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The standard final assessment for Dr. Max Felker-Kantor's undergraduate Ball State University course, 'American History 1877 to the Present,' was a research paper, and that is exactly what I planned [...]

ABSTRACT Background. Descriptive literature on use of personal digital assistants (PDAs) in nursing education exists; but, quantitative outcome-driven studies of efficacy are lacking. Few studies have explored the integration of [...]

Computers and instructional technologies have become ubiquitous in schools. At the same time, national and global reports have criticized the inadequacy of teacher preparation with respect to technology use (CEO Forum on Education and Technology, 2000; Davis & Irvine, 2005, Lara & Whittier, 2004, Moursund & Bielfeldt, 1999, and Mumtaz, 2000) while society in general has embraced 21st century technology innovations for daily living, a gap remains in the understanding of appropriate uses for technology in the learning environment (Banister & Ross, 2006). This quantitative study investigates how teacher preparation programs prepare prospective teachers to integrate new instructional technologies into their instructional activities, with the goal of enhancing teaching and learning for the PreK-12 students. Four research questions guided the study. The most significant finding from the study is that teacher preparation programs need to revamp their programs if prospective teachers are to adequately integrate instructional technologies into their instructional activities., INTRODUCTION Technology in the classroom is not a passing phenomenon (Kinzer, Coiro, and Cammack, 2004). According to the Partnership for 21st Century Skills (P21) (2009), 'students today need access to [...]

ABSTRACT Educators continue to search for effective methods that will engage students in their learning. This article presents the integration of clickers using the constructivist approach to foster critical thinking [...]

This paper reports on an interactive computer-aided-learning (CAL) tool that was developed for the education of construction engineering students: the excavation game. It builds on the large potential of using CAL in education. CAL tools could offer a better learning environment for students, as they provide an excellent opportunity for applying and testing the management skills learned in classroom, but are difficult to implement in reality. In this research, the CAL tool focuses on improving students' decision-making skills in the aspects of excavation and related activities. These are excavation equipment, dewatering, and soil-support methods. It also covers mobilization, surveying, safety, overtime shifts, and reporting. Students compete with regard to time, cost, and quality of construction of a given project. The game flow is nonlinear as it depends on students' decisions. Wrong decisions deviate the construction flow to a path that costs money and time, while reducing quality. This must be corrected costing extra money and time. The game was tested by senior practicing engineering and university professors. Then, it was tested by senior undergraduate construction students. Both groups agreed that the game responds, to a great extent, to the characteristics of effective CAL software, and that the information provided could not be easily assimilated or practiced through the usual tutorial or demonstration educational format. 18% of the professionals and 72% of students indicated the usefulness of the game in applying management and decision-making skills. 60-70% of students believed that it improved their technical skills in dewatering, soil-support, and excavation activities. In addition, 80% of the professionals found the game presenting realistic soil-support and excavation situations, while 72% of students became more appreciative of the interdependencies between activities. DOI: 10.1061/(ASCE)EI.1-1.00000 CE Database subject headings: Excavation; Construction management; Decision making; Engineering education; Simulation; Egypt. Author keywords: Buildings; Excavation; Construction management; Decision making; Engineering education; Computer-aided instruction; Simulation; Egypt.

Computerized lessons that reflect stimulus equivalence principles were used to teach college students concepts related to inferential statistics and hypothesis decision making. Lesson 1 taught participants concepts related to inferential statistics, and Lesson 2 taught them to base hypothesis decisions on a scientific hypothesis and the direction of an effect. Lesson 3 taught the conditional influence of inferential statistics over decisions regarding the scientific and null hypotheses. Participants entered the study with low scores on the targeted skills and left the study demonstrating a high level of accuracy on these skills, which involved mastering more relations than were taught formally. This study illustrates the efficiency of equivalence-based instruction in establishing academic skills in sophisticated learners. Key words: college students, contextual control, inferential statistics, instruction, stimulus equivalence doi: 10.1901/jaba.2010.43-437

E-books have the potential to unveil an array of new teaching and learning possibilities as traditional and new literacy skills are integrated in meaningful ways. A visit to a local [...]

