The document discusses implementing technology to enhance learning and student outcomes. It describes John Dewey's views on progressive education and the need for teachers to continually improve their practice. The TPACK framework is presented as a way for teachers to effectively integrate technology, pedagogy, and content knowledge. The document also discusses implementing learning activities, with Adu (2010) providing steps for introducing technology, including examining the activity, deciding on technology, evaluating, and determining suitability. It emphasizes that implementation must be carefully planned and piloted to ensure problems are addressed before wider use. The importance of openly sharing all implementation stages on forums is discussed to help others.
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHECâS 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
RAT Question Guide: Using the Replacement, Amplification, and Transformation ...Joan E. Hughes, Ph.D.
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This downloadable question guide can help districts, schools, or individuals identify the important dimensions of the teaching and learning process and THEN use those dimensions to explore how the use of technology impacts these dimensions. I use this guide in my consulting with schools and districts (and in my graduate-level teaching) to support the change process related to educational technology integration and transformation.
Please note this is Copyrighted. Please contact me for use.
For more information see the RAT Slides: http://www.slideshare.net/joanhughes/rats-lides
or
The RAT article: http://www.slideshare.net/joanhughes/hughes-scharber-site2006
or
A presentation that puts RAT in context with school change and professional learning: http://www.slideshare.net/joanhughes/transformative-technology-integration-in-classrooms
Technology Integration: The RAT â Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
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The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT â Replacement, Amplification, and Transformation â Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT â Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
A Study on the âVirtual education in teaching chemistryâDr. C.V. Suresh Babu
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This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
TPACK development in teacher design teams: assessing the perceived and observ...Ayoub Kafyulilo
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This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHECâS 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
RAT Question Guide: Using the Replacement, Amplification, and Transformation ...Joan E. Hughes, Ph.D.
Â
This downloadable question guide can help districts, schools, or individuals identify the important dimensions of the teaching and learning process and THEN use those dimensions to explore how the use of technology impacts these dimensions. I use this guide in my consulting with schools and districts (and in my graduate-level teaching) to support the change process related to educational technology integration and transformation.
Please note this is Copyrighted. Please contact me for use.
For more information see the RAT Slides: http://www.slideshare.net/joanhughes/rats-lides
or
The RAT article: http://www.slideshare.net/joanhughes/hughes-scharber-site2006
or
A presentation that puts RAT in context with school change and professional learning: http://www.slideshare.net/joanhughes/transformative-technology-integration-in-classrooms
Technology Integration: The RAT â Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
Â
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT â Replacement, Amplification, and Transformation â Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT â Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
A Study on the âVirtual education in teaching chemistryâDr. C.V. Suresh Babu
Â
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
TPACK development in teacher design teams: assessing the perceived and observ...Ayoub Kafyulilo
Â
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
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The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual
Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to
evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to
develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this
study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and
standard deviation. The research findings were as follows: The U-CCPS learning Model consisted of five
components as follows: 1) Input factors, 2) Process, 3) Control, 4) Output and 5) Feedback. The input
factors consisted of four components as followed: 1) Objectives of U-CCPS Model, 2) Roles of Instructors,
3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
that a U-CCPS Model was highest suitability.
Using Socrative to Enhance In-Class Student Engagement and Collaboration IJITE
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Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced studentâs performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced studentâs performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Using Socrative to Enhance In-Class Student Engagement and Collaboration IJITE
Â
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was
based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative
software. The structure of the questions was a blend of true/false, multiple choice and short answer
questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively
through student questionnaire. The results indicate that using student paced assessments method using
Socrative enhanced studentâs performance. The results showed that 53% of the students improved their
performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in
teaching and learning for engineering modules in higher education
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
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The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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!
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
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TMA01 Part 1 H818
1. B8729250 H818 â TMA01 â Part 1 Angela Phillips
Dewey was a leading voice in support of progressive education during the early
1900âs. Dewey stated âIf we teach todayâs students as we taught yesterdayâs,
we rob them of tomorrow.â (Dewey, n.d.).
