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This research aimed to provide fresh perspectives and experiences in technology-based learning, in an endeavour to produce new knowledge that would further inform the literature on the utilisation of technology in education. The Case Study research (Merriam, 1988) attempted to develop an understanding of the change in pre-service teacher trainees' pedagogical practices in the integration of ICT in learning environments during a 12-week undergraduate course where synchronous networked tasks were developed and implemented. The contributions by the trainees (n=16) to the process of the iterative task design, post-task discussions, and commentaries on a Bulletin Board System, provided insights to the research question regarding changing beliefs and the impact of synchronous networking in affecting such change. This qualitative data was supported by quantitative data in the form of weekly surveys that situated synchronous and asynchronous task activities and cognitive outcomes (Knipe & Lee, 2002). In summary, the research highlighted a development of academic competencies (Morrison & Collins, 1996) considered appropriate for informed ICT integration; namely, generic, epistemic and declarative competencies. In addition, after taking into consideration the competencies developed during this Case Study, a framework consisting of four key elements, namely, the communication, the task, the learning and the technology, was drawn. It is thus anticipated that the competencies and the framework contribute new knowledge to the literature on technology in education on how best facilitate the 'informed' integration of ICT (Towndrow & Vallance, 2004) by teachers to support 'good' learning (Goodyear, 2001).

Computer-based Multiple External Representations (MERs) have been found in some cases to help and in others to hinder the learning process. This thesis examines how varying the external representations that are presented in a computer environment influences the strategies that learners choose when tackling mathematics tasks. It has been noted (Ainsworth, 2006) that learners fail to transfer insights from one representation to another. Previous work analysing video data of learners' problem-solving with computerbased MERs emphasises the need to identify which representation is being considered by a learner as utterances are made, and to examine more closely learners' movement between representations. This research focuses on the relationship between strategy and representation during learners' problem solving. A set of analytical techniques was developed to characterise learner strategies, to identify how different computer-based MERs influence strategy choices, and to explore how these choices change over the course of task completion. Rich data were collected using a variety of technologies: learners' shifts in attention were recorded using an unobtrusive eye-tracking device and screen capture software; keyboard and mouse actions were logged automatically; utterances and gestures were video recorded; notes and sketches were recorded in real-time using a Tablet PC. This research suggests how integrated analysis of learners' gazes, actions, writing, sketches and utterances can better illuminate subtle cognitive. strategies. The study involved completion of three tasks by eighteen participants using multiple mathematical representations (numbers, graphs and algebra) presented in different computer-based 'instantiations': Static (non-moving, non-changing, non-Interactive); Dynamic (capable of animation following keyboard inputs); Interactive (directly manipulable using a mouse). Having computer-based MERs available to learners provides an opportunity to use representations with which they are comfortable. A detailed analysis showed that both representation and instantiation have an impact on strategy choice. It identified differences in expression of inferences, construction of visual images, and attention to representations between different types of instantiation. One of the important findings of the research is that learners are less likely to use imagining strategies when representational instantiation is Interactive. These results may provide some explanation . of how interactivity helps or hinders learners' understanding of multiple representations.

This study, entitled 'An analysis of ICT policy development and practice in teacher education in Kenya between 1997 and 2007', is a qualitative study that uses a historical interpretive approach involving documentary analysis, interviews and case 'studies, to document the evolution of ICT policies relevant to teacher education in post independence Kenya, and explore the practices among teachers and teacher educators with ICT between 1997 and 2007. It examines the policy- practice relationship in the context of teacher education. The thesis draws from the work of Elmore and also Fullan to understand the change process with educational ICT policies. Not much research has been done in this area in Kenya and this study is therefore a useful contribution to the body of knowledge on leT policy development and practice in teacher education in developing country contexts. The ICT policy process for teacher education in Kenya takes place in a 4-Tier framework that involves international organisations at Tier 1, the Ministry of Education, other ministries and associated bodies at Tier 2, private or public sector organisations at Tier 3, and pre-service and in-service teacher education programmes at Tier 4. There is lack of co-ordination within and between these Tiers, which results in varied practices that portray differential understandings and interpretations of policy in regard to the place of ICT in teacher education.

This study is mainly concerned with establishing the benefits of e-learning (studying through an asynchronous classroom only) and blended learning (studying through an asynchronous virtual classroom in addition to a traditional learning) as compared to traditional learning (attending classroom lectures) in terms of their effects on students’ attitudes and achievement featuring the Islamic Culture course (101) at Umm Al-Qura University in Saudi Arabia. However, to reach that end the researcher had to find out as to whether there is a statistically significant difference between the above three methods of teaching. For this purpose an ethics unit drawn from an Islamic culture course (101) has been electronically designed using a learning and content management system programme known as Moodle, based on the ADDIE model. Two experimental groups together with a control group have been involved. The three groups have been randomly selected and assigned with the first and second experimental groups consisting of 43 and 55 participants respectively, and the control group consisting of 50 participants. After verifying their reliability and validity pre-achievement and post-achievement tests as well as attitude scale supported by interviews have been used as instruments for assessing students’ achievement and attitudes in the different groups. The results of the study have revealed that there is a statistically significant difference (at the 0.05 level) between the three methods in terms of students’ achievement favouring blended learning method, while no statistically significant differences exist (at the 0.05 level) between e-learning and traditional learning in terms of students’ achievement. Yet, in terms of attitude, the results of this study have indicated that there is a statistically significant difference (at the 0.05 level) between the two experimental groups on the one hand and control group on the other hand favouring the former, while no statistically significant difference (at the 0.05 level) exist between blended learning and e-learning in terms of students’ attitude. However, based on these results the researcher has managed to put forward a number of recommendations and suggestions.

