Search

A growing number of schools are embracing new mobile technologies, such as iPads, with little (or no) prior empirical proof of their usability. We investigated whether iPads, which allow children to write and draw with their fingers without the need of a pen, are relevant devices for drawing activities at elementary school. A within-participants design was used to compare routine drawings produced by 46 elementary schoolchildren with pen on paper (standard condition) and fingertip on screen (iPad condition). Results revealed a significant effect of drawing condition on graphic scores, with lower scores in the iPad condition than in the standard condition. The finding that finger drawings were slightly poorer than pen drawings can be ascribed to the shift from distal to more proximal control of the drawing movements. [ABSTRACT FROM AUTHOR]

This study investigated the equivalence of scores from computerized and paper-and-pencil formats of a series of K-3 reading screening tests. Concerns about score equivalence on the computerized formats were warranted because of the use of reading passages, computer unfamiliarity of primary school students, and teacher versus computer administration of the test. The results indicated that the computerized format produced lower scores than the paper-and-pencil format across all four grades. These difficulty differences could be related to the differences in family income but further research is needed into the causal factors. However, confirmatory factor analysis supported the construct and measurement equivalence of the scores from the two formats. [ABSTRACT FROM AUTHOR]

This study investigated the effect of several different modes of test administration on scores and completion times. In Experiment 1, paper-based assessment was compared to computer-based assessment. Undergraduates completed the computer-based assessment faster than the paper-based assessment, with no difference in scores. Experiment 2 assessed three different computer interfaces that provided students various levels of flexibility to change and review answers. No difference in scores was observed among the three modes, but students completed the least-flexible mode faster than the other two modes. It appears that less flexible test modes are faster and do not result in poorer performance than more flexible modes. [ABSTRACT FROM AUTHOR]

Questionnaire instruments are routinely translated to digital administration systems; however, few studies have compared the differential effects of these administrative methods, and fewer yet in authentic contexts-of-use. In this study, 326 university students were randomly assigned to one of two administration conditions, paper-based (PBA) or web-based (WBA), and given a set of questionnaires. Instructions were to complete the instruments in an environment of their choice, and data included reporting context characteristics. Outcomes of interest included data quality and participant affect—WBA showing a slightly higher percent of data loss and lower overall time to complete; PBA producing higher overall mean scores across measures, greater variability in responses, and higher positive affect for responding. Administration methods showed no difference on internal consistency of subscales, positive-response bias, or strength of interscale correlations. Contexts-of-use included involvement in television viewing, conversation, and other activities, raising questions about the accuracy and independence of survey responses completed in independently-chosen, uncontrolled contexts. The qualitative data demonstrated longer responses in WBA than PBA, but little difference in type and clarity of responses. [ABSTRACT FROM AUTHOR]

The Journal of Educational Technology Systems has been dedicated to providing research-based concepts and guidelines for effective pedagogy for the past 52 years. The current issue focuses on UX Design, or learner-based design, which has become an important tool for instructional designers. The first paper discusses the evolution of learning system design to prioritize the needs of diverse students, and provides four guidelines for learner experience design. The following papers explore the experiences and attitudes of university students and pre-service teachers in learner-centric instructional design. The second half of the issue examines the application of UX Design in second language learning, deaf and hard of hearing education, and college simulation games. The issue concludes with a paper on the value of user debriefing in computer simulation learning activities. [Extracted from the article]

This study aimed to compare and evaluate the digital-based sketching versus conventional pen-and-paper sketching through conducting an experiment via protocol study in educational field. To this aim, the linkography analysis technique was used to obatin the related data from the protocol study. Linkography technique allows analyzing design as a system and is capable of tracing the design ideas and their connections; therefore, it facilitated the purposes of the current study. The results demonstrated that designers had a richer design process and more opportunities for generating ideas in the pen-and-paper sketching versus digital sketching. Furthermore, the designers' performance in the digital media with two-dimensional sketching software was more satisfactory than the digital session with three-dimensional sketching software. However, digital media encouraged designers to make more integration among the ideas. [ABSTRACT FROM AUTHOR]

