Whereas emerging technologies, such as touchscreen tablets, are bringing sensorimotor interaction back into mathematics learning activities, existing educational theory is not geared to inform or analyze passages from action to concept. We present case studies of tutor–student behaviors in an embodied-interaction learning environment, the Mathematical Imagery Trainer. Drawing on ecological dynamics—a blend of dynamical-systems theory and ecological psychology—we explain and demonstrate that: (a) students develop sensorimotor schemes as solutions to interaction problems; (b) each scheme is oriented on an attentional anchor—a real or imagined object, area, or other aspect or behavior of the perceptual manifold that emerges to facilitate motor-action coordination; and (c) when symbolic artifacts are introduced into the arena, they may both mediate new affordances for students’ motor-action control and shift their discourse into explicit mathematical re-visualization of the environment. Symbolic artifacts are ontological hybrids evolving from things you act with to things you think with. Students engaged in embodied-interaction learning activities are first attracted to symbolic artifacts as prehensible environmental features optimizing their grip on the world, yet in the course of enacting the improved control routines, the artifacts become frames of reference for establishing and articulating quantitative systems known as mathematical reasoning.

Sevgili okuyucular, 2015 yılı için hazırladığımız "Eğitim Teknolojileri Okumaları" el kitabı sizlerden gelen katkı ve değerlendirmeler doğrultusunda, bizleri Eğitim Teknolojileri Okumaları 2016 çalışmasını gerçekleştirmeye yönlendirdi. Bu çalışmamızı 2015 yılında olduğu gibi yine IETC-TOJET işbirliği ile sizlere ulaştırıyoruz. Ülkemizin farklı üniversitelerinden 61 akademisyenin 35 bölüme katkıda bulunduğu okumalar alanımızdaki hareketliliğe uygun olarak güncel konuları içermektedir. Bu çalışmanın sizlere ulaşmasındaki katkısından dolayı IETC-TOJET ailesine ve tüm çalışmaların kontrolünü gerçekleştiren Dr. Gökhan DAĞHAN'a sonsuz teşekkürlerimizi sunarız.

What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.

This paper studies on IT Project Management (ITS510) subject which is taught by using textbook and simple PowerPoint slides. Due to ineffectiveness of teaching materials, this scenario becomes one of the reasons that affect the students' result. Therefore, this study had been proposed specifically for visual learners to attract their attention in class. The objective of this study is to identify the user requirements of visual learners for E-content. ADDIE model which is derived from ISD model had been selected to complete this project. This model consists of analysis, design, development, implementation and evaluation phases. In this study, the researchers only focused on analysis phase while the next phases are planned to be continued in future research. The questionnaire had been distributed to get the requirements from visual learner users. It is hoped that the requirement analysis can be used as an idea to design and develop future E-content for visual learners. At the end, it can give a lot of benefits to learners where they can access the content everywhere and anytime without time constraint. While, for educators, the E-content can help them to improve their teaching styles and it can be used as an aided tool to teach students in class.

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.

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.

Educational technology facing lots of problems of misunderstanding, over expectation, and reductionism in Indonesia today. It is caused by the less paradigmatic comprehension of the educational technology scholars, so they are insist to build the educational technology as a discipline, not only as a field of studies. Secondly, the problems come from the reductionism of educational technology into information and communication technology (ICT), it had been influenced by the ICT trend in education realm today. Thereby most of the people conceived that educational technology is the ICT itself. Based on those facts, educational technology needs to reorient itself by repositioning the ICT as a part of educational technology, not on the contrary. Then, it is important to re-assert that educational technology shouldn't follow the ICT and market pragmatism, but to facilitate the social transformative action trough improving the learning processes in educational practice.

keywords: educational technology, ICT, discipline, market pragmatism,  repositon.

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.

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.

— 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.

