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The article informs that the March 2006 issue of the journal "Educational Media International" contains articles taken from papers that were presented at the International Council for Educational Media conference in Vienna, Austria in October 2004. It also informs that all the papers in the issue were peer reviewed and some of the conference papers were not recommended for publication by the reviewers. It hopes to explore digital media and the role of technologies in educational development in the next issue.

This paper reports on the development of the “MobLearn@Work” App, which emerged from a study of informal learning among five employees at different companies in China. The purpose of the study was to develop a strategy for the design of mobile learning support tools that would enhance informal learning in the workplace. The App was developed by creating a platform to support informal learning through the integration of two sets of issues that emerged in the study: (a) affordances of contemporary Web 2.0 tools identified from the literature and by exploration of the participants’ mobile technology uses, and (b) informal learning activities of the participants that emerged in the context of their work. Consideration of these issues led to the conclusion that an effective App for informal learning should include functionalities such as really simple syndication, podcasting, Web-searching and microblogging, all of which were integrated into the “MobLearn@Work” App. The implementation of the App in these five cases over a six-month period yielded a further set of design recommendations, which are discussed in the paper. [ABSTRACT FROM PUBLISHER]

Technologies offer tantalising possibilities for new forms of educational innovation, but we have argued that there is a gap between the potential of technologies to support learning and the reality of how they are actually used, and that this is due to a lack of understanding about how technologies can be used to afford specific learning advantages and to a lack of appropriate guidance at the design stage. This paper describes a project that has developed an approach to using learning design as a methodology to guide design and foster creativity in concert with good practice in the creation of learning activities. The paper will provide an overview of the work being undertaken by the Open University, UK Learning Design project; concentrating on the work we have done to represent and visualise design... [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the educational technology applications in Taiwan in the past, present and future. The brief history of educational technology in Taiwan is reviewed, current difficulties and challenges are identified, and future directions and a preliminary model in education technology is suggested. In this paper, education technology has been divided into two major sections for discussion, learning technology integration and distance education. A preliminary Taiwanese educational technology model is proposed as a guideline for future educational technology reform. This model includes four important elements - learning, technology, administration and society - which form a learning community to fulfil the Chinese education philosophy, 'everyone has chances to get education; everywhere is classrooms'. La Technologie de l'Education à Taiwan Le but de cet article est d'examiner les applications de la technologie de l'Education à Taiwan dans le passé, maintenant et dans l'avenir. On passe en revue la brève histoire de la technologie de l'éducation à Taiwan, avec identification des difficultés courantes et des challenges. On suggère des directions futures et une modèle préliminaire de technologie de l'éducation. Dans cet article, la technologie a été divisée en deux sections majeures : l'intégration de cette technologie et l'éducation à distance. On propose un modèle de technologie de l'éducation Taiwanaise comme ligne directrice par une reforme future de la technologie de l'éducation. Ce modèle comprend 4 éléments importants : apprentissage, technologie administratives et société qui forment une communauté d'enseignement pour répondre à la philosophie chinoise de l'éducation « chacun a des chances de recevoir une éducation, partout il y a des classes. Bildungstechnologie in Taiwan Dieser Artikel will die Anwendungen der Unterrichtstechnologie in Taiwan in der Vergangenheit, Gegenwart und Zukunft untersuchen. Es werden die kurze Geschichte dieser Technologie, die gegenwärtigen Schwierigkeiten und Herausforderungen und die künftige Entwicklung behandelt und es wird ein vorläufiges Unterrichtsmodell auf der Basis dieser Technologie vorgestellt. Zum Zwecke der Diskussion unterteilt der Artikel die Bildungstechnologie in 2 Themen: Anwendung der Lerntechnologie und Fernunterricht. Ein vorläufiges Technologie gestütztes Taiwanesisches Unterrichtsmodell wird als Richtschnur für die künftige technologische Reform vorgestellt. Dieses Modell beinhaltet vier wichtige Elemente: Lernen, Technologie, Verwaltung und Gesellschaft, die eine Lerneinheit bilden, ganz im Sinne der chinesischen Bildungsphilosophie „Jedermann hat ein Recht auf Bildung; Unterrichtsräume gibt es überall". [ABSTRACT FROM AUTHOR]

