Search results for author:"Joan K Gallini"
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Educational Technology Vol. 23, No. 4 (1983) pp. 7–11
Argues that computer assisted instruction (CAI) contributes to a creative environment for students with varying abilities by encouraging student self-selection, exploration of new ideas and divergent thinking skills, and interaction between tutor...
Journal of Educational Technology Systems Vol. 13, No. 1 (1985) pp. 23–32
An instructional strategy is constructed and implemented to develop a BASIC computer program for rule learning. The strategy identifies conditions of the instructional sequence including introduction to familiar vocabulary, designing an advance...
Educational Technology Vol. 25, No. 2 (1985) pp. 7–11
Focuses on description of instructional-learning conditions for a LOGO environment hypothesized to be conducive to development of problem-solving skills for both given and new situations based on existing educational research. A LOGO activity for...
Participants' Perceptions of Web-Infused Environments: A Survey of Teaching Beliefs, Learning Approaches, and Communication
Journal of Research on Computing in Education Vol. 34, No. 2 (2002) pp. 139–56
This research study surveys instructors' and students' perceptions of teaching and learning in Web-infused courses drawn from a review of the social constructivist and instructional technology literature. Topics include computer competency;...
Journal of Educational Computing Research Vol. 13, No. 3 (1995) pp. 245–61
Describes a study of fifth graders interacting with their teacher, local, and distant peers over a telecommunications network, that focused on how the information exchanges impacted students' development of audience awareness in written compositions....
Teacher Educator Vol. 35, No. 4 (2000) pp. 64–82
Describes an investigation into the social dynamics of a technology-mediated preservice teacher environment (an Internet discussion group) and the extent to which community-building occurred. Discourse analysis examined how the technology-mediated...
Educational Technology Vol. 26, No. 4 (1986) pp. 24–26
Proposes an instructional design model which bridges the gap between the cognitive psychology and instructional design field. The model predicts when learning of task components will occur and suggests which components of a task should receive...