1) The document proposes a theoretical framework based on activity theory to holistically study ICT in schools. It argues ICT must be studied within the broader sociocultural context and activities it is situated in, not in isolation.
2) The framework uses an activity system as the unit of analysis, where an individual's goal-directed activity is mediated by tools and signs within the sociocultural setting. This allows observing how settings and cognition shape and are shaped by ICT tools.
3) Adopting this framework allows considering how ICT mediates activities in learning environments and how its use integrates into discourse and develops higher-order thinking, rather than just focusing on ICT itself.
British journal of educational technology vol 33 no 4 2002 411haramaya university
This document proposes a theoretical framework for studying ICT in schools using a sociocultural perspective. It argues that ICT must be studied within the broader context in which it is used, not in isolation. The framework is based on activity theory, with the activity system as the unit of analysis. An activity system includes the subject, object, community, rules, division of labor, and tools. ICT is considered one tool that mediates activity. Situating ICT use within an activity system provides insights into how human cognition is distributed and considers the social and historical context of ICT integration. The activity system is further situated within broader ecological contexts using Cole's "garden as culture" metaphor to understand the interdependence between
This document discusses using Activity Theory as a framework for understanding human-computer interaction, particularly in an educational context in South Africa. It first provides an overview of Activity Theory and its key concepts from Vygotsky and Engestrom. It then describes a case study where the author used an online questioning environment in a postgraduate education course to help students develop critical thinking skills. Activity Theory is proposed as a lens for analyzing how the introduction of this new computer-based tool transformed both the classroom activity system and the students' and instructor's roles within it. The document concludes by arguing Activity Theory is valuable for conceptualizing learning as a social process mediated by tools, rather than something that occurs solely in an individual's mind.
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
This document provides a theoretical framework for examining how emergent mobile technologies can be used as cognitive tools to facilitate collaborative learning. It discusses key concepts including distributed cognition, which views cognition as distributed among people, artifacts, and symbols. Cognitive tools are any tools that enhance cognitive processes during thinking and learning. The document also discusses constructivism and the idea that learning involves actively constructing knowledge through social interactions. It provides background on three empirical case studies examining how mobile technologies can support collaborative learning in authentic contexts through structured instructional design.
CLASSROOM COMMUNICATION AND ICT INTEGRATION: PUBLIC HIGH SCHOOL TEACHERS’ NOT...IJITE
As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented.
The disruptive nature of emerging technologies v0.3Daniela Gachago
This document summarizes research on lecturers' experiences with emerging technologies at a South African university. The research had three aims: 1) to establish which technologies lecturers are using, 2) to explore how emerging technologies impact different learning events, and 3) to examine the disruptive nature of emerging technologies based on lecturer interviews. Key findings include that lecturers predominantly use technologies to support existing teaching practices rather than transforming them. Emerging technologies place more control in students' and lecturers' hands rather than the institution. Some technologies allow new types of learning events while others replicate existing practices. Lecturers described qualities of disruptive technologies including being student-centered and offering flexible options.
Collaborative learning enhanced by mobile technologies 2018AliAqsamAbbasi
This document provides an editorial introduction and overview of a special issue focusing on research into collaborative learning enhanced by mobile technologies. It summarizes 9 research papers that examine how mobile devices and applications can support collaborative learning in both formal and informal educational settings. The introduction discusses the evolution of this research area and need for further studies combining key findings on social learning and new technologies. It previews each paper's contributions and concludes that further theoretical development and designed prototypes are needed to deepen understanding of mobile collaborative learning.
British journal of educational technology vol 33 no 4 2002 411haramaya university
This document proposes a theoretical framework for studying ICT in schools using a sociocultural perspective. It argues that ICT must be studied within the broader context in which it is used, not in isolation. The framework is based on activity theory, with the activity system as the unit of analysis. An activity system includes the subject, object, community, rules, division of labor, and tools. ICT is considered one tool that mediates activity. Situating ICT use within an activity system provides insights into how human cognition is distributed and considers the social and historical context of ICT integration. The activity system is further situated within broader ecological contexts using Cole's "garden as culture" metaphor to understand the interdependence between
This document discusses using Activity Theory as a framework for understanding human-computer interaction, particularly in an educational context in South Africa. It first provides an overview of Activity Theory and its key concepts from Vygotsky and Engestrom. It then describes a case study where the author used an online questioning environment in a postgraduate education course to help students develop critical thinking skills. Activity Theory is proposed as a lens for analyzing how the introduction of this new computer-based tool transformed both the classroom activity system and the students' and instructor's roles within it. The document concludes by arguing Activity Theory is valuable for conceptualizing learning as a social process mediated by tools, rather than something that occurs solely in an individual's mind.