This paper presents a European Community supported project which investigated whether the use of electronic and mobile technologies in the hands of young learners might engage them in learning activities and start to change their attitudes towards learning. The mLearning system was implemented in a Europe-wide network of 14 schools with over 500 students and 46 teachers participating in the implementation. In the paper special focus is given to three different mLearning contexts/scenarios implemented within the setting of one of the Europe-wide network of schools. mLearning in einem Europaweiten Netz von Schulen Dieses Papier prasentiert ein von der Europaische Gemeinschaft unterstutztes Projekt, das erforschen sollte, ob der Gebrauch von elektronischen und mobilen Technologien in den Handen von jungen Anfangern diese im Lernen von Aktivitaten anregen und dazu fuhren konnte, ihre Einstellungen zum Lernen zu andern. Das mLearning System wurde in einem Europaweiten Netz von 14 Schulen mit mehr als 500 Schulern und 46 Lehrern durchgefuhrt. In diesem Papier wurde der besondere Schwerpunkt auf drei unterschiedliche mLearning Zusammenhange/Drehbucher gelegt, die innerhalb eines der europaweiten Netze von Schulen angelegt sind. Le mLearning dans un reseau d'ecoles a l'echelle europeenne Cet article presente un projet soutenu par la Communaute Europeenne qui a examine si l'usage des technologies electroniques mobiles mises entre les mains de jeunes apprenants pourrait les amener a se lancer dans des activites d'apprentissage et commencer a changer leur attitude vis-a-vis de l'apprentissage. Ce systeme de m(obile)-learning a ete mis en place dans un reseau trans-europeen de 14 ecoles avec une participation active de la part de plus de 500 eleves et de 46 professeurs. Dans l'article on met un accent particulier sur trois contextes/scenarios de m-learning mis en route au sein d'un reseau transeuropeen d'ecoles. El mLearning dentro de una red paneuropea de escuelas Este articulo presenta un proyecto apoyado por la Comunidad Europea en el cual se investigo si el uso de tecnologias electronicas y moviles por parte de jovenes alumnos pudiera conducirles a lanzarse a actividades de aprendizaje y empezar a cambiar su actitud con respecto al aprendizaje. Este sistema de m-learning fue aplicado dentro de una red transeuropea que incluye 14 escuelas con mas de de 500 alumnos y 46 profesores participando en la aplicacion. El articulo hace hincapie en tres diferentes contextos/guiones de mLearning aplicados dentro de una de las redes transeuropeas de escuelas. [ABSTRACT FROM AUTHOR]

This paper presents an empirical study of how Second Life (SL) was utilized for a highly successful project-based graduate interdisciplinary communication course. Researchers found that an integrated threefold approach emphasizing project-based pedagogy, technical training and support, and assessment/research was effective in cultivating and understanding learning in SL. Based on research findings, a project-based application of SL that fully accommodates student experiential learning is recommended. It is suggested that teachers who are new To Whom It May Concern: SL and are preparing to “take the plunge” adopt a systematic team approach to integrate this trio of components. The students participating in this study formed an interdisciplinary team for their required SL project in which they chose to initiate a collaboration with the Basic Initiative and a group of architecture students to create a virtual presence for two green, sustainable, urban housing designs called the Alley Flats. Preliminary survey results suggest that the use of SL substantially enhanced the quality and experiences of student learning. Specific areas for improvement in future use are also identified. Comprendre l'Apprentissage base sur les projets dans le cadre de Second Life avec le trio Pedagogie-Formation et Evaluation... [ABSTRACT FROM AUTHOR]

This paper sets out to problematise generational categories such as “Power Users” or “New Millennium Learners” by discussing these in the light of recent research on youth and information and communication technology. We then suggest analytic and conceptual pathways to engage in more critical and empirically founded studies of young people's learning in technology and media-rich settings. Based on a study of a group of young “Power Users”, it is argued that conceptualising and analysing learning as a process of patchworking can enhance our knowledge of young people's learning in such settings... [ABSTRACT FROM AUTHOR]

Since Eritrea became independent in 1993, efforts have been underway to revise and update the conventional education curriculum. With a determination to quickly bridge the growing knowledge gap between Eritrea and the rest of the world, the Eritrean Government has decided on media education as a sustainable alternative. This choice is in line with developments emerging from many African, Asian and Latin American countries as the only option in line with the philosophy of UNESCO and the Association for Development of Education in Africa (ADEA). It is against this backdrop that a strategy paper Media education in Eritrean education was developed. This paper formed the basis of the developments discussed in this article. Concevoir des cours et un programme pour la formation des Maîtres: école ouverte et formation professionnelle grâce à l'éducation aux medias en Erythrée Depuis l'accession de l'Erythrée à l'indépendance en 1993, on s'est efforcé de réformer et de mettre à jour les cursus de l'enseignement conventionnel. Fermement décidé à combler le fossé cognitif entre l'Erythrée et le reste du monde, le Gouvernement Erythréen a choisi l'enseignement par les Medias comme alternative durable. Ce choix s'inscrit dans la lignée des développements que l'on voit émerger dans de nombreuses nations d'Afrique, d'Asie et d'Amérique Latine comme étant la seule option en harmonie avec la philosophie de l'UNESCO et de l'ADEA. C'est là le contexte dans lequel a été élaboré le rapport stratégique intitulé Education et Medias en Erythrée. Ce rapport a servi de base aux expériences dont on discute dans l'article. Entwurf der Lehrpläne und Curricula für die Lehrerentwicklung: die Offene Schule und die Berufsbildung durch Medienerziehung in Eritrea Seit Eritrea im Jahr 1993 unabhängig wurde, gab es Bemühungen, den Lehrplan konventioneller Bildung zu überarbeiten und zu aktualisieren. Entschlossen, die wachsende Wissenslücke zwischen Eritrea und dem Rest der Welt schnell zu überbrücken, entschied sich die eritreische Regierung für Medienbildung als nachhaltige Alternative. Diese Wahl befindet sich im Einklang mit Entwicklungen, die sich auch in vielen afrikanischen, asiatischen und lateinamerikanischen Nationen als einzige Option im Einklang mit der Philosophie von UNESCO und ADEA abzeichnen. Auf diesem Hintergrund muss man die Entwicklung eines Strategiepapiers zur Medienbildung in der eritreische Erziehung sehen. Dieses Papier bildet die Basis der in diesem Artikel erörterten Entwicklungen. [ABSTRACT FROM AUTHOR]

Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyses and suggests possible technological innovation strategies in higher educational institutions in Africa. The paper describes management issues in the implementation of eLearning with particular reference to its usage in higher education abroad and in Africa, and also suggests appropriate approaches for technological innovation of higher education in Africa. The major findings of the paper, which are based on three case studies, suggest that eLearning needs to be implemented within a strategically developed framework based on a clear and unified vision and a central educational rationale. The findings further highlight the importance of using a combination of strategies — top-down, bottom-up and inside-out — during the diffusion process to attain coherence, collegiality and ownership. The process of technological transformation is not a smooth translation process but one of dislocations, dilemmas and uncertainties and it is an art to effect change and sustainable technological transformation since people are central to this transformation process. [ABSTRACT FROM AUTHOR]

The cyberinfrastucture is a broad informational network that entails connections to real-time data sensors as well as tools that permit visualization and other forms of analysis, and that facilitates access to vast scientific databases. This multifaceted network, already a major boon to scientific discovery, now shows exceptional promise in advancing educational goals, especially in fostering deep and authentic understanding in science and scientific practice. In this paper, we outline the key features of the cyberinfrastructure that make it far more than the latest technological innovation. In particular, we identify six cognitive affordances for education that are unique to the cyberinfrastructure and that, in combination, set it apart from its predecessors: (a) immediate original data, (b) distributed expert networks, (c) analytical and visualization tools, (d) instantaneous retrieval of source documents, (e) forums for public discourse, and (f) opportunities for metacognitive structuring of ill-defined problems. We conclude by drawing implications for students' engagement in science, building a new cadre of science, technology, education, and mathematics (STEM) professionals, and preparing of a scientifically literate citizenry for a world in which many key social issues are comprehended only through a scientific lens. [ABSTRACT FROM AUTHOR]

Over the past 40 years, the goal of using technologies within learning and teaching processes has always been the incorporation of more effective practices and strategies to redefine the task of learning. Some authors claim that the exercise is not working; other authors beseech us to rethink learning processes to the extent that we are dealing with an entirely different set of experiences in the digital native. Yet, in the past five years, the technologies themselves have shifted from being complex and expensive to being mobile and apparently simple, able to be pressed into service to advantage the individual learner. This paper explores several cases where the teacher has focused more on learning with technology-enablement rather that developing a skill-set that mimics traditional teaching processes. The examples demonstrate that change is happening but with newer technology tools and the activities of the learner are no longer being controlled by a fearful and technologically inept instructor. [ABSTRACT FROM AUTHOR]

The effectiveness of Tennessee EdTech Launch (TnETL), a statewide technology program designed to meet the No Child Left Behind (NCLB) mandate, was investigated in this matched treatment-control quasi-experimental study. The goal of the program was to provide full-time, on-site technology coaches to prepare teachers to create lessons that engage students in critical thinking and use of computers as tools in order to increase learning. The study examined TnETL impact on student achievement, teachers' skills and attitudes toward technology integration; use of research-based practices; and students' skills in using technology as a tool. The study was implemented in two cohorts: “Launches” 1 and 2. This paper presents the findings of Launch 1, a three-year program that involved 26 schools, 12,420 students and 927 teachers... [ABSTRACT FROM AUTHOR]

This paper explores the use of a reflective analytic online tool, the Learning Activity Analysis Tool (LAAT) to support the professional development of online tutors. The LAAT was designed to provide a means for a group of tutors to individually describe and explain approaches they would use to support students by analysing an online learning activity. The aim was to focus on actual strategies and notions of effective practice to illuminate the pedagogic beliefs and understandings the tutors held. The tutors were able to share their analyses online within the tool... [ABSTRACT FROM AUTHOR]

Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper will consider some of the new directions for curriculum that have been promoted to ensure that contemporary school experiences are relevant to the lives of the young people who attend them. It will then provide two examples and a discussion of activities that have been created in the context of such new conceptualizations to highlight the ways in which they provide opportunities for students to acquire the skills and knowledge needed to participate effectively in life in the 21st century. Mondes en mutation et nouveaux cursus à l’âge de la connaissance Cette étude examine quelques uns des axes qui ont été mis en avant pour s’assurer que le vécu actuel des écoles est pertinent pour les jeunes qui s’y trouvent. On fournit ensuite deux exemples et une discussion des activités qui ont été crées dans ce contexte de nouvelles conceptualisations pour faire ressortir de quelle manière elles offrent aux élèves l’occasion d’acquérir les compétences et les connaissances nécessaires pour jouer un rôle effectif dans la vie du 21 e siècle. Veränderte Welten und neue Curricula im Wissenszeitalter In diesem Papier wird angenommen, dass einige der neuen Wegweisungen für das Curriculum gefördert wurden, um sicherzustellen, dass zeitgenössische Schulerfahrungen für das Leben der sie erhaltenden jungen Leute relevant sind. Es stellt dann zwei Beispiele und eine Diskussion von Aktivitäten vor, die im Kontext dieser neuen Konzeptionen geschaffen worden sind, um die Wege aufzuzeigen, wie Möglichkeiten für die Studenten zur Verfügung gestellt werden, die Fertigkeiten und das Wissen zu erwerben, das sie brauchen, um erfolgreich am Leben im 21. Jahrhundert teilzunehmen. [ABSTRACT FROM AUTHOR]

The World Declaration on Education for All in 1990 and the World Education Forum in Dakar in 2000 reaffirmed the right to learn and a commitment to meet the basic learning needs of all people by expanding learning opportunities and working for a fully literate society. In the Indian context, especially in rural India, it is still a cherished dream. Two‐thirds of the population of India live in rural villages (approximately 700,000,000 people in 634,321 villages), among whom 207,000,000 are adult illiterates. The rural population of India is around 12.2% of the world's population and development of the rural sector and people living in rural areas is essential in the transformation of ‘developing India into developed India’. The author of this paper has developed three innovative strategies to attain the Millennium Development Goals in rural India. The proposed strategies use a flexible amalgam of formal, informal and non‐formal approaches to provide E‐support for the diverse educational needs of the rural population of India Des Stratégies électroniques comme appuis pour l'éducation dans l'Inde rurale La Déclaration Mondiale sur l'Education pour tous (1990) et le Forum Mondial de l'Education de Dakar (2000) ont réaffirmé le droit d'apprendre et l'engagement de répondre aux nécessités d'apprentissage fondamentales pour tous nos peuples en étendant les possibilités d'apprentissage et en oeuvrant pour une société débarrassée de l'illettrisme. Dans le contexte indien et tout particulièrement de l'Inde rurale, il s'agit encore là d'un rêve fervent. En vérité deux tiers des indiens (700 millions) vivent dans des villages (634,321) et parmi eux, 207 millions sont des illettrés adultes ruraux. La population rurale de l'Inde représente à peu près 12.2 % de la population mondiale et le développement du secteur rural et des habitants vivant dans les zones rurales est une nécessité pour transformer ‘l'Inde en développement’ en ‘Inde développée’. L'auteur de l'article a mis au point trois stratégies innovantes pour atteindre les objectifs de développement du Millénaire dans l'Inde rurale. Les stratégies qu'il propose reposent sur une alliance souple de modes d'approche formels, informels et non formels pour fournir un soutien électronique (ICT) répondant aux différents besoins éducatifs des populations rurales de l'Inde. E‐Strategien zur Unterstützung ländlicher Bildungsarbeit in Indien Die Welterklärung über ‘Bildung für Alle’ (1990) und das ‘Weltbildungsforum in Dakar’ (2000) beteuerten ein weiteres Mal das Recht zu lernen und die Verpflichtung, den Grundlernbedarf all unserer Menschen durch Erweitern der Lernmöglichkeiten zu decken und so für eine umfassend gebildete Gesellschaft zu arbeiten. Im indischen Kontext, besonders im ländlichen Indien, ist das immer noch ein schöner Traum. In der Tat, zwei Drittel (700 Millionen) der indischen Bevölkerung leben in Dörfern (634,321) und unter ihnen sind 207 Millionen ländliche erwachsene Analphabeten. Die ländliche Bevölkerung von Indien macht etwa 12.2 Prozent der Weltbevölkerung aus, und die Entwicklung des ländlichen Sektors und seiner Bevölkerung ist ein Muss, um Indien zu einem ‘entwickeltem Indien’ zu gestalten. Der Autor dieses Papiers hat drei innovative Strategien entwickelt, um die Millenniumsentwicklungsziele im ländlichem Indien zu ereichen. Die vorgeschlagenen Strategien verwenden eine flexible Mischungl von formalen, informellen und nicht formellen Ansätzen, um dem unterschiedlichen Bildungsbedarf der ländlichen Bevölkerung in Indien durch E Unterstützung (ICT) gerecht zu werden. [ABSTRACT FROM AUTHOR]

Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explains the past, discusses the present and makes projections for the future of educational technology in Turkey. Technology has an important role in enhancing educational progress. Therefore, educators need to adapt technology within their field of study. Educational materials such as textbooks, films, radio, television, overhead projectors, video recorders and, of course, computers enrich learning environments in schools. Educational materials motivate students and induce them to study subject matter while providing opportunities for students to access and evaluate information. In Turkey, the use of educational technology in schools has been taken very seriously by the Ministry of National Education since the 1930s. Universities and other institutions are also interested in research and application of educational technology to their own settings. La Technologie de l'Education en Turquie: Passé, Présent et Avenir Cet article explique le passé et le présent et propose des projections dans l'avenir pour la technologie de l'éducation en Turquie. La technologie joue un rôle important pour favoriser le progrès en éducation. Aussi les enseignants doivent l'adapter dans leur discipline. Les moyens d'enseignement tels que les livres, les films, la radio, la télévision, les rétroprojecteurs et enfin les ordinateurs enrichissent l'environnement éducatif des écoles. Les moyens d'enseignement motivent les élèves et les incitent à étudier les sujets en fournissant l'occasion pour ceux-ci y avoir accès et d'évaluer l'information en Turquie, l'utilisation de la technologie de l'éducation dans les écoles a été prise très au sérieux par le Ministère de l'Education dès les années 30. Les universités et d'autres institutions s'intéressent aussi aux recherches et aux applications de la technolgie de l'éducation dans leurs domaines. Bildungstechnik in der Türkei: Vergangenheit, Gegenwart und Zukunft In diesem Beitrag wird die Entwicklung der Bildungstechnologie in der Türkei von der Vergangenheit bis zu Gegenwart dargestellt und ein Einblick in die Planung für die Zukunft gegeben. Technologie spielt eine wichtige Rolle bei der Verbesserung des Bildungsfortschritts. Daher müssen auch Erzieher sie innerhalb ihres Studiengebiets anwenden und anpassen. Bildungsmaterialien wie Lehrbücher, Filme, Rundfunk- und Fernsehsendungen, Einsatz von Overheadprojektoren, Videorekordern und natürlich jetzt auch von Computern bereichern die Lernangebote von Schulen. Bildungsmaterialien motivieren Lernende und bewirken dadurch, dass sie sich schon während des Zusammenstellens von Material durch Zugriff auf Informationen und deren Bewertung mit Inhalten befassen müssen. [ABSTRACT FROM AUTHOR]

In the present paper, the development of the use of Information and Communication Technology (ICT) in the Israeli educational system is described. The introduction of behavioural approach computer assisted learning and computer assisted instruction in the mid-1970s, the use of flexible open-ended courseware in the 1980s and the development of constructivist approach multimedia including simulation, modelling and virtual reality based learning packages in the 1990s, are presented. In addition, different technology-based distance learning approaches are described beginning with the traditional correspondence methodologies, continuing with telephone, radio and television approaches and concluding with the latest videoconferencing and online internet based interactive learning methodologies. La Stratégie de l'Information et de la Communication dans le Système éducatif Israélien : passé, présent et avenir Cet article décrit le développement de l'utilisation de la technologie de l'information et de la communication (TIC) dans le système israélien d'éducation. De surerait on trouvera l'introduction de l'approche behavioriste, celle de l'enseignement aidé par ordinateur et l'instruction assisté par ordinateur au milieu des années 1970, l'utilisation des didacticiels flexibles à structure ouverte et le développment d'une approche multimedia constructiviste implicant simulation, modulation et réalité virtuelle basée sur des projiciels dans les années 90. de plus on décrit des technologies différentes basées sur les approches d'enseignement à distance en commencant par les méthodologies traditionelles d'enseignement par correspondance, puis faisant appel au téléphone, à la radio à la télévision - on conclut par les plus récentes vidéo conférences et l'internet en ligne fondés sur les méthodologies interactives d'apprentissage. Informations- und Kommunikationspolitik im israelischen Bildungswesen : Vergangenheit, Gegenwart und Zukunft Im vorliegenden Artikel wird die Entwicklung und Anwendung von Informations- und Kommunikationstechnologien (ICT) im israelischen Bildungswesen beschrieben. Vorgestellt werden die Durchführung einer Verhaltensstudie bei Anwendung von Computer unterstütztem Lernen und Lehren Mitte der 70iger Jahre, die Nutzung flexibler , nicht festgelegter Kursunterlagen in den 80iger Jahren und die Entwicklung von Multimedia Lernpaketen in den 90igern, die die Anwendung der Simulation, des Modellierens und der virtuellen Realität ermöglichen. Ausserdem werden Fernunterrichtsmodelle , die auf unterschiedlicher Technologie basieren vorgestellt, angefangen mit der herkömmlichen Unterrichtsmethode durch Korrespondenz, über Telefon, Radio und Fernsehen bis hin zum neuesten Stand der Videokonferenz sowie online und interaktive Unterrichtsmethodik. [ABSTRACT FROM AUTHOR]

