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For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains over 100 papers dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499958.]

Engagement in mathematics education is an important factor in a successful student experience. This paper reports findings from a study of Year 5 student perceptions of engagement during a two-week, inquiry-based learning (IBL), problem-posing investigation. The study triangulated data from semistructured interviews, video observations and student work samples to understand the student's perspectives of IBL; however, this paper reports the interview data. The findings indicate that most of the students were behaviourally, emotionally, and cognitively engaged during the IBL investigation, and that the investigation provided an opportunity for students to experience levels of competence, relatedness, and autonomy need satisfaction.

These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2014 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The conference included the Keynote Lecture: "Designing Learning Environments in a Digital Age: The Quest for What to Consider," by Professor Jan Elen, Faculty of Psychology and Educational Sciences, K.U. Leuven, Belgium. The conference included a panel entitled: "Competencies, Challenges, and Changes: A Global Conversation About 21st Century Teachers and Leaders" by Lynne Schrum, Rose Dolan, Dirk Ifenthaler, Ronghuai Huang, Dale Niederhauser, and Neal Strudler. Papers in the proceedings include: (1) Interactive Application in Spanish Sign Language for a Public Transport Environment (José Guillermo Viera-Santana, Juan C. Hernández-Haddad, Dionisio Rodríguez-Esparragón, and Jesús Castillo-Ortiz); (2) A Game-Based Assessment of Students' Choices to Seek Feedback and to Revise (Maria Cutumisu, Doris B. Chin, and Daniel L. Schwartz); (3) Investigating Teachers' Readiness, Understanding and Workload in Implementing School Based Assessment (SBA) (Norsamsinar Samsudin, Premila A/P Rengasamy, Jessnor Elmy Mat Jizat, Hariyaty Ab Wahid, and Norasibah Abdul Jalil; (4) The Effects of Frequency of Media Utilization on Decision Making of Media Choice (Yasushi Gotoh); (5) Comparing Novices & Experts in Their Exploration of Data in Line Graphs (Bruce H. Tsuji and Gitte Lindgaard); (6) Assessment Intelligence in Small Group Learning (Wanli Xing and Yonghe Wu); (7) Collaborative Creativity Processes in a Wiki: A Study in Secondary Education (Manoli Pifarré, Laura Marti, and Alex Guijosa); (8) LSQuiz: A Collaborative Classroom Response System to Support Active Learning Through Ubiquitous Computing (Ricardo Caceffo and Rodolfo Azevedo); (9) Impacts of MediaWiki on Collaborative Writing Among Teacher Students (Said Hadjerrouit); (10) Teachers' Perceptions of the Individual Case Studies' Literacy Performance and Their Use of Computer Tools (Odette Bourjaili Radi); (11) Exploring Opportunities to Boost Adult Students' Graduation--The Reasons Behind the Delays and Drop-Outs of Graduation (Päivi Aarreniemi-Jokipelto and Asta Bäck; (12) Effective Use of a Learning Management System to Influence On-Line Learning (Xu Hongjiang, Sakthi Mahenthiran, and Kenton Smith); (13) Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect (Charoula Angeli, Nicos Valanides, Eirini Polemitou, and Elena Fraggoulidou); (14) Comparative Case Study on Designing and Applying Flipped Classroom at Universities (Cheolil Lim, Sunyoung Kim, Jihyun Lee, Hyeonsu Kim, and Hyeongjong Han); (15) Organizational Leadership Process for University Education (Ricardo Llamosa-Villalba, Dario J. Delgado, Heidi P. Camacho, Ana M. Paéz, and Raúl F. Valdivieso); (16) Academic versus Non-Academic Emerging Adult College Student Technology Use (Joan