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
This document provides a theoretical framework for examining how emergent mobile technologies can be used as cognitive tools to facilitate collaborative learning. It discusses key concepts including distributed cognition, which views cognition as distributed among people, artifacts, and symbols. Cognitive tools are any tools that enhance cognitive processes during thinking and learning. The document also discusses constructivism and the idea that learning involves actively constructing knowledge through social interactions. It provides background on three empirical case studies examining how mobile technologies can support collaborative learning in authentic contexts through structured instructional design.
CLASSROOM COMMUNICATION AND ICT INTEGRATION: PUBLIC HIGH SCHOOL TEACHERS’ NOT...IJITE
As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented.
The disruptive nature of emerging technologies v0.3Daniela Gachago
This document summarizes research on lecturers' experiences with emerging technologies at a South African university. The research had three aims: 1) to establish which technologies lecturers are using, 2) to explore how emerging technologies impact different learning events, and 3) to examine the disruptive nature of emerging technologies based on lecturer interviews. Key findings include that lecturers predominantly use technologies to support existing teaching practices rather than transforming them. Emerging technologies place more control in students' and lecturers' hands rather than the institution. Some technologies allow new types of learning events while others replicate existing practices. Lecturers described qualities of disruptive technologies including being student-centered and offering flexible options.
Collaborative learning enhanced by mobile technologies 2018AliAqsamAbbasi
This document provides an editorial introduction and overview of a special issue focusing on research into collaborative learning enhanced by mobile technologies. It summarizes 9 research papers that examine how mobile devices and applications can support collaborative learning in both formal and informal educational settings. The introduction discusses the evolution of this research area and need for further studies combining key findings on social learning and new technologies. It previews each paper's contributions and concludes that further theoretical development and designed prototypes are needed to deepen understanding of mobile collaborative learning.
This document discusses e-learning technologies and different philosophies of teaching and technology. It begins by outlining advantages and concerns of e-learning technologies, such as increased access but also commercialization of teaching. It then examines philosophies of teaching like liberal, progressive, behaviorist, and humanist. Each philosophy has a different view of the role of technology in education. The document concludes that reflecting on philosophical orientations is important for how we choose and use e-learning technologies to avoid "mindless activism".
The document discusses the relationship between technology and learning. It argues that technology should not be seen as having a direct causal impact on learning and that its use needs to be understood within its social context. While schools have adopted technologies for assessment and instruction, technologies used outside of schools that empower learner agency are often excluded. The rise of information technologies calls into question the link between schooling and learning, and suggests a pluralistic model where out-of-school learning can complement in-school education.
Formative Interfaces for Scaffolding Self-Regulated Learning in PLEseLearning Papers
Authors: Mustafa Ali Türker, Stefan Zingel.
A Personal Learning Environment (PLE) is a software application (desktop or web-based) which allows students to organise learning resources and publish individual outcomes. Although PLEs are built for bottom-up personal use, they involve communication and increasingly social tools, promoting networked learning scenarios. Knowledge management, syndicating resources, trustworthiness and assessment on the assemblage of resources are actual research issues related to the improvement of PLEs.
This document discusses the effectiveness of integrating technology into inquiry-based learning programs. It argues that technology supports inquiry-based learning by providing students access to real-world problems, research tools, and opportunities to collaborate. Several studies are cited that show how technology can enhance inquiry across different subject areas and grade levels by individualizing instruction, reducing human error, and modeling expert thinking. The document focuses specifically on how technology benefits science education by engaging students in scientific questions and allowing them to conduct experiments through virtual environments. In conclusion, the author argues that schools should embrace technology because it increases the productivity and engagement of students in inquiry-based learning.
This document discusses research on using mobile technologies to support learning. It begins by reviewing how ubiquitous computing has enabled new ways to support mobile workers and learners. Three case studies are then described that examine how mobile devices can be used as cognitive tools to scaffold everyday activities and support collaborative learning. Specifically, the studies explore using sentence openers on mobile devices to structure collaboration, designing fine-grained instruction to integrate mobile learning, and examining how deeply structured learning designs impact student outcomes. The document argues that mobile technologies hold potential as cognitive tools to facilitate complex collaborative learning when integrated thoughtfully into pedagogical designs.
The document summarizes research on the technology gap between digital native students and digital immigrant teachers. It discusses how the TPACK model can help bridge this gap. The TPACK model shows that effective technology integration requires knowledge in technology, pedagogy, content, and their intersections. Teacher training must address these knowledge areas and provide hands-on experience applying technology to specific lessons. External factors like support and experience also influence integration. The document provides examples of how to implement TPACK-based training to help teachers successfully integrate new technologies.
