1,721,039 research outputs found
Fostering self-directed learning with ICT
No full textAlthough self-directed learning is not new as an educational goal, it is increasingly gaining importance in Singapore's education landscape, especially with the launch of the third masterplan for IT in Education in August 2008, which aims to prepare Singapore students for the challenges in the 21st century. With the advancement of technology and the abundance of information on the World Wide Web (WWW), it becomes imperative for educators and teachers to consider interventions that will equip students with the skills to capitalise on these factors and become technologically literate (Ng, 2008). Grooming students who are capable of thinking and learning effectively and efficiently with technologies as an independent learner, requires a conscientious effort on the part of educators and teachers as this involves a good understanding of self-directed learning and pedagogical approaches to foster and facilitate self-directed learning. In this chapter, we will provide an overview of self-directed learning, discuss the roles of technologies in self-directed learning, and provide suggestions on fostering and assessing self-directed learning with technologies
Problem solving with systems modelling tools
No full textIn line with the advancement of technology in the teaching and learning landscape, this chapter discusses how systems dynamic tools support problem solving. Problem solving not only plays a central role in education (Taconis, Ferguson-Hessler & Broekkamp, 2001) but is also the most important cognitive process in our everyday life. Almost everything we do revolve around problem solving. In this chapter, I argue that to foster meaningful learning, problem solving tasks must be embedded in authentic learning context and supported by activities such as systems modelling that seek to enable problem solvers to externalise their mental model in the most engaging way which will eventually lead them to the construction of more sophisticated conceptual frameworks
Technology for assessment
No full textOver the years, there has been an increase in the amount of time spent on assessment by teachers and students. This has stimulated the interest of educational researchers and practitioners into looking at how technology can assist in this area. Assessment involves sampling students' behaviour at a given point in time and estimating the value of those behaviours. On the basis of the kind of samples taken, teachers infer a student's achievements, potential, aptitudes, intelligence, attitudes and motivations. In Chapter 3, we discussed how to engage learners in meaningful, self-directed learning (Jonassen, Howland, Marra & Crismond, 2008) with ICT and described the kind of higher-order thinking that ICT can foster. This chapter discusses how technology can support assessment, which is an important aspect of learning. After all, either as a learner or an educator, we would want to gather and analyse the data to determine if the intended learning has been achieved (Gagne, Bridges & Wayne, 1998)
Recommended from our members
Is it still King Lear? English teachers and the e-reader phenomenon
No full textE-reading devices such as the Kindle have rapidly secured a significant place in a number of societies as at least one major platform for reading.To some extent they are part of the overarching move towards a fully
digitised world, but they have a distinctiveness in being deliberately‘book-like’. Teachers generally have some suspicion towards ‘New Media’, especially when it challenges their established practice. This chapter reports on a survey of English teachers in England to gauge their reactions to e-readers, both personally and professionally, and describes their speculations about the place of e-readers in schools in the future.
There is a mixed reaction with some teachers concerned about the demise of the book and the potential negative impact on reading. However, the majority welcome e-readers as a dynamic element within the reading
environment with particular potential to enthuse reluctant readers and those with special or linguistic needs. They also, some grudgingly, view the fact that reading using this form of technology appeals to the ‘egeneration’ and may succeed in making reading ‘cool’. This form of technology is, ironically [given that it appears to threaten traditional books], likely to be rapidly adopted in classrooms
The relationships among Singaporean preservice teachers' ICT competencies, pedagogical beliefs and their beliefs on the espoused use of ICT
No full textIntegration of ICT into classroom teaching and learning has been a challenging task in many countries. There are many barriers that teachers have to negotiate before ICT can be employed meaningfully in the classroom. This paper investigates the relationships among Singaporean preservice teachers' ICT competencies, pedagogical beliefs, and their beliefs on the espoused use ofiCT. These variables are important predictors for the preservice teacher's future use ofiCT. The findings affirm that the preservice teachers' ICT competencies and their pedagogical beliefs are significantly related to their espoused use of ICT.Published versio
The usability of the Justice Bao instructional game: An interface evaluation
No full textThis study was to evaluate the usability of an instructional game CD-ROM known as Justice Bao, designed to motivate students in doing drill and practice that is essential for the Chinese language mastery at the primary school level. The game is divided into two inter-related parts : the Courtroom and the Town. In the Courtroom, the user plays the role of Justice Bao and studies statements by various suspects. This is to enhance students' ability in using those vocabulary items learned from the school in the context as presented by Justice Bao. In the Town, user assumes the role of the detective and answers drill-and-practice questions. This is to motivate students to actively engage in practising the vocabulary.This study focused on three main evaluation questions. The first question was the usability of the Courtroom interface. It was assessed mainly through the Scenario-based Prediction and the Constructive Interaction methods. The second evaluation question was the usability of the Town interface. It was assessed through Constructive Interaction. The third question was the motivational value of Justice Bao and it was evaluated through User Retrospection.Results of the evaluation revealed that the usability of Justice Bao is satisfactory. Users were satisfied with the experience of using Justice Bao and it achieved its aim of motivating students to do more drill and practice questions. However, the usability is not as high as desired. Some problems were identified. For example, text labels of some clickable objects in the Courtroom do not inform the user about their functions as expected. Users were not adequately informed of the various functions in the Town interface. Two errors were found. The conclusion and recommendation suggest that some of the text labels have to be changed and a separate section for informing the users about the functions has to be incorporated in the introductory sections of the software
The usability of the Justice Bao Instructional Game : an interface evaluation
No full textThe study was to evaluate the usability of an instructional game CD-ROM known as Justice Bao, designed to motivate students in doing drill and practice that ia essential for the Chinese language mastery at the primary school level.Master of Arts (Instructional Design & Technology
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
