The great variety of authoring activities involved in the development of Web-based learning environments requires a more comprehensive integration of principles and strategies not only from instructional design, but also from other disciplines such as human-computer interaction and software engineering. The present dissertation addresses this issue by proposing an object-oriented instructional design (OOID) model based on Tennyson's fourth generation instructional systems development (ISD4) model. It incorporates object-oriented analysis and design methods from human-computer interaction (HCI) and software engineering into a single framework for Internet use in education. Introducing object orientation into the instructional design of distributed hypermedia learning environments allows for an enhanced utilization of so-called learning objects that can be used, re-used or referenced during technology-mediated instruction. In addition, by applying the Unified Modeling Language (UML), a modeling notation tool is available to instructional designers that helps them to visually communicate design specifications using a widely established standard. This developmental research study is based on an extensive document analysis of resources from a variety of disciplines involved in the instructional Web site development process. The author identifies a set of authoring activities from ISD as well as HCI and software engineering that play a major role in instructional Web sites development. These authoring activities have been specified based on the object-oriented paradigm and visualized using UML. The author provides an example from a higher education setting about how the OOID model can be implemented in the design of Web-based instruction. This study contributes to the ongoing research into the design of Web-based instruction. The results will be of interest to educators, instructional designers, and other e-learning specialists who want to implement learning objects and improve their development of Web-based instruction by incorporating object orientation as the primary development paradigm and UML as the principle modeling notation tool. This research also provides suggestions on how to develop instructional Web sites for international use.

Much of the recent research on computer-assisted language learning has focused on computer-mediated communication (CMC) which links learners for on-line discussion, using local or global networks. While many of these studies claim that CMC promotes communicative competence by supporting interaction in the target language, few have explored the potential for promoting cultural competence by linking learners with native speakers. The definition of communicative competence includes the notion of cultural competence. CMC appears to support a communicative approach to FL teaching, in that it provides environments for learner-centered activity and meaningful interaction between peers, but it could be even more useful in addressing an on-going problem in the FL curriculum, that is, how to bring more of the target culture into the FL classroom, by linking learners with native speakers for meaningful interaction in a communicative context. This paper reports on a study involving the use of three CMC technologies, e-mail, on-line chat, and videoconferencing, between native and non-native speakers, for the purpose of providing authentic exposure to the target language and opportunities for interaction with representatives of the target culture, for the promotion of intercultural as well as communicative competence.

Magistro darbo objektas – mokomųjų kompiuterinių priemonių leidyba. Darbo tikslas – ištirti lietuviškų mokomųjų kompiuterinių priemonių leidybos procesą, pasiūlą ir ją įtakojančius veiksnius. Pagrindiniai darbo uždaviniai: išanalizuoti MKP gamybos procesą; išanalizuoti Lietuvoje leidžiamų MKP pasiūlą; sudaryti lietuviškų originalių MKP sąrašą; ištirti MKP leidybą labiausiai įtakojančius veiksmus; ištirti MKP platinimo veiksnius, analizuojant pasirinktos leidyklos atvejį. Naudojantis informacijos paieškos ir sisteminimo, dokumentų analizės, anketiniu ir lyginamuoju metodais, prieita prie išvados, kad MKP yra viena iš svarbiausių skaitmeninių mokymo priemonių. MKP sujungia vaizdinę, garsinę ir tekstinę informaciją, ko negalima padaryti jokioje kitoje mokymo priemonėje. Taip pat šios priemonės gali būti interaktyvios, kas padeda mokiniui geriau įsisavinti medžiagą ir mokymosi procesą daro įdomesniu. Darbe pateikiamas lietuviškų MKP sąrašas, kuriame suregistruotos originalios lietuviškos MKP, skirtos arba tinkamos naudoti bendrojo lavinimu mokyklose. Ištyrus MKP pasiūlą Lietuvoje galima teigti, kad mokyklose vienodai naudojamos originalios lietuviškos, adaptuotos ir užsienio šalių sukurtos kompiuterinės priemonės. Valstybė, vykdydama švietimo politiką skatina kurti originalias, bendrojo lavinimo mokyklų programoms pritaikytas MKP. Mokykloms daugiausiai sukurta lietuvių kalbos ir istorijos disciplinoms pritaikytų priemonių. Šių priemonių leidybą stipriai įtakoja mokinių... [toliau žr. visą tekstą] / The object of this graduate paper is Educational Software publishing. The aim is to investigate the process of Educational Software publishing, its supply and factors that influence it. Major goals of the study: analysis of Educational Software production process; analysis of Educational Software supply published in Lithuania; provide a list of Lithuanian Educational Software list; analysis of most influential factors of Educational Software publishing; analysis of Educational Software promotion factors, choosing one publishing house. Keywords: Educational software, Educational Software research, Educational Software classification, study of teachers work with Educational Software, Educational Software distribution, Educational Software promotion. After information search and systematization, analysis of documents, usage questionnaire and comparative survey methods, findings show that Educational Software is one of the most important digital educational means. Educational Software comprises video, audio and textual information which can not be achieved by other educational means. As well these means can be interactive which helps students learn material better and learning process becomes more interesting. This study includes a list of original Lithuanian Educational Software which is designed and appropriate for secondary school use. After investigation of Educational Software supply in Lithuania we can assume that schools use original Lithuanian and adapted foreign software... [to full text]