Problem-based learning (PBL) has a strong focus on skills and requires students to use self-regulated learning (SRL). However, SRL puts considerable demands on learners and often leads to students making frequent requests for guidance. This PhD thesis set out to explore the extent to which computer-based technology can provide effective guidance to promote the development of students' SRL skills in a PBL context Firstly a qualitative study involving 19 students over 12 weeks established the types of guidance needed by students in a PBL scenario. Subsequently available systems for authoring intelligent tutoring systems were evaluated, identifying those capable of conducting dialogue with multiple users via a web interface and able to adapt responses based on a persistently stored individual student model. A prototype was constructed using the Lingubot® chatbot and evaluated for pedagogical effectiveness and usability using an iterative approach culminating -in an in-depth and holistic qualitative study of eight students, using a think-aloud protocol, interview, questionnaire and analysis of the PBLcoach conversation logs. Results provide evidence that the PBLcoach successfully conducted extended dialogue (30-70 minutes) which enabled all participants to analyse the scenario and identify a well-formed learning goal- one of the foundational skills needed in a PBL task. This thesis provides an original contribution by identifying and formalising five areas for which students require guidance and which comprised the following key requirements for the PBLlSRL tutoring system: Task-guidance (clarification, planning, analysing, deadlines, deliverables, monitoring, evaluating fitness for purpose of research and assessment); Scenario guidance (clarification and requests for further information); Learning resources (how and where to fmd information); Group-work (roles, dealing with issues) and Subject-guidance (understanding, elaboration, application). Important considerations for supportive dialogue in a PBLcoach are also identified: sufficiency and clarity of responses in the student's language to avoid misleading guidance; reinforcement of acceptable responses to build confidence; student control of the level of help available and more levels of hint to attend to student variation. An extensive knowledge base of possible responses is needed, together with an error recovery strategy to enable students to recover after off-task or inappropriate input. Other important findings were to minimise cognitive load through providing guidance at the most appropriate time and level of detail and to pay special attention to responses that engendered positive affective response, particularly the, sense that progress towards a goal was being made.

Over the last few decades, Information Communication Technology (ICT) has become increasingly important in all organisations in modern societies including schools. Expectation about ICT and its role in developing and transforming the educational process through its inclusion in the daily school environment is increasing in many developed and developing countries. Many researchers and practitioners are involved in exploring and investigating ICT implementation in the learning and teaching process in secondary schools. This research explores and investigates influential factors and barriers surrounding ICT implementation in government secondary schools in Kuwait from the perspectives of students, teachers and expert educators. The study is executed through two phases: an exploratory pilot study, (see Appendix 11), and this deep investigating study. The exploration and investigation process of this study focuses on six main areas: the ICT policies and strategies in the Ministry of Education, the readiness of school environment for ICT implementation, teachers' views regarding ICT, surrounding socio-political factors, other main barriers to ICT implementation and, finally, the main requirements for better ICT implementation. The research has adopted a sociocultural approach whereby research problem has been explored and investigated through different individuals in different contexts that are related directly or indirectly to ICT implementation in government secondary schools. Data, as well, has been collected through a wide range of probing methods such as documents, self-managed questionnaires and interviews in order to answer the research question. The pilot study explores the research situation through 52 students and four teachers and in this main study 306 teachers were investigated through questionnaires and 15 teachers and expert educators were interviewed. The findings indicate that Government of Kuwait and the Ministry of Education have a strong intention to implement ICT in secondary schools and have already executed many related practical steps. The study also reveals that most teachers have positive views towards ICT. However, findings also show that the school environment is not yet ready for ICT implementation and that policy and decision-making processes are suffering from a lack of clear vision and instability. The surrounding socio-political factors have a negative impact on educational policy in general and ICT policy in particular. This research also identifies some other barriers to ICT implementation and, finally, highlights some requirements for improving the implementation of ICT.

This PhD thesis investigates how the use of open-learner modelling (OLM) techniques and the inclusion of affective components in the design of intelligent learning environments can facilitate learning and enhance software usability by increasing children’s motivation and engagement in the learning process. The research solely focuses on mathematical applications, given to English and French children aged seven to nine years. The main contribution of this PhD concerns the study of children’s willingness and ability to use affective OLM applications for better learning. The results show that the way children interact with an OLM application depends on its level of openness and student’s control over the learning process. Children seem to want to access their learner model components. Such access, as well as the understanding of the learner model content, is facilitated by affective embodied pedagogical agents. The children using an intelligent tutoring system with a negotiated learner model appeared to learn more than children who used an environment with an editable or inspectable learner model, as their learning gain from during each learning session on software revealed to be higher . The use of two different representations of the learner model content - one representing the children’s self-beliefs, and the other the system’s assessment of knowledge acquisitions – has proven to lead children to be more involved in the representation of what they know by visually comparing their views of how much a specific concept is grasped to the system’s assessment, and engaging in a negotiation process when a disagreement was found, which led them to learn more from the sessions on software. The results and contributions of this thesis should help give evidence of which theories of emotions better apply to children aged seven to eleven working on OLM applications, how children can, want, and effectively use learner model components according to its representation, content, and method of interaction, and therefore help in the design of future affective OLM educational applications for primary school children.

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