The document discusses characteristics of 21st century learners and learning theories. It provides three key characteristics of 21st century learners: 1) They prefer active, hands-on learning and see teachers as coaches; 2) They learn content in a networked, multitasking way and through interdisciplinary projects; 3) They use and share information from multiple technology-based formats. The document then compares learning theories of behaviorism, cognitivism, and constructivism and discusses their principles, instructional processes, roles of teachers and students. Finally, it outlines eight principles of effective instruction including assessing prior knowledge, considering individual differences, stating objectives, developing metacognitive skills, providing social interaction, incorporating realistic contexts, engaging relevant
The document summarizes two research articles about technological determinism in educational technology. Oliver argues that educational technology research often overemphasizes the causal impact of technology. Ng'ambi proposes a transformative pedagogical model for effective technology use that leverages distributed intelligence and expertise through five phases: setting an educational goal, facilitating student creation using emerging technologies, student presentation and recording, student reflection, and considering future technology use. The conclusion is that technology should not be viewed as deterministically impacting outcomes, and critical examination of how and why technology is used is important.
The document discusses the impact of technology on constructivist learning theory. It provides background on constructivism, which emphasizes active learning where students construct knowledge based on their experiences. A key part of constructivist learning environments is ill-structured problems for students to solve. The document argues that technology can support constructivism by providing simulations, related case studies, information resources, cognitive tools, and tools to enable collaboration - all of which help students actively engage in authentic problem-solving.
This document discusses key concepts from ecology that can be applied to understanding learning and designing learning environments. It describes learning as occurring within a complex system or "ecosystem" involving interactions between the learner, other learners, and environmental factors. Learning is framed as an adaptive process where learners and systems mutually adjust to better fit their environments. Ecological principles are argued to be well-suited for conceptualizing autonomous learning within self-organizing knowledge ecosystems.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
This document summarizes key points from a presentation about communication design and theories of learning. It discusses how communication designers produce information to explain technologies and work in ill-structured problem domains. It also outlines general problem-solving tasks and what is known about learning, including comprehension, representation, retrieval, and construction of new understandings.
This study examined how different types of 3D visualizations (interactive 3D animation, 3D animation, and static 3D illustrations) combined with narration and text affect learning among 212 eighth grade students in Greece. The study tested an interactive multimedia application on methods of separating mixtures that was produced in three versions differing only in the type of visualization. The results showed that versions with interactive 3D animations and 3D animations increased student interest and engagement. However, the version with static 3D illustrations allowed students more control over their learning pace and placed less cognitive load on working memory.
The document discusses career opportunities for technical writers. It outlines several jobs that require technical writing skills, including grant writers who communicate information to funding organizations, marketing writers who assist in product promotion, and communications writers who create materials like press releases. The document also notes technical writers are needed in telecom to author online user guides and forums and that many industries require clear digital and print communications, presenting opportunities for technical writers.
El documento describe las muchas formas en que Vicente de Paul y sus colaboradores mostraron misericordia hacia los más necesitados. Rescataban niños abandonados, llevaban comida y cuidado médico a los enfermos y prisioneros, organizaban misiones para los pobres rurales y refugiados, y abogaban por reformas para ayudar al clero y al pueblo. En todo lo que hacían, buscaban revelar el amor misericordioso de Dios hacia los marginados y sufrientes.
1) The document discusses principles of language assessment according to three authors: Backman and Palmer focus on test usefulness; Brown on effectiveness; and Coombe on theoretical and practical features.
2) Validity, reliability, practicality, and washback are key concepts addressed. Coombe's perspective comprehensively covers assessment features that should be considered.
3) Issues in the Chilean educational system include tests not measuring what is taught, lack of authentic materials, and lack of transparency and resources for teachers.
The Rotary Club of Morningside aims to develop disadvantaged schools through sport by providing multi-purpose sports courts, as outlined in their "One School, One Sports-Field" project. They have previously upgraded facilities and implemented feeding schemes at several schools. The project will be funded and managed by the Rotary Club of Morningside to promote health, teamwork, and develop future athletes in South Africa.
This document discusses e-learning technologies and different philosophies of teaching and technology. It begins by outlining advantages and concerns of e-learning technologies, such as increased access but also commercialization of teaching. It then examines philosophies of teaching like liberal, progressive, behaviorist, and humanist. Each philosophy has a different view of the role of technology in education. The document concludes that reflecting on philosophical orientations is important for how we choose and use e-learning technologies to avoid "mindless activism".
The document discusses the relationship between technology and learning. It argues that technology should not be seen as having a direct causal impact on learning and that its use needs to be understood within its social context. While schools have adopted technologies for assessment and instruction, technologies used outside of schools that empower learner agency are often excluded. The rise of information technologies calls into question the link between schooling and learning, and suggests a pluralistic model where out-of-school learning can complement in-school education.
