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Spring 2006
This paper describes a case study that examined qualitative features of teacher-student and student-student interactions within the context of a ubiquitous computing learning environment. A key aspect of the study is the changes in the infrastructure of learning when the interaction encompasses ubiquitous tools and the resulting impact on children’s representations and conceptualizations.
This paper reports on the Research Center for Educational Technology’s (RCET) ongoing research in Kent State University’s AT&T Classroom. The featured case studies provide a snapshot of what is possible when teachers and students have ready access to a variety of digital devices to be used wherever and whenever to support teaching and learning. Particular attention will be given to the use of digital technologies to create a wide variety of representations of knowledge and the ways such representations support children’s conceptualizations of knowledge. Information and Communications Technologies (ICTs) are the computing and communications facilities and features that variously support teaching, learning, and a range of activities in education. It has always been assumed that ICTs can bring about positive change not only to the instructional process but also in the learning arena. The issue of flexible learning that is independent of pace and space has often been cited as a hallmark of ICTs in education. However, the application of these ICTs to education in developing countries at both the experimental and developmental levels has often been characterized, in general, by inconsistent, weak, or non existent evaluation methodologies, thereby increasing the risk that the role of ICTs in the improvement of education in developing countries is not sustainable. Factors that influence the process of learning in the e-learning environment were the subject of study in the development and application of an e-learning evaluation model. These factors are interrelated and they influence the process to varying degrees. This model is intended to help content developers, e-learning designers and instructors to evaluate and validate an e-learning innovation. The framework considers two broad issues: technology mediation and system perspective. Within these, we consider generic perspectives: in the case of technology mediation we have structure, process and outcome, while in the case of systems perspective, we have the technical, human and education levels respectively. The evaluation methodology has been used in an e-learning case study in sub-Saharan Africa and it is expected to extend further to facilitate generalization of the model in different educational settings.
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Yoo-Jin Shon and Kyeong- Hwa Lee This study developed a checklist for evaluating distance learning courses for kindergarten teachers, and tested its adequacy using the Delphi method with 31 panels. The first Delphi collected the opinions of panels in the form of open-ended questions about the evaluation of distance learning courses. The second and the third Delphi collected the panels' responses to the questionnaire with 4-point rating scales. The data was then analyzed to ascertain the validity and reliability of the checklist items, and the convergence of the panel groups regarding the items. The results of the study are summarized as follows: first, the checklist of distance learning courses for kindergarten teachers was developed, including 3 areas, 10 sub-areas, and 45 items. Second, most checklist items were verified as valid and reliable, and the responses of the panel groups to the items showed a high convergence level. |
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