found themselves outside the TH along the banks of the river, there were gasps of excitement as the students triggered the appearance of a 3-D model of a black swan.
ACEC2014 - MAKING THE SPACE FOR SPACE: THE EFFECT OF THE CLASSROOM LAYOUT ON TEACHER AND STUDENT USAGE
AND PERCEPTION OF ONE-TO-ONE TECHNOLOGY
ACEC2014 - MAKING THE SPACE FOR SPACE: THE EFFECT OF THE CLASSROOM LAYOUT ON TEACHER AND STUDENT USE. This paper attempts to show how the physical arrangement of the space can hinder or support the effective use of one-to-one technology. The purpose of the study was to determine if there is a causal relationship between the intervention, the change in classroom type (independent variable), and how students perceive the prevalence in use and the influence and effectiveness of one-to-one technology (dependent variables) observed. ).
Moreover, this correlates the causality between the changes in dependent variables and the effect of the specific intervention (Shadish et al., 2002).
This supports the robustness of visual analysis, as it distinguishes not only a change in level, but also the variation and trends in both phases. Summary table of visual analysis and effect size calculations for the positive influence, effectiveness and flexibility of one-to-one technology.
In summary, the study found strong quantitative evidence that the arrangement of the physical learning space has an effect on how teachers and students perceive the influence, effectiveness, and use of one-on-one tutors. The thematic analysis of the teacher focus group provided an additional layer of context-specific and reliable detail. The confirmatory nature of the teacher's voice supported the statistical analysis and subsequent conclusion drawn from the student data.
Therefore, this lack of alignment between the arrangement of the physical learning space and the one-to-one capabilities of technology appears to be a potential barrier, not widely recognized, for teachers to use technology effectively and efficiently.
REDEFINING THE DEVELOPMENT OF PRE-SERVICE TEACHERS’
INTERCULTURAL COMPETENCE THROUGH AN ONLINE TEACHING ENVIRONMENT
In their portfolios, pre-service teachers reflected on the extent to which participation in the eTutor project fostered their intercultural competence. After completing the course, pre-service teachers' portfolios were collected and qualitatively analyzed using NVivo. Pre-service teachers became more aware of limited aspects of the cultures of the children who participated in eTutor.
The data clearly show that pre-service teachers believed that they demonstrated competence in the majority of the components of intercultural competence as defined in Deadroff's (2006) model.
THE IMPACT OF LONG-TERM ICT PROJECTS ON STUDENT ATTITUDES AND CAPABILITIES
The pretest was completed in the first third of the school year, before each class began the program of multimodal writing. The post-test was completed at the end of the school year, when each class had completed the project work. To the teacher: it is important not to be overly committed to the destination at the expense of the journey.
Curriculum designers (and researchers) also need to be aware of both the journey and the destination.
REDEFINING EDUCATION?
1:1 COMPUTING STRATEGIES IN VICTORIAN SCHOOLS
The Snapshot Studies used a shortened version of the methodology used in the Vital Studies (see http://edfutures.net/Research_Strategy). As might be expected given the practicality of conducting research in schools, there were minor deviations from standard methodology in each of the Snapshot Study schools.
School X was a state funded secondary school, which had been moving towards team teaching in flexible (open plan) areas, with time divided equally between direct teaching,
Devices and Teacher Roles as Managers not Co-learners
The observed implementation of 1:1 programs was not in itself defined as a transformation of teaching and learning in any of the schools. 1:1 has become part of already existing pedagogical approaches, which in some cases have already led to other important changes in the school, for example in the arrangement of classrooms. And over the last 7 years or so [pause] we've realized, I guess, the vision of [pause].
The first two of these changes reflected changes in funding, and the last two were changes in directions that schools were already focusing on.
IS THE 21 ST CENTURY LEARNER STILL RELEVANT IN 2014?
- Defining the term 21st century learner
- Digital technology and the 21st century learner 3. Knowledge and the 21st century learner
- Defining the term 21 st century learner
- Knowledge and the 21 st century learner
In the focus groups, I asked the question "what do you understand by the term 21st century student?". All eight focus group participants talked about technology as an integral part of ideas about 21st century learners. My purpose here is to shed some light on the way students construct themselves as 21st century learners.
However, in teachers' descriptions of 21st century learners one can find versions of them for the present – consider for example how some teachers preferred the term contemporary learners and how they referred to contemporary uses of digital technology.
