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The purpose of the study is to investigate the popular assumption that the 'digital natives' generation surpasses the previous 'digital immigrants' generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students' technology experiences inside and outside of the formal school setting. To examine the intersection of these generations and their technology experiences, this study used a mixed-methods approach to survey and compare middle school science teachers' ( n = 24) and their students' ( n = 1,060) inside-outside school technology experiences, and conducted focus group interviews to investigate any barriers that prevented them from using technology in school. The findings imply that the concept of digital natives may be misleading and that the disconnect between students' inside-outside school technology experiences may be the result of the lack of sufficient teacher training concerning technology integration strategies. [ABSTRACT FROM AUTHOR]

Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described. [ABSTRACT FROM AUTHOR]

Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students' new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers' confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers' ICTs and new literacies skills, and randomly observed 15 teachers' new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices. [ABSTRACT FROM AUTHOR]

The article offers information on the use of Second Life (SL) in teaching and learning, a three dimensional (3D) multi-user virtual environment (MUVE). Advantages of using SL are summarized including enriched learning experience, strengthening a sense of social presence, and promoting constructivism. It discusses the application of Analysis, Design, Development, Implementation, and Evaluation (ADDIE), a generic and simplified instructional systems design model to the learning standards of Association for Educational Communications and Technology (AECT) in SL learning. Moreover, challenges on using SL are stated including the need to upgrade computer to run smoothly SL and number of participants should not exceed the instructor's ability to give individual attention.

This pilot study investigates how the use of audioblogs can help to meet an instructor's need to improve instruction in English as a second language (ESL). In this study, the instructor uses audioblogs to manage oral assignments, to interact with learners, and to evaluate performance outcomes. Learners record oral assignments through cellular phones, and maintain an individual audioblog in which they submit and archive the oral assignments. The instructor interacts with each learner through the individual audioblog to enhance his or her learning according to individual needs. Using mixed methodology (survey, open-ended questions, interview, and analysis of blogs), this study explores how the instructor's interaction with learners through audioblogs improves learners' oral English performance. The results indicate that the use of audioblogs meets the instructor's instructional needs, providing an efficient and effective way to evaluate students' oral performance and permitting individualized oral feedback. In addition, learners enjoy the ease of using audioblogs and believe that audioblogs assist their language-learning experience. This study also discusses the challenges that users of audioblogs face in the process of English-language instruction, and the implications of audioblog in language learning. [ABSTRACT FROM AUTHOR]

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science. [ABSTRACT FROM AUTHOR]