There is currently recognition of the extreme need for communication technologies by both scholars and officials of the Islamic Republic of Iran. This paper documents the cautious, yet extremely pro-technology actions being taken by Iran. It examines the past and looks into the future. It asks the major question of what the new communication technology will hold for many less developed regions of the world. Will new communication technologies strengthen their existing societies, or will they strengthen neo-colonialism dependency? These issues are discussed within the historical framework of education in Iran. Faire Face aux Challenges Culturels de la Technologie de l'Instruction en Iran Il est courant de reconnnaître le besoin extrème de communication chez les enseignants et les officiels de l République Islamique d'Iran. Cet article décrit les actions prudentes mais très pro technologiques entreprises en Iran. Il examine le passé et étudie l'avenir, il pose la question majeure à savoir ce que la nouvelle technologie de communication contient de potentiel pour beaucoup des pays moins développés du monde - les communications vont-elles renforcer les sociétés existantes ou la dépendance néo-coloniale ? Ces problèmes sont discutés dans le cadre historique de l'éducation en Iran. Die Auseinandersetzung mit der Bildungstechnologie und ihren kulturellen Problemen im Iran. In der Islamischen Republik des Iran wird jetzt die Notwendigkeit der Nutzung von Kommunikationstechnologien sowohl von den Lehrern als auch von offizieller Seite erkannt. Dieser Artikel dokumentiert vorsichtige, aber technologie-freundliche Massnahmen im Iran. Er befasst sich mit der Vergangenheit und wirft einen Blick in die Zukunft. Die Frage, auf die es ankommt ist, was bringt die neue Kommunikationstechnologie für die unterentwickelten Regionen dieser Welt. Werden diese Technologien die bestehenden Gesellschaften stärken oder stärken sie die Abhängigkeit von einem Neo-Kolonialismus? Diese Fragen werden mit Blick auf die herkömmliche iranische Bildungspolitik erörtert. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the status of educational technology in Cyprus. Recent developments and efforts in technology integration in Cyprus public schools and public and private higher education institutions will be presented and discussed. The emphasis of the discussion will be on the vision for establishing Cyprus as a regional education centre with the use of distance learning technologies. Issues such as the need for restructuring the education system to eliminate the lengthy bureaucratic procedures needed for implementing innovations, the need for teacher continuous support and professional development, and the need for evaluating, accrediting and supporting private higher education institutions will be presented. The role of these institutions will be discussed and concrete proposals will be presented on how these institutions can take the lead in establishing technology strategies to shape education in Cyprus and the region. Several of the issues raised and discussed in this article can transfer to other countries and similar contexts. La Technologie de l'Education à Chypre et les Stratégies pour l'Enseignement Supérieur Cet article propose une vue d'ensemble de la technologie de l'éducation à Chypre. Les développements récents et les efforts dans l'intégration de la technologie à Chypre sont présentés et discutés. L'essentiel à la discussion porte sur l'établissement à Chypre d'un centre régional faisant recours aux technologies d'enseignement à distance. Les problèmes tels que le besoin de restructuer le système éducatif pour éliminer les longues procédures bureaucratiques utilisées pour soutenir les innovations, le besoin d'un sanction continue de l'enseignant et d'un développement professionnel et le besoin d'évaluer, d'accepter et de soutenir les institutions privées d'enseignement supérieur sont présentés. Le rôle de ces institutions est discuté et on trouvera des propositions sur la facon dont ces institutions peuvent conduire à l'établissement de stratégies de technologie pour reformer l'éducation à Chypre et dans la région. Plusieurs des problèmes soulevés et discutés dans cet article peuvent être transférés dans d'autres pays et dans des contextes semblables. Unterrichtstechnologien auf Zypern und Strategien innerhalb der höheren Schulbildung Dieser Artikel gibt einen Überblick über den Stand der Bildungstechnologie in Zypern. Es wird über neue Entwicklungen und Versuche bei der Einführung der Technologie in den öffentlichen Schulen und öffentlichen und privaten Weiterbildungsinstituten berichtet. Der Schwerpunkt der Diskussion liegt auf der Vision, Zypern als regionales Bildungszentrum auf der Basis von Fernbildungstechnologien zu etablieren. Dabei werden Probleme angeschnitten wie das des Umbaus des Bildungswesen um langwierige bürokratische Verfahren, die für die Umsetzung von Erneuerungen benötigt werden, zu streichen; die Notwendigkeit der Lehrerfortbildung , der Bewertung und Akkreditierung und die Unterstützung privater Institutionen im höheren Bildungsbereich. Es wird die Rolle dieser Institutionen erläutert und es werden konkrete Vorschläge gemacht, wie diese Institute eine führende Rolle in der Nutzung technologischer Strategien beim Bildungsaufbau auf Zypern und seiner Region übernehmen können. Einige in diesem Artikel aufgeworfene Fragen lassen sich auf andere Länder und ähnliche Fälle übertragen. [ABSTRACT FROM AUTHOR]

