Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

The purpose of this research is the analysis using meta-analysis of studies in the field of Educational Technology in Turkey and in the field is to demonstrate how to get to that trend. For this purpose, a total of 263 studies were analyzed including 98 theses and 165 articles published between 2010-2018. Purpose sampling method was used when selecting publications. In the research, while selecting articles and Technology used in journals. Publications have been reviewed under 11 criteria. Index, year of publication, research scope, method, education level, sample, number of samples, data collection methods, analysis techniques, and research tendency, research topics in Educational Technology Research in Turkey has revealed. The data is interpreted based on percentage and frequency and the results are shown using the table.

This research aims to investigate English students' perceptions of using WhatsApp in paragraph writing class in one public university. Paragraph writing class is a part of language disciplines which may get some benefits from the usage of SNS. This qualitative research with a case study approach explores the perceptions of English students on the benefits and limitations of using WhatsApp during their learning activities. There were six participants in this research that the researcher got through purposive sampling; two students who got high, average, and low score of pre-test. The data were collected through questionnaire and interview. The data were analyzed in three major themes; 1. General background of the participants using WhatsApp, 2. Benefits of WhatsApp in paragraph writing class, and 3. Limitations of WhatsApp in paragraph writing class. The findings of the current research indicate that there were positive perceptions of the students in using WhatsApp in paragraph w...

Educational technology has emerged as a necessary tool for classrooms in the developing world. Educational technology is the considered implementation of appropriate tools, techniques, or processes that facilitate the application of senses, memory, and cognition to enhance teaching practices and improve learning outcomes. It is defined as “the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” This research intends to identify educational technologies that are popular around the world and elaborate upon them. The research project further used a case study to sample schools in Fiji to determine their use of educational technologies in the Fijian classroom. Various uses, benefits, implementations, and challenges were identified together with the limitations of how educational technologies’ relevance to the Fijian classroom could be affected. The findings indicate that the Fi...

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

Educational technology has emerged as a necessary tool for classrooms in the developing world. Educational technology is the considered implementation of appropriate tools, techniques, or processes that facilitate the application of senses, memory, and cognition to enhance teaching practices and improve learning outcomes. It is defined as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources." This research intends to identify educational technologies that are popular around the world and elaborate upon them. The research project further used a case study to sample schools in Fiji to determine their use of educational technologies in the Fijian classroom. Various uses, benefits, implementations, and challenges were identified together with the limitations of how educational technologies' relevance to the Fijian classroom could be affected. The findings indicate that the Fijian classroom is not quite ready to completely embrace educational technologies into their operations given the challenges are few but immense. Questions suggesting future activities were also identified.

ABSTRACT Due to shorter innovation cycles, increasing competitive pressure and the need for more flexibility in an uncertain business environment, we need more efficiency and effectiveness in education and training. Computers provide an added degree of freedom that can be used both within and external to traditional classroom environments, and that can be coupled with new as well as “tried and true” structures and techniques. This paper presents first results of a survey of Austrian and German enterprises and universities as part of an extended research program

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

Sharply rising global use of mobile information communications technology (ICT) and a relative lack of informed pedagogic e-leadership of ICT in education coupled with fierce international competition for achievement and a trend towards increasing accountability (to meet targets via audit and high levels of youth unemployment) means that schools now face significant challenges in responding to the needs of future generations of 21st century learner. This chapter briefly outlines four key trends relating to the above issues, particularly in the context of pedagogic applications of technology development and then considers these challenges in a global context.

Offering clear strategies rooted in research and expert recommendations, First Aid for Teacher Burnout empowers teachers to prevent and recover from burnout while finding success at work. Each chapter explores a different common cause of teacher burnout and provides takeaway strategies and realistic tips. Chapter coverage includes fighting low morale, diminishing stress, streamlining grading, reducing workload, leveraging collaboration, avoiding monotony, using technology to your advantage, managing classroom behavior, advocating for support from your administration, securing the help of parents and community, and more. Full of reflection exercises, confessions from real teachers, and veteran teacher tips, this accessible book provides easy-to-implement steps for alleviating burnout problems so you can enjoy peace and success in your teaching.