Ann Swanson and Erica Walker); (17) Creative Stories: A Storytelling Game Fostering Creativity (Antonis Koukourikos, Pythagoras Karampiperis, and George Panagopoulos); (18) An EVS Clicker Based Hybrid Assessment to Engage Students with Marking Criteria (Steve Bennett, Trevor Barker, and Mariana Lilley); (19) ICT Competence-Based Learning Object Recommendations for Teachers (Stylianos Sergis, Panagiotis Zervas, and Demetrios G. Sampson); (20) Improving Content Area Reading Comprehension with 4-6th Grade Spanish ELLs Using Web-Based Structure Strategy Instruction (Kausalai [Kay] Wijekumar, Bonnie J.F. Meyer, and Puiwa Lei); (21) Preparing Special Education Teachers to Use Educational Technology to Enhance Student Learning (Teresa Wallace and David Georgina); (22) ASK4Labs: A Web-Based Repository for Supporting Learning Design Driven Remote and Virtual Labs Recommendations (Panagiotis Zervas, Stefanos Fiskilis, and Demetrios G. Sampson); (23) Digital Storytelling: Emotions in Higher Education (Sandra Ribeiro, António Moreira, and Cristina Pinto da Silva); (24) Design in Practice: Scenarios for Improving Management Education (Lee Schlenker and Sébastien Chantelot); (25) Factors Influencing Students' Choice of Study Mode: An Australian Case Study (Dirk Ifenthaler, Maree Gosper, Matthew Bailey, and Mandy Kretzschmar); (26) Addressing Standardized Testing Through a Novel Assessment Model (Catherine C. Schifter and Martha Carey); (27) "It's Just Like Learning, Only Fun"--A Teacher's Perspective of Empirically Validating Effectiveness of a Math App (Ka Rene Grimes); (28) A User Centered Faculty Scheduled Development Framework (Shohreh Hadian and Nancy Sly); (29) Musical Peddy-Paper: A Collaborative Learning Activity Supported by Augmented Reality (José Duarte Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, Lúcia da Graça Cruz Domingues Amante, and Cristina Maria Cardoso Gomes); (30) Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101 (Catherine Adams and Yin Yin); (31) The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis (Yasuyuki Nakamura, Shinnosuke Nishi, Yuta Muramatsu, Koichi Yasutake, Osamu Yamakawa, and Takahiro Tagawa); (32) Using Five Stage Model to Design of Collaborative Learning Environments in Second Life (Sevil Orhan and M. Kemal Karaman); (33) Students' Reflections Using Visualized Learning Outcomes and E-Portfolios (Takatsune Narumi and Yasushi Gotoh); (34) The Efficiency of Different Online Learning Media--An Empirical Study (Franziska J. Kößler and Marco M. Nitzschner); (35) Microblogging Best Practices (Shohreh Hadian and Maria-Elena Froese); (36) DIY Analytics for Postsecondary Students (Timothy Arndt and Angela Guercio); (37) Project "Flappy Crab": An Edu-Game for Music Learning (Cristina Maria Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, José Bidarra, and José Duarte Cardoso Gomes); (38) Higher Education Institutions (HEI) Students Take on MOOC: Case of Malaysia (Jessnor Elmy Mat-jizat, Norsamsinar Samsudin, and Rusliza Yahaya); (39) A Cross Cultural Perspective on Information Communication Technologies Learning Survey (Hale Ilgaz, Sacide Güzin Mazman, and Arif Altun); (40) An App for the Cathedral in Freiberg--An Interdisciplinary Project Seminar (Cindy Kröber and Sander Münster); (41) Possible Science Selves: Informal Learning and the Career Interest Development Process (Leila A. Mills); (42) A Case Study of MOOCs Design and Administration at Seoul National University (Cheolil Lim, Sunyoung Kim, Mihwa Kim, Songlee Han, and Seungil Seo); (43) Persistent Possible Science Selves (Leila A. Mills and Lin Lin); and (44) Towards a Collaborative Intelligent Tutoring System Classification Scheme (Rachel Harsley). Individual papers contain references. An author index is included.

