Proceedings of the 2017 International Conference on Education and E-Learning最新文献_第2页

Educational Effects of an Online Learning Program of Economically Disadvantaged Potentially Gifted Elementary Students 经济弱势潜在资优小学生在线学习计划的教育效果

Proceedings of the 2017 International Conference on Education and E-Learning Pub Date : 2017-11-02 DOI: 10.1145/3160908.3160923

Jiyoung Ryu, Jiseon Kim

引用次数: 1

Technology Integrated Lesson Plan Based on Experiential Learning 基于体验式学习的技术集成课程计划

Proceedings of the 2017 International Conference on Education and E-Learning Pub Date : 2017-11-02 DOI: 10.1145/3160908.3160920

G. Onyango, Rhoda Gitonga, T. Rugar

{"title":"Technology Integrated Lesson Plan Based on Experiential Learning","authors":"G. Onyango, Rhoda Gitonga, T. Rugar","doi":"10.1145/3160908.3160920","DOIUrl":"https://doi.org/10.1145/3160908.3160920","url":null,"abstract":"Technology is important for experiential learning because it creates opportunities for reflection on learning experiences that students can relate with. For example, students can record their experiences and refer to them later. Teachers can create a virtual community of participants that enhance collaborative learning. Arising from the benefits of using technology in learning, the Government of Kenya introduced ICT in education as well as use of laptops for class one pupils. However, building the teacher capacity to integrate technology in their teaching makes the implementation of the government project challenging. Teachers feel confident about their knowledge of the pedagogy and content but are less confident when it comes to technology knowledge. This paper explores how technology can be integrated in a lesson plan to enable a teacher deliver a technology aided class. Kolb's experiential approach to lesson planning, Bybees learning cycle and TPACK technology integration model were used in the development of the lesson plan. Technology Pedagogical and Content Knowledge (TPACK) identifies the nature of knowledge teachers require in order to integrate technology in their teaching. A group of 18 students taking a course in education during the May-August 2016 semester were engaged in developing the lesson plan. The process proved that effective teaching and learning is possible through technology which is already in the hands of students.","PeriodicalId":170069,"journal":{"name":"Proceedings of the 2017 International Conference on Education and E-Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130609283","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

Towards Digital Forensics Pedagogical Framework 迈向数字取证教学框架

Proceedings of the 2017 International Conference on Education and E-Learning Pub Date : 2017-11-02 DOI: 10.1145/3160908.3160913

Sari Sultan, A. Salman

引用次数: 3

Students' Experiences in Using Haiku Learning Platform to Promote Problem based Learning in a Blended Classroom in Kenya 肯尼亚学生使用俳句学习平台促进混合式课堂问题型学习的经验

Proceedings of the 2017 International Conference on Education and E-Learning Pub Date : 2017-11-02 DOI: 10.1145/3160908.3160919

Rhoda Gitonga, G. Onyango, T. Rugar

{"title":"Students' Experiences in Using Haiku Learning Platform to Promote Problem based Learning in a Blended Classroom in Kenya","authors":"Rhoda Gitonga, G. Onyango, T. Rugar","doi":"10.1145/3160908.3160919","DOIUrl":"https://doi.org/10.1145/3160908.3160919","url":null,"abstract":"Haiku is an online networking application that can be used by teachers and students to learn, share, communicate and remain connected. In problem based learning, students are able to team together to explore significant tasks driven by challenging, open-ended problems with no one \"right\" answers. Students work as self-directed, active investigators and problem-solvers in small collaborative groups. They apply knowledge to new situations and are known to team together physically and explore tasks inside the classroom and also in the social networks. Usage of technology in the classroom is low among students with the exception of social networking technologies whose adoption is common place. This paper explores the experiences from a group of 15 PhD students taking a course in education who were using Haiku platform to prepare lesson plans in their course work in May/August 2016 semester. The students were to prepare lesson plans based on various models of lesson planning and use either SAMR or TPACK ICT integration models to demonstrate how to integrate technology in the class room. The students were then to share their experiences on the Haiku platform with their lecturer and other students. An oversight group of 10 other students offered constructive criticisms to every group of 5 students that participated. All the students found that they had a personal stake in the quality of work presented through the Haiku platform and that they were able to collaborate, critique and solve real life problems. This paper underscores the importance of Haiku learning platform as an appropriate environment that empowers students to nurture, foster and enable problem based learning.","PeriodicalId":170069,"journal":{"name":"Proceedings of the 2017 International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131306813","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