Antero Garcia and T. Philip Nichols explore how classrooms and schools must reframe their conceptions of technology from a focus on tools that serve specific purposes to a focus on platforms and their ecologies. In doing so, they argue, educational stakeholders should attend to three different dimensions of how technology is integrated in schools: the social uses of digital technologies, the design decisions that were made about these products, and the material resources that help make them operate. This approach requires educators to ask complicated questions about what technology does in schools and how to teach with and about it.

The rapidly changing knowledge and skill requirements in the engineering profession require that engineers educated mainly in the scientific principles of a broad engineering discipline need to develop new skills and aquire more specific knowledge to better equip them for each of the succession of engineering roles that comprise their careers. To satisfy their needs requires the efficient flexile delivery of up-to-date, industry relevant programmes.
This paper describes strategies used to develop these programmes and the technologies currently available, or being developed to enhance effective and efficient flexible delivery. he technologies discussed in this paper make continuous engineering education more accessible to those with work commitments incompatible with on-campus study. They remove the remoteness of distanc education and provide excellent tools to enhance teaching and learning.

The history of development in Africa is littered with all sorts of experiments and projects centred on new technologies often presented as a panacea to the problems of health, education, or agricultural production.The failure of some of those projects shows the limits of the technocentrist approach which has recently resurfaced in the developmentalist discourse and which is based on the idea that technology (and technology alone) can solve all the social and economic problems Africa is facing. This is the case of the educational television in Niger that was supposed to ensure a rapid access to universal education. It started in 1964 and was abandoned in 1979. It failed to transform the educational system in any significant way, the school enrolment rate in Niger still being under 60 %, 46 years after the experiment started. In this paper, I intend to show that this failure was not due to a lack of community involvement as generally advanced by project evaluations, but the result of a confrontation of divergent views of the world and society. Indeed, the educational television has become an issue of both social and political struggle, which resulted in the victory of one of the parties and the allocation of the educational television to other purposes for which it was not previously designed.

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

Online learning often requires learners to be self-directed and engaged. The present study examined students’ self-regulatory behaviors in online video-based learning environments. Using an experimental design, this study investigated the effects of a newly designed enhanced video learning environment, which was designed to support or scaffold students’ self-regulated or self-directed learning on students’ learning behaviors and outcomes. In addition, correspondence between students’ self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the enhanced video environment were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (common video) or the experimental condition (enhanced video) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed enhanced video learning environment was a superior instructional tool than the common video learning environment in terms students’ learning performance. In addition, there was correspondence between graduate students’ self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking.

Digital technology does not directly affect learning unless the student is given no options. The educational value of technology springs from how students use it to change what they're doing.  In 1987, Chickering and Gamson asked which ways of teaching and learning had been shown most effective, compared with the pure transmission of content (presentation pedagogy); in answer to that question, they outlined seven principles for good practice in undergraduate education (e.g., faculty-student contact, active learning).

In this 1996 article, we examine how each of those principles can ber made even richer and more effective when implemented with appropriate uses of edtech  (e.g., online interactions between students and faculty that complementing face-to-face interaction). We've chosen technologies and uses that should be comparatively easy to scale assuming that learning activity is valued by enough faculty.

Bottom line: to get the most educational value from digital technologies, first select an exceptionally powerful learning activity and then discover whether some affordable use of technology can amplify the benefits from that activity.

The purpose of this study is to find out the level of cyberloafing behaviors of the students in information technologies (IT) classrooms; and to examine the relationship between cyberloafing behaviors and the psycho-social perceptions, attitudes and motivation for the courses and learning strategies. Correlational method was utilized; and structural equation modelling is applied to analyze the data. The study was carried out with the students who take Computing I course in the IT classroom. Data were collected from 607 university students by utilizing five self-report instruments: 'demographic information form', 'cyberloafing activities scale', 'what is happening in this class? questionnaire', 'attitude to computers and computing courses questionnaire' and 'motivated strategies for learning question-naire'. The results demonstrate that students' cyberloafing behaviors are influenced by their psycho-social perceptions, attitudes and learning strategies. However, the results demonstrate that students' cyberloafing behaviors aren't influenced by their motivation for the courses. Further research studies and implications are presented and discussed.

