Handbook of research on new media literacy at the K-12 level issues and challenges
"This book provides coverage of significant issues and theories currently combining the studies of technology and literacy"--Provided by publisher
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| 245 | 1 | 0 | |a Handbook of research on new media literacy at the K-12 level |b issues and challenges |c Leo Tan Wee Hin ... [ed.] |
| 246 | 1 | 3 | |a New media literacy at the K-12 level |
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| 520 | 1 | |a "This book provides coverage of significant issues and theories currently combining the studies of technology and literacy"--Provided by publisher | |
| 650 | 0 | |a Mass media in education / Handbooks, manuals, etc | |
| 650 | 0 | |a Media literacy / Handbooks, manuals, etc | |
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Datensatz im Suchindex
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| adam_text | TABLE OF CONTENTS VOLUME I PREFACE XXIX SECTION I ISSUES IN NEW MEDIA
LITERACY CHAPTER I LEARNING FOR THE FUTURE: EMERGING TECHNOLOGIES AND
SOCIAL PARTICIPATION 1 GUY MERCHANT, SHEFFIELD HALLAM UNIVERSITY, UK
CHAPTER 11 TECHNOLOGY, UDL & LITERACY ACTIVITIES FOR PEOPLE WITH
DEVELOPMENTAL DELAYS 14 KEVIN M AYRES, THE UNIVERSITY OFGEORGIA, USA
JOHN LANGONE, THE UNIVERSITY OFGEORGIA, USA KAREN DOUGLAS, THE
UNIVERSITY OFGEORGIA, USA CHAPTER IU PEDAGOGIC POTENTIALS OF MU LTIMODAL
LITERACY 32 MAUREEN WALSH, ACU NATIONAL, AUSTRALIA CHAPTER IV
PEDAGOGICAL MASHUP: GEN Y, SOCIAL MEDIA, AND LEARNING IN THE DIGITAL AGE
48 DEREK E. BAIRD, YAHOO!, INC., USA MERCEDES FISHER, MILWAUKEE APPLIED
TECHNICAL COLLEGE, USA CHAPTERV NEW MEDIA LITERACY AND THE DIGITAL
DIVIDE 72 JOERG MUELLER, UNIVERSITAT OBERTA DE CATALUNYA, SPAIN JUANA M
SANCHO, UNIVERSITY OF BARCELONA, SPAIN FERNANDO HERNANDEZ, UNIVERSITY OF
BARCELONA, SPAIN CHAPTERVI TEACHING AND TECHNOLOGY: ISSUES, CAUTION AND
CONCERNS 89 THOMAS G. RYAN, NIPISSING UNIVERSITY, CANADA CHAPTERVLI THE
INFORMATION AND COMMUNICATION TECHNOLOGY (LCT) COMPETENCE OFTHE YOUNG
101 LIISA LLOMAEKI, UNIVERSITY 0/ HELSINKI, FINLAND MARJA KANKAANRANTA,
UNIVERSITY 0/ JYVAESKYLA, FINLAND CHAPTER VIII AN INTERACTIVE AND DIGITAL
MEDIA LITERACY FRAMEWORK FOR THE 21 ST CENTURY 119 WEI-YING LIM, NANYANG
TECHNOLOGICAL UNIVERSITY, SINGAPORE DAVID HUNG, NANYANG TECHNOLOGICAL
UNIVERSITY, SINGAPORE HORN-MUN CHEAH, NANYANG TECHNOLOGICAL UNIVERSITY,
SINGAPORE CHAPTER IX PROMOTING MEDIATED COLLABORATIVE INQUIRY IN PRIMARY
AND SECONDARY SCIENCE SETTINGS: SOCIOTECHNICAL PRESCRIPTIONS FOR AND
CHALLENGES TO CURRICULAR REFORM 128 MICHAEL A. EVANS, VIRGINIA TECH, USA
CHAPTER X RE-CULTURING BELIEFS IN TECHNOLOGY: ENRICHED CLASSROOMS 144
TAMAR LEVIN, TEL AVIV UNIVERSITY, ISRAEL CHAPTERXI EFFECTIVE
CHARACTERISTICS OF LEARNING MULTIMEDIA 167 PIRET LUIK, UNIVERSITY 0/
TARTU, ESTONIA CHAPTER XII EMPOWERMENT RATIONALE FOR NEW MEDIA LITERACY
189 NANCY J. HADLEY, ANGELO STATE UNIVERSILY, USA CHAPTER XIII USING
TECHNOLOGY IN PEDAGOGICALLY RESPONSIVE WAYS TO SUPPORT LITERACY LEARNERS
203 LISA KERVIN, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA JESSICA MANTEI,
UNIVERSILY 0/ WOLLONGONG, AUSTRALIA JAN HERRINGLON, MURDOCH UNIVERSITY,
AUSLRALIA CHAPTERXIV SCAFFOLDING PROBLEM-SOLVING AND INQUIRY: FROM
INSTRUCTIONAL DESIGN TO A BRIDGE MODEL 216 ZVIA FUND, BAR-ILAN
UNIVERSITY, ISRAEL CHAPTER XV RECONCEPTUALISING SCAFFOLDING FOR NEW
MEDIA CONTEXTS 243 NICOLA YELLAND, THE HONG KONG INSTITUTE OF EDUCATION,
HONG KONG JENNIFER MASTERS, LA TROBE UNIVERSITY, AUSTRALIA CHAPTERXVI
NEW MEDIA LITERACY IN 3-D VIRTUAL LEAMING ENVIRONMENTS 257 YUFENG QIAN,
ST. THOMAS UNIVERSITY, USA CHAPTER XVII THE FACTORS AFFECTING
MULTIMEDIA-BASED INQUIRY 270 MARGUS PEDASTE, UNIVERSITY OFTARTU, ESTONIA
TAGO SARAPUU, UNIVERSITY OFTARTU, ESTONIA SECTION 11 ICTTOOLS CHAPTER
XVIII USING VIDEO GAMES TO IMPROVE LITERACY LEVELS OFMALES 286 STEPHENIE
HEWETT, THE CITADEL, USA CHAPTERXIX ENGAGEMENT IN SCIENCE AND NEW MEDIA
LITERACY 300 ANDREA J HARMER, KUTZTOWN UNIVERSITY AND LEHIGH UNIVERSITY,
USA CHAPTERXX WEB 2.0 TECHNOLOGIES AND SCIENCE EDUCATION 310 THIAM SENG
KOH, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE KIM CHWEE DANIEL TAN,
NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE CHAPTERXXI MEASURING AND
EVALUATING ICT USE: DEVELOPING AN INSTRUMENT FOR MEASURING STUDENT ICT
USE 326 ROMINA JAMIESON-PROCTOR, UNIVERSITY OFSOUTHERN QUEENSLAND,
AUSTRALIA GLENN FINGER, GRIFFITH UNIVERSITY, AUSTRALIA CHAPTER XXII
USING TALKING BOOKS TO SUPPORT EARLY READING DEVELOPMENT 340 CLARE WOOD,
COVENTRY UNIVERSITY, UK KAREN LITTLETON, UNIVERSITY OF JYVAESKYLAE,
FINLAND PAV CHERA, SUTHERLAND INSTITUTE, UK CHAPTER XXIII WEB 2.0
TECHNOLOGIES AS COGNITIVE TOOLS OFTHE NEW MEDIA AGE 353 YU-CHANG HSU,
THE PENNSYLVANIA STATE UNIVERSITY, USA YU-HUI CHING, THE PENNSYLVANIA
STATE UNIVERSITY, USA BARBARA GRABMVSKI, THE PENNSYLVANIA STATE
UNIVERSITY, USA CHAPTER XXIV IMPLEMENTING COLLABORATIVE PROBLEM-BASED
LEARNING WITH WEB 2.0 372 STEVEN C. MILLS, THE UNIVERSITY CENTER
OFSOUTHERN OKLAHOMA, USA CHAPTERXXV USING ONLINE TOOLS TO SUPPORT
TECHNOLOGY INTEGRATION IN EDUCATION 389 JO TONDEUR, GHENT UNIVERSITY,
BELGIUM ARNO COENDERS, STICHTING KENNISNET, NETHERLANDS JOHAN VAN BRAAK,
GHENT UNIVERSITY, BELGIUM ALFONS TEN BRUMMELHUIS, STICHTING KENNISNET,
NETHERLANDS RUBEN VANDERLINDE, GHENT UNIVERSITY, BELGIUM CHAPTER XXVI
DEVELOPING DIGITAL LITERACY SKILLS WITH WEBQUESTS AND WEB INQUIRY
PROJECTS 403 SUSAN GIBSON, UNIVERSITY OF ALBERTA, CANADA CHAPTER XXVII
UNDERSTANDING FACTORS THAT INFLUENCE THE EFFECTIVENESS OF LEARNING
OBJECTS IN SECONDARY SCHOOL C LASSROOITIS 419 ROBIN KAY, UNIVERSITY
OFONTARIO INSTITUTE OFTEEHNOLOGY, CANADA CHAPTER XXVIII TAPPING INTO
DIGITAL LITERACY WITH MOBILE DEVICES 436 MARK VAN T HOOJI, KENT STATE
UNIVERSITY, USA CHAPTER XXIX TOWARDS SAFER INTERNET FOR STUDENTS WITH
THE AID OF A HYPERMEDIA FILTERING TOOL 457 FOTIS LAZARINIS, UNIVERSITY
OFTEESSIDE, UK CHAPTERXXX WIRELESS TECHNOLOGIES AND MULTIMEDIA
LITERACIES 471 VIRGINIA E. GARLAND, THE UNIVERSITY OFNEW HAMPSHIRE, USA
VOLUME 11 CHAPTER XXXI GOOD OLD POWERPOINT AND ITS UNREVEALED POTENTIAL
480 PAVEL SAMSONOV, UNIVERSITY 0/ LOUISIANA AL LA/AYETTE, USA CHAPTER
XXXII CHILDREN S TEXT MESSAGING AND TRADITIONAL LITERACY 492 BEVERLY
PLESTER, COVENTRY UNIVERSITY, UI:. CLARE WOOD, COVENTRY UNIVERSITY, UK
SAMANTHA BOWYER, COVENLRY UNIVERSITY, UK CHAPTER XXXIII CONCEPT MAPPING
AS A MEDIATOR OFCONSTRUCTIVIST LEARNING 505 GREGORY MACKINNON, ACADIA
UNIVERSITY, CANADA CHAPTER XXXIV ELECTRONIC PERFORMANCE SUPPORT SYSTEM
(EPSS) TOOLS TO ENHANCE SUCCESS IN SCHOOL FOR SECONDARY STUDENTS WITH
SPECIAL NEEDS 529 KATHERINE MILCHEM, CALIFORNIA UNIVERSITY 0/
PENNSYLVANIA, USA GAIL FILZGERALD, UNIVERSITY 0/ MISSOURI, USA KEVIN
KOURY, CALIFORNIA UNIVERSITY 0/ PENNSYLVANIA, USA SECTION III CASE
STUDIES CHAPTER XXXV A CASE STUDY OFCONTRASTING APPROACHES TO
INTEGRATING TECHNOLOGY INTO THE K-5 CLASSROOM 551 REBECCA BRENT,
EDUCATION DESIGNS, INC., USA CATHERINE E. BRAWNER, RESEARCH TRIANGLE
EDUCATIONAL CONSULTANTS, USA CHAPTER XXXVI USING A TECHNOLOGY GRANT TO
MAKE REAL CHANGES 575 LYN C. HOWELL, MILLIGAN COLLEGE, USA CHAPTER
XXXVII EMERGING E-PEDAGOGY IN AUSTRALIAN PRIMARY SCHOOLS 588 JENNIFER
WAY, UNIVERSITY O/SYDNEY, AUSTRALIA CHAPTER XXXVIII PROMOTING NEW MEDIA
LITERACY IN A SCHOOL DISTRICT... 607 AMY S. C. LEH, CALIFORNIA STATE
UNIVERSITY, SAN BERNARDINO, USA LEE GRAFTON, PALM SPRING UNIFIED SCHOOL
DISTRICT, USA CHAPTER XXXIX K-20 TECHNOLOGY PARTNERSHIPS IN A RURAL
COMMUNITY 620 LINDA R. LISOWSKI, ELIZABETH CITY STATE UNIVERSITY. USA
CLAUDIA C. TWIFORD. ELIZABETH CITY STATE UNIVERSITY, USA JOSEPH A.