Educational technology in Australia has seen a diverse and rich history across the various education sectors. The face of educational technology, the thinking behind the technology and the terminology used to describe the undertakings has changed considerably over time. However, a number of characteristics have remained constant. This article tells the story of educational technology in Australia over the past 30 years, tracing the ebb and flow, decline of the old and adoption of new technologies and approaches. Finally, it draws together some propositions for the future of educational technology in Australia. Innovation et re-invention: brève revue de la technologie de l'éducation en Australie La technologie de l'éducation a connu une histoire variée et riche dans des secteurs d'éducation variés. La nature de la technologie de l'éducation et la terminologie utilisée pour décrire les initiatives ont changé considérablement au cours des années. Cependant un certain nombre de caractéristiques sont demeurées constantes - cet article décrit les 30 derniers années retracant le flux et reflux, le déclin des veilles technologies et l'adoption de nouvelles ainsi que de nouvelles approches. Finalement il regroupe des propositions pour l'avenir de la technologie de l'éducation en Australie. Innovation und Wiederentdeckung: die Entwicklung der Bildungstechnologien in Australien Die Unterrichtstechnologie in Australien hat eine reiche Tradition in den vielfältigen Bildungsangeboten. Die Beschaffenheit der Technologie, das damit verbundene technische Denken und die Terminologie, die benutzt wurde um die Vorgänge zu erläutern, haben sich inzwischen verändert, aber gewisse Eigenheiten sind geblieben. Dieser Artikel berichtet über die Entwicklung der Bildungstechnologie in Australien während der letzten 30 Jahre, dem Auf und Ab, dem Untergang alter und die Einführung neuer Technologien und ihrer Anwendungen. Daraus ergeben sich zwei Vorschläge für die Bildungstechnologie der Zukunft in Australien. [ABSTRACT FROM AUTHOR]

Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study reports on the effects of professional development (PD) training programs on faculty's perceptions and uses of technology for teaching and learning using mixed methods. Collected data include survey questionnaires to faculty at a school of education (N = 47) and focus group interviews on nine participants. The qualitative findings suggest a need for a more theory-based PD format. The quantitative findings highlight the benefits of cohort training models where faculty learn from one another. By offering a safe environment to explore and experiment with innovative practices; a network of faculty support for continued innovation is established. Faculty's perceived value of training programs varies depending on their stand on integrating technology into their pedagogical practices, which in turn, is partially determined by the subject area they teach. The study can be replicated with expansion to faculty participants from different colleges and schools to tell a complete story of their adoption of technology and teaching practices across disciplines. [ABSTRACT FROM AUTHOR]

Children are exposed to digital devices at an early age. This study examines parents' perception of student digital safety on technology use, time spent, parent concerns and knowledge on various digital safety topics. Through a survey-based study, we analyzed data collected from 113 parents. Parents mentioned that their kids use Internet via tablets and laptops primarily to watch videos, play games, and for schoolwork. Parents were knowledgeable about apps and gaps their children used for education and entertainment. Regarding time limits and restricting access, 40% of parents let their kids online for 1–2 hours in a day and 47% of parents set time limits. Parents are concerned all the time about their child's digital safety with the biggest concern being their kids being exposed to sexual content and them talking to strangers. Parents perceive themselves to be knowledgeable on most of the digital safety topics discussed in this study. Parents recommend to ensure age restrictions and identity verification when using various websites and games. This study has implications for parents of elementary school children. [ABSTRACT FROM AUTHOR]