These proceedings contain the papers of the International Conference e-Learning 2013, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Prague, Czech Republic, July 23-26, 2013). The e-Learning 2013 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. Keynote papers in these proceedings include: (1) Thoughts on the Quality of Learning in MOOCs (Thomas C. Reeves); and (2) Social Networks as the support of the e-Learning (Jan Lojda). Full papers in these proceedings include: (1) Evaluation of Visual Computer Simulator for Computer Architecture Education (Yoshiro Imai, Masatoshi Imai and Yoshio Moritoh); (2) Understanding Children's Museum Learning from Multimedia Instruction (Asmidah Alwi and Elspeth McKay ); (3) How Does the "Digital Generation" Get Help on Their Mathematics Homework? (Carla van de Sande, May Boggess and Catherine Hart-Weber); (4) Productization and Commercialization of IT-Enabled Higher Education in Computer Science: A Systematic Literature Review (Irja Kankaanpää and Hannakaisa Isomäki); (5) Motivating an Action Design Research Approach to Implementing Online Training in an Organizational Context (Christine Rogerson and Elsje Scott ); (6) Social e-Learning in Topolor: A Case Study (Lei Shi, Dana Al Qudah and Alexandra I. Cristea); (7) Training Educators: Plan for Replicating the Experience (Ulanbek Mambetakunov and Marina Ribaudo); (8) Choosing Learning Methods Suitable for Teaching and Learning in Computer Science (Estelle Taylor, Marnus Breed, Ilette Hauman and Armando Homann); (9) Teaching AI Search Algorithms in a Web-Based Educational System (Foteini Grivokostopoulou and Ioannis Hatzilygeroudis ); (10) Digital Histories for the Digital Age: Collaborative Writing in Large Lecture Courses (Leen-Kiat Soh, Nobel Khandaker and William G. Thomas); (11) Promoting Scientific Literacy through the Online Argumentation System (Chun-Yen Tsai); (12) Using a Techno-Skepticism Framework to Evaluate the Perception and Acceptance of a New Online Reading List (Ajmal Sultany and Samantha Halford); (13) SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes (Yaacov J Katz); (14) e-Portfolios @ Teacher Training: An Evaluation of Technological and Motivational Factors (Alfred Klampfer and Thomas Köhler ); (15) Effects of Facebook Tutoring on Learning English as a Second Language (Chang-hwa Wang and Cheng-ping Chen); (16) An Italian Experience of Social Learning at High School (Michelle Pieri, Davide Diamantini and Germano Paini); (17) Distance Education: Educational Trajectory Control (Andrey Isaev, Alla Kravets, Ludmila Isaeva and Sergey Fomenkov); (18) Leadership for Sustaining Pedagogical Innovations in ICT Implementation: A Case Study of Taiwanese Vocational High School (Yih-Shyuan Chen, Yu-Horng Chen, Shun-Jyh Wu and Fang-Kai Tang); (19) Towards to a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network (Michael Paraskevas, Thomas Zarouchas, Panagiotis Angelopoulos and Isidoros Perikos); (20) Adaptive Feedback Improving Learningful Conversations at Workplace (Matteo Gaeta, Giuseppina Rita Mangione, Sergio Miranda and Francesco Orciuoli); (21) Teachers Little Helper: Multi-Math-Coach (Martin Ebner, Martin Schön, Behnam Taraghi and Michael Steyrer); (22) Youflow Microblog: Encouraging Discussions for Learning (Rafael Krejci and Sean W. M. Siqueira); (23) Interaction Problems Accessing e-Learning Environments in Multi-Touch Mobile Devices: A Case Study in Teleduc (André Constantino da Silva, Fernanda Maria Pereira Freire, Alan Victor Pereira de Arruda and Heloísa Vieira da Rocha); (24) Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study (Javier Díaz, Alejandra Schiavoni, María Alejandra Osorio, Ana Paola Amadeo and María Emilia Charnelli); (25) On the Recommender System for University Library (Shunkai Fu, Yao Zhang and Seinminn); (26) Developing and Implementing a New Online Bachelor Program: Formal Adoption of Videoconferencing and Social Networking as a Step towards M-Learning (Roland van Oostveen and François Desjardins); (27) Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects (?lga Fragou and Achilles Kameas); (28) User Acceptance of a Haptic Interface for Learning Anatomy (Soonja Yeom, Derek Choi-Lundberg, Andrew Fluck and Arthur Sale); (29) e-Learning Software for Improving Students Music Performance Using Comparisons (M. Delgado, W. Fajardo and M. Molina-Solana); (30) A Digital Game for International Students Adjustments (Maryam Bisadi, Alton Y.K Chua and Lee Chu Keong); (31) Developing an ICT-Literacy Task-Based Assessment Instrument: The Findings on the Final Testing Phase (Jessnor Elmy Mat-jizat); (32) Peer Tutoring in the CIS Sandbox: Does it Work? (Mark Frydenberg); (33) e-Competent Teacher and Principal as the Foundation of e-Competent School e-Education, the Largest School Informatization Project in Slovenia 2008-2013 (Magdalena Šverc, Andrej Flogie, Maja Vicic Krabonja and Kristjan Percic); (34) Collaborative Tools in Upper Secondary School--Why? (Helle Mathiasen, Hans-Peter Degn, Christian Dalsgaard, Christian W Bech and Claus Gregersen); (35) Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for RETUDIS (M. Samarakou, E.D. Fylladitakis, G. Tsaganou, J. Gelegenis, D. Karolidis, P. Prentakis and A. Papadakis); and (36) Using Podcasts in Distance Education (Herman Koppelman). Short papers in these proceedings include: (1) Big Data & Learning Analytics: A Potential Way to Optimize eLearning Technological Tools (Olga Arranz García and Vidal Alonso Secades); (2) Critical Factors in Mobile eLearning: A Quasi-Systematic Review (Sergio Assis Rodrigues, Rodrigo Pereira dos Santos, Lucas Arnaud and Jano Moreira de Souza); (3) Analysis of Instruction Models in Smart Education (JaeHyeong Park, JeongWon Choi and YoungJun Lee); (4) The History Harvest: An Experiment in Democratizing the Past through Experiential Learning (William G. Thomas and Patrick D. Jones); (5) Challenges of Mongolian e-Learning and An Improvement Method of Implementation (S.Baigaltugs, B. Munkhchimeg and J.Alimaa); (6) Towards a Trust Model in e-Learning: Antecedents of a Student's Trust (Woraluck Wongse-ek, Gary B Wills and Lester Gilbert); (7) Elemental Learning as a Framework for e-Learning (John V. Dempsey and Brenda C. Litchfield); (8) An Interactive Training Game Using 3D Sound for Visually Impaired People (Hsiao Ping Lee, Yen-Hsuan Huang and Tzu-Fang Sheu); (9) e-Learning Practice-Oriented Training in Physics: The Competence Information (Alla G. Kravets, Oxana V. Titova and Olga A. Shabalina); (10) Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What is Essential? (Laura Salmi); (11) Usability Assessment of e-Cafe Operational Management Simulation Game (Chiung-sui Chang and Ya-Ping Huang); (12) System for Automatic Generation of Examination Papers in Discrete Mathematics (Mikael Fridenfalk); (13) Direction of Contents Development for Smart Education (YoungSun Park, SangJin An and YoungJun Lee); (14) Online Training in Australia (Joze Kuzic); (15) Using Facebook as a Virtual Classroom in a Public University in Mexico City (Miguel Angel Herrera Batista); (16) Exploring Competency Development with Mobile Devices (Maurice DiGiuseppe, Elita Partosoedarso, Roland Van Oostveen and Francois Desjardins); (17) A Study of the Metacognition Performance in Online Learning (Ya-Ping Huang and Chiung-Sui Chang); (18) Educational Company and e-Learning (František Manlig, Eva Šlaichová, Vera Pelantová, Michala Šimúnová, František Koblasa and Jan Vavruška ); (19) Structural Constructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of ECPD Pedagogical Models (Gurmit Singh and Maggie McPherson); (20) e-Learning System for Experiments Involving Construction of Practical Electric Circuits (Atsushi Takemura); (21) Component-Based Approach in Learning Management System Development (Larisa Zaitseva, Jekaterina Bule and Sergey Makarov); (22) Learning Portfolio as a Service--A Restful Style (Shueh-Cheng Hu, I-Ching Chen and Yaw-Ling Lin); (23) Context Aware Recommendations in the Course Enrollment Process Based on Curriculum Guidelines (Vangel V. Ajanovski); and (24) A Model of e-Learning Uptake and Continued Use in Higher Education Institutions (Nakarin Pinpathomrat, Lester Gilbert and Gary B Wills). Reflections papers in these proceedings include: (1) The Development of Logical Structures for e-Learning Evaluation (Uranchimeg Tudevdagva, Wolfram Hardt and Jargalmaa Dolgor); (2) Ethics in e-Learning (Alena Bušíková and Zuzana Melicheríková); (3) A Comparative Study of e-Learning System for Smart Education (SangJin An, Eunkyoung Lee and YoungJun Lee); (4) Alternative Assessment Techniques for Blended and Online Courses (Brenda C. Litchfield and John V. Dempsey); (5) Assessing the Structure of a Concept Map (Thanasis Giouvanakis, Haido Samaras, Evangelos Kehris and Asterios Mpakavos); (6) Implementations for Assessing Web 2.0 on Education (Gabriel Valerio and Ricardo Valenzuela); (7) Storytelling: Discourse Analysis for Understanding Collective Perceptions of Medical Education (Yianna Vovides and Sarah Inman); (8) Perception and Practice of Taiwanese EFL Learners' Making Vocabulary Flashcards on Quizlet (Chin-Wen Chien); (9) A Study of Perceptions of Online Education among Professionals (Parviz Ghandforoush); and (10) The Design of the Test Format for Tablet Computers in Blended Learning Environments: A Study of the Test Approach-Avoidance Tendency of University Students (Takeshi Kitazawa). Posters in these proceedings include: (1) Blended Lessons of Teaching Method for Information Studies in Which Students Produce a Learning Guidance Plan (Isao Miyaji); (2) Factors Affecting Teenager Cyber Delinquency (Young Ju Joo, Kyu Yon Lim, Sun Yoo Cho, Bo Kyung Jung and Se Bin Choi); (3) Personalized Virtual Learning Environment from the Detection of Learning Styles (M. L. Martínez Cartas, N. Cruz Pérez, D. Deliche Quesada, and S. Mateo Quero); (4) Distance Online Course for Librarian in Mongolia, Reflection and Learned Lesson (Uranchimeg Tudevdagva and Garamkhand Surendeleg); (5) The Design and Development of a Computerized Attention-Training Game System for School-Aged Children (Tsui-Ying Wang and Ho-Chuan Huang); (6) Discovering Visual Scanning Patterns in a Computerized Cancellation Test (Ho-Chuan Huang and Tsui-Ying Wang); and (7) The Effects of Self-Determination on Learning Outcomes in a Blended Learning (Young Ju Joo, Kyu Yon Lim, Sang Yoon Han, Yoo Kyoung Ham and Aran Kang). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