LISOWSKI, ELIZABETH CITY STATE UNIVERSITY, USA QUINTIN Q. DAVIS. CHRISTA
MCAULIFFE MIDDLE SCHOOL. USA REBECCA F KIRTLEY, JC SAWYER ELEMEN!ARY
SCHOOL, USA CHAPTER XL COMPUTER-MEDIATED DISCUSSIONS WITHIN A VIRTUAL
LEARNING COMMUNITY OF HIGH SCHOOL AND UNIVERSITY STUDENTS 633 TAMARA L.
JET/ON, CENTRAL MICHIGAN UNIVERSITY, USA CHAPTERXLI SKILLFULLNTERNET
READER IS METACOGNITIVELY COMPETENT 654 CARITA KIILI, UNIVERSITY OF
JYVAESKYLAE, FINLAND LEENA LAURINEN, UNIVERSITY OF JYVAESKYLAE, FINLAND
MIIKA MARTTUNEN. UNIVERSITY OF JYVAESKYLAE. FINLAND CHAPTER XLII RESEARCH
METHODOLOGICALLSSUES WITH RESEARCHING THE LEARNER VOICE 669 GRAINNE
CONOLE. THE OPEN UNIVERSITY, UK SECTION IV ASSESSMENT CHAPTER XLIII WHAT
WE KNOW ABOUT ASSESSING ONLINE LEARNING IN SECONDARY SCHOOLS 684 ART W
BANGERT. MONTANA STATE UNIVERSITY. USA KERRY L. RICE, BOISE STATE
UNIVERSITY. USA CHAPTER XLIV USAGE OF ELECTRONIC PORTFOL IOS FOR
ASSESSMENT.. 702 YASEMIN GULBAHAR, BASKEN! UNIVERSITY, TURKEY CHAPTERXLV
A FORMATIVE ANALYSIS OF INTERACTIVE CLASSROOM COMMUNICATION SYSTEMS USED
IN SECONDARY SCHOOL C LASSROOMS 720 ROBIN KAY, UNIVERSITY OFONTARIO
INSTITUTE OFTECHNOLOGY, CANADA CHAPTER XLVI INTERNET-BASED PEER
ASSESSMENT IN HIGH SCHOOL SETTINGS 743 CHIN-CHUNG TSAI, NATIONAL TAIWAN
UNIVERSITY OFSCIENCE AND TECHNOLOGY, TAIWAN CHAPTER XLVII COURSE
ASSESSMENT IN A TEACHER S LEARNING COMMUNITY 755 GIORGOS HLAPANIS,
UNIVERSITY OF THE AEGEAN, GREECE ANGEWQUE DIMITRACOPOULOU, UNIVERSITY
OFTHE AEGEAN, GREECE CHAPTER XLVIII AUTOMATED ESSAY SCORING SYSTEMS 777
DOUGAL HUTCHISON, NATIONAL FOUNDATIONFOR EDUCATIONAL RESEARCH, UK
CHAPTER XLIX METACOGNITIVE FEEDBACK IN ONLINE MATHEMATICAL DISCUSSION
794 BRACHA KRAMARSKI, BAR-ILAN UNIVERSITY, ISRAEL SEETION V PROFESSIONAL
DEVELOPMENT CHAPTER L MOODLING PROFESSIONAL DEVELOPMENT TRAINING THAT
WORKED 808 LEAUNDA S. HEMPHILL, WESTERN ILLINOIS UNIVERSITY, USA DONNA
S. MCCAW, WESTERN ILLINOIS UNIVERSITY, USA CHAPTER LI TPACK DEVELOPMENT
IN A TEACHER EDUCATION PROGRAM 823 NANCY WENTWORTH, BRIGHAM YOUNG
UNIVERSITY, USA CHARLES R. GRAHAM, BRIGHAM YOUNG UNIVERSITY, USA EULA
EWING MONROE, BRIGHAM YOUNG UNIVERSITY, USA CHAPTER LU SELF-REGULATED
LEARNING: ISSUES AND CHALLENGES FOR INITIAL TEACHER TRAINING 839 MANUELA
DELFINO, INSTITUTE FOR EDUCATIONAL TECHNOLOGY - ITALIAN NATIONAL
RESEARCH COUNCIL, ITALY DONATELLA PERSICO, INSTITUTE FOR EDUCATIONAL
TECHNOLOGY - ITALIAN NATIONAL RESEARCH COUNCIL, ITALY DETAILED TABLE OF
CONTENTS VOLUME I PREFACE XXIX SECTION I ISSUES IN NEW MEDIA LITERACY
THE NEW MEDIA REPRESENTS AN ASSORTMENT OF LET TOOLS THAT ! PANA WIDE
SPECTRUM 0/ USES. EACH O/THESE TECHNOLOGIES COMES WITH ITS OWN UNIQUE
CHARACTERISTICS TO SUPPORT LEARNING IN ! PECIFICCONTEXTS. THIS SECTION
ADDRESS ISSUES AND CONCERNS THAT S URRO UND THE USE 0/ NEW MEDIA IN
EDUCATIONAL SETTINGS AND NOTES HOW THE DEFINITION 0/ NEW MEDIA LITERACY
HAS NOT BEEN STATIC BUT HAS BEEN EVOLVING WITH THE MYRIAD OF
APPLICATIONS THAT HAVE COME ON BOARD WITH THE FRUCTIFICATION OF RESEARCH
IN EDUCATIONAL SETTINGS. MORE IMPORTANTLY. THE SOCIAL DIMENSION THAT IT
ENGENDERS HAS IMPLICATIONSFOR TAPPING THE PREFERRED LEARNING STYLE, OF
THE DIGITAL NATIVES, CHAPTER I LEARNING FOR THE FUTURE: EMERGING
TECHNOLOGIES AND SOCIAL PARTICIPATION 1 GUY MERCHANT, SHEFFIELD HALLAM
UNIVERSITY, UK THE AUTHOR DISCUSSES HOW DIGITALLITERACIES THAT ARE
GERMANE TO EVOLVING FORMS OF SOCIAL PRACTICE IN TODAY S SOCIETY CAN BE
INCORPORATED INTO C1ASSROOM PRACTICE. WITH THE AFFORDABILITY OF DIGITAL
CONNECTIONS, THE WEB 2.0 ENVIRONMENT PRESENTS A PLATFORM TO JUMP-START
SOCIAL PARTICIPATION AND KNOWLEDGE CREATION BY STUDENTS. THE CHALLENGE
IS TO SEE HOW COMMUNICATIVE AND COLLABORATIVE FRAMEWORKS CAN BE
JUXTAPOSED WITH NEW INSIGHTS INTO LEARNING SO THAT THE POTENTIAL OF
THESE NEW TECHNOLOGIES CAN BE CAPITALIZED EF- FECTIVELY TO PROMOTE
LEAMING. CHAPTER 11 TECHNOLOGY, UDL & LITERACY ACTIVITIES FOR PEOPLE
WITH DEVELOPMENTAL DELAYS 14 KEVIN M AYRES, THE UNIVERSITY OFGEORGIA,
USA JOHN LANGONE. THE UNIVERSITY OFGEORGIA. USA KAREN DOUGLAS, THE
UNIVERSITY OFGEORGIA, USA DIGITALLITERACY SKILLS HAVE BEEN FRAMED BY
KEEPING IN MIND THE NEEDS OFNORMAL STUDENTS. WITH TECHNOL- OGY BEING AN
ENABLING TOOL, STUDENTS WITH DEVELOPMENTAL DISABILITIES CAN NOW INTERACT
WITH ELECTRONIC TEXT TO MAKE GREATER MEANING OFTHE WORLD AROUND THEM. IN
THIS CONTEXT, THE AUTHORS ARGUE FOR THE NEED FOR THE DEFINITION OF
DIGITAL LITERACY SKILLS TO EVOLVE SO THAT THE SPECIAL NEEDS OF SUCH
STUDENTS CAN ALSO BE TAKEN CARE OF. CHAPTER 111 PEDAGOGIC POTENTIALS OF
MU ITIMODAL LITERACY 32 MAUREEN WALSH, ACU NATIONAL, AUSTRALIA THE
TRANSFORMATION OFTHE LITERACY LANDSCAPE FROM ONE BASED ON TRADITIONAL
TEXT TO ONE BASED ON A RANGE OF ICT LITERACIES IS HERALDING A PARADIGM