Educators are now expected to improve their practice to maximise pupil
engagement and outcomes. Teachers are expected to, âImplement professional
dialogue within the school or professional learning network(s) that is informed
by feedback, analysis of current research and practice to improve the
educational outcomes of students.â (AITSL, 2012).
Technology is one of the tools that can be used to enhance learning. Dunn (2011)
suggests the use of technology in education has been increasing exponentially over
several years. Saxena (2013) suggests that technology can improve educational
outcomes with purposeful integration into the classroom. As technology is shown to
have the capacity to enhance student outcomes, it is implied that teachers should be
using technology within their classrooms.
There has been a vast amount of research into how
technology can be implemented
effectively. The âTechnological
Pedagogical Content Knowledge
(TPACK) is a framework to
understand and describe the
kinds of knowledge needed by a
teacher for effective
pedagogical practice in a
technology enhanced learning
environment.â Unknown (2014)
TPACK and Koehler (n.d.) state
that for the most effective learning to
take place the best practices for
technology, subject and pedagogy are all
observed.
Figure 1 shows the TPACK model.
Educators should be encouraged to incorporate the
TPACK model when designing and implementing
learning activities.
When a new learning activity is devised, the learning activity has to be designed
and implemented to make the idea into reality. âImplementation is the carrying
out, execution, or practice of a plan, a method, or any design for doing
Page 1 of 9
2. B8729250 H818 â TMA01 â Part 1 Angela Phillips
something. Implementation is the action that must follow any preliminary
thinking in order for something to actually happen.â (Rouse, 2014).
Implementation can have a profound impact on the success of a learning activity.
Durlak (2013) indicates that the quality of implementation was the most
important feature that effects outcomes.
Implementation is not just getting the activity started. âIt is not enough to
simply select a proven evidence-based program and assume success will
automatically follow. Good implementation strategies are essential.â (US
Department of Health and Human Services, n.d.). The implementation of an
activity needs to be carefully planned, in order for the activity to be successful.
The stages of implementation need to be addressed.
âThe stages of implementation include:
⢠Exploration and Adoption
⢠Program Installation
⢠Initial Implementation Stages
⢠Full Operation
⢠Innovation / Refinement
⢠Sustainabilityâ (Minnesota Department of Education, n.d.)
However, the stages above are not specifically related to designing a learning
activity. Adu (2010) discussed the successful implementation of technology into
teaching and learning activities. Adul (2010) suggests there are five steps that
can aid the introduction of technology into a learning activity. The educator
needs to examine the activity, decide upon an appropriate technology, ensure
both educators and students have an opportunity to use the technology,
evaluate the trial and the finally decide whether the technology is suitable for
the activity. Please see figure 2 for more information.
The implementation of an open technology enhanced learning activity should
follow the principals above. However, Durklak (2011) suggests that a pilot study
would be useful to ensure that problems are identified and resolved before a project is
delivered to a larger scale audience.
Page 2 of 9
3. B8729250 H818 â TMA01 â Part 1 Angela Phillips
To ensure that a technology enhance
learning activity can be used to benefit more
than the students involved in the activity, it is important that all stages of
implementation are shared on an open forum.
âLearners can benefit from:
⢠enhanced quality and flexibility of resources
⢠seeing/applying knowledge in a wider context than their course would
otherwise allow, e.g. international dimension
⢠freedom of access (e.g. at work/home/on placement) and enhanced
opportunities for learning
⢠support for learner-centred, self-directed, peer-to-peer and
social/informal learning approaches
⢠skills development (e.g. numeracy) through release of generic OER that
can be re-used and re-contextualised in different subject areas
Page 3 of 9
4. B8729250 H818 â TMA01 â Part 1 Angela Phillips
⢠the opportunity to test out course materials before enrolling â and
compare with other similar courses
⢠opportunities to be involved in OER initiatives either through contributing
towards OER development, testing or evaluation, marketing activities,
acting as an ambassador for OER with other learners or staff
⢠authentic or 'real-life' learning experiences through OER that link to
employer or professional sector activitiesâ (JISC, n.d)
There is a variety of evidence that supports the theory that, âThe future of
learning is free and openâ (Bornstein, 2012).
