interactive media use in the learning ecology

This page provides a bibliography of articles concerning social network sites. For an overview of this space, including a definition of "social network sites," a history of SNSs, and a literature review, see boyd & Ellison's 2007 introduction to the JCMC Special Issue on Social Network Sites, Social Network Sites: Definition, History, and Scholarship. Example social network sites addressed include: Friendster, MySpace, Facebook, Orkut, Cyworld, Mixi, Black Planet, Dodgeball, and LiveJournal.

Vol 9 issue 1 - Encountering the real-virtuality: digital games in media, culture and society
Editorial - Philip Lin - 0.0 Mb
Game Studies' Material Turn - Thomas H. Apperley & Darshana Jayemane - 0.1 Mb
We Used to Win, We Used to Lose, We Used to Play - Steven Conway - 0.1 Mb
The System and Self-reference of the App Economy - Chih-Wen Cheng - 0.3 Mb
Talking to Gaymers - Adrienne Shaw - 0.1 Mb
Player Experience - Jasper van Vught & Gareth Schott - 0.1 Mb
Categorization of Digital Game Experiences - Karolien Poels, Yvonne de Kort & Wijnand IJsselsteijn - 0.1 Mb
The Game Generation and its Leisure Capital - Yu-Pei Chang - 0.3 Mb
Email Interviews in Player Research - Hanna Wirman - 0.1 Mb
Book Review on NOISE CHANNELS - Dale Leorke - 0.0 Mb

The purpose of this study was to research how two elementary school classrooms used iPads to enhance student learning and achievement. Participants were two first-year teachers’ classrooms in a small one-school school district in Central California that was comprised of 38 students. Each classroom contained a classroom set of iPads used during English Language Arts and Mathematics lessons. The experimental research design study was conducted over a 3-month period beginning in January 2011. Two sets of groups—a control group and an experimental group—were given both iPad and non-iPad lessons. Data was collected for both groups and analysed. Findings included small increases in both classrooms in reading and math when iPads lessons were compared with lessons that were conducted in a traditional non-iPad method. It was concluded that the use of iPads enhanced student learning and achievement and served as another learning modality for elementary school students.

This report describes experts’ views on what it means to be digitally competent today. Although experts‘ views vary, the method applied in this study enables to derive an aggregated view on digital competence. The report identifies twelve areas of digital competence, some of them relating to specific purposes (e.g. communication and collaboration), others to domains (e.g. privacy and security). The twelve areas are presented through a brief description and further illustrated by statements describing a rich pallet of knowledge, skills, and attitudes related to each area.

Studies that employed activity theory as a theoretical lens for exploring computer-mediated interaction have not adopted social media as their object of study. However, social media provides lecturers with personalised learning environments for diagnostic and prognostic assessments of student mastery of content and deep learning. The integration of Facebook into educators' pedagogical intentions potentially scaffolds students cognitively, leverages their understanding of content and ameliorates limited mediated learning experiences. Using activity theory as an interpretive framework and a multi-method data construction process involving in-depth semi-structured interviews, in-class observations, post observation debriefing and data mining of student and lecturer-generated Facebook postings, the study explored Facebook's potential to scaffold student cogitative processes and promote academic engagement. Findings suggest that the academic value of Facebook is contingent upon the extent of its integration into the pedagogical design of courses, student academic maturity and their level of ICT competence. The unintended effects of Facebook were its reproduction of peer-based academic hierarchies, and its revelation of cognitive tensions and power differentials between academically gifted and cognitively challenged learners during lectures.

This page provides a bibliography of articles concerning social network sites. For an overview of this space, including a definition of "social network sites," a history of SNSs, and a literature review, see boyd & Ellison's 2007 introduction to the JCMC Special Issue on Social Network Sites, Social Network Sites: Definition, History, and Scholarship. Example social network sites addressed include: Friendster, MySpace, Facebook, Orkut, Cyworld, Mixi, Black Planet, Dodgeball, and LiveJournal.

Ict heeft en krijgt een steeds grotere rol in de maatschappij, ook in het onderwijs. Vaardigheden van leerlingen maar ook van leraren komen in een ander licht te staan. De juiste toepassing en integratie van ict kan een grote meerwaarde hebben in het onderwijs, maar dat vraagt ook om een bepaalde bekwaamheid van de leraar. Kennisnet schetst als expertisecentrum de kaders aan de hand waarvan (aankomend) leraren zich kunnen (blijven) ontwikkelen en schoolleiders en lerarenopleiders kunnen beoordelen en sturen. Via deze website blijf je op de hoogte van de ontwikkelingen omtrent het kader voor ict-bekwaamheid van leraren.

The following list includes journals pertaining to various aspects of educational technology, online learning, or related issues.

First year students attend face-to-face classes armed with an arsenal of internet enabled digital devices. The conundrum is that while these devices offer scope for enhancing opportunities for engagement in face-to-face learning, they may simultaneously distract students away from learning and compound isolation issues. This paper considers how to best to use these devices for maximum engagement in first year face-to-face learning so as to assist students in connecting with other learners and instructors within the learning environment