Although there has been much research on how to help students learn physics, students still come away without a deep understanding of how physics has transformed the world around them and almost all leave with decreased expectations and a more negative attitude toward physics. We discuss an experiment to address this problem: a course weblog which discusses real-world applications of physics and engages students in discussion and thinking outside of class. Students' attitudes toward the value of physics and its applicability to the real-world were probed using a 26-question Likert scale survey over the course of four semesters in an introductory physics course. We found that students who did not participate in the blog generally exhibited a deterioration in attitude toward physics as seen previously. Students who read, commented, and were involved with the blog maintained their initially positive attitudes toward physics. Student response to the blog was overwhelmingly positive, with students claiming that the blog made the subjects studied in the classroom come alive for them and seem more relevant.

This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone. KEYWORDS: best-evidence syntheses, elementary mathematics, experiments, meta-analysis, reviews of research.

Mutagenesis screens and analysis of mutant phenotypes are one of the most powerful approaches for the study of genetics. Yet genetics students often have difficulty understanding the experimental procedures and breeding crosses required in mutagenesis screens and linking mutant phenotypes to molecular defects. Performing these experiments themselves often aids students in understanding the methodology. However, there are limitations to performing genetics experiments in a student laboratory. For example, the generation time of laboratory model organisms is considerable, and a laboratory exercise that involves many rounds of breeding or analysis of many mutants is not often feasible. Additionally, the cost of running a laboratory practical, along with safety considerations for particular reagents or protocols, often dictates the experiments that students can perform. To provide an alternative to a traditional laboratory module, we have used Scenario-Based-Learning Interactive (SBLi) software to develop a virtual laboratory to support a second year undergraduate course entitled 'Genetic Analysis.' This resource allows students to proceed through the steps of a genetics experiment, without the time, cost, or safety constraints of a traditional laboratory exercise.

We give an overview of the Physics Educational Technology (PhET) project to research and develop web-based interactive simulations for teaching and learning physics. The design philosophy, simulation development and testing process, and range of available simulations are described. The highlights of PhET research on simulation design and effectiveness in a variety of educational settings are provided. This work has shown that a well-designed interactive simulation can be an engaging and effective tool for learning physics. [DOI: 10.1119/1.2815365]

This paper proposes a two-step strategy for the computer-aided learning of control. A virtual Web-based laboratory for control design experiments (http://www.hll.uni-mb.si), which supports a two-step strategy, is based on the MATLAB Web server (MWS) and consists of two virtual laboratories. The first virtual laboratory, called 'Web sisotool,' supports computer-aided control design and structured hands-on experiments. Computer-aided control design is welcome as a design tool while structured hands-on experiments are welcome for the visualization of hard-to-grasp concepts. The second virtual laboratory offers students an unstructured MATLAB-Iike environment, called 'M-file application' that allows students to create and design control design experiments by writing MATLAB M-files of their own and executing them on MWS. The presented virtual laboratory for control design experiments is cost effective and has already been successfully used for the learning of control. Student feedback is also presented. Index Terms--Bode plot, computer-aided design, control design learning, M-file, MATLAB Web server (MWS), structured hands-on experiments, unstructured environment, virtual laboratory.

A good teacher is able to customize the lesson to fit the requirements and needs of the learners he or she has in the classroom. This process becomes difficult and expensive in open and distance education, where customization means availability of similar contents, presented in diversified styles. A methodology and the tools to tackle the problem by using automated course compilation have been developed in the 3DE project (Design, Development, and Delivery--Electronic Environment for Educational Multimedia). The work on course customization showed the key role of the authoring process and the related problems. This paper summarizes the methodology and describes the development environment designed to assist authors in the creation of customized educational material. The environment seeks to help teachers/authors understand the relations among pedagogical and technical aspects and provides instructions, guidelines, and assistance for the development of learning-styles-aware material. The paper focuses on the author interface of the environment with details on the pedagogical framework, the authors' guide, the classification guide, and the metadata tool. Index Terms--Authoring guide, automated course construction, educational effectiveness, interoperability, learning styles (LSs), personalized learning, reuse.