Formative Interfaces for Scaffolding Self-Regulated Learning in PLEseLearning Papers
Authors: Mustafa Ali Türker, Stefan Zingel.
A Personal Learning Environment (PLE) is a software application (desktop or web-based) which allows students to organise learning resources and publish individual outcomes. Although PLEs are built for bottom-up personal use, they involve communication and increasingly social tools, promoting networked learning scenarios. Knowledge management, syndicating resources, trustworthiness and assessment on the assemblage of resources are actual research issues related to the improvement of PLEs.
This document discusses the effectiveness of integrating technology into inquiry-based learning programs. It argues that technology supports inquiry-based learning by providing students access to real-world problems, research tools, and opportunities to collaborate. Several studies are cited that show how technology can enhance inquiry across different subject areas and grade levels by individualizing instruction, reducing human error, and modeling expert thinking. The document focuses specifically on how technology benefits science education by engaging students in scientific questions and allowing them to conduct experiments through virtual environments. In conclusion, the author argues that schools should embrace technology because it increases the productivity and engagement of students in inquiry-based learning.
This document discusses research on using mobile technologies to support learning. It begins by reviewing how ubiquitous computing has enabled new ways to support mobile workers and learners. Three case studies are then described that examine how mobile devices can be used as cognitive tools to scaffold everyday activities and support collaborative learning. Specifically, the studies explore using sentence openers on mobile devices to structure collaboration, designing fine-grained instruction to integrate mobile learning, and examining how deeply structured learning designs impact student outcomes. The document argues that mobile technologies hold potential as cognitive tools to facilitate complex collaborative learning when integrated thoughtfully into pedagogical designs.
The document summarizes research on the technology gap between digital native students and digital immigrant teachers. It discusses how the TPACK model can help bridge this gap. The TPACK model shows that effective technology integration requires knowledge in technology, pedagogy, content, and their intersections. Teacher training must address these knowledge areas and provide hands-on experience applying technology to specific lessons. External factors like support and experience also influence integration. The document provides examples of how to implement TPACK-based training to help teachers successfully integrate new technologies.
The document discusses characteristics of 21st century learners and learning theories. It provides three key characteristics of 21st century learners: 1) They prefer active, hands-on learning and see teachers as coaches; 2) They learn content in a networked, multitasking way and through interdisciplinary projects; 3) They use and share information from multiple technology-based formats. The document then compares learning theories of behaviorism, cognitivism, and constructivism and discusses their principles, instructional processes, roles of teachers and students. Finally, it outlines eight principles of effective instruction including assessing prior knowledge, considering individual differences, stating objectives, developing metacognitive skills, providing social interaction, incorporating realistic contexts, engaging relevant
The document summarizes two research articles about technological determinism in educational technology. Oliver argues that educational technology research often overemphasizes the causal impact of technology. Ng'ambi proposes a transformative pedagogical model for effective technology use that leverages distributed intelligence and expertise through five phases: setting an educational goal, facilitating student creation using emerging technologies, student presentation and recording, student reflection, and considering future technology use. The conclusion is that technology should not be viewed as deterministically impacting outcomes, and critical examination of how and why technology is used is important.
The document discusses the impact of technology on constructivist learning theory. It provides background on constructivism, which emphasizes active learning where students construct knowledge based on their experiences. A key part of constructivist learning environments is ill-structured problems for students to solve. The document argues that technology can support constructivism by providing simulations, related case studies, information resources, cognitive tools, and tools to enable collaboration - all of which help students actively engage in authentic problem-solving.
This document discusses key concepts from ecology that can be applied to understanding learning and designing learning environments. It describes learning as occurring within a complex system or "ecosystem" involving interactions between the learner, other learners, and environmental factors. Learning is framed as an adaptive process where learners and systems mutually adjust to better fit their environments. Ecological principles are argued to be well-suited for conceptualizing autonomous learning within self-organizing knowledge ecosystems.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
This document summarizes key points from a presentation about communication design and theories of learning. It discusses how communication designers produce information to explain technologies and work in ill-structured problem domains. It also outlines general problem-solving tasks and what is known about learning, including comprehension, representation, retrieval, and construction of new understandings.
This study examined how different types of 3D visualizations (interactive 3D animation, 3D animation, and static 3D illustrations) combined with narration and text affect learning among 212 eighth grade students in Greece. The study tested an interactive multimedia application on methods of separating mixtures that was produced in three versions differing only in the type of visualization. The results showed that versions with interactive 3D animations and 3D animations increased student interest and engagement. However, the version with static 3D illustrations allowed students more control over their learning pace and placed less cognitive load on working memory.