These proceedings contain the papers of the International Conference on Educational Technologies 2013 (ICEduTech 2013), which has been organised by the International Association for Development of the Information Society and co-organised by the Faculty of Computer Science & Information Technology, Universiti Putra Malaysia, Kuala Lumpur, Malaysia, 29 November - 1 December 2013. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. Papers in these proceedings include: (1) Learning in the Networked Society (Piet Kommers); (2) Mediating Authentic Learning: The Use of Wiki's and Blogs in an Undergraduate Curriculum in South Africa (Simone Titus); (3) Professional Learning to Nurture Adaptive Teachers (Kar-Tin Lee); (4) Understanding TPACK in Practice: Praxis through Technological Pedagogical Reasoning (Glenn Finger and Paul Finger); (5) A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies (Ugorji I. Ogbonnaya, David L. Mogari, and Eric Machisi); (6) Factors Influencing the Acceptance of Collaboration Technology within the Context of Virtual Teamwork Training (Joy J. Godin and Lars F. Leader); (7) Surveillance in Programming Plagiarism beyond Techniques: An Incentive-Based Fishbone Model (Yanqing Wang, Min Chen, Yaowen Liang, and Yu Jiang); (8) Elearning Strategic Planning 2020: The Voice of Future Students as Stakeholders in Higher Education (Glenn Finger and Vicky Smart); (9) Laptops in Classroom Interaction: The Dynamic Reach of the Laptoped Situation (Tomas Lindroth, Johan Lundin, and Lars Svensson); (10) Salapiggy: Usability Test of the Sifteo Cubes as a Game Interface for the Money Counting Game for Preschoolers (Adrian Orense, Berlyn Anne Decena, and Rommel Feria); (11) An Ontology for Software Engineering Education (Thong Chee Ling, Yusmadi Yah Jusoh, Rusli Adbullah, and Nor Hayati Alwi); (12) Technology Enhanced Analytics (TEA) in Higher Education (Ben Kei Daniel and Russell Butson); (13) Teachers' Learning in Online Communities of Practice: Two Case Studies from Australia (Ria Hanewald); (13) Teaching Teachers for the Future Project: Building TPACK Confidence and Capabilities for Elearning (Glenn Finger, Romina Jamieson-Proctor, and Peter Grimbeek); (14) The Comparison of Inductive Reasoning under Risk Conditions between Chinese and Japanese Based on Computational Models: Toward the Application to CAE for Foreign Language (Yujie Zhang, Asuka Terai, and Masanori Nakagawa); (15) Use and Production of Open Educational Resources (OER): A Pilot Study of Underground Students' Perceptions (Khe Foon Hew and Wing Sum Cheung); (16) Teaching 21st Century Competencies: Lessons from Crescent Girls' School in Singapore (Gucci Trinidad, Deepa Patel, Linda Shear, Peishi Goh, Yin Kang Quek, and Chen Kee Tan); (17) Research on Demand Analysis of the Users of the Senior English Diagnostic System (Chen Guo, Hui Zhang, Qian Yao, and Min Wu); (18) Using Self-Reflection and Badges in Moodle-Based Medical English Review Courses for Enhancing Learners' Autonomy (Jun Iwata, John Clayton and Sarah-Jane Saravani); (19) Investigating the Use of Social Media by University Undergraduate Informatics Programmes in Malaysia (Jane See Yin Lim, Shirley Agostinho, Barry Harper, and Joe F. Chicharo); (20) Educational Online Technologies in Blended Tertiary Environments: A Review of Literature (Kimberley N. Tuapawa); and (21) How Teachers Use and Manage Their Blogs? A Cluster Analysis of Teachers' Blogs in Taiwan. Individual papers contain references. An author index is included.