In the last 20 years, neoliberal ideology has heavily influenced the U.S. education system, opening public education up to private corporations as a profitable business endeavor. In this paper, I inquire (Pierre, 2018, 2021) into educational technology (edtech) teacher ambassador programs through a blog post I wrote as a former second-grade teacher and ambassador for a prominent K-12 edtech company. I argue one way these exploitative spaces operate is through educators’ attachment (Berlant, 2011) to the idea of being a good enough woman teacher (Pittard, 2015) fueled by neoliberal discourses of “keeping up” (Walkerdine, 2003). In other words, the material-discursive apparatus of these program spaces produces a “cruel optimism” for what we could be, rather than what we are, which in turn produces further profit for edtech companies. Overall, this paper grapples with how these programs may appear or feel mutually beneficial for educators, yet are often only monetarily beneficial for edtech companies and their investors. [ABSTRACT FROM AUTHOR]

E-learning is an emerging field as a promising instructional medium as well as a ripe arena in which to conduct research on its impact on teaching and learning activities. The fundamental nature of e-learning as an instructional medium differs substantially from face-to-face delivery, thereby requiring new and hybrid methods for evaluating its impact. This article examines the characteristics of e-learning that make it unique and traces some of the emerging trends in the field. The article then discusses evaluation methodologies that might be potentially informative in the examination of how e-learning is beginning to affect teaching and learning processes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching and learning programming, and especially Object-Oriented Programming (OOP), is a complicated and challenging task. Students have to comprehend various OOP concepts and utilize them for designing object-oriented programs. Various types of educational programming environments, such as microworlds and educational games, have been devised for supporting novices mainly in comprehending OOP concepts. However, such environments do not usually support students in the conceptual design of object-oriented programs of a considerable length and complexity. In this paper, we focus on a systematic mapping study (SMS) of educational programming environments for enhancing the conceptual design in OOP, which relies on modularity, abstraction and encapsulation. The research questions investigate the intended learning outcomes, the empirical evidence on the effectiveness, and the teaching/learning technologies used by educational programming environments for enhancing the conceptual design in OOP. The findings can support instructors in selecting appropriate tools for their courses and researchers in the field of educational programming environments for OOP. [ABSTRACT FROM AUTHOR]

Electronic feedback given via word-processing software (e.g., track changes in Microsoft Word) allows for a simple way to provide feedback to students during the drafting process. Research has mostly focused on student attitudes toward electronic feedback, with little investigation of how feedback format might affect the quality of instructor comments. In this study, we experimentally manipulated the feedback format, either electronic or handwritten, used by instructors grading papers in an introductory research methods course. Among the effects observed, instructors using electronic feedback provided longer comments, were less likely to rewrite student passages and were more likely to offer general observations about the writing. Students whose papers were graded using electronic feedback also showed greater improvement on subsequent drafts. [ABSTRACT FROM AUTHOR]

The burgeoning growth of educational technologies available to educators seems to suggest that any new technologies will simply make education better. The next paper provides an overview of scholarly papers on financial technology services, with a focus on technological adoption and factors that affect it. Our first paper presents a framework for selecting educational technologies that support students' development of critical thinking skills. [Extracted from the article]

The article presents the selected papers from the Council for Exceptional Children International Convention in April 1970. These documents are available through the ERIC Document Reproduction Service. The papers can be reproduced hardcopy and pamphlet forms. The documents have been organized by the ten topic areas including "Workshop: The Team Approach to the Use of Educational Media," by Dolph C. Welch, "Evaluation Theory and Caseload Selection: Diagnosis and Disposition," by Lear Ashmore and "Use of Motor and Language Development Schemes," by Joann Fokes.

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions. [ABSTRACT FROM AUTHOR]

The Smart Education of China, a large education data platform for the aggregation and application of high-quality educational resources, is vital for China to stimulate the balanced development of education and to reduce students' learning burden. This study focuses on the long-term mechanism of the Smart Education of China, adopting TOE framework and qualitative comparative analysis research method to investigate the technological conditions, environmental conditions, organizational conditions and content conditions of the Smart Education of China before summarizing four usage paths of the Smart Education of China. With regard for the existing issues, the study concludes that for the sake of a long-term mechanism the Smart Education of China needs to solve four problems, including unfinished construction, content-insufficient platform, popular but ineffective application, and substandard quality. [ABSTRACT FROM AUTHOR]