The document discusses career opportunities for technical writers. It outlines several jobs that require technical writing skills, including grant writers who communicate information to funding organizations, marketing writers who assist in product promotion, and communications writers who create materials like press releases. The document also notes technical writers are needed in telecom to author online user guides and forums and that many industries require clear digital and print communications, presenting opportunities for technical writers.
El documento describe las muchas formas en que Vicente de Paul y sus colaboradores mostraron misericordia hacia los más necesitados. Rescataban niños abandonados, llevaban comida y cuidado médico a los enfermos y prisioneros, organizaban misiones para los pobres rurales y refugiados, y abogaban por reformas para ayudar al clero y al pueblo. En todo lo que hacían, buscaban revelar el amor misericordioso de Dios hacia los marginados y sufrientes.
1) The document discusses principles of language assessment according to three authors: Backman and Palmer focus on test usefulness; Brown on effectiveness; and Coombe on theoretical and practical features.
2) Validity, reliability, practicality, and washback are key concepts addressed. Coombe's perspective comprehensively covers assessment features that should be considered.
3) Issues in the Chilean educational system include tests not measuring what is taught, lack of authentic materials, and lack of transparency and resources for teachers.
The Rotary Club of Morningside aims to develop disadvantaged schools through sport by providing multi-purpose sports courts, as outlined in their "One School, One Sports-Field" project. They have previously upgraded facilities and implemented feeding schemes at several schools. The project will be funded and managed by the Rotary Club of Morningside to promote health, teamwork, and develop future athletes in South Africa.
The document provides instructions for students to participate in a Global Village event where they will represent their home country. Students are asked to bring photos, flags, maps, and traditional food from their country to display at a table stand. They will also create a 10 minute PowerPoint presentation telling the story of two fictional characters, Tom and Jane, visiting their country. Additional activities at the event will include games, competitions, music, and cultural demonstrations from each country. Students are asked to prepare for the event on May 5th by developing their presentation and gathering materials for their country's table display.
Scott Bray has over 20 years of experience in the printing industry, including 10 years of experience as a supervisor and manager. He has experience operating and maintaining printing equipment, training personnel, and managing day-to-day production operations including purchasing, inventory, quality control, and meeting deadlines. Bray also has experience in information technology, including computer troubleshooting, software training, website design, and network administration. He currently works as an independent IT provider through his company VivaSeattle IT.
1) The document discusses key principles of language assessment according to several authors, including Brown, Coombe et al., and Bachman and Palmer.
2) It emphasizes the importance of understanding the differences between assessment, testing, and evaluation and considering factors like practicality, reliability, validity, authenticity, washback, and providing useful feedback.
3) The authors believe Brown provides the clearest explanation of principles and that concepts like authenticity, validity, and washback are most important to apply as future teachers.
This document provides an overview of a presentation given by Gina Montgomery on adoption tactics for SharePoint 2013. Gina Montgomery is the Vice President of Business Development for Acuvate, a global consulting firm focused on Microsoft technologies. In her presentation, she discussed common challenges with SharePoint adoption and strategies for overcoming them, including developing an end user adoption plan, governance, information architecture, and gamification techniques. The presentation included a demo of SharePoint 2013 and a question and answer session.
The church at Sardis is described as being "dead" despite having a reputation of being alive. Jesus criticizes them for relying on their own works and strength rather than the power of God. He calls them to "wake up" and strengthen their faith by remembering what they have received, keeping it, and repenting. Though most are asleep, a few members remain faithful. Jesus promises that the faithful who overcome will be dressed in white garments and have their names preserved in the Book of Life.
A Theoretical Framework (Modelling) for International Business ManagementYasmin AbdelAziz
The international framework with all the institutions and organisations
that determine country’s economic and support policy in emergent situations.
2. Impact of globalisation on international and national policy and activities. 3. The
national framework, which fairly complicated because there are many active players:
a) National economic policy: understanding it and the environment for trade
activities. b) National economic structure and competiveness of the domestic
companies. c) International management capacities. d) Local or regional environment
and conditions for the companies. e) Focus on the world market conditions and their
development
This document provides an introduction to social media. It discusses what social media is, how conversations take place on social media platforms, and why brands should engage on social media. It also outlines tactics for building an effective social media program, how to use different social media platforms like Facebook, YouTube, and LinkedIn, and things to keep in mind when developing a social media strategy.
A Theoretical Framework For The Study Of ICT In Schools A ProposalDaniel Wachtel
This document proposes a theoretical framework for studying ICT in schools using a sociocultural perspective. It argues that ICT must be studied within the broader context of how it is used, including the activities, participants, and relationships involved. The framework uses activity systems as the unit of analysis, where an activity system includes all elements involved in an activity surrounded by different contextual levels. Activity theory is presented as a way to understand how ICT shapes and is shaped by its social environment. The document concludes by proposing that research should use activity systems as the unit to observe how sociocultural factors and cognition interact with ICT tools in educational settings.
