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Global Learn Asia Pacific 2010--Global Conference on Learning and Technology

May 17, 2010


Zoraini Wati Abas; Insung Jung; Joseph Luca

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Table of Contents

This conference has 4 award papers. Show award papers

Number of papers: 388

  1. Innovative ICT Usage by Higher Education Teachers in Tunisia: a PLS path modelling approach

    Adel Ben Youssef, University of Nice Sophia-Antipolis - GREDEG, France; Mounir Dahmani, University of Paris-Sud – ADIS, France; Hamida Ben Youssef, University of Nice Sophia-Antipolis - IAE, France

    The aim of this article is to characterize the pattern of adoption and usage of ICT by Higher Education Teachers (HET) in Tunisia and to understand how innovative is this process. The results and... More

    pp. 772-781

  2. Towards student-centred uses of learning technologies in Malaysia

    Matt Bower, Macquarie University, Australia; Soon Fook Fong, Universiti Sains Malaysia, Malaysia; John Hedberg & Leanne Cameron, Macquarie University, Australia

    Based on a study of the use of the EDUWEBTV streaming video system in Malaysian schools this paper suggests some strategies for developing more student-centred pedagogies. The review of the system ... More

    pp. 782-789

  3. Digital storytelling as a mediation tool to support in-depth reflection?

    Jean Claude Callens, KATHO, Belgium; Jan Elen, KULeuven, Belgium

    Reflection is considered as important in education. In this contribution we examine to what extent digital storytelling supports in-depth reflection. Furthermore, we examine whether learner control... More

    pp. 790-795

  4. Why re-invent the wheel? Sharing teaching strategies that work

    Leanne Cameron, Macquarie University, Australia

    Reusing learning designs created by successful teachers is a means of sharing innovation and exemplary lessons whilst at the same time conserving resources. It would seem beneficial, therefore, to ... More

    pp. 796-804

  5. Practice on Teacher’s Professional Development under Informational Environment

    Jianxia Cao, Tokyo Institute of Technology, Japan; Chengling Zhao, Huazhong Normal University, China; Akinori NISHIHARA, Tokyo Institute of Technology, Japan

    Defining teacher’s knowledge structures (TKS) is crucial to understand TPD (Teacher’s Professional Development), this paper chose one classification of TKS with small modification of Shulman’s work... More

    pp. 805-813

  6. Does Age And Gender "Really" Play A Role In Faculty’s Use Of Instructional And Assessment Technologies?

    Thomas Cushing, Meron Lindenfeld, Elsa-Sofia Morote, Timothy Kelly & Charles Rudiger, Dowling College, United States

    Abstract: This paper examines the use of technology by faculty at the higher education level. The data used was from a case study of a liberal arts college in the Northeastern United States. It... More

    pp. 814-819

  7. The Case for Integrating Technology in Higher Education

    Rodney Davis, Troy University, United States

    Students graduating from colleges of education today are teaching the Digital Generation. These digital natives are comfortable with technology in every aspect of their lives. Computers are not... More

    pp. 820-825

  8. Professional Development of Teachers in ICT: A Humanistic-Technological Approach

    Paul DSouza, K J Somaiya College of Education, India

    The new millennium has ushered in a new dawn called, ‘Information and Communication Technology (ICT)’. At the same time technological progress made in psychological, behavioural and neurological... More

    pp. 826-834

  9. Beating the Techno-phobia Bug - Transforming Early Childhood Professionals into Competent Online Learners and Teachers

    Michelle Gregory, University of Wollongong, Australia

    As technology transforms our education systems around the world, early childhood professionals must also be transformed themselves. Regardless of teacher training, previous research has indicated... More

    pp. 835-839

  10. Revitalising teaching education practices through the effective use of WikiEducator as an innovative and pragmatic approach to collaborative and lifelong learning