In conclusion the reason that implementation has been chosen as a significant
focus for the potential project is, as follows:
1) Dunn (2011) implies the use of technology is going to increase in the
future of education;
2) Saxena (2013) suggests effective use of technology enhances student
outcomes;
3) Adu (2010) feels the correct technologies need to be implemented into
learning activities;
4) The learning activity needs to follow the TPACK model to ensure
effective use of technology, pedagogy and subject knowledge. TPACK and
Koehler, (n.d.) describe the TPACK model as essential;
5) Minnesota Department of Education (n.d) implies the process of
implementing the project needs to be openly documented to ensure that
others can comment, review and use the findings from the project; and,
6) Bornstein (2012) suggests that project as a whole needs to be available to
all, to enhance similar future projects.
There are materials available detailing effective teaching pedagogy. However,
students and teachers can find revision challenging. âRevision is an essential
skill, but one that is often not taught nor mastered until too late in the dayâ
(Slater, 2012).
At some stage in a studentâs educational journey they will probably be required
to sit examinations. Putwain (2009) indicates that students can find
examinations stressful and this can lead to esteem issues. Students need to be
properly prepared for examinations, to help alleviate some of these problems.
The key to feeling prepared for examinations is focused and effective revision.
âTrying to remember something has been shown to have almost no affect on
whether you do remember it. The implication for revision is clear: just looking at
Page 4 of 9
5. B8729250 H818 â TMA01 â Part 1 Angela Phillips
your notes won't help you learn them. Instead, you need to reorganise the
information in some way â whether by making notes of your notes, thinking about
how what you're reading relates to other material, or practising writing
answers. This approach, called "depth of processing", is the way to ensure
material gets lodged in your memory.â (Stafford, 2014)
Marszal (2013) suggests there are two main types of revision, massed learning
and spaced learning. Massed learning is less effective, as the student thinks
they have remembered the facts that they have just learned. This is also
known as âCrammingâ. âWhen we talk about the spacing effect, we are talking
about spacing repetitions of learning points over time. The spacing effect
occurs when we present learners with a concept to learn, wait some amount of
time, and then resent the same concept again. Spacing can involve a few
repetitions or many repetitionsâ (Thalheimer, 2006).
The use of appropriate revision techniques could be enhanced by using
technology to share revision materials and notes with the studentâs peers.
There are several ways in which this could be undertaken. Deng & Yuen (2009)
state that it is believed that use of blogs in education could aid collaboration
and individual student reflection.
Student perceptions of using blogs, wikis and forums were mostly positive. ââŚ
Studentsâ perceptions of forums, blogs, and wikis in terms of liking, enjoyment,
and usefulness, revealed that the students were most satisfied with wikis,
followed by blogs and forums, for all three items.â (Miyazoe. and Anderson,
2009).
Peck and Dorricott (2014) state that technology in education can allow students
to view information from the outside world, as well as publish information they
have generate. This enables students to gain perspective from a variety of
difference sources.
The use of technology can enhance the usefulness of studentâs notes. âJust
imagine what it would be like if students had a webpage with all the key
concepts from a subject. They could build on it each year, promoting lifelong
learning, and the notes would not get lost in a book case or at the back of a Year
10 students locker.â (Phillips, 2014)
The use of technology can help promote lifelong learning. âLifelong learning has
no place, no time and no specific means. People require information anywhere
they need, any time, by any meanâ (Garusing Arachchige, 2007).
