ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications
Jun 25, 2007
Editors
Craig Montgomerie; Jane Seale
Table of Contents
Number of papers: 702
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Blended Learning (BL) Approach for Language Teacher Preparation Program Delivery: Blending Online Learning (OL) with Face-to-Face (F2F) Classroom venue
Martine Pellerin, University of Calgary, Alberta Canada, Canada
This paper will examine the "blended learning" (BL) approach in higher education which combines online learning approach (OL) of program delivory with the face-to-face (F2F) traditional approach to... More
pp. 2294-2300
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Increasing Reading Comprehension with Digital Storytelling
Regina Royer & Patricia Richards, Salisbury University, United States
Digital Storytelling is growing in popularity. It can be used as a learning strategy in multiple content areas, including increasing reading comprehension. This paper examines the alignment between... More
pp. 2301-2306
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The Effects of Advanced organizers and Post Organizers on Science Achievement of Primary-Grade Students
Hatice Sancar & Ismail Yildiz, middle east technical university, Turkey
This study examines the effects of advanced organizers and postorganizers presented on computer as means for improving Primary-Grade students' comprehension of science concepts. A concept chain on ... More
pp. 2307-2311
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Applying Technology to Improve Mathematics Performance of Hispanic Students: An Informatics Web-based Mathematics Instructional and Assessment System Capitalizing on Receptive Language Learning and Working Memory
A.W. Strickland, Jane Strickland, Shane Moulton, Dotty Sammons & Corey Schou, Idaho State University, United States
This research expands and capitalizes research reported by Strickland in several studies (1998, 2000, 2001,2005) that focused on the differential mathematics learning effects on students using... More
pp. 2312-2319
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Improving "Kyoiku-Kogaku (Educational Technology)" Classes for College Students using Traditional Analog Ed-media
Hitoshi Susono & Tsutomu Shimomura, Mie University, Japan; Kijun Oda, Kogakkan University, Japan
The term "Kyoiku-Kogaku" in Japanese means "Educational Technology" or "Instructional Technology" in English. In our "Kyoiku-Kogaku" classes for college students we have used both analog and... More
pp. 2320-2324
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Assessment of Online and Hybrid Courses--beginning with two questions
Penelope Swenson & Kaye Bragg, California State University, Bakersfield, United States
Assessing courses often is disquieting. How can we look deeply at the learning and teaching in online and hybrid courses without that threat? Two questions can provide rich data while allaying... More
pp. 2325-2328
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Investigation on the case teacher’s belief and actions while implementing Technology-supported Inquiry Teaching
Hsiuting Yang, Yua-ma Elementary School, Taiwan, R.O.C, Taiwan; Kuo-Hua Wang, National Changhua University of Education, Taiwan, R.O.C, Taiwan
The aim of this study was to investigate one case teacher's belief and actions when he implemented technology-supported inquiry teaching in junior high school science class. We offered a summer... More
pp. 2329-2335
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Using Quality Benchmarks to Measure Students' Perceptions of Online Course Quality
Yi Yang, Franklin University, United States
With the prevalence of online learning, considerable concerns and problems arise, particularly as it relates to the quality of this mode of instruction. This study used a web-based survey based on ... More
pp. 2336-2345
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Increased Flexablity in Display of Course Content
Hector Aybar, NDSU, United States; Paul Juell, North Dakota State University, United States; Vijayakumar Shanmugasundaram, NDSU, United States
Converting course websites from a collection of static pages to Semantic Web ontologies provides several benefits for both students and faculty, ultimately resulting in a more effective course... More
pp. 2346-2353
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The Development of a Supportive Department Blackboard Vista Network
Irene Linlin Chen, Viola Garcia & Jane Thielemann, University of Houston Downtown, United States
In May 2000, the co-authors participated in a UH system CampusNet Instructional Design Collaborative workshop and subsequently developed an on-line course in Social Sciences Education. Since that... More
pp. 2354-2358
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What Did the Teachers Learn in the Virtual Networking Project? - Experiences of Teacher Growth in the Content Production of the Finnish Virtual Polytechnic
Irja Leppisaari, Central Ostrobothnia University of Applied Sciences, Finland; Leena Vainio, Häme Polytechnic, University of Applied Sciences, Finland; Marja-Liisa Tenhunen, Central Ostrobothnia University of Applied Sciences, Finland
The Finnish Virtual Polytechnic consists of 29 universities of applied sciences. Between 2004-2006 the content producing teams produced a plenty of materials for virtual teaching while... More
pp. 2359-2368
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A Basic Study about the Education use of Social Networking Site
Masuo Murai, Kanazawa Seiryo University, Japan; Hitoshi Nakagawa, Kanazawa University, Japan; Miho Kawagishi, Kanazawahushimi High School, Japan; Yuki Kobayashi, Kanazawa City Mitani Elementary School, Japan; Nobuhito Matsuno, Kanazawa University, Japan; Takahumi Kitada, NTT WEST Corporation, Japan
Teachers have various problems in education DAnd teachers want to talk with somebody. However, teachers do not have the time to talk with somebody because they are busy. As a method that teachers... More
pp. 2369-2376
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A study of the rate of (ICT) in – service Education effectiveness among high-school teachers
Gholamreza Ahmadi & Maryam Bakhtiari, Islamic Azad University (khorasgan branch), Iran (Islamic Republic Of)
The present study aims at investigating the extent to which in- service training of information and communication technology ( ICT) influences high school teachers.To achieve this end,five... More
pp. 2377-2382
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Mentoring Information and Communication Technologies within Teacher Education: Synthesizing Research Practice with Research Literature
Jenny Arntzen, University of British Columbia, Canada
Abstract: This paper is a preliminary investigation to discover what associations might exist between mentoring, as it is enacted within the Seeds Project, and a sample of research literature... More
pp. 2383-2386
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Play is the Beginning of Knowledge
Katrin Becker, University of Calgary, Canada
This paper seeks to explore the role of play in teacher education and ongoing professional development. Specifically, this paper examines the potential place of digital games in formal education,... More
pp. 2387-2388
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Teaching Teachers about Serious Games
Katrin Becker, University of Calgary, Canada
The author designed and taught the first course on digital game based learning at the author's institution which was also one of the first of its kind in North America. The course has been taught... More
pp. 2389-2396
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Blended Learning Initiatives in Higher Education: Opportunities and Challenges
Michael Chamberlain & Candyce Reynolds, Portland State University, United States
The purpose of this paper is to describe the process and goals of the blended learning initiative that Portland State University began in the fall of 2006 and share the lessons and insights that we... More
pp. 2397-2402
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Practicing what you preach: A learner-centered Learning Management System (LMS) training and support program for faculty.
Adam Finkelstein, McGill University, Canada
With the implementation of a new Learning Management System (LMS), we designed an effective learner-centered training and support program with great breadth and depth that met the needs of both new... More
p. 2403
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Originality and Plagiarism Resources for Academic Staff Development in the Era of New Web Authoring Formats
Kathleen Gray, The University of Melbourne, Australia
This paper focuses on academic integrity and plagiarism implications of extending the conventions of academic writing to accommodate the growing public use of a range of widely available web... More
pp. 2404-2411
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A Strong Foundation: Best Practices for an Educational Technology Support Office for Postsecondary School Faculty
Beth Marcellas & Dina Kurzweil, Uniformed Services University of the Health Sciences, United States
This paper presents best practices for supporting faculty who are starting to teach online. It describes practices implemented by the leadership of a newly-formed teaching and technology support... More
pp. 2412-2413