This paper is based on a systematic literature review of published research on the educational application of Virtual Lab. The paper focuses on the use of the mobile Virtual Lab application for learning science practicals in rural school context. This paper analyses the theoretical aspects of using VL in teaching and learning of science practical experiments. The previous studies published in national and international journals and conference proceedings on science education and technologies in education, and regarding the benefits of using VL in science education, are discussed as references for integrating VL in teaching of science practicals in the rural school context. A systematic review method was adopted in this paper to explore articles that focus on Virtual Labs and the use of Virtual labs in teaching and learning. However, the aim of this paper is to provide science teachers in rural schools and education policy makers with a better understanding of the constraints and the benefits of using VL technology in mediating learning of science practical experiments and encourage teachers to adopt the use of VL as technology for conducting science practical experiments. In addition, this paper also addresses the possible factors that may affect learners' learning of science practical experiments using VL technology in rural school educational settings, giving educational policy makers and curriculum developers enlightenment as to the effective integration of VL technology in science education. We conclude by providing suggestions and recommendations on the use of VL in teaching and learning of science practical experiments in rural schools beyond COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Along with reducing traffic congestion, electric car-sharing (ECS) can also solve travel demand, utilize idle resources, and enhance forms of transportation. Accordingly, university students are identified in Guangzhou, China as a promising customer group for ECS companies. Although university students in Guangzhou, China are unique in the context of ECS, few researchers have studied the factors that influence their willingness to use such services. Hence, this paper investigates the key determinants that affect university students' behavioral intention (BI) to use ECS in Guangzhou, China. Based on an extension of the unified theory of acceptance and use of technology (UTAUT), this paper examines the effects of the constructs on BI to use ECS and the moderating role of trust in ECS. Based on results from a questionnaire of 486 university students in Guangzhou, China, conditional value (CV) was the most critical driver of BI, followed by personal attitude (PA) and sustainability (SUST). The moderating analysis showed that taking gender, education, and driving experience of university students as control variables, trust was found to have a significant positive moderating impact on the relationship between PA and BI to use ECS, and a significant negative moderating effect of trust on the relationship between CV and BI to use ECS. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

The first SUNY/CIT paper provides new insights for the current trend of applying digital gaming strategies to instructional systems. The next paper discusses the integration of intercultural experiences to enhance student engagement in learning. The third paper also deals with active learning by showing how to design online discussion forums to improve student participation. [Extracted from the article]

This research-based book also provides many thoughtful and insightful suggestions for enhancing the paradigm shift. The next paper explores the following research questions that relate to the use and benefits of storytelling in online learning systems: How is digital storytelling a modern reincarnation of traditional storytelling? In the past two years, most K-12 and higher education systems have had to transition from F2F instructional systems to online learning systems. [Extracted from the article]

This article explores how the use of concept mapping, with and without technology support, assists students in learning complex concepts to which they may have had limited previous exposure. Students were engaged in a group-based concept mapping activity, wherein they created two concept maps over the course of several weeks in a large lecture class. A quasi-experimental design was used in which students were randomly assigned to groups of three, and groups were randomly assigned to concept mapping condition: (a) using pencil/paper followed by using an iPad application or (b) using an iPad app followed by using pencil/paper. Concept maps were scored for complexity (correctness and elaborateness), and scores were compared within group and between groups across conditions (pencil/paper vs. iPad app). Results showed that concept maps did not differ in quality between conditions or across time. Moreover, there was no significant difference between examination scores of the students. Finally, content analysis was conducted on students’ written evaluations of the pros and cons of concept mapping using pencil/paper and using the iPad app. Student evaluations indicated both pros and cons for each concept mapping condition. [ABSTRACT FROM AUTHOR]

The first paper discussed six dimensions of blended systems and how ready are in-service teachers for making effective use of the new systems. In the 1980s, computer-assisted instruction (CAI) systems began to promote more learner-centered learning activities. Although the microcomputer systems were limited in operational speed, data storage, and graphics, the drill and practice, computer simulation systems and writing, and mathematical software provided new instructional tools. [Extracted from the article]