SHIFT IN THE WAY STUDENTS LEAM. RECONFIGURING PEDAGOGY TO MEET
MULTIMODAL LITERACY NEEDS AFFORDS OPPORTUNITIES FOR PRODUCING STUDENTS
WHO ARE WEIL EQUIPPED TO THRIVE IN THE NEW EDUCATIONAL MILIEU. THE
AUTHOR EXPLORES THIS STANDPOINT FURTHER AND ALSO REPORTS ON A STUDY IN
WH ICH THE PEDAGOGY OF LITERACY IN E-IEAMING AND MULTIMODAL C1ASSROOM
ENVIRONMENTS WAS REDESIGNED FOR C1ASSROOM PRACTICE. CHAPTERIV
PEDAGOGICAL MASHUP: GEN Y, SOCIAL MEDIA, AND LEAMING IN THE DIGITAL AGE
48 DEREK E. BAIRD, YAHOO!, INC., USA MERCEDES FISHER, MILWAUKEE APPLIED
TECHNICAL COLLEGE, USA THE DIGITAL CULTURE IN WHICH STUDENTS IN TODAY S
SOCIETY ARE IMMERSED PROVIDES IMMENSE SCOPE FOR LE- VERAGING ON A MEDLEY
OFTOOLS TO ENHANCE THEIR LEAMING EXPERIENCES IN THE C1ASSROOM. THESE NEW
MEDIA AFFORD A PLATFORM FOR THE STUDENTS TO EXPLORE LEAMING BASED ON
INTERACTIONS WITH OTHERS AND DEVELOPING IDEAS BY ACTIVE ENGAGEMENT, BOTH
OFWHICH CAPITALIZE ON THEIR INNATE NEED TO BE PART OF A COMMUNITY. THE
AUTHORS EMPHASIZE THE NEED FOR INSTRUCTORS TO BE COGNIZANT OF SOCIAL
TRENDS PROMOTED BY THE NEW MEDIA AND REITERATE THAT THESE NEED TO BE
INTEGRATED INTO THE CURRICULUM SO AS TO TAP ON THE PREFERRED LEARNING
STYLES OFTHE DIGITAL NATIVES. CHAPTERV NEW MEDIA LITERACY AND THE
DIGITAL DIVIDE 72 JOERG MUELLER, UNIVERSITAT OBERTA DE CATALUNYA, SPAIN
JUANA M SANCHO, UNIVERSITY 0/ BARCELONA, SPAIN FERNANDO HERNIMDEZ,
UNIVERSITY 0/ BARCELONA, SPAIN THIS VARIOUS FORMS OF NEW MEDIA THAT HAVE
COME UPSTREAM IN SOCIETY HAVE EXACERBATED THE DIVISIONS BETWEEN THOSE
WHO ARE ICT-LITERATE AND THOSE WHO ARE DISENFRANCHISED FROM REAPING
THEIR FUH BENEFITS. THESE EQUITY ISSUES RAISE SEVERAL CONCEMS WHICH THE
AUTHORS EXPLORE FROM VARIOUS PERSPECTIVES. THEY ADVANCE SUGGESTIONS FOR
BRIDGING THIS BINARY DIVIDE AND EMPHASIZE ON THE IMPORTANCE OF SCHOOL
INITIATIVES AND OTHER INTERVENTION STRATEGIES FOR IMPLEMENTING
EDUCATIONAL PROJECTS THAT ARE NOT ONLY SUSTAINABLE BUT ARE ALSO
INCLUSIVE SO THAT NO STUDENT IS LEFT BEHIND. CHAPTERVI TEACHING AND
TECHNOLOGY: ISSUES, CAUTION AND CONCEMS 89 THOMAS G. RYAN, NIPISSING
UNIVERSITY. CANADA THE ALL-ENCOMPASSING NATURE OF TECHNOLOGY IN TODAY S
SOCIETY MEANS THAT IT IS A CHANGE AGENT, AN EDU- CATIONAL TOOL AND AN
EMPOWERING MEDIUM. IN THIS CHAPTER, THE AUTHOR F1AGS OFF SOME CONCERNS
FOR CON- SIDERATION WHEN TECHNOLOGY IS USED IN TEACHING. HE REITERATES
THE MESSAGE THAT TEACHING IS VERY MLLCH AN INDIVIDUAL ODYSSEY AND THAT
THERE IS A NEED FOR TEACHERS TO BE MINDFUL OFTHEIR ROLE THROUGH
INTROSPECTION, VALUES C1ARIFICATION AND ACTION RESEARCH SO THAT
TECHNOLOGY IS SUBSERVIENT TO THE THRUST OFTHE EDUCATIONAL MISSION.
CHAPTERVII THE INFORMATION AND COMMUNICATION TECHNOLOGY (LCT) COMPETENCE
OFTHE YOUNG 101 LIISA I1OMAEKI, UNIVERSITY 0/ HELSINKI, FINLAND MARJA
KANKAANRANTA, UNIVERSITY 0/ JYVAESKYLA, FINLAND THE EXTENT TO WHICH
STRATEGIE INITIATIVES AND IMPLEMENTATION EFFORTS IN FINLAND HAVE
CONTRIBLLTED TO THE ICT COMPETENCIES OFTHE YOUNGER GENERATION IS
EXPLORED IN THIS CHAPTER. IT IS SHOWN THAT ICT COMPETEN- EIES AND
ATTITUDES ARE HONED MAINLY BY HOME RESOURCES AND LEISURE TIME
PLLRSLLITS. GENDER DIFFERENCES AMONG THE YOLLNGAS WEIL AS SKILLS
DIFFERENCES BETWEEN THE YOUNGSTERS AND ADULTS IN RELATION TO ICT USAGE
ARE ALSO CONSIDERED. CHAPTER VIII AN INTERACTIVE AND DIGITAL MEDIA
LITERACY FRAMEWORK FOR THE 21 ST CENTURY 119 WEI-YING LIM, NANYANG
TECHNOLOGICAL UNIVERSITY, SINGAPORE DAVID HUNG, NANYANG TECHNOLOGICAL
UNIVERSITY, SINGAPORE HORN-MUN CHEAH, NANYANG TECHNOLOGICAL UNIVERSITY,
SINGAPORE INTERACTIVE AND DIGITAL MEDIA (10M) LITERACY ENCOMPASSES FOUR
ASPECTS: MEDIA LITERACY, TECHNOLOGICAL LITERACY, SOCIAL AND CIVIC
RESPONSIBILITY, AND IMAGINATION AND CREATIVITY. THE AUTHORS ADVANCE THE
NEED FOR THESE COMPETENCIES TO BE GROUNDED IN SCHOOL PRACTICE SO THAT
STUDENTS ARE WEIL PREPARED TO FACE THE CHALLENGES OF THE NEW ECONOMY.
RECOMMENDATIONS ARE GIVEN FOR POLICY MAKERS AND STAKE HOLDERS TO PROMOTE
A CULTURE THAT IS SUPPORTIVE OF IDM AS WEIL AS CATALYZES THE GROWTH OF
AN INDUSTRY AROUND IT. CHAPTER IX PROMOTING MEDIATED COLLABORATIVE
INQUIRY IN PRIMARY AND SECONDARY SCIENCE SETTINGS: SOCIOTECHNICAL
PRESCRIPTIONS FOR AND CHALLENGES TO CURRICULAR REFORM 128 MICHAEL A.
EVANS, VIRGINIA TECH, USA THE AUTHOR EMPHASIZES THAT SCIENCE-BASED
COLLABORATIVE INQUIRY MEDIATED WITHIN A COMMUNITY OF PRACTICE NEEDS TO
BE AN IMPORTANT GOAL FOR THE 21 SI CENTURY CLASSROOM. LEVERAGING ON THE
LIBIQUITY OF COMMUNI- CATION CHANNELS PROMOTED BY WIRELESS AND MOBILE
DEVICES AND SUPPORTED BY SOCIAL SOFTWARE, HE DRAWS ON THE RESULTS OF TWO
STUDIES DONE IN GEOGRAPHICALLY DISPERSED SETTINGS TO SHOW THAT EFFECTIVE
LEARNING IS POSSIBLE IN AREAL WORLD CONTEXT. THE CHALLENGE IS TO SEE HOW
TRADITIONAL MODES OF PEDAGOGY CAN BE TWEAKED TO SUPPORT SUCH LEARNING.