Advanced Technology And Learning Environments Their Relationships Within The ...Monica Franklin
- The document discusses the relationship between advanced technology and learning environments in mathematics education.
- It notes that while technology was initially introduced to support individual learning, research showed this was insufficient and the entire learning environment must be considered.
- Activity theory is discussed as a framework for understanding learning environments as systems involving students, teachers, tools, and the social context. Changes in one element impact the entire environment.
An Activity-Theoretical Approach To Investigate Learners Factors Toward E-Le...Tye Rausch
1) The document discusses factors that influence learners' attitudes toward e-learning systems based on an activity theory approach.
2) It identifies four key factors: e-learning as a learner autonomy environment, e-learning as a problem-solving environment, e-learning as a multimedia learning environment, and teachers as assisted tutors in e-learning.
3) The study surveyed 168 learners and used factor analysis to group their attitudes toward e-learning systems into these four factors.
CLASSROOM COMMUNICATION AND ICT INTEGRATION: PUBLIC HIGH SCHOOL TEACHERS’ NOT...IJITE
As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented
Classroom Communication And Ict Integration: Public High School Teachers' Not...IJITE
As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented.
This chapter introduces the concept of learning design and argues that explicitly representing and sharing the design of learning activities can help teachers create more effective learning environments. It discusses the changing context of education and needs of modern learners. A new learning design methodology is needed to help teachers design pedagogically sound learning that leverages new technologies. The chapter lays out an argument for shifting to a more systematic, explicit approach to design using tools and methods grounded in research.
This document discusses the role of information and communication technology (ICT) in the learning and teaching process. It begins by noting that most advanced countries invest heavily in ICT as a key tool in education. The document then examines the nature, characteristics, benefits and obstacles of using ICT in learning and teaching.
Some key points made in the document include:
- ICT can help teachers convey complex concepts and visualize abstract ideas. It allows students to learn through discovery and communication.
- Using ICT makes the learning process more attractive, interactive and helps optimize classroom time. It supports lifelong and informal learning.
- Barriers to adopting ICT include teachers' lack of familiarity with technology and reliance on
1. The document discusses how technology and its integration into classrooms has transformed the definition of literacy to include the ability to interact with technological tools and resources.
2. It explores how government initiatives like No Child Left Behind have aimed to expand access to learning through e-learning and technology to close achievement gaps.
3. Standards organizations like ISTE and NETS have also worked to define standards for effective educational use of technology to enhance learning and prepare students for an increasingly digital world.
A Phenomenological Study Of Pre-Service Teachers Regarding 21st Century Techn...IJITE
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
A PHENOMENOLOGICAL STUDY OF PRE-SERVICE TEACHERS REGARDING 21ST CENTURY TECHN...ijp2p
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
A PHENOMENOLOGICAL STUDY OF PRE-SERVICE TEACHERS REGARDING 21ST CENTURY TECHN...IJITE
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
An E-book entitled “Various Aspects of ICT Integration in Education” focuses on the ICT integration in education has been created.The book has composed of 12 modules created by academicians from 10 different universities.
In the design process of the book,both theoretical and application framework has been taken into account and it has been aimed to correlate the relationship between theoretical structure and application.Originally developed in English,the book has been translated into Turkish to reach at wider audiences.
Analysis Of Articles On Education And Instructional Technologies (Scopus)Dustin Pytko
The document analyzes 232 articles on educational and instructional technologies from the Scopus database. It finds that the articles span from 1978 to 2020, with most published in 2019 and 2013. The articles cover a wide range of subject areas, with most in social sciences and computer science. The majority of articles are from authors based in the United States and Turkey. The document provides insights into trends in educational technology research over time and across countries/fields to help identify areas for further study.
Blended learning is the natural evolution of electronic learningAlexander Decker
This document discusses blended learning as the natural evolution of e-learning. It defines blended learning as blending modern techniques like online learning with traditional classroom methods. The key points are:
1. Blended learning offers the benefits of different teaching methods in an organized way to meet the needs of different learning situations.
2. Success requires excellent instructional content, teachers and students skilled in technology, and adequate financial resources.
3. Barriers include the cost of technology and some teachers' and students' lack of experience with instructional technology.
4. Blended learning creates rich interactive environments that engage students and improve learning outcomes.
The document discusses the meaning, scope, and objectives of educational technology. It defines educational technology as the study and ethical practice of facilitating learning through appropriate technological processes and resources. The scope of educational technology is as wide as education itself, ranging from educational administration to instructional processes. The objectives at the macro level include identifying educational needs, determining curriculum, and managing educational systems. At the micro level, objectives involve analyzing student characteristics, setting behavioral objectives, selecting teaching methods and resources, and evaluating student performance.
