Research+Articles


 * Article One:**

[|Creating Technology-Enhanced, Learner-Centered Classrooms: K–12 Teachers’ Beliefs, Perceptions, Barriers, and Support Needs]

This article explores K–12 teachers’ be-liefs, perceptions, barriers, and sup-port needs in the context of creating technology-enhanced, learner-centered classrooms. The researcher used an online survey to collect data, and 126 teachers participated in the survey. The findings of this study provide practical insights into how to support teachers in creating technology-enhanced, learner-centered classrooms. This article discusses the implications for professional development and the need for paradigm change.

APA Citation: media type="custom" key="19382546"


 * Article Two:**

[|Integrating Technology with Literacy: Using Teacher-guided Collaborative Online Learning to Encourage Critical Thinking]

This paper reports on classroom-based research that was designed to monitor the integration of information and communication technology (ICT) in a teacher-guided collaborative online learning context to encourage students’ critical response to literary texts. The study investigates the premise that an ICT project where children read books and then use email communication to exchange responses with other learners will support critical thinking. Videos of classroom observations, journals and rap sheets were analyzed for individual students’ levels of critical awareness. Improvements in critical thinking were measured using linguistic analysis. Teachers and students were also interviewed for attitudes to technology use related to learning. Although there were gains in critical thinking, there was little student engagement with technology. The discussion problematises the integration of technology in the classroom through a repositioning of collaboration in a blended learning context known as book raps.

APA Citation: media type="custom" key="19379700"


 * Article Three:**

[|The Impact of a Collaborative Wikipedia Assignment on Teaching, Learning, and Student Perceptions in a Teacher Education Program]

This study explored students’ perceptions and behaviors of public wiki use during a collaborative Wikipedia assignment in a graduate technology and literacy education course. Results confirmed that the majority of students had an overall positive experience posting content on Wikipedia. Students learned how to use Wikipedia through collaborative practice, including, how to adhere to its standards and cite work properly, the importance of critically evaluating online information, and the value of publishing work to an authentic audience. Students (prospective and current teachers) reported numerous ways in which collaboration on Wikipedia could be integrated into their K -12 classrooms in order to promote higher order thinking and foster meaningful knowledge construction.

APA Citation: media type="custom" key="19198262"


 * Article Four:**

A Computer-Assisted Learning Model Based on the Digital Game Exponential Reward System

The aim of the research was to construct a motivational model which would stimulate voluntary and proactive learning using digital game methods offering players more freedom and control. The theoretical framework of this research lays the foundation for a pedagogical learning model based on digital games. The authors analyzed the game reward system, which is recognized as one of the most important mechanisms to engage players in active sustainable digital game playing. In general, the reward system is designed similar to an exponential learning model. This paper compares the reward systems of four typical digital games which have more than 10 million school-age players around the world. Based on the results, the authors propose a computer-assisted exponential learning model similar to that applied in digital game based learning models. Using the proposed method, it is possible to form a model of computer-assisted learning, adequate for all learning levels.

APA Citation: media type="custom" key="19198100"


 * Article Five:**

Learning Ethics Through Virtual Fieldtrips: Teaching Ethical Theories Through Virtual Experiences

The authors discuss how ethics may be taught using experiential learning in the virtual world of Second Life. Participants in the class in this example were eleven undergraduate honors students. The course involved presentations in ethical theories such as Buddhism and Utilitarianism. Students completed assignments based on experiences in Second Life that were then linked to ethical theories discussed. The observations and analyses they completed demonstrated that the experiential learnings provided opportunities to apply concepts and theories in a virtual and real world. Interestingly, the students found evidence of residents of the virtual world of Second Life to hold ethical principles which influenced their actions. However, there were other instances where residents adhered to few ethical principles other than self interest. Suggestions are made about the importance of introducing ethics to a virtual world such as Second Life.

APA Citation: media type="custom" key="19379702"


 * Article Six: **

Techtalk: "Second Life" and Developmental Education

Second Life differs from asynchronous blogs and wikis because the 3-D interface allows users to immerse themselves into synchronous interactivity. Information can be disseminated through video, note cards, e-mail, simulations, mapping, bodily actions, or text-based conversation histories. Avatars can discuss this information using text-based chatting (thus creating a downloadable history) or through a voice tool (requiring a microphone and speakers). APA Citation: media type="custom" key="19198122"


 * Article Seven:**

GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools

Virtual Learning Environments (VLEs) are becoming increasingly popular in online education environments and have multiple pedagogical advantages over more traditional approaches to education. VLEs include 3D worlds where students can engage in simulated learning activities such as Second Life. According to Claudia L'Amoreaux at Linden Lab, “at least 300 universities around the world teach courses and conduct research in Second Life.” However, to date, VLEs have been very limited in use for K-12 education. One option for secondary schools was developed by Game Environment Applying Real Skills (GEARS) and can be used in online or traditional schools. The 3D VLE is named ARC: The Impending Gale. This program has been used successfully for over a year as part of the Lincoln Interactive online curriculum. ARC allows students to create their own custom avatar and enter the educational environment. The actual content of the game differs depending on the subject the student is taking. Current courses include earth science, geography, pre-algebra, and Spanish.

APA Citation:

media type="custom" key="19198144"


 * Article Eight:**

From Multi-User Virtual Environment to 3D Virtual Learning Environment

In this paper the authors briefly review the use of virtual worlds for education, from informal learning to formal instruction, and consider what is required to turn a virtual world from a Multi-User Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this the authors focus on the development of Sloodle – a system which integrates the popular 3D virtual world of Second Life with the open-source VLE Moodle. The intent is not simply to provide additional learning support features for Second Life, but to study more generally the ways in which integrated virtual environments can benefit teaching and learning, and this is the focus of the closing discussion.

APA Citation:

media type="custom" key="19198156"


 * Article Nine: **

Exploring Students’ Perceptions of Integrating Wiki Technology and Peer Feedback into English Writing Courses

This study applied Wiki technology and peer review to an English as a foreign language writing class. The objective was to investigate whether this system, as a collaborative platform, would improve students’ writing skills. The study gauged students’ perceptions about integrating a Wiki writing course and peer feedback. The participants were 32 sophomore students in an English department at a college in Taiwan. The study used a socio-cultural theoretical framework to explore students’ perceptions of the effectiveness of Wiki-based writing projects and experiences of social interaction in the process of writing, based on self -reported reflections about the project, observations of student learning, interviews and surveys. Findings revealed that most students explicitly stated that they felt positive about their ability to apply Wiki and peer feedback to writing instruction.

APA Citation: media type="custom" key="19224704"


 * Article Ten: **

The Influence of An Online Virtual Situated Environment on A Chinese Learning Community

This study used an online virtual environment to create and develop a Chinese learning community. The purposes of research were (1) to enhance the Chinese learners’ oral Chinese communication skills and (2) to change the community members’ Chinese speaking and teaching behavior. This is an action research. The research tried to create a community in a virtual environment. The research results showed that (1) a virtual community can enhance learner’s Chinese competence, and (2) future Chinese teachers’ instructional and leading skills can be developed in a virtual community situation.

APA Citation: media type="custom" key="19224722"