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

We discuss research on both physical manipulatives and virtual manipulatives to provide a framework for understanding, creating, implementing, and evaluating efficacious manipulatives—physical, virtual, and a combination of these two. We provide a theoretical framework and a discussion of empirical evidence supporting that framework, for the use of manipulatives in learning and teaching mathematics, from early childhood through the elementary years. From this reformulation, we reconsider the role virtual manipulatives may play in helping students learn mathematics. We conclude that manipulatives are meaningful for learning only with respect to learners' activities and thinking and that both physical and virtual manipulatives can be useful. When used in comprehensive , well planned, instructional settings, both physical and virtual manipulatives can encourage students to make their knowledge explicit, which helps them build Integrated-Concrete knowledge.

There can be no doubt that technology has transformed the way education is delivered to people across the globe. We now live in an interconnected world where the traditional concept of formal learning, taking place in a single physical location, is becoming increasingly less relevant. Modern learners are becoming dissatisfied with the stand-and-deliver approach to education that dictates attendance times, learning venues, and modes of participation. The emergence of sophisticated communication technologies and mobile devices has enabled a new generation of information consumers to satisfy their demands for knowledge without the need to meet in a physical location. Software vendors, open-source developers, and educational institutions, cognizant of this development, have embraced systems that can facilitate the management of courses and engagement with students remotely. The technologies that facilitate the provision of courses over long distances are broadly termed “learning management systems” or “LMSs.” Learning management systems can be defined as web-based software platforms that provide an interactive online learning environment and automate the administration, organization, delivery, and reporting of educational content and learner outcomes.

As in other nations, in Australia, socioeconomic, educational, cultural and geographical factors collide with institutionalised curriculum and resourcing practices to produce disadvantage with respect to formal education participation and achievement in some schools. Unevenness of educational outcomes is strongly associated with poverty, with lower levels of attainment found in poorer urban postcodes and in regional and Indigenous schools. Among the many challenges faced by schools in these settings, availability of resources and provision of teacher professional learning to support curricular change is a perennial issue. This research investigated the impacts, outcomes, sustainability of a national curriculum implementation project designed specifically to support Australia’s most disadvantaged schools to implement the Digital Technologies (DT) curriciulum. The implementation project—Digital Technologies in Focus (DTIF)—was funded by the Federal govement and led by the Australian Curriculum, Assessment and Reporting Authority (ACARA). This output is the final report of external evaluation commissioned by ACARA and published on their website.
A case study design focussed on six schools selected to incorporate diversity of contextual factors (state, sector and location—urban, regional and remote) provided accounts of:
• contexts and histories of participating schools with regards to DT curriculum and resourcing;
• participation in DTIF project activities, including professional learning activities, online support, and project reporting and evaluation processes;
• outcomes of participation at for schools, teachers and students;
• impact and sustainability of new and developing practices.
The research findings contribute to understandings about challenges to implementation of DT curriculum in disadvantaged Australian schools and and factors promoting success, including transferred to other settings and other curriculum areas.

Slide presentate durante gli interventi "Una 'scaena' digitale per il 'Miles gloriosus'„ (Seminario di Didattica del Latino, UNIPI - 7 novembre 2017; prof.ssa Elena Rossi Linguanti) e "Dal PNSD alla Didattica per Competenze„ (Corso di Storia della Lingua Italiana A, UNIPI - 22 novembre 2017; prof.ssa Roberta Cella).

This mock research proposal was composed April 2015 as a final project for the UBC MET course etec500 Research Methodologies in Education.