No description available.

The purpose of this study was to determine what factors influence educators to use the Internet in classroom activities or in their own professional development. A random sample of 325 educators was selected from a population of Tennessee K-12 educators who were identified as having completed Internet training. Surveys were received from 198 educators. The instrument was developed by the researcher for this study. Educators were asked to respond to questions regarding access to computers and the Internet, types of Internet classroom activities, types of professional development activities, types of Internet tools used, and training. Respondents were also asked to respond to 23 item likert-type statements regarding their beliefs about technology, training, and the educational use of the Internet. Data was analyzed using the Chi-square and Mann-Whitney U statistical tests. Findings include the determination that the Internet is being used by educators who have attended Internet workshops or seminars. There is little organized staff development about the Internet available in Tennessee K-12 schools. There is a significant difference between those educators who use the Internet and those who do not use the Internet in relation to their beliefs about Internet training. There is also a significant difference in relation to beliefs about school support for Internet activities. E-mail and gopher are the Internet tools the most often used by Tennessee K-12 educators. Tennessee K-12 educators would like to receive more training on how to use the Internet for both classroom activities and professional development.

Technology integration is a national initiative; however, some teachers are still unwilling or unable to use computers in the classroom. Attitude has been identified as a factor inhibiting teachers. Therefore, this study attempted to use recommended design principles to create a professional development product to improve attitudes of non-users by informing these teachers about the importance of technology, providing solutions to common barriers, and offering step-by-step suggestions for sample projects incorporating technology to address specific curricular concerns. The study, however, was challenged by the current organization and leadership of area schools. The approach to the study changed and progress was made. After four weeks of access to the product, quantitative data indicate that the product produced some significant changes. A summary of barriers, conclusions, and implications is included. / Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology / "July 2005."

No description available.

This study investigates relationships between gender and achievement as well as gender and attitudes in a computer-integrated first year college mainstream calculus course in comparison with a similar non-computer-integrated course. The investigator analyzed data from pilot and experimental studies conducted at the University of Connecticut at Storrs in 1989-1993 and 1993-1994, respectively, in order to compare the calculus courses with respect to student achievement and attitudes with a focus on gender. Both quantitative and qualitative methods were employed. Quantitative research instruments included common final examination scores and an attitude questionnaire; data were analyzed by ANOVA/ANCOVA and Chi-Square. Students were also interviewed to gain insights into their attitudes about their calculus course experience. The samples sizes of the experimental and control groups, respectively, were as follows for each analysis: common final examination score, Fall 1989 (25, 19), Spring 1990 (30, 26), Fall 1993 (102, 107), Spring 1994 (46, 84); the 1989-1993 study of number of subsequent courses (for which calculus is a prerequisite) and achievement in those courses, (54, 42); the 1993-1994 attitude survey, (93, 70); and interviews, (21, 19). Results of the achievement study indicated that students in the computer-integrated course performed significantly better on the common final exam in Fall 1993 and suggested that female students in the computer-integrated calculus course benefited more than any other subgroup. In the 1989-1993 pilot study, there was a significantly higher mean number of subsequent courses taken by male students than by female students; however, female students' mean average grades in subsequent courses were significantly higher than mean average grades of male students. The results of the attitude survey and interviews indicated that the students in the experimental group tended to use calculators and computers more often for solving problems. Furthermore, the study revealed that the majority of respondents enjoy solving mathematics problems and believe that: calculus is useful and can be applied to real world problems; there is more than one way to solve a problem; and gender does not affect a person's potential to be a scientist or an engineer. Overall, results of the investigation suggest that a computer-integrated calculus course is effective in the teaching of calculus. Recommendations and suggestions for future research are offered.

