Will the teacher's laptop transform learning?

This article explores how Year to 3 teachers have made use of laptops for teaching and learning in their classroom, examining how they fit with current recommendations for effective teaching, and whether teachers' use of a laptop has lead to a transformation in teaching and learning. Findings show that there was an increasing degree of laptop integration into all areas of the curriculum over the three-year evaluation period. It appears that teachers are providing their students with the opportunity to experience transformative learning

Enhanced reality live role playing

Live role-playing is a form of improvisational theatre played for the experience of the performers and without an audience. These games form a challenging application domain for ubiquitous technology. We discuss the design options for enhanced reality live role-playing and the role of technology in live role-playing games

Supporting Pupils' scientific and engineering practices in everyday life contexts at the primary school level during a project-based learning unit in Finland

The aim of this research was to examine the potential of project-based learning (PBL) and everyday life contexts in developing primary pupils' scientific and engineering practices. Multiple data were collected in a Finnish primary school class; pupils were aged 7-8 years. The pupils' practices and creation of artifacts were videotaped and analysed using theory-guided content analysis. The analysis revealed that the designed multidisciplinary PBL unit placed within a familiar everyday life context enabled pupils to practice and communicate scientific and engineering practices supported with digital technology.Peer reviewe

Knowledge Cartography: Software tools and mapping techniques

Knowledge Cartography is the discipline of mapping intellectual landscapes.The focus of this book is on the process by which manually crafting interactive, hypertextual maps clarifies one’s own understanding, as well as communicating it.The authors see mapping software as a set of visual tools for reading and writing in a networked age. In an information ocean, the primary challenge is to find meaningful patterns around which we can weave plausible narratives. Maps of concepts, discussions and arguments make the connections between ideas tangible and disputable. With 17 chapters from the leading researchers and practitioners, the reader will find the current state–of-the-art in the field. Part 1 focuses on educational applications in schools and universities, before Part 2 turns to applications in professional communitie

The development of lower order critical reading strategies in third cycle students at a public school.

Este estudio ha contribuido al desarrollo de estrategias de orden inferior críticos de lectura basados ​​en la floración taxonomía de los estudiantes de tercer ciclo en una escuela pública. El desarrollo de estrategias de lectura se inició con la idea de mejorar los estudiantes la comprensión de lectura en Inglés como lengua extranjera (EFL) porque los alumnos mostraron comprensión de la lectura bajo un diagnóstico de una prueba de entrada para evaluar a los estudiantes la comprensión y los bajos niveles de lectura en la prueba del ICFES Saber-Pro de 2003 a 2010. La relevancia de este estudio se estableció en el diseño e implementación de seis guías de lectura que se desarrollaron los dominios de orden inferior tales como recordar, entender y aplicar necesario mejorar los estudiantes "la comprensión de lectura". El impacto de este estudio se concentró en cómo desarrollar Bloom taxonomía para las habilidades de orden inferior en un contexto específico en Bogotá. En este estudio se trabajó con la investigación cualitativa, investigación-acción Taggart (1988) (observación, planificación, acción, reflexión, planificación) y los métodos empíricos tales como la prueba de acceso para el diagnóstico de los estudiantes "habilidad en la lectura, y los métodos teóricos de la literatura revisión". Este estudio se centró en noveno grado con una población de 40 estudiantes en que se tomó el 25% de la muestra para el análisis de datos. Estudiantes artefactos "fueron la principal prueba, una encuesta semiestructurada y notas de campo se tomaron al azar para el análisis". Fue diseñado, implementado y evaluado seis guías de lectura para iniciar un proceso de orden inferior lectura crítica. Los resultados sobre los artefactos de los estudiantes "mostraron que el 92% de los estudiantes logra el dominio Recordar, el 86% de los estudiantes tiene el dominio de la comprensión, y el 93% de los alumnos logra el dominio de aplicación de estrategias de lectura crítica de orden inferior". Un estudio adicional se puede desarrollar en las habilidades de orden superior, tales como el análisis, la evaluación y la creación.This study contributed to the development of lower order critical reading strategies based on Bloom‟s taxonomy in third cycle students at a public school. The development of reading strategies started with the idea of improving students reading comprehension in English as a foreign language (EFL) because pupils showed low reading comprehension diagnosed with an entry test to evaluate students comprehension and low reading levels in the ICFES test Saber-Pro from 2003 to 2010.The relevance of this study was set on the design and implementation of six reading guides that developed lower order domains such as remembering, understanding and applying necessary to improve students‟ reading comprehension. The impact of this study was concentrated on how to develop Bloom‟s taxonomy for lower order skills in a specific context in Bogotá. This study worked with qualitative research, action research by Kemmis and McTaggart (1988) (observation, planning, action, reflection, planning) and empirical methods such as the entry test to diagnose the students‟ ability on reading, and theoretical methods for the literature review. This study focused on ninth graders with a population of 40 students where the 25% of the sample was taken for data analysis. Students‟ artifacts were the main evidence, a semi-structured survey and fieldnotes were taken at random for analysis. It was designed, implemented, and evaluated six reading guides to start a process of lower order critical reading. Results on students‟ artifacts showed that 92% of the students achieved the Remembering domain, 86% of students got the understanding domain, and 93 % of pupils achieved the Applying domain for lower order critical reading strategies. A further study can be developed on higher order skills such as analyzing, evaluating and creating

WHERE DO YOU LOOK? RELATING VISUAL ATTENTION TO LEARNING OUTCOMES AND URL PARSING

Visual behavior provides a dynamic trail of where attention is directed. It is considered the behavioral interface between engagement and gaining information, and researchers have used it for several decades to study user\u27s behavior. This thesis focuses on employing visual attention to understand user\u27s behavior in two contexts: 3D learning and gauging URL safety. Such understanding is valuable for improving interactive tools and interface designs. In the first chapter, we present results from studying learners\u27 visual behavior while engaging with tangible and virtual 3D representations of objects. This is a replication of a recent study, and we extended it using eye tracking. By analyzing the visual behavior, we confirmed the original study results and added more quantitative explanations for the corresponding learning outcomes. Among other things, our results indicated that the users allocate similar visual attention while analyzing virtual and tangible learning material. In the next chapter, we present a user study\u27s outcomes wherein participants are instructed to classify a set of URLs wearing an eye tracker. Much effort is spent on teaching users how to detect malicious URLs. There has been significantly less focus on understanding exactly how and why users routinely fail to vet URLs properly. This user study aims to fill the void by shedding light on the underlying processes that users employ to gauge the UR L\u27s trustworthiness at the time of scanning. Our findings suggest that users have a cap on the amount of cognitive resources they are willing to expend on vetting a URL. Also, they tend to believe that the presence of www in the domain name indicates that the URL is safe