Educational Technology and Related Education Conferences for January to June 2011 - November 11, 2010

If you attend the same conferences each year, you don’t need to scan this list. This list is your opportunity to “push the envelope” by trying something new. There are hundreds of professional development events that may give you a different perspective or help you learn a new skill. Rather than attend the same event you always do, scan this list and investigate conferences, symposiums, or workshops you have never attended. The list below covers selected events focused primarily on the use of technology in educational settings and on teaching, learning, and educational administration. Only listings until June 2011 are complete as dates, locations, or URLs are not available for a number of events held after June 2011. A Word 2003 format is used to enable people who do not have access to Word 2007 or higher version and those with limited or high-cost Internet access to find a conference that is congruent with their interests or obtain conference proceedings. (If you are seeking a more interactive listing, refer to online conference sites.) Consider using the “Find” tool under Microsoft Word’s “Edit” tab or similar tab in OpenOffice to locate the name of a particular conference, association, city, or country. If you enter the country “United Kingdom” in the “Find” tool, all conferences that occur in the United Kingdom will be highlighted. Then, “cut and paste” a list of suitable events for yourself and your colleagues. Please note that events, dates, titles, and locations may change; thus, CHECK the specific conference website. Note also that some events will be cancelled at a later date. All Internet addresses were verified at the time of publication. No liability is assumed for any errors that may have been introduced inadvertently during the assembly of this conference list. If possible, please do not remove the contact information when you re-distribute the list as that is how I receive updates and corrections. If you publish the list on the web, please note its source

Attitude of Saudi Female Math Teachers toward Integrating E-learning in Teaching Math at High Schools in Saudi Arabia

Leaders in government and education have launched an extensive program to reform general education in Saudi Arabia. This initiative was designed to achieve many goals with a major emphasis being the enhancement of the Saudi curriculum to take advantage of the use of technology to improve education. A goal of this project was for e-learning to be a part of public education in an attempt to improve student learning and to make education accessible to all citizens.;This study was designed to examine high school female math teachers\u27 attitudes toward the use of e-learning in teaching mathematics in selected high schools in Tabuk, Saudi Arabia. It also sought to determine the extent to which e-learning had been adopted in high schools. The study also examined the results to determine if there were any statistically significant differences in female math teachers\u27 attitudes toward e-learning based on the variables of academic degree, years of experience, computer course training, and computer lab availability.;A 5-point Likert scale questionnaire was used to collect data on teacher attitudes toward the use of e-learning in education. Descriptive statistics were used to analyze much of the data generated from the questionnaire. Means, standard deviations, ranges, frequencies, percentages, and diagrams were used to compile and analyze the data. A t-test was used to test for statistically significant differences in teachers\u27 attitudes for the variables of academic degree, years of experience, computer course training, and computer lab availability.;The analysis of the responses to the questionnaire revealed that the female high school math teachers\u27 attitudes toward the use of e-learning were highly positive. The mean responses to the questionnaire items revealed that the teachers believed that e-learning made teaching more effective, more interesting, and enhanced the quality of teaching. There was general agreement that e-learning helped them meet the individual needs of the learners. The results of the study revealed that there were no statistically significant differences in teachers\u27 attitudes toward e-learning when examined for the variables of academic degree, years of teaching experience, computer course training, and computer lab availability. Recommendations were made for professional development, in-service training, technology integration, and logistics and infrastructure improvement

Lernen und Kompetenzentwicklung im dynamischen Umfeld klinischer Arbeit : Zusammenspiel und Bedeutung von Lern- und Arbeitsprozessen sowie technologischen Artefakten in medizinisch-klinischen Kontexten