CHAPTERX RE-CULTURING BELIEFS IN TECHNOLOGY: ENRICHED CLASSROOMS 144
TAMAR LEVIN, TEL AVIV UNIVERSITY, ISRAEL THE AUTHOR DRAWS ON THE RESULTS
OFTWO LONGITUDINAL STUDIES TO STUDY THE LINKS BETWEEN TEACHERS EDU-
CATIONAL BELIEFS AND THEIR USE OF ICT IN PEDAGOGY. IT IS SHOWN THAT
EXTENSIVE USE OF ICT OVER THE YEARS HAS, IN FACT, COLOURED TEACHERS
BELIEFS SO MUCH SO THAT THEY NOW TEND TO LOOK AT ISSUES FROM MULTIPLE
PERSPECTIVES. THE STUDY ALSO SHOWS THAT THE MINDSET CHANGE OFTEACHERS IS
DICTATED BY A NUMBER OFFACTORS - THE KIND OF ICT TOOLS AVAILABLE IN THE
C1ASSROOM, THE EXPERIENTIAL NATURE OFTHE LEAMING ENVIRONMENT, AND
EXPOSURE TO NEW IDEAS. CHAPTER XI EFFECTIVE CHARACTERISTICS OF LEAMING
MULTIMEDIA 167 PIREL LUIK, UNIVERSITY OFTARLU, ESLONIA THE DIVERSITY OF
EDUCATIONAL SOFTWARE THAT ARE COMMERCIALLY AVAILABLE FOR BRINGING
MULTIMEDIA TO THE EDUCATIONAL SETTING POSES ISSUES WITH RESPECT TO
SELECTIVITY AND UTILITY FOR TARGET AUDIENCES. DRAWING ON THE EXPERIENCES
FROM TWO EXPERIMENTS INVOLVING MULTIMEDIA TEXTBOOKS AND MULTIMEDIA
DRILLS, THE AUTHOR STRESSES ON THE NEED FOR A ROBUST DESIGN FRAMEWORK
FOR MULTIMEDIA THAT TAKES INTO CONSIDERATION THE DIF- FERENTIAL LEAMING
NEEDS OF BOTH GENDERS. HE OFFERS RECOMMENDATIONS AND GUIDELINES FOR
DEVELOPERS OF MULTIMEDIA SOFTWARE TO BRING EFFECTIVE LEAMING TO
STUDENTS. CHAPTER XII EMPOWERMENT RATIONALE FOR NEW MEDIA LITERACY 189
NANCY J HADLEY, ANGELO SLALE UNIVERSITY, USA THE EMERGENCE OF NEW GENRES
OFICT LITERACY AND THEIR NEXUS WITH EDUCATION HAS NECESSITATED THE NEED
FOR CURRICULUM DESIGN TO BE REDEFINED SO AS TO PROMOTE DESIRED OUTCOMES
IN THE LEAMING PROCESS IN THE DIGITAL AGE. IN THIS CHAPTER, IT HAS BEEN
SUGGESTED THAT CURRICULA WHICH PROMOTE EMPOWERMENT CAN HELP TO DEVELOP
STUDENTS WHO ARE CONFIDENT IN THEIR ABILITY TO COME UP WITH SOLUTIONS TO
PROBLEMS. WITH THE PROLIFERATION OFUSER CONTENT IN SITES SUCH AS YOUTUBE
AND MYSPACE AND THESE SPAWNING A UNIQUE CULTURE, A CASE HAS BEEN PUT
FORWARD ON THE NEED FOR A HIGH LEVEL OF DIGITALLITERACY SKILLS AMONG
CITIZENS. CHAPTER XIII USING TECHNOLOGY IN PEDAGOGICALLY RESPONSIVE WAYS
TO SUPPORT LITERACY LEAMERS 203 USA KERVIN, UNIVERSITY OFWOLLONGONG,
AUSLRALIA JESSICA MANLEI, UNIVERSITY OF WOLLONGONG, AUSTRALIA JAN
HERRINGLON, MURDOCH UNIVERSITY, AUSLRALIA THE CHAPTER MAKES A STRONG
CASE FOR TECHNOLOGY TO BE EMBEDDED IN PRACTICE RATHER THAN BE TREATED AS
AN ADOMMENT IF ITS POTENTIAL IN THE C1ASSROOM IS TO BE REALIZED MORE
EFFECTIVELY. THIS CAN BE ACCOMPLISHED WHEN TEACHERS DEVELOP EDUCATIONAL
EXPERIENCES THAT LEVERAGE ON AUTHENTIC LEAMING CONTEXTS WITHIN THE
FRAMEWORK OFTHE CURRICULA. LEAMING TASKS THAT BUTTRESS THE CONNECTIONS
BETWEEN TECHNOLOGY USE, LITERACY AND LEAMING ARE ALSO SHOWN TO BE
EFFECTIVE IN THIS REGARD. CHAPTERXIV SCAFFOLDING PROBLEM-SOLVING AND
INQUIRY: FROM INSTRUCTIONAL DESIGN TO A BRIDGE MODEL 216 ZVIA FUND,
BAR-FLAN UNIVERSITY, ISRAEL IN THIS CHAPTER, A PROBLEM-SOLVING AND
INQUIRY-BASED APPROACH WAS USED TO INVESTIGATE SCIENCE LEARNING AMONG
JUNIOR HIGH SCHOOL STUDENTS. SUPPORT MODELS FOR INSTRUCTION WERE BASED
ON FOUR COMPONENTS - STRUCTURAL, REFLECTIVE, SUBJECT CONTE NT AND
ENRICHMENT. THE RESULTS WERE USED TO FORMULATE A THEORETICAL FRAMEWORK
CA LIED THE BRIDGE MODEL, WHICH WAS ABLE TO EXPLAIN THE OPERATION AND
ROLE OFTHE RESPECTIVE COMPONENTS. CHAPTER XV RECONCEPTUALISING
SCAFFOLDING FOR NEW MEDIA CONTEXTS 243 NICOLA YELLAND, THE HONG KONG
INSTITUTE OF EDUCATION, HONG KONG JENNIFER MASTERS, LA TROBE UNIVERSITY,
AUSTRALIA THE DIFFUSION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN
THE EDUCATIONAL SPACE HAS PROVIDED NOT ONLY OPPORTUNITIES FOR TEACHERS
TO HARNESS THESE FOR TEACHING BUT ALSO PRESENTS CHALLENGES FOR THEIR
EFFEC- TIVE USE. IN THIS CHAPTER, AN ARGUMENT IS ADVANCED THAT EFFECTIVE
SCAFFOLDING TECHNIQUES ARE IMPERATIVE IF STUDENT LEARNING OUTCOMES ARE
TO BE ENHANCED IN A TOPIC. THE NEED FOR TEACHERS TO BE CONVERSANT WITH
VARIOUS SCAFFOLDING PEDAGOGIES IN TEACHING PRACTICE IS UNDERSCORED BY
WAY OFTWO EXAMPLES. CHAPTERXVI NEW MEDIA LITERACY IN 3-D VIRTUAL
LEARNING ENVIRONMENTS 257 YUFENG QIAN, ST. THOMAS UNIVERSITY, USA 3-D
ENVIRONMENTS ARE MEDIA-RICH AND TECHNOLOGICALLY INTENSIVE PLATFORMS TOR
TEACHING AND LEARNING. A NUMBER OF MODEL 3-D VIRTUAL LEARNING PROGRAMS
WHICH PROMOTE EXPERIENTIAL LEARNING ARE EXAMINED IN THIS CHAPTER. THE
AUTHOR MAKES A STRONG CASE FOR NEW MEDIA LITERACY FRAMEWORKS TO BE
RECONCEPTUALIZED SO AS TO TAKE ON BOARD THE UNIQUE NEEDS OF SUCH
ENVIRONMENTS. CHAPTER XVII THE FACTORS AFFECTING MULTIMEDIA-BASED
INQUIRY 270 MARGUS PEDASTE, UNIVERSITY OFTARTU, ESTONIA TAGO SARAPUU,
UNIVERSITY OFTARTU, ESTONIA INQUIRY ENVIRONMENTS BASED ON MULTIMEDIA ARE
A STRONG CONTENDER TO TRADITIONAL FORMATS WHEN IT COMES TO SCAFFOLDING
LEARNING AMONG STUDENTS. FOR SUCH ENVIRONMENTS TO MAXIMIZE THEIR
EFFICACY, IT IS IMPERA- TIVE THAT DESIGN CONSIDERATIONS BE GIVEN
ADEQUATE ATTENTION WHEN CONFIGURING THEIR DELIVERY FORMAT. IN
PARTICULAR, THE AUTHORS STRESS ON THE IMPORTANCE OF THREE FACTORS -
COGNITIVE LOAD OF THE PROBLEMS, SEQUENCING OFTHE PROBLEMS AND PROFILES
OFTHE END USERS. SEETION 11 ICTTOOLS THE ASSORTMENT OF LET TOOLS
AVAILABLE FOR USE IN TEACHING AND LEARNING IS FORMIDABLE! SOME OF THESE
INCLUDE VIDEO GAMES, WIKIS, BLOGS, TALKING BOOKS, WEBQUESTS, MOBILE
DEVICES, POWERPOINT - THE LIST GOES ON! EACH OFTHESE TOO!S HAS EVOLVED
INTO SPECIFIC GENRES IN THE TAXONOMY OF E-LEARNING. THE CHAPTERS IN THIS
SECTION EXPLORE THE UTILITY OF THESE AND OTHER TOOLS TO PROMOTE LITERACY
CHAPTER XVIII USING VIDEO GAMES TO IMPROVE LITERACY LEVELS OF MALES 286
STEPHENIE HEWEU, THE CI/ADEL, USA WHILST TRADITIONALLITERACY SKILLS
AMONG MALES HAVE DECLINED GLOBALLY, THEIR PENCHANT FOR VIDEO GAMES HAS
ALLOWED THEM TO MOVE UP THE LADDER IN DIGITALLITERACY SKILLS. THE
INTERACTIVITY THAT SUCH GAMES FOSTER PROVIDES THE NECESSARY SUPPORT FOR
MALES TO LEAM EFFECTIVELY IN GAME-BASED LEAMING ENVIRONMENTS. THE
CHAPTER MAKES A CA SE FOR TEACHERS TO EMBED VIDEO GAMES IN CONTEXT IN
THE SCHOOL CURRICULUM. CHAPTERXIX ENGAGEMENT IN SCIENCE AND NEW MEDIA
LITERACY 300 ANDREA J HARMER, KUTZTOWN UNIVERSITY AND LEHIGH UNIVERSITY,
USA AN ACTIVITY ON ENVIRONMENTAL POLLUTION IN WHICH INQUIRY ELEMENTS ARE
EMBEDDED CONTEXTUALLY AND WHICH CAPITALIZES ON THE TOOLS OFNEW MEDIA IS
DESCRIBED IN THIS CHAPTER. THIS ACTIVITY, DONE IN AREAL WORLD SET- TING
AND WH ICH ALSO ENTAILED COLLABORATIVE VIDEO CONFERENCING WITH EXPERTS,
PROMOTED POSITIVE LEARNING EXPERIENCES AMONG STUDENTS. A CASE IS MADE BY
THE AUTHOR THAT SUCH ACTIVITIES PROMOTE EFFECTIVE LEARNER ENGAGEMENT
WHILE IMBUING THEM WITH LITERACIES IN NEW MEDIA IN AUTHENTIC CONTEXTS.
CHAPTER XX WEB 2.0 TECHNOLOGIES AND SCIENCE EDUCATION 310 THIAM SENG
KOH, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE KIM CHWEE DANIEL TAN,
NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE THE POTENTIAL OFWEB 2.0
TECHNOLOGIES TO IMPACT ON SCIENCE EDUCATION AND THUS ENHANCE SCIENCE
LITERACY IS TREMENDOUS. IN THIS CHAPTER, THE AUTHORS DISCUSS
APPLICATIONS OF SUCH TECHNOLOGIES FOR C1ASSROOM PRACTICE IN SCIENCE.
