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ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications

Jun 29, 2010


Jan Herrington; Craig Montgomerie

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File: Cover & Title Pages

Table of Contents

This conference has 10 award papers. Show award papers

Number of papers: 609

  1. The Candy Shop Challenge: Reflections on Working with Teachers and Educational Technology

    Stephanie Fisher & Laura Mae Lindo, York University, Canada

    As educational systems are beginning to develop and implement ICT strategies to bring K-12 public schools into the 21st century, examining teacher’s attitudes towards the use of a wide range of... More

    pp. 2373-2378

  2. Changing Learning with Mobile, Paperless eBooks.

    Don Green & Jeff Kissinger, Florida State College Jacksonville, United States

    Sirius courses represent a textbook-replacement model, developed under the auspices of seasoned instructional designers and college faculty, with peer review and beta testing. The courses now... More

    pp. 2379-2384

  3. Moral Issues in the Teaching of Digital Literacy

    Jim Greenlaw, University of Ontario Institute of Technology, Canada

    Young people in Canadian schools are becoming increasingly involved in cyber-bullying, shooter video games, and other questionable virtual pursuits. The time has come, therefore, for teacher... More

    pp. 2385-2390

  4. Teaching TPCK

    Michael Hardy, Saint Xavier University, United States

    The X-Tech Project was to enhance preservice secondary mathematics teachers’ perceptions technological pedagogical content knowledge. Findings indicated both that the Project was successful in... More

    pp. 2391-2398

  5. Supporting Student Initiative and Learner-Created Content In Blended Courses

    Pentti Hietala, University of Tampere, Finland

    Does giving learners more choice and freedom lead to better grades and higher participation in Web courses? In this paper we study these questions in connection to a blended learning seminar course... More

    pp. 2399-2406

  6. Understanding Social Media Ecologies for an Emergent Art Education through the Modeling of a Facebook Community

    Heather Hughes, Penn State University, United States

    Investigation of the uses and meanings of social media for education and research are critical for teaching professionals in the twenty-first century. This paper presents aspects of an ongoing... More

    pp. 2407-2410

  7. Wikis: Reflexivity, Processuality and Participation

    Stefan Iske, Universität zu Köln, Germany; Winfried Marotzki, Otto-von-Guericke Universität Magdeburg, Germany

    In the days of the internet linguistically symbolized self- and world references of humans beings as fundamental reflexive formats of educational theory are subject to transformation. Especially ... More

    pp. 2411-2420

  8. A Structural Analysis of Effect Factors on Academic Achievement

    Kyu Dong Kim, Innwooq Park, Yujung Ko, Sujung Jung & Minjung Cha, Korea University, Korea (South)

    E-learning is a teaching-learning activity based mainly on the network and the internet environment. An interaction between learner and instructor should be made in order to achieve educational... More

    pp. 2421-2424

  9. In-service Teachers’ Beliefs and Concerns about Family Involvement

    Mi Song Kim, NTU, Singapore

    Educational researchers and educators have addressed the important role of family involvement in students’ learning processes by addressing its positive outcomes in terms of positive educational,... More

    pp. 2425-2427

  10. Media Literacy Levels of Turkish High School Students and Their Tendencies to Media Violence: A Descriptive Study

    Remzi Y. Kincal & Akan Deniz Yazgan, Canakkale Onsekiz Mart University, Turkey

    This research aims to examine the relationship between media usage habits, media literacy levels of high school students and their tendencies to media violence. The sample of the research has been ... More

    pp. 2428-2437

  11. Social Network Site Usage and Social Participation

    Sonia Lara & Concepción Naval, Universidad de Navarra, Spain

    There exist numerous recent studies which describe the penetration of the usage of social networks among young and not-so-young citizens. These media are characterized as having a great potential... More

    pp. 2438-2442

  12. University Teachers’ Perceptions and Use of ICT – Match or Mismatch?

    Hwee Hoon Lee, Nanyang Technological University, Singapore

    Research on teaching with ICT has shown that teacher beliefs about ICT affect teaching practice and that it is important to consider the interactions between teachers’ perceptions of ICT and their ... More

    pp. 2443-2450

  13. Effective Primary Teachers' Views and Uses of Technology to Teach Literacy

    Pamela Leslein-Yoshihiro, Knowledge Builders Hawaii, United States; Andrea Bartlett, University of Hawai'i at Manoa, United States

    This qualitative study used semi-structured interviews and classroom observations to investigate the relationship between effective primary teachers’ views and uses of technology when teaching... More

    pp. 2451-2453

  14. Web 2.0 in Higher Education: blurring social networks and learning networks

    Lori Lockyer, University of Wollongong, Australia; Shane Dawson & Elizabeth Heathcote, University of British Columbia, Canada

    This paper reports on a study that investigated how two cohorts of students (in medicine and education) adopted a social networking platform to assist their university studies. The study examines... More

    pp. 2454-2461

  15. Is There a Difference in Student Achievement Based on the Delivery Method in an Undergraduate Assessment Course: A Comparison of Face-to-Face, Hybrid, and Online Sections

    J. Jeannette Lovern, Eastern Kentucky University, United States

    This study looked at student achievement in an undergraduate assessment course presented to three groups of students via three different course delivery methods in a teacher education program at a ... More

    pp. 2462-2467

  16. Educational technology graduate programs

    Patricia McGee, The University of Texas at San Antonio, United States; Leah Wickersham, Texas A&M at Commerce, United States

    The field of educational (instructional) technology is relatively young, generally applied, and interdisciplinary. Moreover it serves multiple sectors that require specific skill sets, knowledge... More

    pp. 2468-2477

  17. Designing effective teaching and learning scenarios for Health Education in Virtual Worlds

    Penny Neuendorf & Colin Simpson, Canberra Institute of Technology, Australia

    Designing effective teaching and learning scenarios for virtual worlds is a challenging but exciting new field in health education. This paper explores a Canberra Institute of Technology project... More

    pp. 2478-2482

  18. Impact of Web-Authoring Tools on Literacy and Learning in the K-8 Classroom

    Barbara OByrne, Stacey Murrell & Diana Bailey, Marshall University Graduate College, United States

    This preliminary report re-frames research on blended instruction by shifting the perspective to an examination of the impact of e-technology in face-to-face classrooms. By first situating e... More

    pp. 2483-2488

  19. Relationship between Affect and Learning in an Online Course

    Brenda Cecilia Padilla Rodriguez, Universidad Autonoma de Nuevo Leon (UANL), Mexico

    Understanding the relationship between affect and learning can help e-learning designers create engaging online educational environments. The current paper aims to explore this relationship. 138... More

    pp. 2489-2494

  20. Towards a generalised conceptual framework for learning: the Learning Environment, Learning Processes and Learning Outcomes (LEPO) framework

    Rob Phillips, Educational Development Unit, Murdoch University, Australia; Carmel McNaught, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong, Hong Kong; Gregor Kennedy, Melbourne Medical School, The University of Melbourne, Australia

    We argue in this paper is that there is a lack of clarity about learning in its broadest form, and we address this by proposing a generalised and integrated conceptual framework for learning. The... More

    pp. 2495-2504