Graduate-level instruction in statistical computing need not be relegated to courses devoted to statistical computing; even theoretical statistics courses can include considerable computational content through well-designed exercises. Such exercises should be chosen so that they force students to learn essential computing skills without impeding instruction of theory. A series of examples used in a course on large-sample theory illustrates this thesis. KEY WORDS: Large-sample theory; Statistical computing.

This review compares multiple-try feedback (MTF) to other common forms of feedback for lower- and higher-order learning outcomes. Twelve effect sizes from eleven studies indicate that MTF is less effective than other types of feedback lot verbatim outcomes, with a median effect size of -0.22 and a mean effect size of -0.22. However, twenty-three effect sizes from fourteen studies indicates that MTF is slightly more effective than other types of feedback for higher-order outcomes, with a median effect size of 0.10 and a mean effect size of 0.08. These findings indicate that MTF functions differently than other common forms of feedback, and may be most appropriate for higher-order but not verbatim learning outcomes in computer-based instruction., Although feedback is an important component of computer-based instruction (CBI), the effects of feedback on higher-order learning outcomes are not well understood (Mory, 1996; Smith & Ragan, 1993). Several meta-analyses [...]

Philip Iversen is a Research Scientist, Lilly Research Laboratories, Eli Lilly and Company, Indianapolis, IN 46285 (E-mail: iversen@lilly.com). Mervyn Marasinghe is Associate Professor, Department of Statistics, Iowa State University, Ames, IA 50011. The authors thank the editors and referees for their helpful comments and suggestions., * * * * * * * * * * In 1996, computer-based modules were presented that use interactive graphics and simulation to teach basic statistical concepts for undergraduate courses. [...]

Multi-Media does not, just by itself, guarantee accelerated learning and enhanced motivation unless there is a clear pedagogical progression and learning strategy. The authors describe and analyze the didactic dimensions to be considered when designing a multi-media tool, based on their own experience as software authors and language trainers. Key words: CD-Rom development, crossing subject boundaries, didactic considerations, language learning technologies, multi-media

We used TACT computer software to teach Joseph Conrad's novel Heart of Darkness to BA (Hons) students at the University of Luton in England. Conrad's novel is one of the texts used in the 'Language and New Literatures' modules (units). In these modules we combine analytical approaches to literary texts with linguistic methods. We used TACT to reinforce the understanding of the text of Heart of Darkness achieved through such a combination of methods. An exposure to the computer-based approaches to the text described in this article made the students' interaction with the text a more complex and rewarding experience. Key words: wordlist, lexical analysis, semantic fields, collocate display, distribution display, index display, KWIC (Key Word In Context) display, text display, literary criticism, aesthetics of printed text

In this paper an interactive video system for language learning will be discussed. The various parts and media contained in the system are connected by a multitude of links which lend themselves to explorative learning. Particular attention is given to the way the grammar section is incorporated and how it is accessed. Key words: language learning, interactive video, hypermedia, explorative learning, communicative approach, learner strategies, dynamic links, customized grammar screens

The use of metacognitive strategies of learning and instruction such as content abstracts or previews, subtitles and captioning (on-screen foreign language subtitles) have been recurrent pedagogical tools for facilitating foreign language (L2) instruction. New technology has broadened their scope and multiplied the ways in which they can be used in L2 computer-based applications. A pilot test was carried out using a hypermedia instructional application for Spanish: 'Operacion Futuro.' The test addresses the question of how two types of metacognitive strategies, written and spoken Advance Organizers (AOs) and verbatim Captioning (CP) may facilitate L2 comprehension and recall. Key words: computer-based learning, foreign language, hypermedia applications, interactive video, instructional technology, Latin American culture, Spanish language