THEY ADVANCE THE POINT OFVIEW THAT A FRAMEWORK BASED ON SOCIAL
CONSTRUCTIVISM MAPPED ON WEB 2.0 TECHNOLOGY ENVIRONMENTS COULD PROMOTE A
RETHINK ON PEDAGOGY AND ASSESSMENT IN RELATION TO TEACHING AND LEARNING
OF SCIENCE. CHAPTERXXI MEASURING AND EVALUATING ICT USE: DEVELOPING AN
INSTRUMENT FOR MEASURING STUDENT ICT USE 326 ROMINA JAMIESON-PROCTOR,
UNIVERSITY OFSOUTHERN QUEENSLAND, AUSTRALIA GLENN FINGER, GRIFFITH
UNIVERSITY, AUSTRALIA WHILST THE DIFFUSION OF ICT IN THE C1ASSROOM TO
SUPPORT TEACHING AND LEARNING HAS SEEN GREAT STRIDES IN RECENT YEARS,
THERE IS THE QUESTION OFWHETHER THE FINANCIAL OUTLAYS AND POLICY
MEASURES THAT SUPPORT SUCH INITIATIVES HAVE PROMOTED THE DESIRED
OUTCOMES IN THE LEAMING PROCESS. IN THIS CONTEXT, THE DESIGN AND
DEVELOPMENT OF AN INSTRUMENT TO MEASURE THE EFFECTIVENESS OF STUDENT USE
OF ICT, AS JUDGED FROM THE LENS OFTEACHERS VIEWS, IS EXPLORED. THE
RESULTS FROM THE ADMINISTERING OFTHIS INSTRUMENT ON TWO SCHOOLS IN
QUEENSLAND REITERATE THE POINT THAT STAKEHOLDERS NEED TO KNOW REGULARLY
WHETHER INVESTMENTS IN ICT USE FOR TEACHING AND LEAMING ARE TRANSLATING
INTO EFFECTIVE LEAMING GAINS FOR STUDENTS. CHAPTER XXII USING TALKING
BOOKS TO SUPPORT EARLY READING DEVELOPMENT 340 CLARE WOOD, COVENTRY
UNIVERSITY, UK KAREN LITTLETON, UNIVERSITY 0/ JYVAESKYLAE, FINLAND PAV
CHERA, SUTHERLAND INSTITUTE, UK PROMOTING LITERACY AMONG BEGINNING
READERS THROLLGH THE LISE OF BOOKS WHICH TALK IS THE SUBJECT OFTHIS
CHAPTER. THE INTERACTIVE FORMAT AND MULTIMEDIA FEATURE OFTALKING BOOKS
ARE FACTORS WHICH APPEAL TO EARLY READERS. IN PARTICULAR, THE
EFFECTIVENESS OF A SPECIFIC TALKING BOOK IN FOSTERING READING-RELATED
SKILLS AND ABILITIES IS EVALUATED AND, BASED ON THIS, GUIDELINES ARE
OFFERED FOR SOFTWARE DEVELOPERS TO BEAR IN MIND WHEN WORKING AT THE
CHILD-COMPUTER INTERFACE. CHAPTER XXIII WEB 2.0 TECHNOLOGIES AS
COGNITIVE TOOLS OFTHE NEW MEDIA AGE 353 YU-CHANG HSU, THE PENNSYLVANIA
STATE UNIVERSITY, USA YU-HUI CHING, THE PENNSYLVANIA STATE UNIVERSITY,
USA BARBARA GRABOWSKI, THE PENNSYLVANIA STATE UNIVERSITY, USA THIS
CHAPTER FOCUSES ON THE USE OF WEB 2.0 TECHNOLOGIES SUCH AS FOLKSONOMY,
WIKIS AND WEBLOGGING TO SUPPORT PEDAGOGICAL PRACTICE. IT IS SHOWN THAT
THE INTRODUCTION OF THESE DIVERSE TOOLS INTO TEACHING AND LEARNING CAN
SUPPORT METACOGNITVE ACTIVITY AND SELF REGULATION AMONG LEARNERS. SOME
RECOMMENDATIONS ON THE IMPLEMENTATION OFWEB 2.0 TECHNOLOGIES WITH
RESPECT TO INSTRUCTIONAL POSSIBILITIES ARE GIVEN. CHAPTER XXIV
IMPLEMENTING COLLABORATIVE PROBLEM-BASED LEARNING WITH WEB 2.0 372
STEVEN C. MILLS, THE UNIVERSITY CENTER O/SOUTHERN OKLAHOMA, USA THE
EMERGENCE OF WEB 2.0 TECHNOLOGIES PRESENTS A PLETHORA OF OPPORTUNITIES
FOR TEACHERS TO ENGAGE STUDENTS IN MEANINGFUL LEARNING CONTEXTS. IN THIS
CHAPTER, THE AUTHOR DESCRIBES HOW TOOL KITS AND IN- FORMATION RESOURCES
FOR COMMUNICATION BASED ON SUCH TECHNOLOGIES CAN BE OVERLAID ON
INSTRUCTIONAL METHODOLOGIES IN THE K-12 SETTING TO PROMOTE EFFECTIVE
LEARNING. IN PARTICULAR, WHEN THESE ARE USED IN COLLABORATIVE AND
PROBLEM-SOLVING MODES, THERE IS TREMENDOUS SCOPE FOR PROVIDING RICH
LEARNING EXPERI- ENCES FOR STUDENTS. CHAPTERXXV USING ONLINE TOOLS TO
SUPPORT TECHNOLOGY INTEGRATION IN EDUCATION 389 JO TONDEUR, GHENT
UNIVERSITY, BELGIUM ARNO COENDERS, STICHTING KENNISNET, NETHERLANDS
JOHAN VAN BRAAK, GHENT UNIVERSITY, BELGIUM ALFONS TEN BRUMMELHUIS,
STICHLING KENNISNET, NETHERLANDS RUBEN VANDERLINDE, GHENT UNIVERSITY,
BELGIUM INTEGRATING ICT INTO EDLLCATIONAL SETTINGS IS MORE THAN JUST
SUPPLYING COMPUTERS AND LINKING THESE TO THE INTERNET. THE EFFECTIVENESS
OF SUCH INTEGRATION CAN BE BETTER ASSESSED BY THE AVAILABILITY OF
SUITABLE METRICS. IN THIS CHAPTER, THE AUTHORS ADDRESS THE USE OF ONLINE
TOOLS THAT CAN GAUGE PERFORMANCE ACROSS THREE FRONTS: CURRENT USE OFLCT
IN SCHOOL, TEACHERS KNOWLEDGE AND SKILLIEVELS WITH RESPECT TO THE
SCHOOL VISION, AND ICT PLANNING. CHAPTER XXVI DEVELOPING DIGITAL
LITERACY SKILLS WITH WEBQUESTS AND WEB INQUIRY PROJECTS 403 SUSAN
GIBSON, UNIVERSITY 0/ ALBERTA, CANADA ICT SKILLS NECESSARY FOR THE 21 SI
CENTURY CAN BE PROMOTED MORE EFFECTIVELY AMONGST STUDENTS IF THE
PEDAGOGICAL DELIVERY FRAMEWORK CAN BE TWEAKED TO FACILITATE THEIR
ACQUISITION. IN THIS REGARD, THE AUTHOR ESPOUSES THE INSTRUCTIONAL
SIGNIFICANCE OF WEBQUESTS AND WEB-BASED INQUIRY PROJECTS. EXAMPLES ARE
PROVIDED OF THESE AND IT IS SHOWN THAT THE SOURCING OF INFONNATION ON
THE WEB FOR OPEN-ENDED TASKS CAN PROMOTE DECISION-MAKING AND
PROBLEM-SOLVING SKILLS IN STUDENTS. CHAPTER XXVII UNDERSTANDING FACTORS
TIMT INFLUENCE THE EFFECTIVENESS OF LEARNING OBJECTS IN SECONDARY SCHOOL
CLASSROOMS 419 ROBIN KAY, UNIVERSITY O/ONTARIO INSTITUTE 0/ TECHN%GY,
CANADA THE USE OF LEARNING OBJECTS AS A CURRICULAR RESOURCE IN SECONDARY
SCHOOLS HAS NOT BEEN EXPLORED IN SUFFI- CIENT DEPTH IN THE K-12 SETTING
- HENCE THE PURPOSE OFTHIS CHAPTER.LT LOOKS AT BOTH STUDENTS AND
TEACHERS VIEWS OF LEAMING OBJECTS IN A VARIETY OF SUBJECT DOMAINS. THE
RESULTS SHOW THAT FOR LEARNING OBJECTS TO BE ABLE TO ENGAGE STUDENTS AND
TEACHERS, THEY HAVE TO BE WEIL DESIGNED, USER-FRIENDLY AND INTERACTIVE.
