3. Abstract :
The purpose of this study is to validate the possible
significant differences when comparing the test grades of
students completing hardcopy or electronic versions of
their midterm and final tests. In the preliminary study the
grades of students whose tests were administered
electronically appeared to be lower that the test grades of
students taking the hardcopy version. When using SSPS
to complete a statistical analysis of the test grades, the
means of the students' scores and the t-test of the means
in three of the four semesters did reveal a significant
difference, with the electronic test scores being lower than
the hardcopy test scores. During a follow-up study under
carefully controlled conditions during the midterm and
final tests, it appears as those there is no significant
difference when comparing the grades of students who
completed the hardcopy and electronic versions of the
tests
5. Abstract :
Our research examined the link between pre-service teachers’
learning styles and the importance they gave to technology in
their vision of teaching and learning a language. Student
teachers (n = 18) had to reflect on their vision of learning and
teaching a language and create a concept map to illustrate this
vision. We wanted to examine why some student teachers
chose to present almost exclusively concepts related to learning
while others focused on the teaching process? Yet, others
indicated no relationship in their concept maps between
teaching and learning a language. And was technology included
in the teaching or the learning process or present in both?
Profiles of pre-service teachers were established according to
the types of concepts used. Our conclusions will demonstrate
how through concept maps, we can see how learning styles do
influence pre-service teachers’ representations of what learning
and teaching a language is all about