The purpose of this proposed study is to identify relationships between targeted professional development and middle-school teachers’ levels of purposeful technology integration. The aspects explored are rich-technology tasks in relation to student assessments of higher-order thinking, the characteristics of successful educational technology professional development (ETPD), and the value of the TPACK and SAMR frameworks for empowering teachers to increase the frequency of technology-based student activities in Science and English unit planning.  The results of this pilot study can be used to find whether effective ETPD in a TPACKxSAMR matrix is able to change pedagogy and instructional practices of reluctant technology integrators.  The anticipated results of this mixed correlation study is the identification of a positive correlation between participation in the ETPD and instructional change.  In regard to professional development for students’ technology integration, Ontario’s Ministry of Education acknowledges that “very few initiatives have successfully operationalized deep learning skills for measurement purposes, and none … have ‘broken through’ to broad use across schools and systems …” (Beggs, Shields, Telfer, & Bernard, 2013, p.44).  These findings may be useful in suggesting directions for further research and prompting reform of current technology focused professional development in Ontario school boards. 
(Contains: 3 Tables, 6 Figures, 2 Appendix)

Key Words: Rich Technology, Higher Level Thinking, Framework, Technology Integration, Professional Development, Unit Planning

This study is part of an ongoing doctoral study that seeks to explore the learning connections of higher education learners. Based on the first principle of Deleuze and Guattari‟s (1987) Rhizome Theory, connection, the study was motivated by what learners connect to and how they connect in the construction of their learning in an ever growing technological environment. Actor Network Theory and the Rhizome Theory formed the theoretical framework that underpinned the study. Two questions that drove this paper were: what the connectors in learners‟ learning network are and how these connectors emerge to support learning. The study was a qualitative one which involved six participants who were by then higher education learners of different levels. Participants were selected using snowball sampling technique. Data collection methods included a focus group interview, observations and artefacts. The study revealed that learners were connected to very complex networks which continually multiplied through three basic rhizonomies that all behave as actors and actants; learners, machine(s) and technology. It was again found that apart from the learner-learner and learner-machine(s) connections; there also existed machine(s)-to-machine(s) and learner-technology connections in the personal learning networks of learners. Learners get connected to learning networks based on need, properties and nature of course studied. The research at this preliminary stage recommended an in-depth study to find out about characteristics of self-directed learners and how they construct meaning in a rhizomatic environment as opposed to existing industrial batch processing system that does not take individual differences into account.

Le interfacce conversazionali hanno acquisito un ruolo pervasivo in molti settori. Sono i chatbot che supportano nell’acquisto di un prodotto, gli assistenti virtuali utilizzati a scopo terapeutico o i sistemi di dialogo che consentono di effettuare transazioni all’interno di un qualsiasi servizio di messaggistica. Alcune, sempre a portata di mano, rendono le attività quotidiane più semplici e coinvolgono l’utente grazie alla propria personalità e a connotati antropomorfi: le voci di Alexa, Siri, Google Assistant e Cortana sono ormai familiari.

Le interfacce conversazionali si rivelano in grado di ridefinire anche l’esperienza educativa. Offrono supporto al docente, accompagnano lo studente nel processo di apprendimento e consentono di confrontarsi con innovazioni tecnologiche che ancora faticano a trovare il giusto spazio nel curricolo scolastico. Un assistente virtuale può cambiare il modo di approcciarsi allo studio della letteratura, trasformando la tradizionale fruizione dei contenuti disciplinari in un itinerario narrativo sempre diverso e personalizzato. La conversazione con un autore del canone letterario o con il personaggio di un’opera è un mezzo versatile per costruire ed elaborare la conoscenza, un’occasione per stabilire una relazione con il passato connotata da inaspettati risvolti empatici.

In queste pagine il lettore avrà modo di conoscere una serie di metodologie e strategie didattiche utili per abilitare tale processo, tra le quali l’apprendistato cognitivo, l’apprendimento per scoperta e il digital authentic learning. Imparerà, inoltre, a realizzare un alter ego della poetessa Saffo o muovendo i primi passi nel campo dell’AI grazie alla piattaforma Dialogflow.