This paper outlines the rationale for, and some elements of, a particular approach to teaching and learning mathematics in the early years. The researchers worked with two school systems to offer both centrally delivered and school-based teacher professional learning, which included the application of illustrative teaching resources. The project gathered a range of data from teachers and leaders on their dispositions and knowledge, as well as the opportunities and constraints they experienced, and the influence these variables had on planning, teaching and student learning outcomes.

With smartphone saturation at 100% among Japanese university students, educators are developing new and innovative ways to bring them to the forefront of learning, ensuring students are as engaged with their technology in their formal learning as they are with their informal learning. Smartphones of today are small, portable, have high spec cameras, microphones, and a large storage capacity. These devices also allow for videos to be edited within applications on the smartphone itself, without the need for a separate and expensive computer and editing software. Aspects such as these make using smartphones to make Digital Stories (DS) one possible way to effectively use this technology for formal learning purposes. This paper shows the results of a paper-based survey and discusses preliminary observations conducted with 38 Japanese university students undertaking a short-term study abroad experience in Australia and New Zealand. [For the complete proceedings, see ED600837.]

We explored primary pre-service teachers' beliefs about challenging mathematical tasks and the role they perceived their initial teacher education played in influencing those aspects. Fifty-seven pre-service teachers completed an online questionnaire, and four participants were individually interviewed. Results showed that most participants recognised the importance of teaching with challenging mathematical tasks even prior to exposure to such content in their teacher education program. The teacher education program was perceived to have positively impacted final year pre-service teachers' perspectives about challenging tasks. Implications for teacher education regarding challenging tasks are discussed.