Page 5 of 9
6. B8729250 H818 â TMA01 â Part 1 Angela Phillips
In conclusion, the Project brief is: The use of Student generated webpages to
improve revision and ongoing Mathematical development, will be studied. This
topic has been chosen for the following reasons:
1) Revision is an essential skill that is not often taught effectively
(Slater, 2012);
2) The use of technology, particularly blogs, can aid student
reflection and peer assessment (Deng & Yuen, 2009);
3) Students find using blogs engaging and useful (Miyazoe. and
Anderson, 2009);
4) Students can access a wealth of resources from the internet (Peck
and Dorricott, 2014); and,
5) The use of the technology can encourage lifelong learning (Garusing
Arachchige, 2007).
Word Count: 1497
Page 6 of 9
7. B8729250 H818 â TMA01 â Part 1 Angela Phillips
References
Adu, P. (2010) What Are The Strategies To Employ For Implementing
Computer Based Technologies? [Online]
http://kontorphilip.wordpress.com/category/1/ [accessed 12 November 2014]
AITSL (2012) Australian Professional Standard for Teachers [Online]
http://www.teacherstandards.aitsl.edu.au/DomainOfTeaching/ProfessionalEnga
gement/Standards/6 [accessed 11 November 2014]
Bornstein, D. (2012) Open Education for a Global Economy [Online]
http://opinionator.blogs.nytimes.com/2012/07/11/open-education-for-a-global-
economy/?_r=0 [accessed 8 November 2014]
Deng, L. & Yuen, A.H.K. (2009). Blogs in Higher Education: Implementation and
Issues. TechTrends: Linking Research and Practice to Improve Learning, 53(3),
95-98.
Dewey (no date) John Dewey Quotes [Online]
http://www.goodreads.com/quotes/833916-if-we-teach-today-s-students-as-
we-taught-yesterday-s-we [accessed 8 November 2014]
Dunn, J. (2011) The Evolution of Classroom Technology [Online]
http://www.edudemic.com/classroom-technology/ [accessed 11 November 2014]
Durlak, J.A. (2011) The importance of implementation for research, practice,
and policy [Online] http://www.childtrends.org/wp-
content/uploads/2013/05/2011-34DurlakImportanceofImplementation.pdf
[accessed 12 November 2014]
Garusing Arachchige, J. J. (2007) Development of Lifelong learning through
libraries- use of the web pages as a marketing channel in University Libraries of
Sri Lanka [Online]
http://eprints.rclis.org/9273/1/Lifelong_learning_through_libraries-
_Conference_paper.pdf [accessed 12 November 2014]
JISC (no date) Stakeholders and Benefits [Online]
https://openeducationalresources.pbworks.com/w/page/24838012/Stakeholder
s%20and%20benefits [accessed 12 November 2014]
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8. B8729250 H818 â TMA01 â Part 1 Angela Phillips
Marszal, A. (2013) Revision techniques: The secret to exam revision success
The Telegraph [Online]
http://www.telegraph.co.uk/education/educationadvice/9823789/Revision-
techniques-The-secret-to-exam-revision-success.html [accessed 12 November
2014]
Minnesota Department of Education (n.d.) Stages of Implantation [Online]
https://www.google.com.au/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&sqi=2&ved=0CCkQFj
AC&url=http%3A%2F%2Fwww.effectiveservices.org%2Fimages%2Fuploads
%2FNIRN-Education-
StagesOfImplementationAnalysisWhereAreWe.pdf&ei=_txhVMKCNcTvmAWGz
4LIDw&usg=AFQjCNHdASIrQJKtWYG8MmRkuwPsHrq5bw&sig2=yK8dB7ci17E
bHSumBIO1vA [accessed 12 November 2014]
Miyazoe, T. and Anderson, T. (2009) Learning outcomes and studentsâ
perceptions of online writing: Simultaneous implementation of a forum, blog, and
wiki in an EFL blended learning setting [Online]
http://www.researchgate.net/publication/222416372_Learning_outcomes_and_
students'_perceptions_of_online_writing_Simultaneous_implementation_of_a_
forum_blog_and_wiki_in_an_EFL_blended_learning_setting/links/004635255d
abec2b20000000 [accessed 12 November 2014]
Peck, K. L. and Dorricott, D. (1994) Volume 51, Number 7 Realizing the Promise
of Technology Pages 11-14 Why Use Technology? [Online]
http://www.ascd.org/publications/educational-
leadership/apr94/vol51/num07/Why-Use-Technology%C2%A2.aspx [accessed
11 November 2014]
Phillips, A (2014) Becoming a âNetworked Practionerâ [Online]
http://angphil.blogspot.com.au/ [accessed 12 November 2014]
Putwain, D. W. British Educational Research Journal Volume 35, Number 3, June
2009 page 391 to 411 [Online]
http://eds.b.ebscohost.com.libezproxy.open.ac.uk/eds/pdfviewer/pdfviewer?