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In the era of automation conversational interfaces have come to play a pervasive role in many sectors. From chatbots that support online shopping experiences, to virtual assistants used for therapy to dialogue systems that enable transactions within any messaging service. Some of these interfaces, ever-present and only a touch of a finger away, simplify daily tasks and engage the user thanks to human-like traits and personalities: the average user is growing increasingly familiar with the voices of Alexa, Siri, Google Assistant and Cortana.

Conversational interfaces can also redefine the way we experience education. They can support teachers, guide students through the learning process and constitute a bridge to technological innovations that are still struggling to find their right place in school curricula. A virtual assistant can transform the approach to the study of literature, replacing the traditional fruition of texts with a narrative journey that is personalized and never the same. Conversation with a canonical writer or with a literary character is a versatile means of building and processing knowledge, an opportunity to establish a relationship with the past marked by unexpected empathic implications.

This paper introduces a series of methodologies and teaching strategies that can enable this process. These include cognitive apprenticeship, discovery learning and digital authentic learning. The reader will also approach the field of AI to learn how to create an alter ego of Sappho using Dialogflow.

On note de plus en plus de jeux éducatifs pour les secteurs de l’éducation et de la formation , et des recherches s’y intéressent. Néanmoins, les données sur leur efficacité pédagogique, restent fragmentaires et les besoins de résultats empiriques, afin de faire le point sur l’impact des jeux sur l’apprentissage et les conditions à satisfaire pour qu’un jeu ait un réel impact sur l’apprentissage, restent d’actualité. Par ailleurs, les avis sont partagés sur la meilleure façon d'évaluer une formation à l'aide des jeux sérieux et la majorité des tentatives à ce jour se sont concentrées sur l'expérience subjective et immédiate du joueur, plutôt que sur les résultats épistémiques à plus long terme. Si de nombreux travaux s’attachent à cerner l’objet ou à présenter des réalisations particulières, la  position  des utilisateurs  est  encore  trop  peu  analysée  et  étudiée. 
En Afrique, où l’industrie du jeu vidéo est en pleine émergence et développement, il existe quelques jeux vidéo sur mobile ou PC qui ont été adopté dans la formation. Et le but de cet article est d’explorer l’un d’eux, nommé Hello Nurse, produit afin de permettre aux étudiantes infirmières, d’apprendre les méthodes de prévention/traitement du paludisme. Afin de mesurer l’impact cognitif et comportemental de ce jeu, nous avons décidé d’analyser la démarche de production de Hello Nurse, pour voir si elle est centrée utilisateur et intègre les considérations relatives à l’accessibilité du jeu par les apprenants.

This paper presented unified model of the educational process. It is based on 3 models examined from different point of view the educational processes and knowledge acquisition. The role and the place of each model are analyzed as well as their relationships.

This nationwide study explored the types and frequency of technology used by
teachers of deaf and hard-of-hearing (d/hh) students to design and deliver instruction, as
well as the types and frequency of technology being used by teachers of d/hh students to
promote communication and collaboration. It also examined the extent of professional
development in the area of technology use with d/hh students, and the related challenges
experienced by these teachers.

— E-learning (EL) is the use of Information Technology
Communication e.g. Internet, Computer, Mobile phone, Learning
Management System (LMS), Televisions, Radios and others to
enhance teaching and learning activities. EL has become an
increasingly popular learning approach in higher educational
institutions due to vast growth of internet technology in Malaysia.
The main purpose of establishing EL is to increase the content of
the courses and their accessibility but not aimed at improving
student academic performance (SAP). This study relates to the
faculty of Computer Science and Information Systems in Universiti
Teknologi Malaysia (UTM) that uses EL to deliver the content of
the courses. Postgraduate students in the Faculty of Computer
Science and Information Systems are distributed to fill out a survey
questionnaire that is supposed to measure the students’
engagement in the EL and their academic performance (AP). The
purpose of the study is to investigate the relationship of EL use and
student academic performance (SAP). This study uses correlation
analysis to examine and present the correlation between EL use
and SAP. Greater EL interaction and engagement in the EL are
found to have a positive and statically significant correlation with
SAP. This study proposes to establish EL not only to deliver the
content of the courses but also to improve student academic
achievement as a whole.