This dissertation seeks to create a vision for virtuality culture through a theoretical expansion of Walter Ong’s literacy and orality culture model. It investigates the ubiquitous and multimodal nature of the virtuality cultural phenomenon that is mediated by contemporary technology and not explained by pre-existing cultural conventions. Through examining the theoretical underpinnings of orality and literacy culture, the dissertation explores the cultural shift that is just beginning to restructure human consciousness through the ways that society is connecting, exploring and communicating. Further, this dissertation examines the contrasts between virtuality culture features and those related to traditional literacy and orality types, including the gap between the theory of secondary orality and virtuality culture. This dissertation also proposes three ways that contemporary technology creates human presence related to virtuality culture. Finally, this dissertation describes the broad implications for the evolution of virtuality culture in areas such as education, technology, literacy, philosophy, politics, linguistics, ethics,
history, the arts and cultural studies. Copyright 2014

This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey, of which 159 MOOC respondents completed the close-ended survey items and 49 completed the 15 open-ended survey items. Across the data, it is clear that self-directed online learners are internally motivated and appreciate the freedom to learn and the choice that open educational resources provide. People were also motivated to learn informally from personal curiosity and interest as well as professional growth needs and goals for self-improvement. Identity as a learner was positively impacted by informal online learning pursuits. Foreign language skills as well as global, cultural, historical, environmental, and health-related information were among the most desired by the survey respondents. The main obstacles to informal online learning were time, costs associated with technology use, difficulty of use, and lack of quality. Qualitative results, embedded in the findings, indicate that self-directed learners take great pleasure in knowing that they do not have to rely on others for their learning needs. Implications for instructional designers are offered.

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.

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

3D virtual worlds are promising for immersive learning in English as a Foreign Language (EFL). Unlike English as a Second Language (ESL), EFL typically takes place in the learners’ home countries, and the potential of the language is limited by geography. Although learning contexts where English is spoken is important, in most EFL courses at the college level, EFL is taught by acquiring vocabularies, grammar and pragmatic features without contextual immersion. In this study, an immersive English learning environment in a 3D virtual world, OpenSimulator, was developed with two key learning artifacts, chatbot and time machine. A single-factor, independent measures design was used to examines learners’ presence under four learning conditions: virtual learning environment without digital learning artifacts (VE), virtual learning environment with chatbot (VEC), virtual learning environment with time machine (VETM) and virtual learning environment with chatbot and time machine (VECTM). Three research questions emerging from the four learning conditions form the backbone of this study: (1) Does chatbot increase language learners’ presence in the immersive virtual English learning environment? (2) Does time machine increase language learners’ presence in the immersive virtual English learning environment? (3) Does the combined use of chatbot and time machine increase presence more than either learning artifact alone? The experimental results indicate that the chatbot and time machine increase the learners’ sense of immersion and presence. Best design practices should address how immersion and presence can be integrated into affordances of virtual worlds.

After a Brazilian review of works devoted to understand the relationships between teaching and technology – in its many forms – we present a series of teachers' actions redefined in contact with digital technologies. Based on four key verbs proposed by Nílson Machado as a way to characterize and express the nature of teaching practices – mapping, mediating, weaving and storytelling – we discourse about the new dimensions of teaching in contact with technology devices in contexts permeated or digitally made by technology, especially in hybrid and online education modalities – therefore considering Distance Education (DE) in different perspectives. Besides an examination and after presents a set of researches and proposals, this work seeks to provide insights and ideas that can contribute to the teaching practices, hoping to broaden the understanding of the teacher's actions in cyberspace and about the relationships mediated by digital devices – examining different forms and approaches of interacting with students inside a learning community in an ecosystem paradigm of online education.

(Original text in Portuguese)

This study was conducted to develop and validate a computer-assisted instructional (CAI) package on physics for senior secondary school students in Nigeria. Teaching of science subjects in Nigeria is mostly done using traditional method and which was identified as a major cause of students' poor performance in physics. Several researches have indicated (i) Equilibrium of Forces (ii) Simple Harmonic Motion to be some of the topics responsible for students' poor performance in Senior Secondary School Certificate Examinations (SSSCE) in Nigeria. Studies have proven the efficacy of CAI for improving students' performance in all disciplines, developing one for Nigerian physics students is inevitable. The package was developed in an html format using Macromedia Dreamweaver as the overall platform. Other computer programs utilized during the development process are: Microsoft Word, Macromedia Fireworks 8, and Macromedia Flash 8. The package was developed in accordance ADDIE model. The validation was done in four stages: content validation (physics teachers); expert's validation (computer programmers and educational technology specialists); individualized validation (one-on-one validation by students) and cooperative validation (group validation by students). The observations, comments and suggestions during the validation were used to modify the package. At the completion of the package, development and validation was found to produce a very good performance when used for physics instruction.