CHAPTER XXVIII TAPPING INTO DIGITAL LITERACY WITH MOBILE DEVICES 436
MARK VAN T HOOJT, KENT STATE UNIVERSITY, USA THE PREVALENCE OFWIRELESS
MOBILE DEVICES OFFERS YET ANOTHER AVENUE TO FOSTER DIGITALLITERACY
SKILLS AMONG THE YOUNGER GENERATION, ESPECIALLY SINCE THEY ARE RATHER
SAVVY WITH SUCH GADGETS. FOR THESE TO IMPACT ON TEACHING AND LEARNING,
THE RIGHT CONTEXT HAS TO BE WEAVED INTO THE PEDAGOGICAL FRAMEWORK. A FEW
EXAMPLES ARE GIVEN OFTHE KIND OFEDUCATIONAL ACTIVITIES THAT ARE SUITABLE
FOR USE WITH THESE DEVICES. CHAPTER XXIX TOWARDS SAFER INTERNET FOR
STUDENTS WITH THE AID OF A HYPENNEDIA FILTERING TOOL 457 FOTIS
LAZARINIS, UNIVERSITY O/TEESSIDE, UK WITH WEB-BASED LEARNING BECOMING AN
IMPORTANT ASPECT OFTHE EDUCATION OF STUDENTS, THE NEED TO ENSURE THAT
THIS IMPRESSIONABLE GROUP IS NOT SUBJECTED TO IMPROPER AND WRONG IDEAS
IN THEIR SURFING SOJOURNS BECOMES IMPORTANT. IN THIS CHAPTER, THE
EFFECTIVENESS OF A FILTERING TOOL, DEVELOPED USING JAVA, IS EXPLORED
USING THE PREFERRED WEBSITES OFHIGH SCHOOL STUDENTS IN GREECE. THE
RESULTS SHOW THAT DESPITE THE SECURITY FEATURES OF THE COMPUTER
LABORATORIES, OBJECTIONABLE CONTENT THAT WERE STILL ABLE TO BYPASS THEM
WERE BLOCKED SIGNIFICANTLY BY THE FILTERING TOOL. CHAPTERXXX WIRELESS
TECHNOLOGIES AND MULTIMEDIA LITERACIES 471 VIRGINIA E. GARLAND, THE
UNIVERSITY 0/ NEW HAMPSHIRE, USA A SURVEY OF RECENT DEVELOPMENTS IN
WIRELESS TECHNOLOGIES AND THEIR ROLE IN SHIFTING INSTRUCTIONAL PRAC-
TICE FROM TRADITIONALLITERACIES TO MULTIMEDIA LITERACIES IS EXPLORED IN
THIS CHAPTER. WITH MOBILE DEVICES SUCH AS SMART PHONES AND (ULTRALIGHT)
WIRELESS NOTEBOOKS OFFERING EASY CONNECTIVITY TO THE INTERNET AND ACCESS
TO INTERACTIVE SOFTWARE, THE SCOPE FOR ENGAGING LEARNERS WITH MULTIMEDIA
IS GREATLY ENHANCED. IT IS SHOWN THAT AMPLE OPPORTUNITIES ARE AVAILABLE
TO FOSTER INQUIRY, COLLABORATION AND PROJECT WORK AMONG STUDENTS WHEN
MULTIMEDIA IS USED. VOLUME 11 CHAPTER XXXI GOOD OLD POWERPOINT AND ITS
UNREVEALED POTENTIAL... 480 PAVEL SAMSONOV, UNIVERSITY 0/ LOUISIANA AT
LA/AYETTE, USA THE USE OF POWERPOINT AS AN INTERACTIVE TOOL FOR TEACHING
IS EXPLORED IN THIS CHAPTER, IN CONTRADISTINCTION WITH ITS TRADITIONAL
ROLE AS A PRESENTATION TOOL. IT SEEMS THAT THE FUH POTENTIAL OF
POWERPOINT IS RARELY OR ONLY MINIMALLY EXPLOITED IN TRADITIONAL
TEACHING. THE CHAPTER PROVIDES PRACTICAL TIPS ON HOW SIMPLE COMPUTER
SKILLS CAN BE USED TO CREATE INTERACTIVE AND FUN PROJECTS USING
POWERPOINT, AND ARGUES FOR A CASE FOR ITS MORE EFFECTIVE USE IN
CLASSROOMS. CHAPTER XXXII CHILDREN S TEXT MESSAGING AND TRADITIONAL
LITERACY 492 BEVERLY PLESTER, COVENTRY UNIVERSITY, UK CLARE WOOD,
COVENTRY UNIVERSITY, UK SAMANTHA BOWYER, COVENTRY UNIVERSITY, UK THE
UBIQUITY OF THE MOBILE PHONE AND THE FACILITY THAT IT PROVIDES FOR
TEXTING PRESENTS OPPORTUNITIES TO PROMOTE LITERACY AMONG CHILDREN. IN
THIS CHAPTER, RESULTS OFTHREE INVESTIGATIONS INVOLVING PRIMARY STUDENTS
TEXT MESSAGING IN ENGLISH AS WEIL AS INDICATORS OF THEIR CONVENTIONAL
LITERACY ABILITIES ARE PRESENTED. IT HAS BEEN SUGGESTED THAT TEXTING
AFFORDS AN AVENUE FOR CHILDREN TO ARTICULATE THEIR THOUGHTS IN WRITING
WITHOUT THE NECESSITY TO BE BOUND BY THE RULES OF GRAMMAR AND THAT THE
VERSIONS OF WORDS USED IN SUCH COMMUNICATION SUGGEST AN ABILITY TO USE
SOUNDS AND WORDS IN A PLAYFUL MANNER, THE BASIC PRINCIPLES OF WHICH
STILL HOLD IN STANDARD ENGLISH. CHAPTER XXXIII CONCEPT MAPPING AS A
MEDIATOR OFCONSTRUCTIVIST LEARNING 505 GREGORY MAEKINNON, AEADIA
UNIVERSITY, CANADA THIS CHAPTER FOCUSES ON THE USE OF ELECTRONIC CONCEPT
MAPPING TO ORGANIZE IDEAS IN A HIERARCHICAL MAN- NER. THE SOFTWARE OFF
ER TREMENDOUS POTENTIALITIES FOR CREATIVE CONFIGURING OF CONCEPT MAPS
AND ALLOWS FOR THEIR USE IN SETTINGS WH ICH PROMOTE COLLABORATION,
CREATIVITY AND INNOVATION AMONG STUDENTS. IT HAS BEEN SLLGGESTED THAT
THE RANGE OF APPLICATIONS FOR THE LISE OF ELECTRONIC CONCEPT MAPPING IN
THE K-12 C1ASSROOM PRESENTS OPPORTLLNITIES FOR THE DEVELOPMENT OF
PERSONAL AND SOCIAL GROWTH IITERACIES WHEN STUDENTS NEGOTIATE MEANING
FROM IDEAS. CHAPTER XXXIV ELECTRONIC PERFORMANCE SUPPORT SYSTEM (EPSS)
TOOLS TO ENHANCE SUCCESS IN SCHOOL FOR SECONDARY STUDENTS WITH SPECIAL
NEEDS 529 KATHERINE MITCHEM, CALIFORNIA UNIVERSITY OF PENNSYLVANIA, USA
GAIL FITZGERALD, UNIVERSITY OFMISSOURI, USA KEVIN KOURY, CALIFORNIA
UNIVERSITY OF PENNSYLVANIA, USA THERE HAS BEEN VERY LITTLE ATTEMPT IN
THE LITERATURE TO CATER TO THE ICT NEEDS OF STLLDENTS WITH SPECIAL
NEEDS. IN THIS CONTEXT, THIS CHAPTER FOCUSES ON THE USE OF ELECTRONIC
PERFORMANCE SUPPORT SYSTEMS TO AUGMENT LEARNING AMONG SECONDARY SCHOOL
STUDENTS WITH MILD DISABILITIES. SEVERAL RECOMMENDATIONS BASED ON THE
FINDINGS OF TWO FUNDED PROJECTS ARE PROVIDED FOR EFFECTIVE
IMPLEMENTATION OF SUCH SYSTEMS IN THE SCHOOL SETTING. SECTION III CASE
STUDIES CASE STUDIES ARE AN IMPORTANT ASPECT OF EDUCATIONAL RESEARCH.
THEY ARE USED ESPECIALLY IN SITUATIONS WHERE IT IS NECESSARY TO OBTAIN
GREATER INSIGHTS AND PERSPECTIVESJROM A PARTICULAR RESEARCH INITIATIVE
OR WHEN IT IS NECESSARY TO FOCUS ON SMALL SAMPIES AS THE TARGET FOR THE
STUDY. THE CHAPTERS IN THIS SECTION EXPLORE ISSUES SUCH AS TECHNOLOGY
GRANTS 10 JUMP START LITERACY PROGRAMS, TRANSFORMATIONS OCCURRING IN THE
ICT PRACTICES OF MODEL SCHOOLS, UNIVERSITY-HIGH SCHOOL COLLABORATIONS
INVOLVING STUDENLS, METACOGNITVE STRATEGIES OF A GROUP OF STUDENTS WHEN
THEY USE THE INTERNET TO SOURCE FOR MATERIAL FOR ESSAY WRITING, AND SO
ON. CHAPTER XXXV A CASE STUDY OF CONTRASTING APPROACHES TO INTEGRATING
TECHNOLOGY INTO THE K-5 CLASSROOM 551 REBECCA BRENT, EDUCATION DESIGNS,
LNC., USA CATHERINE E. BRAWNER, RESEARCH TRIANGLE EDUCATIONAL
CONSULTANTS, USA THIS CHAPTER REPORTS ON A STUDY OFHOW TWO SCHOOLS WHICH
RECEIVED GRANTS TO SUPPORT TECHNOLOGY INTEGRATION INTO THEIR CURRICULA
FARED. 80TH FOLLOWED THE SAME INTEGRATION MODEL BUT ADOPTED DIFFERENT
IMPLEMENTA- TION PATHWAYS. THE DIFFERENT OUTCOMES ACHIEVED IN EACH
SCHOOL OFFER USEFULLESSONS - MORE IMPORTANTLY, THERE NEEDS TO BE
BUYING-IN OFTHE IDEA FROM TEACHERS AS WEIL AS THE PROVISION OF AMPLE
SUPPORT TO INFUSE TECHNOLOGY INTO THE FULL RANGE OFTHEIR TEACHING
SUBJECTS. CHAPTER XXXVI USING A TECHNOLOGY GRANT TO MAKE REAL CHANGES
575 LYN C. HOWELL, MILLIGAN COLLEGE, USA IN THIS CHAPTER, THE PROGRESS
OF A SCHOOL WH ICH WAS A RECIPIENT OF A TECHNOLOGY GRANT TO SLIPPOLT ICT
INTEGRATION WAS TRACED OVER A FEW YEARS. THE RESULTS SHOW THAT WHILE THE
PRESENCE OF A COACH, TRAINING PROGRAMS AND INCENTIVES TO USE LCT TOOLS
IN LESSONS HELPED TEACHERS TO WARM TOWARDS THESE INITIATIVES INITIALLY,
THERE WAS SIGNIFICANT WANING OF ENTHUSIASM AFTER THE FINANCING ENDED.
BASED ON THIS EXPERIENCE, THE AUTHOR OFFERS USEFUL LESSONS FOR OTHER
SCHOOLS AND THE PITFALLS TO AVOID. CHAPTER XXXVII EMERGING E-PEDAGOGY IN
AUSTRALIAN PRIMARY SCHOOLS 588 JENNIFER WAY. UNIVERSITY AFSYDNEY,
AUSTRALIA THE CHAPTER PROVIDES GLIMPSES OFTHE TECHNOLOGY TRANSFORMATIONS
IN PEDAGOGY THAT ARE OCCLLRRING IN SOME PRIMARY SCHOOLS IN ALISTRALIA. A
NUMBER OF TEACHERS IN THESE SCHOOLS HAVE TAKEN THE LEAD IN SETTING UP
LEARNING ENVIRONMENTS THAT TAP ON THE INCLINATION OFTHE YOUNGER
GENERATION TO EXPERIMENT WITH AN ARRAY OF DIGITAL TECHNOLOGIES OUTSIDE
THEIR SCHOOL. THIS REDEFINING OF LEARNING HAS POSITIVE IMPLICATIONS IN
THE WAY IN WHICH EDUCATIONAL OUTCOMES ARE ASSESSED. CHAPTER XXXVIII
PROMOTING NEW MEDIA LITERACY IN A SCHOOL DISTRICT... 607 AMY S. C. LEH.