vid=8&sid=b50b718b-9f6f-4f7a-8a29-
cb51b063e3d3%40sessionmgr113&hid=121 [accessed 12 November 2014]
Rouse, M. (2014) Implementation [Online]
http://searchcrm.techtarget.com/definition/implementation [accessed 8
November 2014]
Page 8 of 9
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Saxena, S. (2013) Using Technology in Education: Does It Improve Anything?
[Online] http://edtechreview.in/news/681-technology-in-education [accessed 11
November 2014]
Slater, S. (2012) Five Best Ways To Revise For Exams, By An Oxbridge
Applications Consultant [Online] http://www.huffingtonpost.com/sarah-
slater/exams-best-ways-to-revise-oxbridge_b_1518247.html?ref=uk-
universities-education [accessed 8 November 2014]
Stafford (2014) Five secrets to revising that can improve your grades [Online]
http://www.theguardian.com/education/2014/jan/08/five-secrets-of-
successful-revising [accessed 8 November 2014]
TPACK and Koehler, M.J. (no date) TPACK Explained [Online] http://www.matt-
koehler.com/tpack/tpack-explained/ [accessed 8 November 2014]
Thalheimer, W. (2006, February). Spacing Learning Events Over Time [Online]
http://www.work-learning.com/catalog/ [accessed 12 November 2014]
Unknown (2014) Wikipedia Teachnological Pedagogical Content Knowledge
[Online]
http://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge
[accessed 12 November 2014]
US Department of Health and Human Services (no date) A Road Map to
Implementing Evidence-Based Programs [Online]
http://www.nrepp.samhsa.gov/courses/Implementations/NREPP_0103_0010.htm
l [accessed 12 November 2014]
Page 9 of 9
10. B8729250 H818 â TMA01 â Part 1 Angela Phillips
Saxena, S. (2013) Using Technology in Education: Does It Improve Anything?
[Online] http://edtechreview.in/news/681-technology-in-education [accessed 11
November 2014]
Slater, S. (2012) Five Best Ways To Revise For Exams, By An Oxbridge
Applications Consultant [Online] http://www.huffingtonpost.com/sarah-
slater/exams-best-ways-to-revise-oxbridge_b_1518247.html?ref=uk-
universities-education [accessed 8 November 2014]
Stafford (2014) Five secrets to revising that can improve your grades [Online]
http://www.theguardian.com/education/2014/jan/08/five-secrets-of-
successful-revising [accessed 8 November 2014]
TPACK and Koehler, M.J. (no date) TPACK Explained [Online] http://www.matt-
koehler.com/tpack/tpack-explained/ [accessed 8 November 2014]
Thalheimer, W. (2006, February). Spacing Learning Events Over Time [Online]
http://www.work-learning.com/catalog/ [accessed 12 November 2014]
Unknown (2014) Wikipedia Teachnological Pedagogical Content Knowledge
[Online]
http://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge
[accessed 12 November 2014]
US Department of Health and Human Services (no date) A Road Map to
Implementing Evidence-Based Programs [Online]
http://www.nrepp.samhsa.gov/courses/Implementations/NREPP_0103_0010.htm
l [accessed 12 November 2014]
Page 9 of 9