This document presents the concept of Learner Generated Contexts (LGC) as a potential framework to support more effective use of technology in learning. LGC views context as defined by a learner's interactions across physical and virtual spaces over time, rather than being confined to a single location. It proposes that learners can now take greater agency in creating their own learning contexts through technologies that enable sharing information and collaborating online. The document discusses shortcomings of current educational models and argues that a context-based model organized around learner-generated contexts could offer more participatory and democratic learning experiences.
Educational technology is a broad field that can be defined in multiple ways. It is the study and ethical practice of facilitating learning and improving performance through appropriate technological processes and resources. It emphasizes using technology and media to improve communication and teaching approaches. Scholars in the field examine how technology can be used innovatively for education in ways that benefit learning, management, and institutions. Educational technology relies on applying scientific knowledge to solve problems in education. Practitioners seek new ways to organize teaching and learning through technology.
This document summarizes a study on teachers' mindset and responsibilities in using virtual learning environments (VLEs) in Icelandic schools. The study examined how various issues influence teachers' roles when using information and communication technologies to support education. It identified several factors that affected teachers' mindsets and responsibilities during computer classes, including lack of technical support, role conflicts, lack of confidence, workload, preparation needs, and self-criticism. The study collected data through interviews, observations, and other methods to analyze how teachers can effectively manage these issues when incorporating virtual learning into their teaching.
Educational technology is defined as the study and ethical practice of facilitating learning and improving performance through creating, using, and managing appropriate technological processes and resources. It has broad scope that includes analyzing the teaching and learning process, setting educational goals and objectives, developing curriculum, teaching materials, and teacher training. It also covers strategies and tactics for teaching and learning, using audiovisual aids, hardware, mass media, and evaluation tools to effectively achieve educational objectives. Educational technology aims to apply scientific knowledge and discoveries to optimize the teaching and learning process.
Similar to Cher ping lim theoretical framework ict (20)
This document appears to be a chemistry midterm exam for night students at HUMS university. It contains 21 multiple choice questions testing knowledge of basic organic chemistry concepts like hydrocarbon functional groups (alkanes, alkenes, alkynes), properties (saturated, polarity), reactions (combustion, halogenation, hydrogenation) and isomerism. Students are asked to identify examples, properties, reactions and relationships between different organic compounds.
This document outlines John Eckman's background and expertise in digital strategy. It discusses key aspects of developing an effective digital strategy, including defining goals and audiences, choosing appropriate digital channels, and managing limited resources. It also covers content strategy, responsive design, mobile-first approaches, analytics, and key takeaways such as focusing efforts and continuously optimizing. Upcoming events that John is involved in organizing are also listed.
This document discusses different types of computers and their components. It describes mainframe, minicomputer, and microcomputers based on their size, cost, and data storage capacity. The four main parts of a computer are the input, output, memory, and central processing unit (CPU). The CPU consists of a control unit and arithmetic logic unit (ALU). Computer chips use integrated circuits to process digital or analog electrical signals. Memory includes random access memory (RAM) and read only memory (ROM). The document also defines other computer terms like bits, bytes, gigabytes, hardware, software, binary code, and ASCII code.
This document discusses stress in adolescents and stress management techniques. It defines stress as the body's reaction to life changes and notes that adolescence is a period of significant physical, emotional, social and academic changes, leading to high stress levels. Sources of stress include school, family, friends, society and self-image issues. Signs of stress include physical symptoms like headaches as well as mental symptoms like anxiety. While some stress can improve performance, too much stress has negative effects. The document recommends stress management techniques like exercise, relaxation, time management and seeking social support to help adolescents effectively deal with stress.
This document summarizes a study on smallholder agriculture in East Africa. It investigates trends, constraints, and opportunities for smallholder farmers in Kenya, Ethiopia, Uganda, and Tanzania. Smallholder farmers account for the majority of agricultural production and employment in these countries but have faced low productivity due to lack of access to markets, credit, and technology. The study aims to assess smallholder performance and challenges, highlight conditions to revitalize the sector, and guide development support. It combines literature review with case studies on the four countries.
Econometrics aims to give empirical content to economic relations by applying mathematical and statistical methods to economic data. It began emerging in the 1930s-1940s with the foundation of groups like the Econometric Society and Cowles Commission, which sought to unify economic theory, measurement, and statistics. Early quantitative work in economics dates back centuries, but econometrics was hindered by a lack of statistical theory and computing power. Debate centered on applying new statistical methods to economic data and accounting for measurement error.
