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ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications

Jun 27, 2005

Editors

Piet Kommers; Griff Richards

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Table of Contents

11
This conference has 11 award papers. Show award papers

Number of papers: 815

  1. A Reflection Of Integrating Information Technology Into Teaching --A Case Study

    Shinn-Rong Lin, Hsiao-Ting Teng & Chuang-Chieh Chiu, Graduate Institute of Learning and Instruction,National Central University, Taiwan, ROC., Taiwan

    Due to the rapid change in information technology, integrating IT into teaching has become an effective method for achieving innovation in teaching. Many countries are urging teachers to use... More

    pp. 2474-2479

  2. Power Point Presentations with Sound: an Effective Tool for Managing Individual Differences in Grammar Learning in the English Second Language (ESL) Classroom

    Danielle Mackin, Université du Québec à Chicoutimi, Canada; Danièle Allard, ISIR, Osaka University, Japan

    Creating a dynamic, individualized environment for language learning in the classroom is one of a teacher's main concerns. This poster/demonstration focuses on a small, but important aspect: the... More

    pp. 2480-2482

  3. Using Recording Software to Enhance Instructional Strategies in Hybrid Course Environments at McGill University

    Oksana Maibroda & Adam Finkelstein, McGill University, Canada

    With the development of the Web, there has been a movement from text-only medium to the use of multimedia communication systems and diverse delivery mechanisms. Students today expect technological ... More

    pp. 2483-2485

  4. Brain-Based Learning With Technological Support

    Anita Miller, Dominican University, United States

    There is increased pressure for teachers to integrate technology into the K-12 curriculum. For many teachers this is viewed with skepticism and dismay, and depending on their prior knowledge,... More

    pp. 2486-2491

  5. Classroom IT Use Getting Started with Document Camera and Projector

    Ryoichi Nishioka & Tatsuya Horita, Shizuoka University, Japan

    It is hoped for the improvement of gTeachers' Skills to Effectively Use of IT (Information Technology) h corresponding to information oriented education. However, most of the teachers are beginners... More

    pp. 2492-2497

  6. A Case Study of Pre-service Teachers Learning to Teach with Technology During Internship

    Kathleen Nolan, David Friesen, Vi Maeers & Alec Couros, University of Regina, Canada

    The iTeacherEd project is a three-year action research process in a Faculty of Education at a Canadian University. The overall goal of the project is to develop a model for the integration of... More

    pp. 2498-2500

  7. A Blended Model for Professional Development in Mathematics: Impacts on Teacher Practice and Student Engagement

    Ron Owston, Margaret Sinclair, Herb Wideman & Jane Kennedy, York University, Canada

    A blended learning program for professional development was developed to help middle school teachers meet the demands of a challenging new curriculum in mathematics. The program combined face-to... More

    pp. 2501-2507

  8. Designing Case-Based Teacher Education Modules To Promote Constructivist Pedagogical Activities With Information Technology: The GIDE

    Jonghwi Park & Robert Bracewell, McGill University, Canada

    This paper proposes case-based teacher education modules, called GIDE, to promote the effective use of information and communication technology (ICT) in constructivist pedagogical activities. The... More

    pp. 2508-2511

  9. SIG-GLUE Strengthens Competencies and Supports Practitioners in Application of Games for Learning

    Maja Pivec, FH JOANNEUM, Dept. of Information Design, Austria; Anastasia Sfiri, FH JOANNEUM, Center for Multimedia Learning, Austria

    Abstract: The SIG-GLUE community is formatted to provide a world wide communication and exchange platform for game-based learning in the field of universities and lifelong learning. The community... More

    pp. 2512-2516

  10. Teaching IT Online with the Physically Challenged in Mind

    Leonard Presby, William Paterson University, United States

    Abstract: The Web is often used for delivery of online instructional courses. It has facilitated course delivery. One group of learners that is sometimes not considered when a course is developed, ... More

    pp. 2517-2522

  11. Data from a Web-based Homework Tutor can predict Student’s Final Exam Score

    David Pritchard & Rasil Warnakulasooriya, Massachusetts Institute of Technology, United States

    We discuss new measures in assessing the skill level of students based on their interactions with the Socratic homework tutor, MasteringPhysics. We show that the measurement of the difficulty of... More

    pp. 2523-2529

  12. Re-Conceptualizing the Undergraduate Core Curriculum: Integrating Multimedia Technology with Thematically-Linked Content

    Bernard Robin & Mary Thompson, University of Houston, United States

    This paper describes an initiative to re-conceptualize the core curriculum for university freshmen. A cross-disciplinary team of faculty members has created linked English and American history... More

    pp. 2530-2535

  13. Quality Quests: Enhancing Curriculum through Integrating Technology

    Jean Schneider & J. Ana Donaldson, University of Northern Iowa, United States

    Abstract: This case study describes an innovative approach to the traditional teaching of curriculum design. This university/school collaborative partnership provides a controlled, authentic... More

    pp. 2536-2541

  14. Integrating Technology into a Learner-Centered Framework: A Design Model for the

    George Semich, Claudia Armani & Lorie Brown, Robert Morris University, United States

    Abstract: Much of training of the use of new technologies in the classroom is geared twoard upgrading existing technology not changing methods or approaches to student learning. Unfortunately,... More

    pp. 2542-2547

  15. Discrepancies between theory and practice in using learning style in primary education: a lesson for adaptive hypermedia design

    Faezeh Seyedarabi & Rachada Monthienvichienchai, London Knowledge Lab, United Kingdom

    There is currently a discrepancy in the positive attitude of teachers who use learning style in their classrooms and those in the academic community who are highly critical of learning style... More

    pp. 2548-2555

  16. Using Computers and Software in the Classroom

    Dorian Stoilescu, University of Windsor, Canada

    This paper discusses ways in which computers and software should be used in order to achieve effective instruction in classes. The reader is introduced to the principles, context and process of... More

    pp. 2556-2561

  17. Who Said Getting Educators to Talk was Easy? Just Try Online Discussion Groups; the Silence is Deafening!

    Jane Strickland & Al Strickland, Idaho State University, United States

    As an online-based course from its inception, this advanced general technology requirement for the Educational Leadership doctoral program serves as the one point where technology use and... More

    pp. 2562-2564

  18. The Tablet PC Goes to College: Evaluating the Utility of Tablet PCs for Faculty in the Classroom

    Rob Weitz, Bert Wachsmuth & Danielle Mirliss, Seton Hall University, United States

    We report here on initial results of a project evaluating the usefulness of tablet computers for university faculty in their role as educators. The focus of this analysis is on in-class use of... More

    pp. 2565-2570

  19. Improving classroom teaching through emphasising pedagogy rather than ICT: An example from a New Zealand secondary teacher education programme

    Noeline Wright, University of Waikato, New Zealand

    This paper explores the learning of graduates enrolled in a full year secondary teacher education course that contains a 20hr ICT module. It explains how the course is organised and what students... More

    pp. 2571-2574

  20. Community Building in a Co-operative Learning Object Repository

    Kevin Harrigan, Tom Carey & Waterloo LD Team, University of Waterloo, Canada

    Using new collaboration strategies, the Co-operative Learning Object Exchange (CLOE, cloe.on.ca) has been able to bring together 25 diverse institutions as equal partners for shared learning... More

    pp. 2575-2580