Download or read book An Investigation Into Students Perceptions of the Learning Environment Provided by Hypermedia Tools in an Interdisciplinary High School Course of Studies written by Irene Elizabeth Smith and published by Ann Arbor, Mich. : University Microfilms International. This book was released on 1993 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: This doctoral dissertation reports on a study that investigated the hypermedia learning environment from the perspective of high school students learning about U.S. culture. Qualitative methods were used to determine student perceptions about learning with hypermedia tools. Data were collected from daily observations, interviews, student products, formal and informal discussions, and questionnaires. This daily, 5-month investigation produced data which were subsequently used to analyze student perceptions. The data were classified into a number of categories and the analysis was cross checked. The study concluded that there are a number of student perceptions that are supportive of the use of a hypermedia learning environment. Students indicated that the nature of hypermedia products promoted a feeling of empowerment. Students became experts on certain topics and shared their expertise. The freedom of choice and opportunity to be creative promoted considerable motivation. Hypermedia documents were viewed by students as much more public than traditional work. Producing a hypermedia document promoted understanding at a deeper level than using a traditional assignment. Teachers in this program concurred that learning was enhanced and all participants in the program indicated the use of a hypermedia learning environment to be advantageous. Copies of the questionnaires used are appended. (Contains 96 references.) (Author/TMK)
Download or read book An Investigation Into Students Perceptions of the Learning Environment Provided by Hypermedia Tools in an Interdisciplinary High School Course of Studies written by Irene E. Smith and published by . This book was released on 1993 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Information Literacy Lifelong Learning and Digital Citizenship in the 21st Century written by Serap Kurbanoglu and published by Springer. This book was released on 2014-12-13 with total page 804 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the refereed proceedings of the European Conference on Information Literacy, ECIL 2014, held in Dubrovnik, Croatia, in October 2014. The 93 revised full papers presented together with two keynotes and one invited paper were carefully reviewed and selected from 283 submissions. The papers are organized in topical sections on theoretical framework; related concepts; research; rights and ethics; children; higher education; education and instruction; assessment and evaluation; libraries; different aspects.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Digital Literacy Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2012-07-31 with total page 1836 pages. Available in PDF, EPUB and Kindle. Book excerpt: Digital Literacy: Concepts, Methodologies, Tools and Applications presents a vital compendium of research detailing the latest case studies, architectures, frameworks, methodologies, and research on Digital Democracy. With contributions from authors around the world, this three-volume collection presents the most sophisticated research and developments from the field, relevant to researchers, academics, and practitioners alike. In order to stay abreast of the latest research, this book affords a vital look into Digital Literacy research.
Download or read book Interdisciplinary Perspectives on Virtual Place Based Learning written by Reneta D. Lansiquot and published by Springer Nature. This book was released on 2019-12-12 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores how virtual place-based learning and research has been interpreted and incorporated into learning environments both within and across disciplinary perspectives. Contributing authors highlight the ways in which they have employed a variety of methodologies to engage students in the virtual exploration of place. In the process, they focus on the approaches they have used to bring the real world closer through virtual exploration. Chapters examine how the resources of the urban environment have been tapped to design student research projects within the context of an interdisciplinary course. In this way, authors highlight how virtual place-based learning has employed the tools of mapping and data visualization, information literacy, game design, digital storytelling, and the creation of non-fiction VR documentaries. This book makes a valuable contribution to the literature, offering a model of how the study of place can be employed in creative ways to enhance interdisciplinary learning.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1999 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Good Reception written by Antero Garcia and published by MIT Press. This book was released on 2022-06-07 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: A year in the life of a ninth-grade English class shows how participatory culture and mobile devices can transform learning in schools. Schools and school districts have one approach to innovation: buy more technology. In Good Reception, Antero Garcia describes what happens when educators build on the ways students already use technology outside of school to help them learn in the classroom. As a teacher in a public high school in South Central Los Angeles, Garcia watched his students' nearly universal adoption of mobile devices. Whether recent immigrants from Central America or teens who had spent their entire lives in Los Angeles, the majority of his students relied on mobile devices to connect with family and friends and to keep up with complex social networks. Garcia determined to discover how these devices and student predilection for gameplay, combined with an evolving “culture of participation,” could be used in the classroom. Garcia charts a year in the life of his ninth-grade English class, first surveying mobile media use on campus and then documenting a year-long experiment in creating a “wireless critical pedagogy” by incorporating mobile media and games in classroom work. He describes the design and implementation of “Ask Anansi,” an alternate reality game that allows students to conduct inquiry-based research around questions that interest them (including “Why is the food at South Central High School so bad?”). Garcia cautions that the transformative effect on education depends not on the glorification of devices but on teacher support and a trusting teacher-student relationship.