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 paper describes the development of ScienceKit, a mobile, social media application to promote children’s scientific inquiry. We deployed ScienceKit in Kitchen Chemistry (KC), an informal science program where children learn about scientific inquiry through cooking. By iteratively integrating design and implementation, this study highlights the affordances of social media that facilitate children’s trajectories of disposition development in science learning. We illuminate how the technological and curricular design decisions made in ScienceKit and KC constrain or expand the types of data we can collect and the actionable insights about
learning we can recognize as both educators and researchers. This study offers suggestions for how information gleaned from social media tools can be employed to strengthen our understanding of learning in practice, and help educators better recognize the rich actions that learners undertake, which may be easily overlooked in face-to-face situations.

This study investigated whether the use of a gamified mobile learning app influenced students' academic performance and boosted their engagement in the subject. Created to better engage students in lecture content, the app was used to deliver multiple-choice content-based quizzes directly to students' personal mobile devices post-lecture and pre-tutorial. After measuring the relationships between students' app usage and their engagement, retention and academic achievement in the subject, it is suggested that following the app's introduction, student retention rates and academic performance increased, and there was a positive correlation between students' scoring highly on the app and achieving higher academic grades. While the app's affordances for learning are promising, the causal relationship between the app usage and improved student outcomes requires further investigation. Conclusions made in the context of the wider scholarship of mobile app enhanced learning and applied game principles in HE.

Desde la perspectiva del aprendizaje mediado por tecnología, el constructo sobre la usabilidad pedagógica de las tecnologías de información y comunicación (TIC) se asocia con las competencias docentes, a los sistemas y ambientes educativos en los cuales se materializan. Entre los retos contemporáneos de la educación destaca la incorporación de las tic, además de la formación y actualización de los docentes para el desarrollo de competencias digitales. En este contexto se realizó un estudio de caso con orientación metodológica cualitativa, en el cual se planteó como problema de estudio la forma en que la usabilidad de las TIC contribuye al desarrollo de competencias docentes en el contexto de la educación media superior.
Así, en el presente capítulo se plantean los resultados de la investigación, destacando la propuesta de un modelo de usabilidad pedagógica de tic para el desempeño docente, el cual se fundamenta en los constructos teóricos de la experiencia del aprendizaje mediado, el interaccionismo simbólico, el constructivismo social y el enfoque de competencias.

Recent interest in online assessment of scientific inquiry has led to several new online systems that attempt to assess these skills, but producing models that detect when students are successfully practicing these skills can be challenging. In this paper, we study the models that assess student inquiry in an immersive virtual environment, where a student navigates an avatar around a world, speaking to in-game characters, collecting samples, and conducting scientific tests with those samples in the virtual laboratory. To this goal, we leverage log file data from nearly two thousand middle-school students using Virtual Performance Assessment (VPA), a software system where students practice inquiry skills in different virtual scenarios. We develop models of student interaction within VPA that predict whether a student will successfully conduct scientific inquiry. Specifically, we identify behaviors that lead to distinguishing causal from non-causal factors to identify a correct final conclusion (CFC) and to design a causal explanation (DCE) about these conclusions. We then demonstrate that these models can be adapted with minimal effort from one VPA scenario (where students must identify the cause of mutations in a frog population) to a new VPA scenario (where students must identify what is killing a bee population). We conclude with discussions of how these models serve as a tool for better understanding scientific inquiry in virtual environments, and as a platform for the future design of evidence-based interventions.

Virtual worlds (VWs) are providing welcome opportunities for the development of innovative curricula for tertiary educators. These environments potentially allow them to give their students authentic learning experiences that resemble real life tasks and scenarios. In addition, virtual worlds are extremely useful when training students to perform tasks that are too expensive or dangerous to perform in real life (Adams, Klowden, & Hannaford, 2001). Well-designed simulations implemented in these environments can provide risk-averse and cost-effective simulations of authentic contexts that can facilitate optimal learning, especially when enhanced with the capability for tactile precision and haptic feedback.

This chapter, while acknowledging the enormous potential of virtual worlds for higher education, will investigate the range of challenges also associated with implementing these environments into curricula. These include the use of appropriate pedagogical models and the large learning curve for novice users. The chapter will conclude with a discussion of how these challenges can be mitigated, taking into account the latest technical developments in virtual worlds and associated hardware.

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.

