The document summarizes two studies comparing student learning and attitudes in traditional classroom instruction versus computer-mediated distance instruction. The first study found no significant differences in performance between the two formats. The second study investigated computer-mediated grammar instruction in Greek schools, developing an interactive website presenting grammar rules for sentence inversion with examples in both inverted and non-inverted forms. The website took advantage of animation and multimedia to draw students' attention to syntactic changes in inverted sentences.
TEACHING ENGLISH TO THE IPHONE GENERATION: reflecting upon the use of whatsap...Carlos Fabiano de Souza
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We have lived in an age of rapid technological advance. Concerning information technology, we may say that it has made it easier for everybody at anywhere/anytime to communicate easier and faster. In this respect we may take into account the fact that mobile technology has become more and more embedded into society, probably due to the current demand for communicating virtually and the consequent increase in mobile telephony. Nowadays, not only are students constantly surrounded by social networks and mobile devices, but also teachers are getting more and more used to them. Thus, this talk intends to provide a reflection upon the use of cell phones and mobile information technology apps (integrating mobile learning into English lessons) by presenting the initial results of a proposal of pedagogical practice, still under development within English language classes at IFF-campus Cabo Frio, which aims at making it possible for students of technical courses to maintain contact with peers of conversational interaction through the target language (on virtual communication environment) by using WhatsApp Messenger â a multiplatform mobile app â as an education technology tool in the teaching-learning process of foreign language. Our work has been based on the concepts of mediation (BEDRAN, 2008; SILVA, 2008 & SALOMĂO, 2008), interactivity (KHALIFA & SHEN, 2004), interaction (PICA, 1996), collaboration (DILLENBOURG, 1999) and autonomy (LITTLEWOOD, 1996; PAIVA, 2006) and their interconnections to the Blended Learning approach.
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
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Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
TEACHING ENGLISH TO THE IPHONE GENERATION: reflecting upon the use of whatsap...Carlos Fabiano de Souza
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We have lived in an age of rapid technological advance. Concerning information technology, we may say that it has made it easier for everybody at anywhere/anytime to communicate easier and faster. In this respect we may take into account the fact that mobile technology has become more and more embedded into society, probably due to the current demand for communicating virtually and the consequent increase in mobile telephony. Nowadays, not only are students constantly surrounded by social networks and mobile devices, but also teachers are getting more and more used to them. Thus, this talk intends to provide a reflection upon the use of cell phones and mobile information technology apps (integrating mobile learning into English lessons) by presenting the initial results of a proposal of pedagogical practice, still under development within English language classes at IFF-campus Cabo Frio, which aims at making it possible for students of technical courses to maintain contact with peers of conversational interaction through the target language (on virtual communication environment) by using WhatsApp Messenger â a multiplatform mobile app â as an education technology tool in the teaching-learning process of foreign language. Our work has been based on the concepts of mediation (BEDRAN, 2008; SILVA, 2008 & SALOMĂO, 2008), interactivity (KHALIFA & SHEN, 2004), interaction (PICA, 1996), collaboration (DILLENBOURG, 1999) and autonomy (LITTLEWOOD, 1996; PAIVA, 2006) and their interconnections to the Blended Learning approach.
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
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Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
Perceptions of English language Dominican Students on cell phone use for lang...Gisela Martiz-W.
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The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
Perceptions of English language Dominican Students on cell phone use for lang...Gisela Martiz-W.
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The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
An experiential facilitation of Multiple Delivery Formats (MDF) - f2f, online, hybrid, Interactive TV conference- for multiple courses (Sociology, Diversity Studies, Developmental Psychology, and Contemporary American Society) during the spring semester of 2019.
Presented at AECT International Conference, Louisville, KY, 2009
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...eLearning Papers
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Authors: Silvia Di Marco, AntĂłnio Maneira, Paulo Ribeiro, Manuel J.P. Maneira
The core of our work was to identify critical points and recommendations concerning the use of e-learning and project-based learning in an Applied Optics course where laboratory activities are a relevant part of the curriculum.
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
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In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
The purposes of this paper are to:
⢠Make more chemistry faculty aware of instructional applications of mobile devices
⢠Describe some of the current projects and create avenues for possible future collaboration.
⢠Become the first step towards creating a network of chemistry faculty who will share their successes (and failures) in using mobile phones and tablets to teach Chemistry.
The Influence of Flipped Learning on Attitudes of Students towards Technology...inventionjournals
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The basic aim of this study is to determine the influence of Flipped learning on attitudes of students towards technology in the 8th grade math lesson. The workgroup of this study is consisted of the 8th grade students of MithatpaĹa Secondary School that is in the centre of Giresun. Two of the 5 eighth grade classes were included in the study. One of the classes that has 32 students is determined as the experimental group and the other class that has 30 students is determined as the control group. In the study, in the forming of the both experimental and control groups, ârendom sampling methodâ that is one of the probability based sampling methods was used. The findings were collected by using both qualitative and quantitative data collection tools. Before-after application in the quantitative size, to determine the attitudes of students towards technology âThe Turkey version of studentsâ attitudes scale towards technology (PATT-TR)â that has 24 items and that was developed by YurdagĂźl and AĹkar (2008) was applied to the experimental and control groups. During the application, videos that are appropriate for the lesson content were prepared for the experimental group which was determined as flipped classroom and these videos were uploded to âEducation information Networkâ by the teacher. Finally, at the end of the qualitative practice, qualitative data were collected by usingsemi-structured interview form and using document analysis developed by Koç (2016)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Letâs explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Investigating Computer Mediated Instruction in a Greek State Lykeio Comparing Student Learning and Attitudes effectiveness of computer-mediated instruction with outcome of traditional way -findings concerning males and females separately Comparing Student Learning and Attitudes in traditional and by distance goal a randomized pretest-posttest their expectations - perception of what they had learned- willingness to take another tool age spans from 15 to17 mean age 20.77 Age span significant differences favouring the traditional teaching methods, -no statistically significant differences were noted in the performance between males and females. -that the traditional and distance students did not differ significantly in their in performance on graded assignments