CALIFORNIA STALE UNIVERSITY, SAN BERNARDINO, USA LEE GRAFTAN. PALM
SPRING UNIFIED SCHOAL DISTRICT, USA HOW A TECHNOLOGY GRANT AFFORDED THE
IMPLEMENTATION OF INITIATIVES THAT SUPPORTED STUDENT LEARNING IN
MATHEMATICS AND FACULTY PROFESSIONAL DEVELOPMENT VIA NEW MEDIA LITERACY
SKILLS IS THE SUBJECT OF THIS CHAPTER. THE TECHNOLOGIES USED WERE
EFFECTIVELY INTEGRATED INTO THE INSTRUCTIONAL PROCESS, AND THIS PRO-
MOTED ENHANCED LEARNING OUTCOMES AMONG STUDENTS. WITH RESPECT TO THE
CONTINUING EDUCATION OF FACLILTY, THE KEY DETERMINANT OF SUCCESS IS THE
EVOLUTION OF A COMMUNITY OF PRACTICE. CHAPTER XXXIX K-20 TECHNOLOGY
PARTNERSHIPS IN A RURAL COMMUNITY 620 LINDA R. LISOWSKI, ELIZABETH CITY
STALE UNIVERSITY, USA CLAUDIA C. TWIFARD, ELIZABETH CITY STATE
UNIVERSITY, USA JOSEPH A. LISAWSKI, ELIZABETH CITY STALE UNIVERSITY, USA
QUINTIN Q. DAVIS, CHRISTA MCAULIFFE MIDDLE SCHAAL, USA REBECCA F
KIRLLEY, JC SAWYER ELEMENTARY SCHAAL, USA A COLLABORATIVE EFFORT BETWEEN
A UNIVERSITY AND A RURAL PUBLIC SCHOOL, WHICH RESULTED IN A GRANT TO
SUPPORT INSTRUCTIONAL ACCESS TO TECHNOLOGY, IS THE FOCUS OF THIS
CHAPTER. THE PARTNERSHIP EXEMPLIFIES THE KIND OF CHANGE THAT CAN BE
INTRODUCED IN SCHOOLS WHEN UNIVERSITY RESEARCHERS TAKE THE LEAD IN
ADDRESSING EQUITY ISSUES IN TECHNOLOGY IN THE EDUCATION SETTING THROLLGH
SUPPORT FROM FOUNDATIONS. SEVERAL LESSONS BASED ON THE EXPERIENCE OF
EMBEDDING TECHNOLOGY RESOURCES IN THE SCHOOL ARE SHARED BY THE AUTHORS.
CHAPTER XL COMPUTER-MEDIATED DISCUSSIONS WITHIN A VIRTUAL LEARNING
COMMUNITY OF HIGH SCHOOL AND UN IVERSITY STUDENTS 633 TAMARA L. JETTON.
CENTRAL MICHIGAN UNIVERSITY, USA THE CHAPTER DISCUSSES ON A
COLLABORATION BETWEEN UNIVERSITY AND HIGH SCHOOL STUDENTS THAT ENTAILED
THE FORMATION OF A VIRTUAL COMMUNITY. LEVERAGING ON COMPUTER-MEDIATED
DISCUSSIONS ON THE SUBJECT OF LIT- ERATURE, THE PROJECT FOCUSED ON
DEVELOPING SKILL SETS IN TECHNOLOGY AMONG STUDENTS WHILE AUGMENTING
THEIR CONVENTIONAL LITERACIES IN READING AND WRITING. THE COLLABORATION,
COMMUNICATION AND LEARNING TASKS PROMOTED IN THIS MANNER PROVIDED A
PLATFORM FOR LEARNING TO BE TAKEN BEYOND THE CONFINES OFTRA- DITIONAL
PHYSICAL INFRASTRUCTURE AND REITERATE THE UTILITY OF COMPUTER MEDIATED
DISCUSSION AS A VIABLE TOOL TO ENHANCE EDUCATIONAL EXPERIENCES.
CHAPTERXLI SKILLFULLNTERNET READER IS METACOGNITIVELY COMPETENT 654
CARILA KIILI, UNIVERSITY 0/ JYVAESKYLAE, FINLAND LEENA LAURINEN.
UNIVERSITY OF JYVAESKYLAE, FINLAND MIIKA MARTTUNEN, UNIVERSITY 0/
JYVAESKYLAE, FINLAND THE CHAPTER REPORTS ON A STUDY WHERE A GROUP OF UPPER
SECONDARY STUDENTS WERE TASKED TO WRITE A COMPOSI- TION ON A TOPIC USING
MATERIALS SOURCED FROM THE WEB. TO GAIN INSIGHTS INTO HOW THE STUDENTS
APPROACHED THEIR TASK, CONSIDERABLE EMPHASIS WAS PLACED ON NOT ONLY HOW
THEY SEARCHED, PROCESSED AND EVALUATED THE INFORMATION BUT ALSO ON HOW
THEIR METACOGNITIVE STRATEGIES WERE INTERLACED WITHIN THESE PROCESSES.
THE RESULTS SHOW THAT A STUDENT HAS TO BE METACOGNIVELY COMPETENT IN
ORDER TO ENGAGE IN CONSTRUCTIVELY RESPONSIVE READING. CHAPTER XLII
RESEARCH METHODOLOGICALLSSUES WITH RESEARCHING THE LEARNER VOICE 669
GRAINNE CONOLE, THE OPEN UNIVERSITY, UK THIS CHAPTER EMPHASIZES THE
IMPORTANCE OFFOCUSING ON THE STUDENT VOICE WITH APPROPRIATE
METHODOLOGIES IN AN ATTEMPT TO BETTER UNDERSTAND HOW THEY APPROPRIATE
ICT TOOLS IN THEIR LEARNING. DRAWING ON A CASE STUDY WHICH EXPLORED
STUDENTS USE OFTECHNOLOGIES IN FOUR DISCIPLINES, THE AUTHOR SUGGESTS
THAT STUDENTS ARE NOW WEIL ENTRENCHED IN THESE LEARNING ENVIRONMENTS AND
ARE ABLE TO USE DIGITAL TOOLS EXTENSIVELY TO SUPPORT THEIR LEARNING
EXPERIENCE. THESE HAVE IMPLICATIONS ON HOW COURSES ARE TAILORED AND
DELIVERED TO MEET THEIR LEARNING NEEDS. SECTION IV ASSESSMENT WILH THE
PROLIFERATION 0/ ICT PRACTICES IN THE EDUCATIONAL SPACE AND THEIR
INCREASING INTEGRATION INTO THE CURRICULUM, TRADITIONAL RUBRICS 0/
ASSESSMENT ARE /ACING CHALLENGES TO INCLUDE ONLINE MEASURES TO SOME
EXTENT. IN THIS SECTION. ISSUES RELATED TO ASSESSMENT 0/ NEW MEDIA
LITERACY ARE EXPLORED BY AUTHORS /ROM THE LENS O/THEIR EXPERIENCE - TOR
EXAMPLE, E-PORTFOLIOS, INTERACTIVE CLASSROOM COMMUNICATION SYSTEMS, PEER
ASSESSMENT USING THE INTERNET, AUTOMATED ESSAY SCORING SYSTEM, ASSESSING
COURSE EFFECTIVENESS IN A LEARNING COMMUNITY, AND SO ON. CHAPTER XLIII
WHAT WE KNOW ABOUT ASSESSING ONLINE LEARNING IN SECONDARY SCHOOLS 684
ART W. BANGERT, MONTANA STATE UNIVERSITY, USA KERRY L. RICE, BOISE STATE
UNIVERSITY, USA THE AUTHORS REVIEW THE PRACTICE LITERATURE OF ASSESSING
ONLINE COURSES IN THE HIGH SCHOOL SETTING. ONE OF THE DRAWBACKS OF SUCH
ASSESSMENT PROTOCOLS IS THAT THEY ARE RATHER BROAD-BASED AND NOT
FINE-TUNED FOR APPLICATION IN SPECIFIC DELIVERY CONTEXTS, THUS MAKING IT
DIFFICULT TO EVALUATE THE COURSES DESPITE THE EXISTENCE OF GENERAL
STANDARDS BUT BEREFT OF RIGOROUS RUBRICS FOR EVALUATION. TO ADDRESS
THIS, THE AUTHORS PROPOSE AN EVALUATION FRAMEWORK THAT FOCUSES ON THE
THEORETICAL UNDERPINNINGS OFTHREE AREAS: INSTRUC- TIONAL PRACTICES THAT
ARE STUDENT-CENTERED, LEARNING COMMUNITIES THAT PROMOTE INQUIRY, AND
EMPIRICAL RESULTS EMANATING FROM RESEARCH ON ONLINE COURSES. CHAPTER
XLIV USAGE OF ELECTRON IC PORTFOL IOS FOR ASSESSMENT.. 702 YASEMIN
GULBAHAR, BASKENT UNIVERSITY, TURKEY ASSESSING LEARNING IS OFTEN A
COMPLEX TASK - MORE SO IN TODAY S C1ASSROOM WHERE A DIVERSITY OF
DELIVERY PLATFONNS, INCLUDING ICT TOOLS, PERVADE. THE USE OFWEB-BASED
ELECTRONIC POLTFOLIOS TO ASSESS STUDENTS LEARNING IN A HOLISTIC WAY IS
PROPOSED IN THIS CHAPTER. ISSUES SUCH AS ALIGNMENT WITH CURRICULUM
FRAL1LE- WORK, ASSESSMENT IN RELATION TO A SET OF RUBRICS AND CHALLENGES
IN ITS IMPLEL1LENTATION ARE DISCUSSED. CHAPTERXLV A FORMATIVE ANALYSIS
OF INTERACTIVE CLASSROOM COMMUNICATION SYSTEMS USED IN SECONDARY SCHOOL
CLASSROONLS 720 ROBIN KAY, UNIVERSITY O/ONTARIO INSTITUTE O/TECHNOLOGY,
CANADA THE USE OF AN INTERACTIVE C1ASSROOM COMMUNICATION SYSTEM THAT
ALLOWS STUDENTS TO RESPOND TO MULTIPLE CHOICE QUESTIONS DURING A LECTURE
IS EXPLORED IN THIS CHAPTER. RESULTS SHOW THAT IT CAN BE A USEFUL TOOL
FOR FORMATIVE ASSESSMENT AND THAT THE USE OF THIS TOOL PROMOTES
INCREASED LEARNER ENGAGEMENT, MOTIVATION AND PARTICIPATION. ON THE FLIP
SIDE, SOME STUDENTS REPORTED HEIGHTENED STRESS LEVELS AND UNCERTAINTY OF
ANSWERS WHEN THE SYSTEM IS USED IN THE FORMAL TEST MODE. CHAPTER XLVI
INTERNET-BASED PEER ASSESSL1LENT IN HIGH SCHOOL SETTINGS 743 CHIN-CHUNG
TSAI, NATIONAL TAIWAN UNIVERSITY O/SCIENCE AND TECHNOLOGY, TAIWAN THE
INTERNET PROVIDES A VALUABLE PLATFORM TO PROMOTE PEER ASSESSMENT - WITH
NO FACE-TO-FACE INTERACTION AND THE C10AK OF ANONYMITY, THE SCOPE FOR
PROVISIONING FRANK FEEDBACK AND PROMOTING INTERACTION AL1LONG STUDENTS
IS ENHANCED. USING A HIGH SCHOOL SETTING, THE CHAPTER PRESENTS RESULTS
TO SHOW THAT EFFECTIVE ONLINE PEER ASSESSMENT IS CONTINGENT
