Mobile learning and integration of mobile technologies in education

Mobile technologies have a huge potential to transform education provided these technologies are designed and implemented in such a way that they are relevant to the social and cultural context of learning. Clearly, the application, implementation, and design of mobile technology in the global educational context pose technological and socio-cultural challenges. Specifically, technology tools and applications that are familiar in developed nations may pose unique challenges in developing countries, so ‘one size fits all’ or ‘one technology for all contexts’ does not practically work. Therefore, the authors provide case studies focusing on the pedagogical benefits of mobile technologies when used as educational tools. Ideally, this article is intended to stimulate reflections on the subject of m-learning as well as the integration of mobile technologies in education.     

Information Communication Technology planning in developing countries

This article explores major issues related to Information Communication Technology (ICT) in education and technology planning. Using the diffusion of innovation theory, the authors examine technology planning opportunities and challenges in Developing countries (DCs,) technology planning trends in schools, and existing technology planning models in schools districts in Dcs. Ideally, this article is intended to advance the discussion grounded on the premise that teaching is not effective without the appropriate use of information and communication technologies resources to facilitate student learning.     

Promoting effective e-learning practices through the constructivist pedagogy

Although rapid advances in technology has allowed for the growth of collaborative e-learning experiences unconstrained by time and space, technology has not been heavily infused in the activities of teaching and learning. This article examines the theory of constructivism as well as the design of e-learning activities using constructivist principles. The manner in which constructivist theory supports e-Learning is explored, and extrapolating from this pedagogical theory, some implications are provided to model effective practices of the characteristics and capacities of this powerful learning environment.     

A comparison of men's and women's strength to body mass ratio and varus/valgus knee angle during jump landings

The purpose of this investigation was to compare valgus/varus knee angles during various jumps and lower body strength between males and females relative to body mass. Seventeen recreationally active females (age: 21.94 ± 2.59 years; height: 1.67 ± 0.05 m; mass: 64.42 ± 8.39 kg; percent body fat: 26.89 ± 6.26%; squat one-repetition maximum: 66.18 ± 19.47 kg; squat to body mass ratio: 1.03 ± 0.28) and 13 recreationally active males (age: 21.69 ± 1.65 years; height: 1.77 ± 0.07 m; mass: 72.39 ± 9.23 kg; percent body fat: 13.15 ± 5.18%; squat one-repetition maximum: 115.77 ± 30.40 kg; squat to body mass ratio: 1.59 ± 0.31) performed a one-repetition maximum in the squat and three of each of the following jumps: countermovement jump, 30 cm drop jump, 45 cm drop jump, and 60 cm drop jump. Knee angles were analysed using videography and body composition was analysed by dual-energy X-ray absorptiometry to allow for squat to body mass ratio and squat to fat free mass ratio to be calculated. Significant differences (P ≤ 0.05) were found between male and female one-repetition maximum, male and female squat to body mass ratio, and male and female squat to fat free mass ratio. Significant differences were found between male and female varus/valgus knee positions during maximum flexion of the right and left leg in the countermovement jump, drop jump from 30 cm, drop jump from 45 cm, and drop jump from 60 cm. Correlations between varus/valgus knee angles and squat to body mass ratio for all jumps displayed moderate, non-significant relationships (countermovement jump: r = 0.445; drop jump from 30 cm: r = 0.448; drop jump from 45 cm: r = 0.449; drop jump from 60 cm: r = 0.439). In conclusion, males and females have significantly different lower body strength and varus/valgus knee position when landing from jumps.     

Doctoral Student Socialization: Educating Stewards of the Physical Education Profession

ABSTRACT

In preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided.     

Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation

The purpose of this study was to examine the effects of a prototype of motivationally-adaptive computer-assisted instruction (CAI). The foundation for motivational theory and design was provided by the ARCS model (an acronym formed from attention, relevance, confidence, and satisfaction). This model provides a definition of motivation, a motivational design process, and recommendations for motivational strategies. Three treatment conditions were considered: (a) motivationally adaptive CAI, (b) motivationally saturated CAI, and (c) motivationally minimized CAI. Dependent variables were effectiveness, perceived motivation (both overall motivation and each of A, R, C, & S components), efficiency, and continuing motivation. The motivationally adaptive CAI showed higher effectiveness, overall motivation, and attention than the other two CAI types. For efficiency, both motivationally adaptive CAI and motivationally minimized CAI were higher than motivationally saturated CAI. For continuing motivation, there were no significant differences among the three CAI types, but a significant correlation was found between overall motivation and continuing motivation across the three CAI types. This study supports the conclusion that CAI can be designed to be motivationally adaptive to respond to changes in learner motivation that may occur over time. It also illustrates that the ARCS model can be useful and effective in support of designing for these dynamic aspects of motivation.     

Using contrasting cases to improve self-assessment in physics learning

Self-assessment is essential to scientific literacy as stated by the National Research Council Committee on Conceptual Framework for the New K-12 Science Education Standards and has since been incorporated into the Next Generation Science Standards. However, little empirical evidence documents which instructional tools are beneficial in improving students’ self-assessment in science learning. As such, we conducted a classroom-based quasi-experiment to test whether contrasting case-based instructional supports improved 390 introductory high school physics students’ accuracy in self-assessment and academic performance when solving physics problems. We compared the effects of providing students with content knowledge and contrasting cases (contrasting good and poor solution) on students’ physics problem solving and their ability to self-assess, with the effects of either presenting them with content knowledge and good solutions or teaching only content knowledge. We found contrasting examples improved the accuracy of students’ self-assessments, promoted content learning, and enhanced the development of self-assessment strategies.     

Teacher Enthusiasm: Reviewing and Redefining a Complex Construct

Educational Psychology Review - The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since...     

多媒体环境中动机、意志和成绩的整合理论

动机、意志和成绩的整合理论(MVP)在宏观动机模式ARCS(Attention,Relevence,Confidence,Satisfaction)基础上发展而成,它囊括了动机意志模式中动机和行为的各个行动阶段——从目标确定到意志行动再到目标实现,有效地解释了从愿望到行动的进程。MVP还吸纳了行动控制理论、动机意志模式、阿斯特累特纳和威斯纳的多媒体与动机整合模式以及迈耶的多媒体学习理论中的合理成分,使动机加工成分得到了重新定位和补充,因而与ARCS相比,MVP更有利于综合地解释动机、意志、学习和成绩之间的复杂关系,更有利于进一步支持有关的理论构建、经验研究以及使用策略的开发与验证。