DERN provides access to quality assured and current information resources around the use of digital technologies and digital media in education. These resources are annotated and linked to relevant categories to enable access to collections of similar resources under specific topics.
Posted on 11 Aug 2016 with 0 comments
Children in rich countries are using the Internet for social networking and gaming at very high rates, particularly in Australia. This study addresses whether these activities affect educational achievement in mathematics, reading, and science using the Organization for Economic Cooperation and Development’s 2012 Program for International Student Assessment data set. The results suggest that using online social networks reduces academic achievement. Conversely, playing online games increases scores. It is argued that although both activities are associated with a high opportunity cost of study, video games potentially allow students to apply and sharpen skills learned in school. Skipping school, failing an academic year in the past, and being indigenous are also important predictors of underachievement. It is suggested that monitoring, counseling, and tutoring students who are at risk of failure may useful.
Drawing on a literature review from cognitive psychology, neuroscience and education, this research article describes a Learner Processing of Feedback in Intelligent Learning Environments model of how learners process feedback. It presents findings from a pilot study as a preliminary test of the model. Seventeen learners participated in an experiment using the intelligent learning environment known as Crystal Island. A range of data was collected, including a pre-test measuring prior knowledge, think-alouds, log data, video recordings, biometrics and post-task questionnaires. The authors discuss these findings and steps forward to further validate the model using physiological measures.
This US study by Crystal Beach from the University of Georgia, set out to ‘understand how teachers’ perceptions may impact how digital literacy practices are considered and used within their classrooms’. In other words, the study aimed to understand how perceptions of literacy education are being affected by the literacy practices of teachers and students in and out of school contexts.
A UNESCO study therefore set out to test the efficacy of an experimental course for teachers who need but do not receive high-quality continuing professional development, as a way of exploiting what MOOCs can do indirectly to serve disadvantaged students. The course was based on case studies around the world of information and communication technology (ICT) in primary education and was carried out to contribute to the UNESCO ‘‘Education For All’’ goal. It used a co-learning approach to engage the primary teaching community in exploring ways of using ICT in primary education.
In the twenty-first century, online learning has evolved as a worldwide platform to connect, collaborate and engage users in the learning process. The aim of this study was to develop a scale for determining students’ perceptions of online learning (POSTOL). This scale consists of four dimensions: instructor characteristics, social presence, instructional design, and trust.
A large number of emergent technologies have been acquiring a strong impulse in recent years. One of these emergent technologies is Augmented Reality (RA), which is likely have a high level of penetration into all educational sectors including universities, in the next 3 to 5 years, as a number of different reports have already highlighted. This paper identifies various elements which play an essential role when it comes to the incorporation of Augmented Reality into teaching, stressing the fact that this incorporation should not entail a technological problem but an educational and didactic issue.
This paper investigates the use of iPads in the assessment of predominantly second year Bachelor of Education (Primary/Early Childhood) pre-service teachers undertaking a physical education and health unit. Itspurpose was to investigate whether incorporating mobile technologies such as iPads to access online rubrics within the learning management environment would enhance and simplify the assessment process.
This paper addresses the importance of ensuring that students understand the consequences of using technology, particularly social media, as well as best practices for protecting themselves online. It asserts students must understand how to use personal technology in ways that enhance their learning experience and lead to self-empowerment and awareness, and schools must ensure that they protect students while guiding their exploration of the digital landscape.
In recent years, a large number of educational systems, following the recommendations of international organisations, have introduced a competence-based emphasis into their traditionally subject-based curriculum. This move, beyond what any document can deal with, does not seem to find its way into everyday school practice easily or with instant results. This paper explores encounters and clashes between policy and practice regarding a competence-based curriculum framework.
This case study deals with the implementation of ongoing training, offered wholly through distance and online learning, and conducted within the framework of an inter-university partnership linking two European countries. The case story relates the experience of several instructional designers who were in charge of designing, developing, and implementing an online course as well as conducting follow-up assessment on the skills acquired.
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