    Anuradha Gungadeen, Mauritius Institute of Education, Mauritius

    The Mauritius Institute of Education (MIE) recognises the vital role of infusing Information Technology and Communications (ICT) across the existing content, that is, the potential of learning ... More

    p. 840

  11. A study of developing the ICT integration levels and performance indicators of ICT competency for teachers

    Ming-Yueh Hwang, Dept. of Adult Education, National Taiwan Normal University, Taiwan

    The purpose of this study was to develop the levels of ICT integration and checklist for teachers’ ICT competency with performance indicators.There were two methods in this study to collect data.... More

    pp. 841-845

  12. Professional Development for Teaching One "BITE" at a Time – Description, Application and Lessons Learned for the BITE Initiative

    Roy Kam & Josephine Csete, The Hong Kong Polytechnic University, Hong Kong

    This paper reports on an innovative professional development format named the BITE (Bite-sized Information for Teaching with E-technologies) Initiative. The Initiative promotes and supports the use... More

    pp. 846-855

  13. The impact of online teaching videos on the development of self-efficacy beliefs of Canadian preservice teachers

    Thierry Karsenti, University of Montreal, Canada; Diane Lataille-Demore & Michel Demore, Laurentian University, Canada; Sophie Goyer & Denis Aube, University of Montreal, Canada

    One of the major challenges in teacher training programs is the gap between the theory that is presented to pre-service teachers and actual classroom practice. Many researchers, educators, and... More

    pp. 856-864

  14. A Comparative Evaluation of the Media Literacy Levels of the Final-Year Students in the Faculty of Education and High School

    Remzi Y. Kincal & Osman Yilmaz Kartal, Canakkale Onsekiz Mart University, Turkey

    Generally, it may be expected that duration of education affects the media literacy levels. However, in the case that the education exposed has no media literacy training dimension, it is clear... More

    pp. 865-874

  15. Collaborations as Channel for Innovative Practices

    Yik Sheng Lee & Teck Wah Piong, Tunku Abdul Rahman College, Malaysia

    Institutional implementation of e-learning normally engages various top-down strategies to promote its adoption amongst academic staff. These strategies are effective in bringing in the majority of... More

    pp. 875-880

  16. Solving Problems With Young Children: Action Research On Developmentally Appropriate Technology Use In The Early Childhood Classroom

    Poh-Hwa Liang, Chaoyang University of Technology, Taiwan; Er-Mei Chui, Tai-Pin Elementary School, Taiwan

    The purpose of the study was to integrate information technology into the curriculum to enrich and expand the curriculum in a public kindergarten classroom in Taiwan. The researchers used action... More

    pp. 881-885

  17. Toward a Less Technically-Oriented Computer Art Teaching Strategy

    Kuang-Hsia Liu, Department of Information Communication, Asia University, Taiwan

    In recent years considerable concerns about an overemphasis on technical operations and inadequate understanding of pedagogy in computer art teaching have raised apparently. Therefore, in terms of ... More

    pp. 886-891

  18. Correlation between teachers’ pedagogical beliefs and teaching activities on technology integration

    Shih-Hsiung Liu, National Changhua University of Education, Taiwan

    In this study, correlation between teachers’ pedagogical beliefs and teaching activities on technology integration was determined to describe how Taiwan teachers who hold different pedagogical... More

    pp. 892-898

  19. ‘Teachers’ does not tell the whole story: further classification to assist in identifying barriers to the use of ICT in Primary settings

    Graham Morley, University of Huddersfield, United Kingdom

    The research uses both qualitative and quantitative methodologies employing multiple sources of data collection. The data collection primarily used a questionnaire survey of primary schools in two ... More

    pp. 899-902

  20. Developing an ICT based Teacher Education Curriculum –Steering Pre-service teachers for Classrooms of Tomorrow.

    Ajitha Nayar, University of Malaya, Malaysia

    Taking into account the shortcomings of Teacher education programs as was elicited from previous studies the present study has designed a curriculum framework for an ICT integrated Teacher... More

    pp. 903-909