Intelligent assessment, the core of any AI-based educational technology, is defined as embedded, stealth and ubiquitous assessment which uses intelligent techniques to diagnose the current cognitive level, monitor dynamic progress, predict success and update students' profiling continuously. It also uses various technologies, such as learning analytics, educational data mining, intelligent sensors, wearables and machine learning. This can be the key to Precision Education (PE): adaptive, tailored, individualized instruction and learning. This paper explores (a) the applications of Machine Learning (ML) in intelligent assessment, and (b) the use of deep learning models in ' knowledge tracing and student modeling '. The paper concludes by discussing barriers involved in using state-of-the-art ML methods and some suggestions to unleash the power of data and ML to improve educational decision-making. [ABSTRACT FROM AUTHOR]

Our first paper describes a program in which pre-service teachers practice their classroom management skills using mixed-reality simulations. It is well understood that a major impediment to using technology in the classroom is instructors who don't - or won't - learn to use these technologies. Despite all of the advances in educational technologies, the effectiveness of those technologies depends largely on how it is used by teachers. [Extracted from the article]

Educators around the world have devised strategies, and even some new educational technologies, to help improve student learning in situations where they must be socially distant. The authors review a variety of technologies and strategies for collaboration and learning interventions and draw important conclusions regarding how digital education can work in this context. The remaining papers describe novel technologies for teaching and learning online. [Extracted from the article]

Instructor performance plays a critical role in fostering student learning. Unlike the postsecondary level, many states in the United States, have substantially regulated class size in the p-12 education system with the aim of enhancing quality learning. Thus, the purpose of this research paper is to examine the correlation between instructor evaluations and class size in tertiary institutions as the findings can inform regulatory decisions regarding class sizes in postsecondary facilities. The study reviewed 97-course evaluations garnered in the Fall of 2019 from a Midwest University. The feedback of students, undertaking physical, and virtual classes, was considered regarding teachers' performance. Different course evaluations included in the study were adjunct faculty, full-time faculty, graduate level, and undergraduate level course assessments. The research findings depicted a negative correlation between class size and instructor evaluation, positing that teachers teach the same way in smaller classes as they do in larger classes. Nonetheless, the study results showed that the sizes of conventional virtual classes had a lower correlation with course performances compared to traditional face-to-face classes. In the latter, there was more engagement between teachers and students, as the latter appeared to be more active than in online classes. With the technological effect that Covid-19 has brought forth in online learning, population sizes of online classes have changed. Therefore, considering the data used for the research was collected preCovid-19, it is essential that future studies pay considerable focus on the quality of evaluation of virtual classes to help with directing of school budget allocations toward online learning. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) has become an emerging educational technology in classroom practice and science education. While most research and contemporary meta-analyses reveal benefits with regard to knowledge acquisition and motivation of Augmented Reality–based learning environments, most of the studies lack a clear and fair control condition. In this research, we compared an AR-based learning environment with a paper-based learning environment for self-directed learning about the human digestive system. In an experiment, we examined the effects of these two conditions for knowledge acquisition, cognitive load, and experience of flow and immersion. Results reveal significantly higher outcomes in favor of the text-based instruction with regard to conceptual domain knowledge and mental representation of the human digestive system and its involved organs. Positive effects of the AR learning environment are limited to a higher experience of immersion. [ABSTRACT FROM AUTHOR]

The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs' deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable populations. A cross-sectional study design was adopted for the study from which this paper drew its data, with both secondary and primary data utilized. The findings show that marginalized/vulnerable learner populations are still left out on EdTech supported learning. This article proposes salient recommendations that could help advance inclusive education discussion and related EdTechs' discourse. [ABSTRACT FROM AUTHOR]

The inclusion of community voices in research is important. Over the years, research training programs have continued to emphasize that engagement with communities at the focus of research can promote thoughtful, sensitive designs (Rivera et al., 2004). In this paper, we discuss a method for youth participation in the research process. In an attempt to move beyond "staged and superficial" participation in gathering youth perspectives, we advocate for including co-researchers in the development and modification of fundamental aspects of the research process, from data analysis to the development of additional research questions and collection methods (Guishard & Tuck, 2013). In the course of a study designed to enroll middle school students in participatory co-design sessions (Cahill, 2007) to aid in the development of educational technologies, it became apparent that our youth participants, as co-researchers, could also aid in the development, analysis, and coding of anonymized interview transcripts; development of themes; and creation of models for behaviors found in the transcripts (Docan-Morgan, 2010 ; Luchtenberg et al., 2020). Thus, this paper presents a practical example of a co-research process that includes youth participants, with an emphasis on training in qualitative coding and the fundamentals of research design. [ABSTRACT FROM AUTHOR]