Download or read book How Adolescents in an Alternative School Program Use Instructional Technology to Construct Meaning While Reading and Writing written by Kristin Webber and published by . This book was released on 2013 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study research was to investigate how adolescent students constructed meaning while using instructional technology tools in an alternative school setting. Participants included six students who attended a small alternative public education program in the Midwest. Three of the participants were in the intermediate grade level (grades 4-5), two were in the middle grade level (grades 6-8), and one attended the high school (grades 9-12) levels of the program. The participants had been identified with emotional and behavioral disorders (EBD). They were attending this program because they had been unsuccessful in a traditional school setting. Two research questions guided data collection and analysis: 1) How do six adolescents use instructional technology to construct meaning while reading and writing in an alternative setting and; 2) What are these students' perceptions of how instructional technology is used in an alternative setting? Data collection included observations, interviews, and pertinent or documents. Data was analyzed using the constant comparative method (Merriam, 2009)), with the goal of identifying patterns within the data that could be organized into categories. Comparison of the categories to one another resulted in theory that is grounded in these findings and this context. Data analysis revealed four major findings: 1) Participants used technology to enhance, deepen and/or facilitate their meaning-making process. The technology itself, however, did not drive the meaning-making process; 2) Technology that was used during the study's reading and writing events enhanced these responses by providing support for the participants which allowed them to engage with texts in new or deeper ways. As they read poetry and fiction, for example, students favored affective responses. Digital poetry enabled the participants to forge unique interpretations of the text by choosing from a wide range of visual and audio effects. While the technology appeared to enhance or deepen their meaning-making with poetry and fiction, participants enlisted few of its resources when engaging with expository text; 3) Technology used during the study's writing events provided support for the participants as they moved recursively through stages of prewriting, drafting and revision and; 4) Although these participants did not perceive themselves as technologically savvy outside of school, in school they viewed themselves as confident users of technology when given multiple opportunities to use technology in sophisticated ways. Two ancillary findings are also of note: 1) The nature of the assignment itself appeared to have a significant influence on both the quality of participants' meaning-making and their use of technology and; 2) While research has found that students with EBD frequently display disruptive classroom behaviors (Fitzpatrick & Knowlton, 2009), participants in this study demonstrated no such behaviors. In fact, not only were participants consistently engaged by most of the activities, but they also consistently used features of the available technology to support their meaning-making efforts. For decades, scholarly research has confirmed that in their transactions with text, readers drive the meaning-making process (Galda, 2010; Goodman, 1995; Rosenblatt, 1995/1938, 1978; Martinez & Riser, 1991). Ultimately, results of this study add to and deepen this body of research by confirming readers' primacy in the meaning-making process, even with new digital literacies available to them through the use of technology.
Download or read book The Virtual High School written by Andrew A. Zucker and published by Teachers College Press. This book was released on 2003-01-01 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This authoritative volume is the first to provide a thorough, detailed account of the virtual high school. Based on a 5-year study conducted by experienced researchers at SRI International, it provides crucial information to assist educators and policymakers in creating, adapting, and learning how to effectively use these new online schools. This book answers such questions as: What is the difference between an online and face-to-face classroom? What is it like to take, or to teach a course online? Are online courses effective? What are the problems with its use?
Download or read book Documentation Abstracts written by and published by . This book was released on 1997 with total page 708 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Case Study of Alternative High School Students Perceptions of Work Based Learning Curricula written by Viola Roberts Lewis and published by . This book was released on 2016 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Digital Communication Tools Used in Online High School Courses written by Nathan Putney and published by . This book was released on 2008 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant Messaging, chat, the telephone, discussion area, whiteboard, and assignment feedback affected their motivation and success in an online high school course. Correlations were done to discover if there were any significant relationships between variables that relate to teacher interaction and motivation. In addition, distributions of student responses to survey questions about digital communication tools and demographics were examined. It was found that there is a high degree of correlation between frequency of teachers' use of digital communication tools and student's perception of their level of motivation. It was also found that the digital communication tools most frequently used by teachers in communicating with their students were email, the telephone, and assignment feedback, and that the students found these same tools the most helpful in their learning. In addition, no significant demographic differences were found in students' perception of teachers' use of tools to enhance learning and motivation in their courses except in the number of previous online courses taken. These findings can help direct online high school teachers in their selection of digital tools used to communicate with their students.
Download or read book Hypermedia Learning Environments written by Piet A. M. Kommers and published by Routledge. This book was released on 1996 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
