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제12권 1호 (2011년)
작성자 관리자 등록일 2013-08-22 21:29:27 조회수 5,637
 A Multimedia Case-based Environment: Teaching Technology Integration to Pre-service Teachers
 
 

Insook HAN (Korea University)
Won sug SHIN (Korea University)

The study described in this paper examined the effectiveness of a multimedia case-based learning environment to teach technology integration to Korean pre-service teachers. The structure and philosophy behind the use of embedded video in an online, multimedia system and the data collected from 103 pre-service teachers are presented and discussed. The overall finding shows that there was no significant difference from pre- to posttest among the lecture, the case-based, and the mixed environment groups. However, low prior knowledge students improved more when they learned about technology integration with the mixed method than with the case-based method alone. Discussion about this result and its educational implications conclude the paper.

Keywords : Case-based instruction, Multi-media learning, Technology integration, Pre-service education


 
Creating an e-Benchmarking Model for Authentic Learning: Reflections on the Challenges of an International Virtual Project
 
 

Irja LEPPISAARI (Central Ostrobothnia University of Applied Science)
Jan HERRINGTON (Murdoch University)
Yeonwook IM (Hanyang Cyber University)
Leena VAINIO (HAMK University of Applied Sciences))

International virtual teamwork offers new opportunities for the professional development of teachers. In this paper, we examine the initial experiences in an ongoing international virtual benchmarking project coordinated by the Finnish Online University of Applied Sciences. What challenges does an international context present for project construction and collaboration? Data from five countries, in the form of participant reflections and researchers’ observations, were analysed according to four types of barriers: language, time, technical and mental barriers. Initial data indicates that trust is an essential starting point, as there is neither time nor possibilities to build mutual trust by traditional means. Organisational confidentiality issues, however, can complicate the situation. The project introduces ‘collision’ as a method of professional development, in which physical and organisational borders are crossed and the skills and competencies needed in global learning environments are acquired.

Keywords : e-Benchmarking, Authentic learning, International benchmarking, Global e-learning


 
Infusing Web-based Digital Resources into the Middle School Science Classroom: Strategies and Challenges
 
 

Soo-Young LEE (Seoul National University of Education)
Youngmin LEE (Sookmyung Women's University)

This study examines strategies and obstacles encountered in infusing digital resources in the middle school mathematics and science classroom. It draws on data from principals, technology coordinators and math and science teachers in three urban middle schools in United States. All three of these schools have recently invested heavily in technology hardware and high speed Internet connectivity and as such they provide an opportunity to look beyond well documented obstacles such as outdated computers and poor Internet access. The logistical, preparatory, pedagogical and curricular challenges encountered by teachers within the study have important implications for professional development efforts aimed at improving science education through the integration of Web-based resources.

Keywords : Web-based digital resources, Middle school classroom, Strategies and obstacles


 
An Inquiry of Constructs for an e-Learning Environment Design by Incorporating Aspects of Learners’ Participations in Web 2.0 Technologies
 
 

Seong Ik PARK (Seoul National Universit)
Wan Chul LIM (Seoul National Universit)

The major concern of e-learning environment design is to create and improve artifacts that support human learning. To facilitate effective and efficient learning, e-learning environment designers focused on the contemporary information technologies. Web 2.0 services, which empower users and allow the inter-transforming interactions between users and information technologies, have been increasingly changing the way that people learn. By adapting these Web 2.0 technologies in learning environment, educational technology can facilitate learners’ abilities to personalize learning environment. The main purpose of this study is to conceptualize comprehensively constructs for understanding the inter-transforming relationships between learner and learning environment and mutable learning environments’ impact on the process through which learners learn and strive to shape their learning environment. As results, this study confirms conceptualization of four constructs by incorporating aspects of design that occur in e-learning environments with Web 2.0 technologies. First, learner-designer refers to active and intentional designer who is tailoring an e-learning environment in the changing context of use. Second, learner’s secondary design refers to learner’s design based on the primary designs by design experts. Third, transactional interaction refers to learner’s inter-changeable, inter-transformative, co-evolutionary interaction with technological environment. Fourth, trans-active learning environment refers to mutable learning environment enacted by users.

Keywords : Learner-designer, Transactional interaction, Trans-active learning environment


 
Teacher Perception on Educational Attributes of Cutting Edge Technologies in Rural Public Schools: Focusing on Tablet PCs, e-Whiteboards, and Fastel
 
 

Eunmo SUNG (University of California, Santa Barbara)
Sunghee JIN (Inha University)

Teachers' perception on educational attributes of new technologies can be dealt with a critical factor for enhancing educational effectiveness through using new technologies in education. The present study attempts to identify teachers' perceptions on educational attributes of cutting edge technologies established through a government-driven educational agenda, “The rural public school model”, To achieve this purpose, e-survey was conducted for analyzing the differences of teachers' perceptions on educational attributes of TPCs, e-Whiteboards, and Fastel according to teachers' working areas, school levels, teaching experiences, and training experiences. Participants were 123 elementary school teachers (male:62, female:61) and 66 middle school teachers (male:37, female:29) who are working in the rural public model schools (Gyeonggi: 29, Chungcheong: 12, Jeolla: 30, Gyeongsang: 88, Gangwon: 22, Jeju: 8). The results are as follows: firstly, there were statistically significant differences according to regions, but no significant difference according to school levels; secondly, significant differences in teacher's perceptions on educational attributes of TPCs and Fastel according to teacher's teaching experiences were not shown; thirdly, differences in teachers' perceptions according to their training experiences were meaningfully significant in terms of three new technologies, Based on research results, the implications and further studies are suggested in order to increase educational effectiveness and efficiency for using the technologies.

Keywords : Cutting edge technology, Educational attributes of instructional media, Teachers' perceptions


 
Tutors’ Roles Depending on Problem-Solving Phases for Facilitating the Critical Thinking Ability in Online Learning
 
 

Seong Ik PARK (Seoul National University)
Yoon-Jung KIM (Seoul National University)

Facilitating critical thinking is important for students' cognitive growth and knowledge acquisition. This study examines the dimensions of tutors’ roles in facilitating the critical thinking required for problem solving in online discussions. The research procedures include identifying the research problems related to critical thinking skills; synthesizing theories and perspectives on critical thinking skills; and analyzing, validating, and determining tutors’ roles. Using the results of this study, problem solving processes are divided into four phases: analyzing, judging, inferencing, and meta-cognitively evaluating. Tutors’ roles in online problem solving can be categorized into four domains: cognitive, social, managerial, and technical. Tutors’ roles in each domain are specifically analyzed, and the strengths, weaknesses, and improvements in tutors’ facilitation of critical thinking for online problem solving are evaluated.

Keywords : Tutor’s roles, Critical thinking, Problem solving, Online learning
 
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