This document analyzes trends in the U.S. teen birth rate between 1981 and 2010. It finds that the declining share of teens and growing share of Hispanics would have otherwise led to higher birth rates. Targeted policies like welfare reform and expanded Medicaid access had a small impact, accounting for only 12% of the decline. Weak labor markets, as in the Great Recession, can explain 28% of the recent decline in birth rates. Overall, the declining teen birth rate is driven more by economic conditions than policies.
This document provides an overview and introduction to the statistical software R. It describes how R can be obtained and installed. R is a free and open-source software environment for statistical analysis and graphics. The document outlines the basic features of the R environment, including how to work with data and packages in R. It provides a conceptual overview of the organization of the book, which uses R and biological examples to teach statistics concepts ranging from basic to advanced topics.
This report summarizes research conducted on the performance of milk collection centers in four areas of Ethiopia - three peri-urban areas near Addis Ababa (Akaki, Chancho, and Holeta) and one rural area southeast of Addis Ababa (Asela). Data was collected through interviews with milk collection center staff and farmers using structured questionnaires, as well as visual observations of facilities and milking practices.
Key findings include: In rural areas, farmers supply an average of 3.7 liters of milk per day from herds of 4.7 cows, 20% of which are crossbreds. In peri-urban areas, farmers supply 9 liters daily from herds of 3.8 cows
This report describes a study on the performance of milk collection centers in four areas of Ethiopia carried out in 2008. Researchers interviewed staff at the centers and observed operations. They found that in rural areas, households supplied an average of 3.7 liters of milk per day from 4.7 cows, while in peri-urban areas they supplied 9 liters from 3.8 cows. Milk collection centers in peri-urban areas had more members, who were more likely to be male. Most milk was delivered by foot in containers. Operations varied between areas in collection frequency and testing. On-farm observations showed good milking hygiene but milking in unsanitary areas. The report provides details on findings, discussions, and recommendations
Pastoral growth study policy retrospective paper 1 final p1haramaya university
This document summarizes a report on pastoral economic policies in Ethiopia from 1991-2008. It finds that reliable data and information on the pastoral economy is lacking, leading to an undervaluation of the sector's contributions. Pastoralism is estimated to contribute over 16% to Ethiopia's GDP, over 50% more than the commonly cited figure, as official statistics do not account for home consumption of products. Better data is needed on production, marketing, trade, and linkages to other sectors to improve policymaking.
Smallholder agriculture continues to play a key role in the economies of East Africa, accounting for about 75% of agricultural production and employment. However, contributions of smallholder farming and agriculture to recent rapid GDP growth in East Africa have been limited. The paper finds that smallholder agriculture faces many constraints including limited access to land, credit, markets and infrastructure as well as weak institutions. Measures such as improving access to land, training, technology and removing obstacles to trade could help boost smallholder productivity and benefit from opportunities emerging from East Africa's economic growth and regional integration.
Nber working paper series explaining recent trends in the uharamaya university
This paper investigates factors that have driven trends in the U.S. teen birth rate between 1981 and 2010, with particular focus on the decline since 1991. The authors find: 1) The decline cannot be explained by demographic changes, as the growing Hispanic teen population would have increased births; 2) Targeted policies like welfare reform and expanded Medicaid access had small impacts, together explaining only 12% of the decline; 3) Weak labor markets, as in the Great Recession, can account for 28% of the post-2007 decline in births, but this effect is likely temporary. The paper aims to establish the role of policies versus other factors in long-term aggregate trends in teen childbearing.
Chala Bayana Jinfessa attended ASK (R) school and received the following grades: 48 in English, 37 in NMa, 40 in Aptitude, 32 in Physics, 60 in Chemistry, 65 in Biology, 54 in Civics for a total score of 336.
This document provides the table of contents for a book titled "Methods of Multivariate Analysis". The book covers various topics in multivariate analysis including matrix algebra, characterizing and displaying multivariate data, the multivariate normal distribution, tests on mean vectors and covariance matrices, multivariate analysis of variance, discriminant analysis, classification analysis, multivariate regression, canonical correlation analysis, principal component analysis, exploratory and confirmatory factor analysis, and cluster analysis. Each chapter provides an introduction to the topic, relevant methods, and example problems.
This document summarizes a study investigating trends in the U.S. teen birth rate between 1981 and 2010. The key points are:
1) The teen birth rate declined significantly from 1991 to 2010, falling 49% overall and 57% for black teens specifically.
2) The study finds that demographic changes like increases in the Hispanic teen population cannot explain the decline, and that economic factors like unemployment rates accounted for 28% of the post-2007 decline.
3) Targeted policies like changes to welfare benefits and expanded access to family planning had small but statistically significant impacts, together explaining 12% of the overall decline from 1991-2010. The study found little evidence that other policies influenced teen birth rates.