Lucretia M. Fraga, Janis M. Harmon, Karen D. Wood, and Elizabeth Buckelew-Martin (2011) “Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary Instruction with ESL Students”, Journal of the Research Center for Educational Technology (RCET) Vol. 7, No. 2, Fall 2011
Mobile devices such as iPods can be potentially effective learning tools, especially for advancing the vocabulary development of English as a Second Language (ESL) learners. The purpose of this study was twofold: (1) to investigate ESL high school students’ knowledge of using iPods for learning vocabulary; and (2) to determine ESL high school students’ achievement differences in vocabulary when exposed to two traditional vocabulary instructional frameworks using word walls versus digital word wall instruction. The study followed a mixed-method design using both qualitative and quantitative methodologies. The specific strategies used to support vocabulary learning in all three instructional frameworks were based upon the principles of effective vocabulary instruction and factors related to active student engagement. Findings indicate no statistically significant differences between instructional frameworks in word-meaning acquisition. However, students were more engaged in the activities associated with the digital word wall framework, i.e. activities related to developing vocabulary vodcasts.
Read Full Text
Mark Warschauer (2007) Information Literacy in the Laptop Classroom, Teachers College Record
Technological and economic changes have put a high premium on developing students information literacy and research skills. Previous attempts to deploy educational technology toward these ends have proved disappointing because K12 teachers have difficulty integrating shared computers into instruction. In response, numerous schools and districts have piloted one-to-one programs, in which each student has access to a laptop computer connected wirelessly to the Internet throughout the school day. Purpose/Objective: This paper analyzes the information literacy and research practice in a purposely stratified selection of 10 one-to-one laptop K12 schools in California and Maine. Research Design/Data Collection and Analysis: Sources of data in this multisite case study include observations, interviews, surveys, and teacher- and student-produced materials. Findings/Results: The study found that students in all the laptop schools learned to access information, manage it, and incorporate in into their written and multimedia products. However, the focus on evaluating information, understanding the social issues surround- ing it, and analyzing it for the purpose of knowledge production varied widely across schools. Some schools succeeded in promoting scholarly approaches to working with informa- tion, whereas other schools mostly limited themselves to teaching procedural functions of computer and Internet use. Examples of these differences are given through a comparison of three diverse schools in Maine. Conclusions/Recommendations: The study concludes that one-to-one wireless laptops offer important affordances for promoting information literacy and research skills but that socioe- conomic context, visions, values, and beliefs all play a critical role in shaping how laptop programs are implemented and what benefits are thus achieved.
Read Full Text
Rosman, P. (2008). M-learning – A paradigm of new forms in education. E M Ekonomie a Management, 11(1), 119-125.
Mobile technologies are a future in e-learning technologies. The paper presents the details of using mobile devices and wireless technologies that could be used for m-learning in education and training. Mobile devices can have more processing power, slicker displays, and more interesting applications than were commonly available on desktop machines ten years ago, and educators are quickly realizing their potential to be used as powerful learning tools. However, the application of mobile technologies to learning contexts must take into account a number of factors. Above all other things, we must consider how mobile learning can be used to provide learners with better opportunities and enhanced learning outcomes. This paper is concerned about the problems of using mobile devices and wireless technologies, a differentiation between teaming and technology as the driver for mobile learning approaches and than the classification of mobile learning activities. M-learning is the exciting art of using mobile technologies to enhance the learning experience. Mobile phones, PDAs, Pocket PCs and the Internet can be blended to engage and motivate learners, any time and anywhere. Handheld devices are emerging as one of the most promising technologies for supporting learning and particularly collaborative learning scenarios; mainly because they offer new opportunities for individuals who require mobile computer solutions that other devices cannot provide. The highly personalized nature of digital mobile devices provides an excellent platform for the development of personalized, learner-centric educational experiences. In paper is emphasized the importance of considering learning over technology, and suggest a pedagogically based framework for developing learner-centric m-learning. The evolution in education and training at a distance can be characterized as a move from distance learning to e-learning and m-learning (mobile learning).
Read Full Text
Studies indicate that musculoskeletal discomfort and back pain problems are evident not only in adults, but also in children [11,13]. We believe that educating towards a balanced-posture, body-function and movement patterns, as well as their ergonomic implications, can minimize and even prevent these problems. Such an ergonomics awareness educational program has to start at childhood and should be an integral part of the curriculum in the schools. This article presents the educational program “Ergonomics, Movement & Posture” (EMP), which is taught in elementary schools by Physical Education (PE) students of the Kibbutzim College of Education in Israel, as part of their practicum. Although there has been no formal evaluation of the effectiveness of the program, so far, participating children, their parents, the teachers and the principles have offered positive feedback.
Read Full Text