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Advances in Educational Technologies and Instructional Design最新文献

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Mobile Learning Applications in Early Childhood Education 幼儿教育中的移动学习应用
Advances in Educational Technologies and Instructional Design Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1486-3
Stamatios Papadakis
{"title":"Mobile Learning Applications in Early Childhood Education","authors":"Stamatios Papadakis","doi":"10.4018/978-1-7998-1486-3","DOIUrl":"https://doi.org/10.4018/978-1-7998-1486-3","url":null,"abstract":"","PeriodicalId":143504,"journal":{"name":"Advances in Educational Technologies and Instructional Design","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128608988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 29
The Universal Invariant-Based SLA Theory 基于通用不变量的SLA理论
Advances in Educational Technologies and Instructional Design Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-2672-9.ch002
{"title":"The Universal Invariant-Based SLA Theory","authors":"","doi":"10.4018/978-1-7998-2672-9.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-2672-9.ch002","url":null,"abstract":"SLA is a broad multilateral realm of theoretical and applied projections. The discipline being topical for the world community, its coterminous issues are rather summarily thrown together, but actually spread out or split up of the field originally meant as a more concentrated and closely-knit nucleus. The research mainstream branches out into numerous aspects of language acquisition, most of which are ‘cross-sectional'. The heterology of research approaches hinders the progress towards the development of a well-balanced unified SLA theory relying on the basics inherent in science at large. A theory like that is aimed at the elimination of any ambiguity and confusion, so that anyone could similarly interpret it. Although the idea sounds like a utopian goal so far, a number of steps could be taken for SLA integrity to get closer and ultimately to transpire. A holistic theoretical model of SLA requires that its modules be represented on the basis of the same property, or radix. In the model developed, the radix is identified as a minimal predicative unit being formed. The unit takes shape in the process of predication, which can be referred to as the act of joining initially independent objects of thought expressed by self-determining words—predicate and argument—in order to convey any idea. Predication is a most important function of language cognition due to which the real and individualized worlds converge in the learner's mind. Hence, predication is not just a common fundamental of language, social intercourse, and individual inner thought activity but actually a medium creating the environment in which all three spheres mentioned function cohesively. The SLA Universal Invariant-Based Binary Predication Theory is identified in terms of its domain, content and procedural phenomena, principles, rules and regularities, binary opposition logic. and idealized object.","PeriodicalId":143504,"journal":{"name":"Advances in Educational Technologies and Instructional Design","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129687561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using Technology to Support Inclusive Classroom-Based Instruction 利用技术支持包容性课堂教学
Advances in Educational Technologies and Instructional Design Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9542-8.ch012
A. R. Akinade, Olaniyi Esther Temitope
{"title":"Using Technology to Support Inclusive Classroom-Based Instruction","authors":"A. R. Akinade, Olaniyi Esther Temitope","doi":"10.4018/978-1-7998-9542-8.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-9542-8.ch012","url":null,"abstract":"There has been a widespread integration of technology in daily life, where access to vast amounts of information is now available with ease. Today's generation of students has grown up with technology all around them in an ever-increasing manner. For an effective classroom that meets the diverse needs of students, teachers should promote student motivation to learn and realize the effects technology has on inclusive education. This chapter reviews student perceptions of the use of technology in classroom-based instruction and describes current use of general and assistive technology in classroom. The chapter recommends the creation of a ground-up curriculum design for educational administrators based on observations of instruction using technology.","PeriodicalId":143504,"journal":{"name":"Advances in Educational Technologies and Instructional Design","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129904835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Technology-Assisted ESL Acquisition and Development for Nontraditional Learners 非传统学习者的技术辅助ESL习得与发展
Advances in Educational Technologies and Instructional Design Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-3223-1
{"title":"Technology-Assisted ESL Acquisition and Development for Nontraditional Learners","authors":"","doi":"10.4018/978-1-5225-3223-1","DOIUrl":"https://doi.org/10.4018/978-1-5225-3223-1","url":null,"abstract":"","PeriodicalId":143504,"journal":{"name":"Advances in Educational Technologies and Instructional Design","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116350384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Confronting Assumptions in Immigrant Multilingual Deaf Education 面对移民多语聋人教育中的假设
Advances in Educational Technologies and Instructional Design Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8181-0.ch002
Millicent M. Musyoka
{"title":"Confronting Assumptions in Immigrant Multilingual Deaf Education","authors":"Millicent M. Musyoka","doi":"10.4018/978-1-7998-8181-0.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-8181-0.ch002","url":null,"abstract":"Within the American deaf community, multilingualism is evidence among deaf individuals who use three (or more) languages daily. Despite the linguistic diversity, limited research focuses on multilingualism, multilingual education, or multilingual development in this population. The increasing multilingual immigrant D/HH student population in the United States coupled with a scarcity of research on multilingual immigrant D/HH learners has triggered various assumptions about their education. This chapter will focus on addressing the assumptions surrounding the education of immigrant multilingual deaf learners.","PeriodicalId":143504,"journal":{"name":"Advances in Educational Technologies and Instructional Design","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114684422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Theory of Second and Foreign Language Learning 第二外语学习理论
Advances in Educational Technologies and Instructional Design Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-2672-9.ch001
