Evaluating learning technology content with discourse analysis

The researcher combined qualitative media analysis with tools for discourse analysis to review Blackboard Collaborate?, a tool often used in online education. Technology design references Discourses which dictate how and why these tools should be used. The analysis showed Collaborate? uses sign systems and knowledge, along with politics, to reinforce a traditional educational Discourse. Educators should be aware of embedded Discourses to effectively incorporate technology into their practice, and designers should consider such Discourses during development. This paper describes discourse analysis as one approach to evaluating technology with regards to affordances for, and constraints to, teaching and learning.     

Teaching complex content to learning disabled students: the role of technology

A program of research has combined the effectiveness of Direct Instruction curriculum design and mastery learning with the efficiency of technology to teach more cognitively complex skills. This article explains one example of this comprehensive intervention in detail. Findings from several studies are briefly reviewed. The purpose of this article is to document how such a comprehensive intervention reduces performance differences between students with learning disabilities and their peers, while using technology to minimize, or even reduce, the demands placed on the teacher.     

Teaching and learning One-Course-At-A-Time

In 1978 Cornell College in Mount Vernon, Iowa, adopted the One-Course-At-A-Time calendar, under which professors teach and students take one course only for three-and-a-half week terms. This paper examines the impact of the calendar on overall faculty workload and student performance and development. It also considers faculty attitudes concerning the effects of the intensive format on teaching effectiveness and student learning, along with the types of courses and teaching methods best suited to the calendar. Faculty and student satisfaction with the calendar is high.Charlotte Vaughan received a B.A. from Northwestern University, a Masters of Science in Teaching from Illinois Institute of Technology, and a Ph.D. in sociology from the University of Chicago. She is a professor emerita in sociology at Cornell College and is currently the college's Director of Institutional Research. She is interested in research in higher education. Christopher Carlson received a B.A. from the University of California at Davis, an M.A. in sociology from the University of Illinois at Chicago, and a Ph.D. in sociology from the University of Oregon. He is an associate professor of sociology at Cornell College and currently serves as the college's Affirmative Action Officer. He is interested in the family, gender roles, and social change.     

Group interactive learning with group process support technology

An effective seminar is about discussion, exchanges of ideas and developing understanding: but is this always achieved? This paper evaluates a pilot study into whether group process support technology has the potential to improve the learning experience of students in seminar groups by increasing participation and focusing debate. The trial involved 86 undergraduate students. The technology consists of wireless handsets, a PC and data projector. The use of the technology was varied to increase our understanding of how it could be used effectively. The Pilot Study received a positive evaluation by both the tutor and the student group. The results are encouraging, and the paper concludes by establishing further research issues, how this application of technology can be developed and briefly describes how the technology has been subsequently used in the University of Glamorgan Business School.     

运用多媒体技术辅助《建筑制图》课程教学

建筑制图是建筑专业的一门重要技术基础课,本文通过在课堂教学中的实践探索,以确定多媒体技术在哪些方面对建筑制图的辅助教学优越性更为突出,从而发现影响教学质量以及教学效率的因素,促进多媒体技术更好地辅助课程教学。     

Teaching and learning in kindergarten

Teaching and learning in kindergarten is related, on the one hand, to the principles, methods and forms of teachers＇ work that should optimally contribute to pre-school child development and learning, and on the other hand, to the issues of the developing their reasoning and other aspects of their personality. It is for this reason that the responsibility of kindergarten teachers, in view Kindergartens must strive to ensure quality teaching and of instruction and learning of young children, is huge. learning environment for very young children, which in addition fosters an atmosphere of pleasure and comfort. This paper aims to present the significance of instruction and learning of pre-school children today, in particular that within the institutionalised education （in kindergarten）. The author＇s points of interest were how instruction and learning of young children in kindergarten was perceived in the past and the contemporary view on modern instruction and learning ofpre-school children in kindergartens.     

浅谈信息技术与语文学科教学的整合

新课程所提倡的"学科整合"的内涵之一就锁定为信息技术支持下的课程整合.新课程指出.语文课堂教学中,应"构建开放而有活力"的课堂.     

Teaching multiplication facts to students with learning problems

The present study investigated the effectiveness of a constant time delay procedure in teaching multiplication facts to fifth- and sixth-grade students identified as learning disabled, behavior disordered, or educable mentally handicapped. Four students were taught oral responses to 30 multiplication facts using a constant 5-second (s) delay procedure. Data on the number of minutes of direct instruction time, as well as the number and percent of errors, trials, and sessions to criterion, were collected. Results indicated that the near-errorless learning procedure was effective in teaching multiplication facts to students placed in special education.