Storytelling has been a part of our lives ever since humans made the first attempt to communicate with their fellow beings. In ancient times, before oral storytelling even appeared, humans drew pictures and symbols to communicate their stories. As a universal language which everyone can understand, stories have been passed on from generations to generations as a way to share feelings, wisdom, and values. Now in this digital age, the traditional art of storytelling has found its modern reincarnated version in the form of digital stories. Storytelling is an art to be honed; and when combined with multimedia, including audio, video, and graphics, it transforms the experience in ways never before imagined. The paper attempts to explore what is new in digital stories and how it can be used in educational settings. Through an exploration of the pedagogic potential of digital stories, the paper, in addition, seeks to initiate constructive dialogue regarding its implementation in classroom activities and beyond. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has highlighted the importance of educational technology (EdTech) in K-16 education. EdTech includes tools such as audio-visual aids, computer-assisted learning, mobile devices, smart technologies, and virtual reality. Despite the increase in EdTech investments, there is still inequality in access to technology for students in underserved schools. This special issue explores innovative uses of EdTech, including technology-assisted reading instruction for English language learners, the impact of mobile-assisted language learning apps on student motivation, the influence of educational technology on teaching approaches, perceptions of technology integration among teachers, and the benefits of digital storytelling for student learning. The studies emphasize the need for professional development, diverse research, and the promotion of learner autonomy in the use of EdTech. [Extracted from the article]

Although it was only tested in China, the results have implications for any online course for which instructors wish to customize interactions with students and intervene early on to improve learning outcomes. The authors examined publicly available course data, focusing on 14 universities among the "25 Best Artificial Intelligence Universities" that also offer courses in which VR/AR is a major component. In their analysis, the authors looked for key phrases from the STF (Studio Thinking Framework), which is associated with habits of mind that support learning outcomes in the visual arts. [Extracted from the article]

The present paper employed instructors' views to address the facilitating and complicating factors in distance teaching of Turkish. The data were collected through a semi-structured interview form consisting of five questions. The questions were designed by the author and reviewed by two Turkish language teaching specialists. The data were collected through one-on-one online interviews with the participants over Microsoft Teams. To increase the reliability, the participants' responses, deciphered by the author one Turkish language teaching specialist were explored for interrater consistency. According to the formula proposed by Miles and Huberman, the consistency was found to be 0.94. Accordingly, the difficulties in distance teaching of Turkish were addressed within two themes: technical and teaching-oriented problems. Yet, the participants brought positive remarks on personal, technological, and financial aspects of distance Turkish teaching. Besides, the emerging views regarding educational materials were grouped under distance education platforms and digital tools. The measurement and evaluation problems were also discussed under the reliability of exams and types of language skills assessment. Finally, the recommendations brought by the instructors for distance Turkish teaching were themed under three headings: recommendations for technology, materials, and practice. Overall, future comparative research may employ a larger sample of instructors working in other Turkish language centers and compare the findings. Moreover, further research may seek the attitudes of larger groups of instructors within a quantitative design to suggest more generalizable results. Or, the subject may be addressed by mixed-design research to bring a more comprehensive understanding of the phenomenon. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of the literature on the role of educational vlogging in enhancing learning and teaching outcomes. The researcher analyzed a total of 60 papers published from 2011 to 2021 using qualitative analysis with complementary quantitative analysis. The findings shed light on the vital role of vlogging in education over the last decade. This systematic review provides scholars and practitioners in the fields of education and educational technology with valuable information about how to improve learning and teaching through vlogging. The data was collected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. The findings indicated that students and teachers have a positive attitude toward vlogging. Vlogging in higher education is more extensive than in K-12. The main subject in which vlogging is used in K-12 was language, while the main subject in higher education (HE) was found to be reflective practices. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the editor discusses articles about active learning, published within the issue including Virtual Hybrid Learning model, learning applications using virtual reality and approach of grouping together students who have similar personal learning styles.