This study explores the possible associations between school computer policy and equitable computer access and use in selected public schools. The study answers four research questions: (1) What are the various written policies of selected K-12 schools and school districts for student access to and use of computers? (2) How is computer policy for the selected schools established and disseminated? (3) What is the nature of student access to and use of computers in selected schools? (4) How does the nature of student access to and use of computers match the existing written school and/or district computer policy? Data were drawn from four samples of populations including five superintendents, 48 school principals, 14 selected teachers, and 21 observed classrooms. Participating educators and schools were all members of the National Coalition For Equality In Learning (NCEL), a diverse coalition of eight school systems from seven states that are dedicated to providing a quality education to all children of all families. Findings indicated that a majority of school districts (75%) and a minority of schools (8.3%) have written computer policy. Many policies focused exclusively on allocation of computer equipment, while others also included general and/or more specific statements to influence access and use. Policies in general were developed by committees and distributed through meetings and inservice training. Observation or monitoring were most often utilized to determine teacher adherence to policy mandates. Findings indicated that the reality of classroom practice did not always match the existing school/district computer policy. Also, findings suggest that the existence of computer policies in schools did not necessarily ensure greater computer equity. These findings raise serious questions about the effectiveness of policy to facilitate increased computer utilization and greater computer equity in schools. Recommendations for practice were proposed. The primary recommendation was to encourage schools and school districts to develop written computer policy which clearly states that all students have equal access to computers. In addition, the computer policy should help guide computer use and not dictate to teachers when and how to use them. The policy should help teachers understand that computers are not to be used exclusively for remedial work and that all students can utilize computers at high levels.

The purpose of this study was to investigate the effect of the use of a video camera and video printer compared to a 35-mm camera on learning by student teachers of the documentation panel-making and revisiting processes as methods of enhancing student teachers' teaching skills, and to determine which medium better assisted pre-service teachers in expanding their understanding of the role of the teacher. This study consisted of two major parts: The first studied documentation panel-making processes, and the second part studied revisiting processes. Eight hypotheses were raised in this study. It is assumed that the quality of documentation panel and revisiting would be constrained or enhanced by the medium of documentation. The participants were 12 undergraduate education majors who were in the process of completing the final preschool practicum. The participants were equally divided in two groups, the video and video printer users, and the videotaped episode and 35-mm camera users. Six student teachers used a 35-mm camera and videotaped episodes and the other six teachers used a video camera and video printer to create documentation panels and to revisit. Student teachers created two documentation panels and had two revisiting experiences. The data for this study were derived from 24 documentation panels, 24 interview tapes, and 24 revisiting tapes. Two-way analysis of variance showed that there were no statistically significant differences found in all seven dependent variables by treatment and practice conditions and their interactions. This might be because of the small number of subjects studied. As regards revisiting, the video printer group showed higher scores for both revisiting I and revisiting II than the 35-mm camera group on the quality of revisiting skills and the degree of temporality on revisiting. The results of analysis of interview responses showed that the unique aspects of each technology affected student teachers' learning in different ways in the documentation panel-making and revisiting processes. The groups using a video camera and video printer displayed a process orientation of children's learning compared to the use of a 35-mm camera and videotaped episode group. Also, the video printer group demonstrated better revisiting skills than the 35-mm camera group when they used their photographs to facilitate children's construction of knowledge and interpretation of learning processes. Overall, the video printer group demonstrated a better quality of panels and revisiting skills than the 35-mm camera group.