Despite curriculum expectations, many students, including a disproportionate number of girls, do not 'just know' (retrieve) single-digit addition facts by Year 3. The current study employed structured interviews to explore which strategies Year 3/4 students (n = 166) used when solving more difficult addition combinations. Results revealed that students preference the near-doubles strategy when the difference between the addends was one, the bridging-through-10 strategy when one of the addends was a nine, and the count-on-from-larger strategy when a derived strategy was more effortful. Moreover, whereas boys were more inclined to use derived strategies, girls were almost three times more likely to use the count-on-from-larger strategy.

The current study explored the reasons for students' preferences for the teach-first and task-first lesson structures, and whether students' preferences were influenced by their perceptions of the teacher's preference. Students (n=18) from two composite Year 3 and 4 classes (aged 8-10 years) completed a post-lesson drawing task and participated in a semi-structured interview following a series of lessons. Findings indicated students had a variety of reasons for their preference of lesson structure. Most focus students reported noticing aspects of the teacher's enjoyment during instruction. The results have implications for the way teachers inadvertently influence their students' own enjoyment of and preferences for instructional approaches.

This paper contributes to the Symposium: "Research methods involving children's drawings in mathematical contexts" by providing insight into young children's attitudes towards mathematics through the use of drawings. Children in Years 2 and 3 (n=25) participated in this study which aimed to identify a range of attitudes towards mathematics using the Three-dimensional Model of Attitude (Zan & Di Martino, 2007). The analyses illustrate drawings in conjunction with written responses, interviews and classroom observations offers authentic evidence of young children's attitudes towards mathematics. Further, findings indicate that children's Vision of Mathematics contributes significantly to their overall attitude. [This paper is the third in a symposium of four papers. For the first paper, "Using the Drawing-Telling Approach to Reveal Young Children's Mathematical Knowledge," see ED604537. For the second paper, "Capturing the Mathematical Drawing Process Using a Digital Pen," see ED604538. For the fourth paper, "Coding Young Learners' Pictorial Responses to an Open-Ended Assessment Task," see ED604540.]

This paper contributes to the Symposium: "Research Methods Involving Children's Drawings in Mathematical Contexts" by exploring the use of digital pens as a data gathering tool. The availability of digital recording devices has been a boon to researchers wanting to capture the real-time dynamics of a research situation. When capturing a child's drawing process, an alternative to cumbersome video-recording equipment is a digital pen that records both the creation of the drawing and any nearby utterances. To highlight the affordances and limitations of the digital pen as a data collection tool for children's drawing we utilise examples from two different research projects, one with Australian children and the other with Canadian children. [This paper is the second in a symposium of four papers. For the first paper, "Using the Drawing-Telling Approach to Reveal Young Children's Mathematical Knowledge," see ED604537. For the third paper, "The Nature of Young Children's Attitudes towards Mathematics," see ED604539. For the fourth paper, "Coding Young Learners' Pictorial Responses to an Open-Ended Assessment Task," see ED604540.]

Pedagogical Content Knowledge (PCK) is a powerful construct for examining the complexity of teacher knowledge. Together with teachers' moment-by-moment choices of action, it provides insight into teachers' knowledge and its influence on student learning. This paper investigates the PCK experienced by a senior secondary mathematics class during a lesson on probability. Data were gathered through observation, and student and teacher interviews. Multiple aspects of PCK were evident and were used in complex and dynamic ways.

National testing and reform agendas, with their focus on school improvement, has led to increased collection and scrutiny of student data. The analysis of these data usually occurs at a school level, often by school leaders. What is less common is the opportunity for students to scrutinise their individual data and take ownership over the results and subsequent learning experiences. This paper reports on a study whereby students and teachers collaboratively interpreted mental computation test results and identify future teaching and learning directions. The findings showed positive outcomes for students led to changes in teacher growth and approaches to their teaching of mathematics.

This paper attempted to make explicit some of the underlying characteristics of spatial visualisation using the concept of area of composite shapes. By engaging students with metric-free tasks, we identify the type of perceptual and visual/spatial manoeuvres that they deploy in such situations. Interview data collected from three students in Grade 7, 8, and 9 are used to exemplify three key constituents of spatial visualisation: figure-ground perception, global and local perception, and gesturing. An observable discontinuity was discovered in coordinating different pieces of spatial information after disembedding the parts that constitute the whole. This paper concludes with pedagogical implications.