The Introductory Sociology Survey is a teaching device designed to teach introductory students basic skills in developing causal arguments and in using a computerized statistical package to analyze survey research data. Students are given codebooks for survey data and asked to write a brief paper predicting the relationship between at least two variables. After the relevant tables are printed by the computer, a second paper interprets the results in light of the prediction. The assignments can be modified to fit the requirements of various courses. [ABSTRACT FROM AUTHOR]

The article discusses the upcoming special issues of the Journal of Management Education for 2024, which will focus on the topics of careers and technology in management education. The "Teaching About Contemporary Careers" special issue will provide guidance for management educators on preparing students for careers in a changing global environment. The second special issue, "From Taylor to Tableau: Technology as a tool, topic, and differentiator in management education," will explore new pedagogies and the impact of educational technology on management education. The article also highlights the current issue of the journal, which includes research articles, an essay, and an instructional innovation. The authors encourage readers to submit their own research projects, essays, instructional innovations, and interviews to the journal. [Extracted from the article]

Background: Web-based modules provide a convenient and low-cost education platform, yet should be carefully designed to ensure that learners are actively engaged. In order to improve attitudes and knowledge in end-of-life (EOL) care, we developed a web-based educational module that employed hyperlinks to allow users access to auxiliary resources: clinical guidelines and seminal research papers. Methods: Participants took pre-test evaluations of attitudes and knowledge regarding EOL care prior to accessing the educational module, and a post-test evaluation following the module intervention. We recorded the type of hyperlinks (guideline or paper) accessed by learners, and stratified participants into groups based on link type accessed (none, either, or both). We used demographic and educational data to develop a multivariate mixed-effects regression analysis to develop adjusted predictions of attitudes and knowledge. Results: 114 individuals participated. The majority had some professional exposure to EOL care (prior instruction 62%; EOL referral 53%; EOL discussion 56%), though most had no family (68%) or personal experience (51%). On bivariate analysis, non-partnered (p = .04), medical student training level (p = .03), prior palliative care referral (p = .02), having a family member (p = .02) and personal experience of EOL care (p < .01) were all associated with linking to auxiliary resources via hyperlinks. When adjusting for confounders, β coefficient estimates and least squares estimation demonstrated that participants clicking on both hyperlink types were more likely to score higher on all knowledge and attitude items, and demonstrate increased score improvements. Conclusion: Auxiliary resources accessible by hyperlink are an effective adjunct to web-based learning in end-of-life care. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the editor discusses the various articles published within the issue on such topics as mobile apps for engineering education, digital magazine use in education, and the use of technology like interactive white boards in education.

This study entailed the implementation and evaluation of a Web-based technology designed to support the writing performance of fourth- and fifth-grade students with learning disabilities (LD). The technology, Technology-Enhanced Learning Environments on the Web (TELE-Web), was implemented in a resource room setting involving 12 students with LD in the upper elementary grades. To evaluate the effects of the scaffolds on performance, students wrote personal news stories in three conditions: Scaffolded Personal News, Unscaffolded Personal News, and paper and pencil. The results revealed that the scaffolding condition significantly improved writing performance, particularly with respect to students' abilities to produce organized texts. [ABSTRACT FROM AUTHOR]

Interactive Simulated Patient (ISP) is a computer-based simulation tool designed to provide medical students with the opportunity to practice their clinical problem solving skills. The ISP system allows students to perform most clinical decision-making procedures in a simulated environment, including history taking in natural language, many hundreds of laboratory tests (e.g., images and endoscopy), and physical examination procedures. The system has been evaluated in a number of courses at three universities, Karolinska Institute and Uppsala University in Sweden, and Stanford University in the United States. This article describes a study conducted in 2002, with an emphasis on results that pertain to collaboration between students. Results indicate that ISP is engaging and stimulates more active student involvement than traditional paper-based case presentation methods and that students seem to collaborate more easily when using ISP compared to traditional paper-based methods. [ABSTRACT FROM AUTHOR]