SIGNIFICANTLY ON THE STUDENTS METACOGNITIVE SKILLS BEING BROUGHT TO
BEAR ON THE TASK IN HAND. SOME PRACTICAL TIPS FOR CONDUCTING ONLINE PEER
ASSESSMENT ARE PROVIDED IN LIGHT OFTHESE EXPERIENCES. CHAPTER XLVLI
COURSE ASSESSMENT IN A TEACHER S LEARNING COMMUNITY 755 GIORGOS
HLAPANIS, UNIVERSITY OF THE AEGEAN, GREEEE ANGELIQUE DIMITRACOPOULOU,
UNIVERSITY OFTHE AEGEAN, GREECE THIS CHAPTER DESCRIBES AN IN-SERVICE
COURSE ON THE USE OFICT IN TEACHING, CONDUCTED VIA DISTANCE LEARNING AND
IMPLEMENTED IN THE CONTEXT OF A LEAMING COMMUNITY. ANSWERS TO QUESTIONS
SUCH AS WHAT CONSTITUTES AN EFFECTIVE COURSE AND WHAT SPAWNS THE
FORMATION OF A LEAMING COMMUNITY ARE EXPLORED IN ORDER TO DERIVE
MEASURES OF ASSESSMENT. A KEY FINDING FROM THIS STUDY IS THAT THE
EVOLUTION OF A LEAMING COMMUNITY WH ICH IS BUILT ON COLLEGIALITY,
COMMITMENT AND TRUST IS INDISPENSABLE FOR THE SUCCESS OF A COURSE
CHAPTER XLVIII AUTOMATED ESSAY SCORING SYSTEITIS 777 DOUGAL HUTCHISON,
NATIONAL FOUNDATIONJOR EDUEATIONAL RESEARCH, UK THIS CHAPTER EXPLORES
THE COMPUTER MARKING OF ESSAYS, A TASK WHICH TEACHERS GENERALLY FIND
RATHER LABOR- INTENSIVE! A REVIEW OFTHE LITERATURE IN THIS AREA IS
PROVIDED, AND THIS SERVES AS A BACKGROUND TO ASSESS HOW EFFECTIVE THE
VARIOUS COMMERCIAL PROGRAMS ARE IN MARKING ESSAYS. WHETHER THE AUTOMATED
ESSAY SCORING SYSTEMS CAN BE THE FINAL ADJUDICATOR OF ASSIGNING GRADES
FOR AN ESSAY IS ALSO CONSIDERED. CHAPTER XLIX METACOGNITIVE FEEDBACK IN
ONLINE MATHEMATICAL DISCUSSION 794 BRACHA KRAMARSKI, BAR-ILAN
UNIVERSITY, ISRAEL THE EFFECTIVENESS OF METACOGNITIVE SUPPORT IN AN
ONLINE INQUIRY DISCUSSION IN MATHEMATICS IS INVESTIGATED IN THIS
CHAPTER. IT IS SHOWN THAT STUDENTS WHO HAVE BEEN EXPOSED TO THE 7-PHASE
TEACHING STEPS CORRE- SPONDING TO THE IMPROVE STRATEGY, WHICH HAS
METACOGNITIVE QUESTIONING AS A KEY ATTRIBUTE, PERFORMED SIGN IFICANTLY
BETTER THAN THOSE WHO HAVE NOT BEEN EXPOSED TO TH IS STRATEGY. THE
RESULTS OFTHE STUDY POINT TO THE UTILITY OFMETACOGNITIVE FEEDBACK AS A
SCAFFOLDING TOOL TO SUPPORT INQUIRY LEARNING IN MATHEMATICS. SEETION V
PROFESSIONAL DEVELOPMENT FOR ICTPRACTIEES TO BE WELLLINKEDWITH SEHOOL
PRACTICE, THE EONTINUING EDUCATION OFTEAEHERS IS A MUST. IT IS ONLY WHEN
THEY BUY IN THAT THE MOTIVATION TO ENGAGE STUDENTS WITH NEW MEDIA IS
GIVEN AFILLIP. IN THIS CONTEXT, THE EHAPTERS IN THIS SECTIONFOCUS ON THE
PROJESSIONAL DEVELOPMENT OFTEACHERS WITH RESPECT TO NEW MEDIA LITERAEY.
CHAPTER L MOODLING PROFESSIONAL DEVELOPMENT TRAINING THAT WORKED 808
LEAUNDA S. HEMPHILL, WESTERN IIIINOIS UNIVERSITY, USA DONNA S. MECAW,
WESTERN IILINOIS UNIVERSITY, USA THE AUTHORS REPORT ON A TEACHER
PROFESSIONAL DEVELOPMENT PROGRAM WHICH INVOLVED THE USE OF ONLINE
TEACHING STRATEGIES AND TOOLS. USING AN OPEN-SOURCE COURSE MANAGEMENT
SYSTEM, THE PARTICIPANTS CREATED THEIR BASIC COURSE SHELL AND WORKED
AROUND THIS TO DEVELOP COURSES TO ADDRESS THE VARIED LEARNING NEEDS
OFTHEIR PUPILS. IMPROVED LEARNING GAINS WERE SEEN IN THE ACHIEVEMENT
TESTS OFSTUDENTS IN THE DIFFERENT SUBJECTS. CHAPTER LI TPACK DEVELOPMENT
IN A TEACHER EDUCATION PROGRAM 823 NANCY WENTWORTH, BRIGHAM YOUNG
UNIVERSITY, USA CHARLES R. GRAHAM, BRIGHAM YOUNG UNIVERSITY, USA EULA
EWING MONROE, BRIGHAM YOUNG UNIVERSITY, USA FOR TECHNOLOGY TO BE WEIL
INTEGRATED INTO THE SCHOOL CURRICULUM, IT IS VERY IMPORTANT THAT THE
PRE-SERVICE TRAINING OFTEACHERS PREPARES THEM ADEQUATELY FOR THIS
CHALLENGE. IN THIS CHAPTER, THE AUTHORS DESCRIBE THE THREE LEVELS OF
DEVELOPMENT IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) FOR
THE TEACHER EDUCATION PROGRAM AT BRIGHAM YOUNG UNIVERSITY. THEY ADVANCE
THE POINT OFVIEW THAT FOR A BETTER CON- NECT BETWEEN TECHNOLOGY AND
INSTRUCTION IN SCHOOLS, IT IS IMPERATIVE THAT TEACHER EDUCATORS ALSO
SHARE IN THIS VISION AT THE PRE-SERVICE STAGE. CHAPTERLII SELF-REGULATED
LEARNING: ISSUES AND CHALLENGES FOR INITIAL TEACHER TRAINING 839 MANUELA
DELFINO, INSTITUTE JOR EDUCATIONAL TECHNOLOGY - ITALIAN NATIONAL
RESEARCH COUNCIL, ITALY DONATELLA PERSICO, INSTITUTE JOR EDUCATIONAL
TECHNOLOGY - ITALIAN NATIONAL RESEARCH COUNCIL, LTALY WITH THE
PERVASIVENESS OF TECHNOLOGY IN THE CLASSROOM AND THE NEED FOR STUDENTS
TO TAKE OWNERSHIP OF THEIR OWN LEARNING AS WEIL AS BE VERSED IN
COLLABORATIVE SKILLS, THE INCUICATION OF SELF REGULATED LEARNING
COMPETENCIES AMONG THEM BECOMES CRUCIALLY IMPERATIVE. THE AUTHORS
SUGGEST THAT SUCH COMPETENCIES NEED TO BE DEVELOPED AMONG PRE-SERVICE
TEACHERS SO THAT THEY ARE WEIL EQUIPPED TO MEET THE LEARNING NEEDS
OFTHEIR CHARGES WHEN THEY ARE POSTED TO SCHOOLS. THEY DRAW ON THE
EXPERIENCES FROM A COURSE IN EDUCATIONAL TECHNOLOGY TO FURTHER DEVELOP
TL1IS THESIS.
|
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| isbn | 9781605661209 |
| language | English |
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| spellingShingle | Handbook of research on new media literacy at the K-12 level issues and challenges Mass media in education / Handbooks, manuals, etc Media literacy / Handbooks, manuals, etc Educational technology / Handbooks, manuals, etc Informationstechnik (DE-588)4026926-7 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Medienpädagogik (DE-588)4074659-8 gnd |
| subject_GND | (DE-588)4026926-7 (DE-588)4481193-7 (DE-588)4074659-8 (DE-588)4143413-4 |
| title | Handbook of research on new media literacy at the K-12 level issues and challenges |
| title_alt | New media literacy at the K-12 level |
| title_auth | Handbook of research on new media literacy at the K-12 level issues and challenges |
| title_exact_search | Handbook of research on new media literacy at the K-12 level issues and challenges |
| title_full | Handbook of research on new media literacy at the K-12 level issues and challenges Leo Tan Wee Hin ... [ed.] |
| title_fullStr | Handbook of research on new media literacy at the K-12 level issues and challenges Leo Tan Wee Hin ... [ed.] |
| title_full_unstemmed | Handbook of research on new media literacy at the K-12 level issues and challenges Leo Tan Wee Hin ... [ed.] |
| title_short | Handbook of research on new media literacy at the K-12 level |
| title_sort | handbook of research on new media literacy at the k 12 level issues and challenges |
| title_sub | issues and challenges |
| topic | Mass media in education / Handbooks, manuals, etc Media literacy / Handbooks, manuals, etc Educational technology / Handbooks, manuals, etc Informationstechnik (DE-588)4026926-7 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Medienpädagogik (DE-588)4074659-8 gnd |
| topic_facet | Mass media in education / Handbooks, manuals, etc Media literacy / Handbooks, manuals, etc Educational technology / Handbooks, manuals, etc Informationstechnik Schreib- und Lesefähigkeit Medienpädagogik Aufsatzsammlung |
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