African scholarly research is relatively invisible globally because even though research production on the continent is growing in absolute terms, it is falling in comparative terms. In addition, traditional metrics of visibility, such as the Impact Factor, fail to make legible all African scholarly production. Many African universities also do not take a strategic approach to scholarly communication to broaden the reach of their scholars’ work.

To address this challenge, the Scholarly Communication in Africa Programme (SCAP) was established to help raise the visibility of African scholarship by mapping current research and communication practices in Southern African universities and by recommending and piloting technical and administrative innovations based on open access dissemination principles. To do this, SCAP conducted extensive research in four faculties at the Universities of Botswana, Cape Town, Mauritius and Namibia.

SCAP found that scholars:
• carry heavy teaching and administrative loads which hinder their research productivity
• remain unconvinced by open access dissemination
• find it easier to collaborate with scholars in the global North than in the rest of Africa
• rarely communicate their research with government
• engage in small, locally-based research projects that are either unfunded or funded by their universities
• produce outputs that are often interpretive, derivative or applied due, in part, to institutional rewards structures and funding challenges
• do not utilize social media technologies to disseminate their work or seek new collaborative opportunities.

All of these factors impact Africa’s research in/visibility at a time when scholarly communication is going through dramatic technical, legal, social and ethical changes.

“Seeking Impact and Visibility” shares the results of SCAP’s research and advocacy efforts. It not only analyses these four universities’ scholarly communication ecosystems, but illuminates the opportunities available for raising the visibility of their scholarship. It concludes with a series of recommendations that would enhance the communicative and developmental potential of African research.

This study will be of interest for scholars of African higher education, academically linked civil society organizations, educationally affiliated government personnel and university researchers and managers.

Özet Bu çalışmada Sosyal Bilgiler öğretiminde interaktif infografik kullanımının akademik başarıya etkisi araştırılmaktadır. Öntest sontest kontrol gruplu yarı deneysel desen kullanılan araştırmanın çalışma grubunu Yozgat ili Akdağmadeni İlçesi'nde bulunan bir ortaokulda iki farklı şubede öğrenim gören 42 6. sınıf öğrencisi oluşturmuştur. Gruplar yansız (seçkisiz) örnekleme yöntemlerinden basit yansız (seçkisiz-random) küme örnekleme yöntemi ile atanmış ve sınıflardan biri deney diğeri ise kontrol grubu olarak belirlenmiştir. Uygulama için deney ve kontrol grupları belirlenirken sınıfların mevcudu, öğrencilerin hazırbulunuşluk düzeyleri ve öğrenim durumları dikkate alınmıştır. Araştırmada kullanılan başarı testi araştırmacılar tarafından geliştirilmiş, geliştirilen testin madde güçlük ve ayırt edicilik indeksleri ITEMAN 3.0 yazılımı ile hesaplanmıştır. Araştırmada toplanan verilerin analizinde IBM SPSS 22.0 paket programı kullanılmıştır. Elde edilen veriler bağımsız örneklemler için t testi ve tekrarlı ölçümler için çift yönlü varyans analizi aracılığıyla çözümlenmiş ve verilerin anlamlı olup olmadığı 0,05 anlamlılık düzeyinde değerlendirilmiştir. Araştırmadan elde edilen sonuca bağlı olarak sosyal bilgiler öğretiminde interaktif infografik kullanımının akademik başarıyı olumlu yöne etkilediği, sosyal bilgiler öğretmen adayları ve sosyal bilgiler öğretmenlerinin interaktif infografiklerin hazırlanması konusunda bilgilendirilmeleri gerektiği, sosyal bilgiler dersi öğretiminde interaktif infografiklerin farklı konularda kullanımına ve öğretim sürecine katkılarına ilişkin farklı araştırmaların yapılması gerektiği düşünülmektedir. Abstract In this study, effectiveness of using interactive infographic on academic achievement in social studies teaching is being researched. Participants of the study, which was used as a pretest-posttest control group quasi-experimental design, consisted of 42 6th grade students in two different class in a secondary school located in Akdağmadeni District of Yozgat province. Groups were assigned by simple random 1 Bu çalışma 5-6 Şubat 2016 tarihinde Antalya'da gerçekleştirilen International Congress on Education and Educational Technology (ICDET)'de bildiri olarak sunulmuştur.