The primary mission of the University of Wisconsin-Madison Technical Japanese Program is to train English-speaking scientists and engineers to read technical documents written in Japanese. Semester-long courses in technical Japanese at the basic, intermediate, and advanced levels are now being offered live and interactively to students and professionals throughout the United States. Audiographic teleconferencing employs standard microcomputer hardware and a high quality sound system to share audio and visuals with many people simultaneously. Pictures, text in any writing system, data, and high-resolution graphics are transmitted to participants at multiple, remote locations over ordinary telephone lines. Visuals can be annotated during the class using a graphics tablet. Alternatively, the same computer-generated image can be fed to a satellite and then broadcast throughout the country. Satellite broadcasts, coupled with the use of an audio conferencing system at each receive site, provide another effective method for interactive course delivery to sites beyond the university campus. During the three years in which technical Japanese courses have been delivered via audiographics or satellite to remote sites, student acceptance of the computer-based instructional system has been excellent. In this paper we describe the impact of audiographic teleconferencing on the teaching of technical Japanese. In a future paper we will analyze the performance of students on and off campus.

The Internet, which interconnects telecommunications systems worldwide, can provide mathematics teachers with a tool for instruction. It allows students and teachers to access data which they can use for exercises in analysis and critical thinking and information exchange. It can also provide students with opportunities to use factual data, send messages to a specific audience through electronic mail and learn how to collaborate with other Internet users in solving problems., Throughout the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) the notion of students and teachers as critical thinkers, information seekers, and problem solvers is a priority. The Internet, [...]

Parents and students can both learn about Math together in a fun setting through the Family Math program. Activities involve the use of software in the grasp of mathematical concepts where the parent asks questions to help his child learn math but not give answers. Parents are also given the option to use or not to use the computer aids, which functions as the tool to extend the mathematical learning process for both parents and students., What do you do when a parent asks you how they can help their child in mathematics? What if a parent wants to learn to use a calculator or a [...]

Inaccuracy is inevitable in the use of digital computing devices. It may result from the magnification of graphical representations or the performance of multiple iterations on algorithms. Inaccuracy in computations result from the use of an infinite mantissa. This situation can be minimized by avoiding the subtraction of numbers that are almost equal. Loss of accuracy has several implications for mathematics instruction. It shows that in the use of computing aids, more is not necessarily better. Teachers and students should also recognize the reasonable accuracy and the limitations of computing aids.

A new software called the Geometer's Sketchpad enables students of geometry to learn new concepts by exploring and manipulating figures on the screen. With the use of a mouse, the teacher can draw lines which could be moved around to teach the different types of angles and triangles. The program also contains an electronic compass, pointer and ruler. This method can be complemented with a hands on activity to further enhance student involvement in the learning process.

This article describes an intelligent computer-assisted language instruction system that is designed to teach principles of syntactic style to students of English. Unlike conventional style checkers, the system performs a complete syntactic analysis of its input, and takes the student's stylistic intent into account when providing a diagnosis. Named STASEL for Stylistic Treatment At the Sentence Level, the system is specifically developed for the teaching of style, and makes use of artificial intelligence techniques in natural language processing to analyze free-form input sentences interactively. An important contribution of STASEL is its ability to provide stylistic guidance according to the specific writing goals of clarity and conciseness. In an attempt to remedy some of the deficiencies of existing instructional software, STASEL's design demonstrates how stylistic instruction can be effectively computerized, while laying the groundwork for the creation of intelligent tutoring systems for teaching writing.

In one particular type of computerized language-learning simulation, the computer takes on the role of a participant in the target language conversations. This type of simulation has been called a computer-assisted language-learning conversational simulation (CALL CS). We argue that the validity of a CALL CS (from the language teacher's point of view) depends on its structure, whereas its reliability (necessary for the willing suspension of disbelief by the language learner) derives from an absence of highly disruptive discourse disjunctures, or communicative breakdowns, as defined by Winograd and Flores.

The advent of multimedia, which permits the integration of motion video in the computer environment, offers an opportunity to transform profoundly language-learning software. Interactive learning programs can now be truly communicative-based, because powerful computational tools allow learners to work with authentic materials that otherwise would be overwhelming. Video materials created from the outset with interactive objectives most fully exploit the potential of this emerging medium. DIRECTION PARIS and NO RECUERDO, both components of the Athena Language Learning Project at MIT, embody this design philosophy.