STUDENTS ONLINE DURING MATHEMATICS CLASS
- YEAR-OLD’S PARENTS’ ATTITUDES TOWARDS USE OF IPAD
- children’s age (3)
- being unfamiliar with technology (2) Reason 3: children’ daily use (3)
- children’s communication and interaction (3) Reason 5: easy use of screen (8)
- children’s enjoyment (4) Reason 7: educational use (5)
- useful for children’s development (2) Reason 10: life-long learning for children (3)
The findings must now be considered in the context and structure of the learning environment. Second, it provides a set of constructs to support teachers' design of using ICT for learning. It was found that more than half of parents agree that the use of educational media can be used in the areas of cognitive development (83.8%), fine motor skill development (76.3%) and language development.
As it turned out, most parents agreed that apps designed for preschool educational purposes do indeed support children's learning.
ACEC2014 - DEVELOPING QUICKSMART ONLINE TO ENGAGE LEARNERS
The QSO Software Development Cycle (Figure 5) was created as an adaptation of the M&E Data Cycle. The six stages of the process were: 1) Identification - involves selecting the data to be captured with indicators tracked throughout the life of the project; 2) Capture - involves gathering data through informal and formal processes relevant to the selected indicators; 3) Analysis - involves analyzing raw data and developing recommendations for further software development; 4) Development - (Dissemination in the M&E Data Cycle) involves acting on the recommendations to develop the next iteration; 5) Implementation - (Utilisation in M&E Data Cycle) involves the implementation of the new iteration; 6) Assessment - involves evaluating and reflecting on whether the indicators in the identification phase were the most appropriate and whether they need to be refined in subsequent iterations. The first three phases of the QSO software development cycle (see Figure 1) as followed in the QSO experiment are now described. Many of the students had a low level of e-skills and a few had never used a computer before the test.
The engagement of the school-aged students was not linked to the learning material for the PS activity.
EMERGING FINDINGS FROM RESEARCH
The research was structured with two different classes – the first phase focused on question 1 (data collection from July-December 2012) and the second phase on question 2 (data collection from June-November 2013). Within each reading group, teacher pairs were selected and remained stable for the duration of the experiment. Second, the findings suggest that teachers need to be aware of the limitations of "learning game" apps for building students' knowledge.
As indicated in the introduction, this paper synthesizes the main findings of the first two phases of a three-year research project.
MOOCS AND QUALITY ISSUES: A STUDENT PERSPECTIVE
- MOOCs are
- MOOCs produce sub-standard or
- MOOCs have proliferated before
- Will MOOCs become the
- MOOCs are new in their
- MOOCs heighten intellectual
- Many universities are
Value propositions for students and faculty involved in the design, creation, and delivery of MOOCs are discussed. Additionally, a significant portion of the discussions are not directly related to the course, as experienced in discussions of surviving disruptive technologies. These concerns were evident in the discussion forums following the evaluation of the Medium Term Project.
This paper examined MOOCs and quality through the presentation of a student's perspective through immersion in the Surviving Disruptive Technologies course offered by the University of Maryland through Coursera.
CALCULUS FOR KIDS
This involved grounding the operational aspects of mathematics on the training day, followed by other numeracy topics in subsequent sessions. Once the operational aspects of the software were mastered, the concept of integral calculus was introduced in the fifth lesson. The main reason for this was to counter criticism that students were "just pushing buttons" in the project.
This cuts through to the heart of what might be involved in redesigning curricula through the use of computers.
This is important because of the tension between the high rate of innovation in the information industry and the slow adoption of technology in the education sector. The icing on the cake is the free and open source nature of the system, eliminating licensing costs and additional fees for students. We refer to this phase as paper replacement exams because the nature of the assessment is essentially unchanged.
The future of the eExams project will be based on current funding provided by the Australian Government's Office of Learning and Teaching.
REDEFINING EDUCATION: 1 TO 1 COMPUTING STRATEGIES IN TASMANIAN SCHOOLS
Ethical approval for the imaging studies was obtained from the Human Research Ethics Committees (HRECs) at all of the researchers' universities. In the first class observed, Year 8 students completed an end-of-year negotiation task that was assessed against the curriculum criteria for English and History. Students must register their devices (eg provide a MAC address) so that the school can manage access and use of the school network.
These requirements may specify a specific device (e.g. an iPad), a whitelist (e.g. any one of a number of specified devices) or a technical specification (e.g. the device must be capable of Microsoft Office format create and edit documents, access the Internet (via WiFi and a browser).