While incarcerated students have always faced many obstacles to full and effective participation in university study, the global shift toward paperless e-learning environments has created new challenges for prisoners without direct internet access. Based on prison focus groups with Australian incarcerated students and direct participant observation while tutoring tertiary students within four Queensland correctional centres, this paper explores the obstacles and constraints faced by incarcerated students in light of the increasing digitisation of materials and methods in higher education. This paper also reviews the outcomes, limitations and challenges of recent Australian projects trialling new internet-independent technologies developed to improve access for incarcerated tertiary students. This paper argues that technology-centred approaches alone will not adequately address the challenges of access for incarcerated students unless such interventions are also informed by an understanding of the sociocultural nature of learning and teaching within correctional centres.

This study is the first to systematically investigate the influence of child gender and age, on parents’ perceptions of UK children's digital media use at home. It provides an in-depth exploration of how children's age and gender influence the balance between children's use of digital and non-digital media at home. The data draw on 709 parents’ responses to an open-ended question asked in the context of a national survey investigating the digital reading habits of children, conducted in 2015. Parents’ responses were analysed using content and thematic analysis, which yielded eight main categories, collapsed into three major themes: control, child's healthy development and diversity of experiences. Quantitative analyses evidenced that more parents of boys were concerned about the health implications of their children's digital media use and this was a concern especially for parents of the youngest (0–2-year-old) children. More parents of 6–8-year olds cited the appeal of technology as the main reason for the perceived imbalance in their children's engagement with digital media. The study provides a more secure understanding of the factors that influence parental perceptions of their children's digital media use at home, which has implications for policy-makers, digital designers and early years professionals.

Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal learning as well as informal learning.

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.

The contribution of pre-service teachers using Web 2.0 tools for peer interaction to provide the other pre-service teachers is more remarkable than pre-service teachers who use Web 2.0 tools for individual purposes. This research aims to determine the change of technology perceptions of pre-service teachers studying in learning environments created by using Web 2.0 tools which were Wikipedia, Facebook and blogs. This research also strives to reveal the underlying causes of this change within the context of peer learning. Sixty-nine pre-service teachers who attended Computer-2 Class in a large public university participated in this research and the sequential explanatory mixed method was applied. In this research the quantitative data were collected by using Scale of Technological Perception in the form of pre and post-tests. Then, qualitative data were collected by interview forms to determine the effect of learning type on technology perception and their choice of peer or individual learning. The findings obtained from qualitative data indicate a significant difference between pre and post test scores as the score is higher in post-test regarding technology perceptions. The analysis of the interviews show that peer learning promotes computer skills, high level learning skills. In addition, it develops affective features such as socializing, interaction and psychological effects.

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.

Imagining is the first step in actualizing something. Several technological developments have been the product of people’s dreams. This study discusses the results of a workshop related to dreaming about what e-learning will be like in the future that was part of an in-service training course included in the European Union Lifelong Learning program. The purpose of the current study is to shed light on the workshop participants’ visions of the future of e-learning. The participants emphasized that e-learning will not only develop toward technology but also lead to pedagogical outputs. It was predicted that e-learning will contribute to education as blended learning and lifelong learning become popular. Other leading issues will be the integration of technology with the human body and the facilitation of learning.The author of the current study, who took part in the workshop, emphasized cloud-based technologies. Workshop participants stated that cloud-based services will inevitably become part of fields such as information security storage and e-state services, as well as education. Moreover, they predicted that information and education clouds will emerge that can be accessed anywhere and anytime, and that these clouds will be used at all grade levels through facilitation by moderators on a local and a national basis. They also mentioned that the concept of e-learning will evolve into cloud-based learning.

When designers set out to create a mathematics learning activity, they have a fair sense of its objectives: students will understand a concept and master relevant procedural skills. In reform-oriented activities, students first engage in concrete situations, wherein they achieve situated, intermediary learning objectives (SILOs), and only then they rearticulate their solutions formally. We define SILOs as heuristics learners devise to accommodate contingencies in an evolving problem space, e.g., monitoring and repairing manipulable structures so that they model with fidelity a source situation. Students achieve SILOs through problem-solving with media, instructors orient toward SILOs via discursive solicitation, and designers articulate SILOs via analyzing implementation data. We describe the emergence of three SILOs in developing the activity Giant Steps for Algebra. Whereas the notion of SILOs emerged spontaneously as a framework to organize a system of practice, i.e. our collaborative design, it aligns with phenomenological theory of knowledge as instrumented action.