Untersuchungsgegenstand der explorativen qualitativen Studien war Lernen und Kompetenzentwicklung von medizinischen und klinischen Akteuren, d.h. von Medizinstudierenden, Assistenzärzten als auch Ober- und Fachärzten. Auf Basis umfangreicher Forschungsarbeiten, die mit semistrukturierten Einzelinterviews, Fokusgruppen, Dokumentanalysen, teilnehmender Beobachtung und "shadowing" ein sehr breites Spektrum qualitativer Erhebungsmethoden in vier Schweizer und zwei nepalesischen Spitälern umfassten, wurde dieser Themenbereich in vielschichtigen inhaltlichen und theoretischen Dimensionen weiterentwickelt. In den Arbeiten werden die dynamischen Wechselwirkungen von Kontextfaktoren und Lehr-/Lernprozessen am Beispiel interdisziplinärer Zusammenarbeit in Konsilien aufgezeigt sowie die Bedeutung von Technologien als Lernwerkzeuge für die genannten Zielgruppen in unterschiedlichen organisatorischen und kulturellen Kontexten analysiert. Zudem wird gezeigt, dass für ein zukünftig besseres Verständnis von klinischer Kompetenzentwicklung die Analyse des Zusammenspiels vielfältiger, miteinander eng verwobener, multimodaler Repräsentationen (wie z.B. Sprache, visueller und haptischer, körperlicher und IT- artefaktbasierter Strukturen) notwendig ist. Die einzelnen Arbeiten sind aus sozio-kognitiven, sozio- kulturellen und situierten Perspektiven theoretisch fundiert und haben zur Weiterentwicklung bestehender resp. zur Generierung neuer theoretischer Bezugsrahmen geführt. This thesis uses a qualitative, explorative approach to investigate learning and competence development of medical and clinical actors, i.e., of medical students, residents and attending doctors. Extensive research in four Swiss and two Nepalese hospitals based on a broad spectrum of qualitative methods, i.e., semi-structured interviews, focus groups, document analysis, participant observation, and shadowing, contributed to an advanced understanding of the research field regarding manifold thematic and theoretical dimensions. The studies have yielded the dynamic relations of contextual influences and learning and teaching processes, using the example of doctor- to-doctor consultations. Also, the meaning of day-to-day technology use for learning has been demonstrated in different organisational and cultural settings. The findings suggest that, in order to understand learning and working in clinical contexts more comprehensively, more analytical attention should be paid to the interplay of interwoven, multimodal representations (e.g., speech, visual, haptic, and IT-artefact-based structures). The work is drawing on socio-cognitive, socio- cultural and situated learning perspectives and has resulted in the generation of new theoretical frameworks

Assessing the implementation of e-learning in primary schools : a case study of Harare Metropolitan Province

The role of technology has become one of the most important issues in 21st century education. Electronic learning has revolutionised the way teaching and learning takes place at almost all levels of the education. The global corona virus disease 2019 (COVID-19) pandemic has challenged both learners and educators to rapidly transform and adopt modern, non-contact ways of education delivery, to fully exploit the potential affordances technology offers, e-learning has emerged as a core of this revolution. While e-learning is not a completely new phenomenon, with already generous coverage of its implementation particularly in high school and tertiary levels of education, the dearth of literature and studies on the adoption and implementation of e-learning in primary schools is conspicuous. This is particularly so in less resourced, developing countries like Zimbabwe. This is despite considerable effort being made towards the adoption and implementation of e-learning. This study is an assessment of the implementation of e-learning in primary schools in Zimbabwe. Adopting a descriptive qualitative case study design, its focus was on schools in the Harare Metropolitan. Three schools were purposively selected to participate in the study, from which a sample of nine teachers and three school heads were selected. Data was collected through interviews, observations, and a review of documents. For analysis, data were examined and categorised, and recurring themes that emerged from the transcripts were identified. Findings revealed a lack of guidance on the specific models to follow for e-learning implementation; the need for continuing professional development of teachers and school leaders on the use of educational technology, as well as the need for resources to support the implementation of e-learning in schools. The role of a supportive and visionary school leadership is proposed as a key factor for success, coupled with availability of technical expertise and ICT coordinating structures in schools.Educational StudiesD. Phil. (Education