Educational Technology

The benefits of constructionism as a learning paradigm are widely recognised. Though the constructionist philosophy can be seen as applying to activities that are not necessarily computer-based (such as bricolage and concept mapping), its modern application in educational technology has been closely linked with computer use. In particular, Papert's work on LOGO programming in schools has both informed the original concept of constructionism and been a major influence over subsequent computer-based constructionist developments. This paper questions whether - despite these precedents - traditional computer programming is well-suited for the constructionist educational agenda. It argues that other approaches to computer modelbuilding, such as those based on spreadsheet principles, are in fact much better aligned to the objectives of constructionism. Building on this basis, it proposes that more effective computer support for the constructionist perspective is offered by Empirical Modelling (EM) within a conceptual experiential framework for learning (the EFL).

"Background:  Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized.

Methods:  One thousand, one hundred twenty-nine children (mean age 8.9 years) in 27 primary schools across the UK and Germany were assigned to the FearNot! intervention or the waiting control condition. The program consisted of three sessions, each lasting approximately 30 minutes over a three-week period. The participants were assessed on self-report measures of victimization before and one and four weeks after the intervention or the normal curriculum period.

Results:  In the combined sample, baseline victims in the intervention group were more likely to escape victimization at the first follow-up compared with baseline victims in the control group (adjusted RR, 1.41; 95% CI, 1.02–1.81). A dose–response relationship between the amount of active interaction with the virtual victims and escaping victimization was found (adjusted OR, 1.09; 95% CI, 1.003–1.18). Subsample analyses found a significant effect on escaping victimization only to hold for UK children (adjusted RR, 1.90; CI, 1.23–2.57). UK children in the intervention group experienced decreased victimization rates at the first follow-up compared with controls, even after adjusting for baseline victimization, gender and age (adjusted RR, .60; 95% CI, .36–.93).

Conclusions:  A virtual learning intervention designed to help children experience effective strategies for dealing with bullying had a short-term effect on escaping victimization for a priori identified victims, and a short-term overall prevention effect for UK children."

"This case study aims to demonstrate how the effective use of simple ‘just in time’ style online tutorials, stringently prepared and designed to support the needs of the students, can positively impact student learning when used in conjunction with traditional teaching approaches.

It will examine the reasons behind adopting an online supported teaching approach, and discuss key considerations in the planning and use of online tutorials. It is hoped that teachers in a wide range of different disciplines will be able to relate how this approach would be of benefit to their own students’ learning."

"The authors analyze the policy discourse on the utility of games for society at the
level of the European Union, and for five EU countries, the Netherlands, the United Kingdom, Germany, Italy and Norway. The ongoing study is part of a Research Roadmap developed within the GALA Network of Excellence on Serious Games (2010-2014, EU FP7).
The authors identify four policy discourses on the utility of serious games that they label as Technology Enhanced Learning; Creative Innovation; Social Inclusion and Empowerment."

Researchers have called for renewed efforts in exploring both what knowledge should be taught in preservice teacher education programs with regard to technology. In addition, researchers have also called for renewed efforts on how to best prepare teachers to effectively use that knowledge to support teaching and learning. There were multiple ways to approach this problem, but researchers selected a two-phase mixed-methods research design. This chapter examines how the research focus and results were selected and interpreted through the two-phase mixed-methods research design. The chapter describes why and how specific populations were selected (teacher educators and practicing teachers). In addition, the chapter describes why data sources were selected (surveys and multiple case studies - interviews, documents). The analysis of data is also detailed, noting the various statistical tests run, as well as the methods for coding open-ended data. Furthermore, descriptions of interpretations of the results and how findings were established are presented.

As mobile devices and mobile technology become more advanced and multi-functional, it is necessary to analyze how and if these devices can be used for learning. This study investigated factors that indicate if undergraduate students are ready and capable to engage in mobile learning. Results suggest that the majority of students already engage in some form of mobile learning and have a high level of prior knowledge about various functions of mobile devices. Results also suggest that students are likely to accept mobile devices for learning and may even be more likely to participate and engage in learning if they are able to use mobile devices.

This presentation shows the growth of a Self Access Learning Center (SALC) at a new university in Japan. In this on-going study, the voices of stakeholders in its creation, growth and maintenance are given space for expression through committee meetings, student feedback from questionnaires, and continuous “conversational narratives” (Ochs & Capps, 2001). This triangulation of data from both quantitative and qualitative analyses is represented in this presentation in the form of a narrated dialogue between teachers, students, SALC committees members and SALC staff (Learning Mentors). This presentation format attempts to replicate the progression of discussions from the center’s inception through its growth in order emphasize how a healthy “community of practice” (Lave & Wenger, 1991) can operate effectively through legitimization of teacher, student and part-time staff voices.

""Institutions have a dire challenge in measuring and reading performance requirements from various programs.  Blended learning has become a higher choice for several institutions as the numbers of enrolled students increase.  This method will result in a higher turnover fro students of professionals in the next and upcoming generations.  This change will shift the academic role as institutions create opportunities for students on other areas of professional departments other than on-campus based programs.  Even as institutions change role in the academic shift, areas of quality measurement will become missed or overlooked.

Performance measurements tools help enhance new learning opportunities for institutions in future plans of academic change. Several variables control these methods and measurement tools, but also help institute new plans for change.  Ideally, these institutions need to be able to assist with every program they are capable of as well as areas of new blended learning.  Having a solvent (plan) for this type of platform will help overall in the quality of education for learners of this generation.

This paper has been developed to enhance the power of performance measurement tools, specifically in blended learning.""

"For a tonal language such as Mandarin Chinese, accurate pronunciation of tones is critical to meaning, and research suggests that computer-based programs that allow for visualization of pitch contours are helpful for improving learners’
pronunciation (Chun, 1998; Hardison, 2004; Levis & Pickering, 2004). This paper reports on a pilot study using speech analysis software (Praat), which allowed L2 Chinese learners first to hear a native speaker of Mandarin say words and phrases while seeing a visual display of the native speaker’s pitch curves, then to record
themselves reading the same words and phrases, and later to compare their own pitch contours to those of the native speaker. Students in first-year Chinese were recorded reading words and phrases before and after two computer-based training sessions. Native speakers rated the words and phrases for accuracy of tones. Results indicate a ceiling effect for the pronunciation of mono- and disyllabic word tones, with 83.39% of tones produced correctly in the pre-test. Of the 16.41% of tones that were incorrect in the pre-test, almost 50% of them were pronounced correctly in the post-test. Students indicated in a post-study survey that seeing the pitch curves of both the native speakers and their own helped them improve their word tones. "