A Didactic Scenario for Implementation of Computational Thinking using Inquiry Game Learning 运用探究性游戏学习实现计算思维的教学情境

Proceedings of the 2017 International Conference on Education and E-Learning Pub Date : 2017-11-02 DOI: 10.1145/3160908.3160918

Sarantos Psycharis, Evangelia Kotzampasaki

引用次数: 12

Influence of Mobile Phone Internet to the Efficiency of Pharmaceutical College Students' Classroom Learning 手机互联网对药学院校学生课堂学习效率的影响

Proceedings of the 2017 International Conference on Education and E-Learning Pub Date : 2017-11-02 DOI: 10.1145/3160908.3160909

Shubing Qiu

引用次数: 0

A Sociocultural Perspective on the Role of L1 in L2 Learning: A Comparative Analysis of Two L2 Studies 从社会文化角度看母语在二语学习中的作用:两篇二语研究的比较分析

Proceedings of the 2017 International Conference on Education and E-Learning Pub Date : 2017-11-02 DOI: 10.1145/3160908.3160925

Zhaopu Wang

{"title":"A Sociocultural Perspective on the Role of L1 in L2 Learning: A Comparative Analysis of Two L2 Studies","authors":"Zhaopu Wang","doi":"10.1145/3160908.3160925","DOIUrl":"https://doi.org/10.1145/3160908.3160925","url":null,"abstract":"Whether the first language (L1) could be used or not is a controversial issue in Second language Acquisition (SLA). It has long been held that language learners should avoid use their L1 when learning L1.However, in this article, I argue that under Vygotsky's sociocultural theory, L1 may play a beneficial role in L2 learning by comparing two empirical studies. Both studies based on the sociocultural theory provide useful evidence of L1 use as a mediation tool in SLA. Parkville argued that learners used their L1 as a mediating tool when they performed complex tasks. Marta and Dicamilla also emphasized that the L1 use was found to serve a critical function in students' attempts to mutually define various elements of their task. The cognitive functions the L1 served are discussed in both studies. By applying the method of discourse analysis, Parkville believed that her study in the laboratory context did not demonstrate that the L1 was more useful than the L2. While Marta and Frederick illustrated that the meditational value of L1 and L2 were different in learners with different levels. Furthermore, Parkville argued that the use of L1 may assist learners \"to gain control of the task\" (Brook&Donato, 1994, p.271) [8] and work with the task at a higher cognitive level. L1 can also help learners to define the unknown words successfully. In conclusion, regardless of the differences in the two studies, the L1 use in L2 has a lot of useful functions under the socio-cultural theory.","PeriodicalId":170069,"journal":{"name":"Proceedings of the 2017 International Conference on Education and E-Learning","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128679975","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: 1

Transition to a Modern Education System through e-Learning 通过网络学习向现代教育系统过渡

Proceedings of the 2017 International Conference on Education and E-Learning Pub Date : 2017-11-02 DOI: 10.1145/3160908.3160924

X. Basogain, M. Olabe, J. C. Olabe

引用次数: 6

Proceedings of the 2017 International Conference on Education and E-Learning 2017年教育与电子学习国际会议论文集

Proceedings of the 2017 International Conference on Education and E-Learning Pub Date : 1900-01-01 DOI: 10.1145/3160908

引用次数: 0