Two experiments were conducted to investigate the effects of multimodal information on learning performance and judgrnent of learning (JOL). Experiment I examined the effects of representation type (word-only versus wordplus-picture) and presentation channel (visual-only versus visual-plusauditory) on recall and immediate-JOL in fixed-rate learning conditions. Experiment 2 examined the effects of representation type (word-only versus word-plus-picture) and presentation media (computer versus paper) on recall and delayed-JOL in self-paced learning conditions. The results showed that recall performance was better in word-only conditions than in wordplus-picture conditions in Experiment 1, and better in computer conditions than in paper conditions in Experiment 2. Multimodal information had no influence on magnitude of people's judgment. Participants were overconfident in all conditions, but more overconfident in computer conditions than in paper conditions. [ABSTRACT FROM AUTHOR]

As the construction industry advances technologically, it becomes imperative to introduce the respective information technology tools to present-day curriculum. This research study was conducted to identify any significant differences in student performance contributed by using an information technology tool, specifically the AppleVR iPadVR tablet. IPad tablets were used to electronically present construction drawings to a treatment group, and a control group was given traditional paper drawings. Following an instructional lecture, students were given a test based on the provided construction drawings. The test results indicate that there was no significant difference in performance between students who used the information technology tool to complete the test and those who used traditional paper drawings to complete the same test. The treatment group also answered a usability survey, which helped to comprehend how students perceive the tablet's usability. Students indicated that they would like to use the tool in the future. [ABSTRACT FROM AUTHOR]

Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the Lexia® Core5® Reading edtech program (Core5) on the Measures of Academic Progress® (MAP) Growth Reading™ and easyCBM oral reading fluency performance of students with reading or language-based disabilities in Grades K to 5. Core5 systematically addresses multiple reading domains and previously was effective in general education. We hypothesized treatment students using Core5 would outperform controls on the reading assessments. This was a cluster randomized effectiveness evaluation, with condition assignment by school (three treatment and two business-as-usual control schools). Participating students in Grades K to 5 (N = 115; nTreatment = 65) were flagged by their Chicago-area district as needing reading intervention and had Individualized Education Program (IEP) designations of specific learning disability, speech or language impairment, or developmental delay. Treatment students used Core5 to supplement Tier 1 instruction for an average of 58.76 minutes weekly for 24.58 weeks. Regressions revealed treatment students outperformed controls on MAP (B = 3.85, CI = 0.57–7.13, p =.022, d =.24), but there were no differences for oral reading fluency. MAP findings confirm edtech can effectively supplement reading instruction for this population. [ABSTRACT FROM AUTHOR]

There is an increasing need for innovative educational methods that can motivate and engage students in subjects that are often perceived as difficult or boring. One such approach is the UPCT-Bloopbusters educational project, developed by a group of professors at the Universidad Politécnica de Cartagena (UPCT), Spain, wherein concepts from the fields of physics and technology are presented and exemplified in the classroom through scenes from different movies in conjunction with experiments. The project was conducted on three subjects, one from each of the three bachelor of electrical engineering degree programs offered at the UPCT, namely Physics I, Applied Physics, and Optical Communications. This paper describes the methodology of the educational project and then presents and discusses the academic results of the students involved in terms of success and performance rates both before and after the application of the new methodology. Moreover, the results of a survey carried out on the students are presented. Finally, some of the exercises used in this methodology for the teaching and learning of science based on different movie scenes are provided as examples. The results of the project show that the students were receptive of the methodology and further indicated that it may lead to increased academic performance due to their enhanced understanding of physics and technology concepts. [ABSTRACT FROM AUTHOR]

Contemporary education policy involves the integration of novel forms of data and the creation of new data platforms, in addition to the infusion of business principles into school governance networks, and intensification of socio-technical relations. In this paper, we examine how 'computational rationality' may be understood as intensifying of an instrumental set of logics in educational governance and decision making, and/or as opening up new explorations around the uncertainty and incompleteness of policy. We suggest that policy rationalities focused on prediction, transparency and data provide the conditions of possibility for Artificial Intelligence to be integrated into, and intensify aspects of, what we term 'computational education policy'. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including return on investment; value of incorporating various educational technologies in the learning process; and flipped classroom implementation in a ninth-grade health class.