Within education, concepts such as distance learning, and open universities, are now becoming more widely used for teaching and learning. However, due to the nature of the subject domain, the teaching of Science, Technology, and Engineering are still relatively behind when using new technological approaches (particularly for online distance learning). The reason for this discrepancy lies in the fact that these fields often require laboratory exercises to provide effective skill acquisition and hands-on experience. Often it is difficult to make these laboratories accessible for online access. Either the real lab needs to be enabled for remote access or it needs to be replicated as a fully software-based virtual lab. We argue for the latter concept since it offers some advantages over remotely controlled real labs, which will be elaborated further in this paper. We are now seeing new emerging technologies that can overcome some of the potential difficulties in this area. These include: computer graphics, augmented reality, computational dynamics, and virtual worlds. This paper summarizes the state of the art in virtual laboratories and virtual worlds in the fields of science, technology, and engineering. The main research activity in these fields is discussed but special emphasis is put on the field of robotics due to the maturity of this area within the virtual-education community. This is not a coincidence; starting from its widely multidisciplinary character, robotics is a perfect example where all the other fields of engineering and physics can contribute. Thus, the use of virtual labs for other scientific and non-robotic engineering uses can be seen to share many of the same learning processes. This can include supporting the introduction of new concepts as part of learning about science and technology, and introducing more general engineering knowledge, through to supporting more constructive (and collaborative) education and training activities in a more complex engineering topic such as robotics. The objective of this paper is to outline this problem space in more detail and to create a valuable source of information that can help to define the starting position for future research.

Facebook has become one of the most accessed
social media by the students for a variety of
purposes. However, there are students who use
Facebook as a learning tool, specifically to
communicate and collaborate with their
classmates and the like. One hundred and fifty
five (155) college students from the City
College of Angeles were selected through
convenience sampling to participate by
answering the researcher-developed
questionnaire. After processing the data with
descriptive and inferential analysis, results
showed that educational purpose ranked as
second priority in participation in Facebook.
Most of the students affirmed the potential of
Facebook as pedagogical enhancement. While
in using Facebook as an Educational tool,
students from the Bachelor of Physical
Education prioritize Educational purposes
higher than the students from Technical
Teacher Education. Older students are the more
dominant users of Facebook for collaboration
compared to the other age groups. In terms of
program, students from the Bachelor of
Physical Education have a stronger belief in the
potential of Facebook as a Learning tool,
compared with the students from Technical
Teacher Education. Findings of this study were
utilized to develop a guideline for teachers in
integrating Facebook to their class.

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...

Abstrak: Perkembangan teknologi informasi yang sangat pesat pada abad ini membawa dampak yang sangat signifikan terhadap dunia pendidikan, dimana proses peralihan dari abad industrialisasi ke abad pengetahuan menuntut setiap bidang dalam kehidupan berubah sangat cepat dan harus dapat beradaptasi dengan cepat, begitu pula dengan pendidikan, karakteristik umum model pembelajaran abad pengetahuan berbeda dengan dengan karakteristik pembelajaran abad industrialisasi. Model praktik pendidikan yang dianggap menguntungkan pada abad industrial, seperti belajar fakta, drill dan praktik, kaidah dan prosedur digantikan belajar dalam konteks dunia nyata, otentik melalui problem dan proyek, inkuiri, discovery, dan invensi dalam praktik abad pengetahuan. Akan tetapi pola belajar yang diterapkan pada masa industrialisasi sudah dianggap tidak cocok lagi di abad pengetahuan, dimana perkembangan teknologi informasi dan komunikasi berkembang begitu pesat, dan teknologi tersebut merupakan katalis penting untuk gerakan menuju metode belajar di Abad pengetahuan. Makalah ini akan membahas perancangan model pembelajaran abad 21, dengan cara mengintegrasikan model pembelajaran Project Based Learning, Project Oriented Learning, dan Cooperative Learning dengan teknologi informasi Web 2.0.