{"title":"Theory of Second and Foreign Language Learning","authors":"","doi":"10.4018/978-1-7998-2672-9.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-2672-9.ch001","url":null,"abstract":"Textbook theory of second language learning being the object under consideration, its coherence with the concepts of theory as a wide-ranging idea and language learning theory is established. Textbook theory is regarded as an indispensable part of language study implementing its fundamental principles. A conceptual hierarchical structure of three-level complexity corresponding to general research theory, theory of second language assimilation, and textbook theory is developed in order to provide congruence between the grades of the ranking model, which presumes the identification of significant uniform characteristics common to each (and any) type of theory. For the entire system to be modeled in holistic terms, there has been advanced a binary conception of theory construction. The binary opposition is a systematically organized functional formation with a large constructive and explanatory potential that allows us to use it for a complete description of the structure of a theory including its idealized object.","PeriodicalId":143504,"journal":{"name":"Advances in Educational Technologies and Instructional Design","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124356346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing Educational Attainment Through Prior Learning Assessment 通过先前学习评估提高教育成就
Advances in Educational Technologies and Instructional Design Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1928-8.ch008
Matt Bergman, Vin Favoroso
{"title":"Enhancing Educational Attainment Through Prior Learning Assessment","authors":"Matt Bergman, Vin Favoroso","doi":"10.4018/978-1-7998-1928-8.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-1928-8.ch008","url":null,"abstract":"Prior learning assessment (PLA) is a path to greater educational attainment for adult learners re-entering higher education. This innovative approach provides academic credit for college-level and credit-worthy learning that happened outside the confines of the college walls. The growth in adoption of PLA at many institutions is in concert with the need for more of America's workforce to earn more postsecondary credentials. This chapter explores the nature of PLA and its evolution into the mainstream of higher education policy and practice. The authors examine two institutions' relevant and rigorous approaches to validating learning via PLA. The authors believe that credit for prior learning will become more standardized with time and awareness of this innovative approach to acknowledging experiential learning external to the academic setting.","PeriodicalId":143504,"journal":{"name":"Advances in Educational Technologies and Instructional Design","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124390659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Compete LA 负责的
Advances in Educational Technologies and Instructional Design Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1928-8.ch003
Katie Dawson, Claire M. Norris, J. B. Henderson, Jeannine O. Kahn, Cami D. Geisman
{"title":"Compete LA","authors":"Katie Dawson, Claire M. Norris, J. B. Henderson, Jeannine O. Kahn, Cami D. Geisman","doi":"10.4018/978-1-7998-1928-8.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-1928-8.ch003","url":null,"abstract":"Postsecondary education has never mattered more than it does presently. It is critical for adults, particularly for non-credentialed adults, to complete postsecondary pathways, ensuring they are prepared to compete in the global economy. Despite the well-documented benefits of a postsecondary degree, nearly one-fourth of adults in Louisiana have college experience, but no degree. Adult learners experience barriers to navigating higher education that negatively impact their ability to return and persist to graduation. Recognizing these challenges, the University of Louisiana System and their nine member institutions created Compete LA, a program designed to re-engage adult learners and create equitable academic pathways to obtaining a college degree. This chapter will serve as a case study by focusing on the creation and scaling of the Compete LA initiative. It will explore the characteristics of the team, the structural composition of the program, as well as the efforts to dismantle the systemic barriers that exist in higher education that make adult student re-entry challenging.","PeriodicalId":143504,"journal":{"name":"Advances in Educational Technologies and Instructional Design","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127745438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Polk State College's Engineering Technology Program 波尔克州立大学工程技术项目
Advances in Educational Technologies and Instructional Design Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1928-8.ch011
N. Boyer, Mori Toosi, E. Roe, K. Bucklew, Orathai Northern
{"title":"Polk State College's Engineering Technology Program","authors":"N. Boyer, Mori Toosi, E. Roe, K. Bucklew, Orathai Northern","doi":"10.4018/978-1-7998-1928-8.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-1928-8.ch011","url":null,"abstract":"This case study describes an open entry early exit (O3E) rolling enrollment program focused on untangling the web of systems, assumptions, roles, relationships, and interagency processes to address the national emphasis on affordable, compressed, and flexible degree attainment, particularly in science, technology, engineering, and math (STEM) talent gap areas. To this end, Polk State College has empowered students with an affordable, accessible option that was initiated as a result of a National Science Foundation-Advanced Technological Education (NSF-ATE) project award. The project was designed to transition a traditional engineering technology associate in science degree program to a hybrid competency-based (CBE), modular, non-term, self-paced, learner-centered, faculty-mentored format. As a work in progress, having shifted to CBE in Fall 2014, the O3E program team has undertaken and resolved numerous challenges, many of which are still emergent, and identified significant breakthroughs to provide a catalyst to the reconceptualization of higher education.","PeriodicalId":143504,"journal":{"name":"Advances in Educational Technologies and Instructional Design","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128041446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Roles of Technology and Globalization in Educational Transformation 技术与全球化在教育转型中的作用
Advances in Educational Technologies and Instructional Design Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9746-9
{"title":"The Roles of Technology and Globalization in Educational Transformation","authors":"","doi":"10.4018/978-1-5225-9746-9","DOIUrl":"https://doi.org/10.4018/978-1-5225-9746-9","url":null,"abstract":"","PeriodicalId":143504,"journal":{"name":"Advances in Educational Technologies and Instructional Design","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132126931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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