The proliferation of information and communication technology (ICT) has changed the way we live and this also has implications on how it is used for learning and entertainment. However, technology and digital media are more often seen as gateways to entertainment and the attraction is a very strong one. This is true for adults and children including pre-schoolers. This online survey research investigated parents' attitudes and concerns towards their pre-schoolers' use of technology and digital media in Singapore. More specifically, this survey research explored parents' attitudes towards the 'what' and 'why' questions of pre-schoolers' use of technology and digital media at home; what technological devices were more commonly used, what digital media activities were pre-schoolers mostly engaged in (i.e., learning or entertainment) and why technology and digital media were used. Parents were also surveyed if they were concerned about some perceived effects of their pre-schooler's digital media use. Although parents rated and ranked improving their pre-schoolers' skills and knowledge as the highest in terms of importance of digital media use, the findings of the survey reflected that the amount of time their pre-schoolers use technology and digital media for entertainment is significantly more than that for learning. [ABSTRACT FROM AUTHOR]

Technology integration in classroom settings has become a popular concept, especially due to the growth of the digital native population of learners and the novelty of technology tools. This exploratory study aimed at introducing a low-cost Virtual Reality kit, Google Expeditions, in a language classroom and explore its potential as a student-led tool for supporting language learning and teaching. The use of Google Expeditions was guided by teach-back, a pedagogical methodology which emphasises communication and comprehension through spoken interaction. Data were collected through interviews, focus groups, questionnaires, observations and video-taped sessions. Findings provide information on the patterns followed when pedagogically implementing Google Expeditions under teach-back. What is more, evidence is provided on how collaboration is encouraged and on the positive learning experiences of the students in the Google Expeditions sessions. Implications for researchers and instructional designers are also provided. [ABSTRACT FROM AUTHOR]

We aimed to study the characteristics and usage patterns of 3D virtual worlds in the context of teaching and learning. To achieve this, we organised a full-day workshop to explore, discuss and investigate the educational use of 3D virtual worlds. Thirty participants took part in the workshop. All conversations were recorded and transcribed for analysis. Thematic analysis was carried out to identify prominent issues and topics. We found that to fully utilise 3D virtual worlds for teaching and learning, students... [ABSTRACT FROM AUTHOR]

This two-year, mixed methods study with surveys, observations, and interviews, documented student technology use and skill before and after the implementation of a new one-to-one tablet computing program at a private middle school in the United States. After one year with tablets, several differences in students' technology use and skill were documented, including: higher satisfaction with school technology, greater frequency of technology use in specific subjects such as math and science, greater frequency of certain classroom activities such as two-way communicating, and greater technology skills on competencies such as editing collaborative wikis. New modes of student collaboration were evident after implementing the tablet program, including sharing notes and co-editing wikis. Differences were inconsistent across grade levels and subjects, suggesting teachers are adopting the tablet innovation differentially... [ABSTRACT FROM AUTHOR]

Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores how an online integrated learning environment (ILE) to cater for individual learning differences is used by teachers in two primary schools in Hong Kong. The findings reveal a positive change in both perception and pedagogy of the participants. The results indicate that scaffolding activities led to an enhanced ability to engage in independent learning. Principals and teachers were prepared to alter systemic structures to support the use of the ILE. During the 3‐year period teachers developed coping strategies which led to ICT‐enriched learning, provision of extended learning opportunities and development of study units for online delivery. Evidence also suggests that adoption of the ILE allowed teachers to pay fresh attention to the need to engage students, to respond to them properly and efficiently and to ensure that at each step of the way the students fully understand the work they are doing and that the work set is at an appropriate level. L’apprentissage en ligne dans les écoles primaires : concevoir pour changer la culture scolaire Cette étude examine la façon dont les enseignants de deux écoles primaires de Hong Kong utilisent un environnement intégré en ligne (ILE) pour répondre aux différences individuelles dans l’apprentissage. Les observations font apparaître un changement positif à la fois dans la perception et dans la pédagogie des participants. Les résultats indiquent que les activités d’étayage ont conduit à une plus grande capacité à entreprendre un apprentissage autonome. Les chefs d’établissements et les professeurs ont été prêts à changer les structures du système pour faciliter l’emploi de l’ILE. Pendant cette période de 3 ans, les enseignants ont mis au point des stratégies complémentaires qui ont conduit à un apprentissage enrichi par les TIC, à une offre étendue d’occasions d’apprentissage et à l’élaboration d’unités d’étude destinées à être transmises en ligne. Les résultats indiquent aussi que l’adoption de l’ILE a permis aux professeurs de prêter une attention nouvelle à la nécessité de communiquer avec les élèves, de leur apporter des réponses adaptées et efficaces et de s’assurer qu’à chaque étape du processus ces élèves comprennent pleinement le travail qu’ils sont en train de faire et que ce travail est bien situé au niveau qui leur convient. Online‐Lernen in Grundschulen: Entwürfe für eine Änderung der Schulkultur Diese Studie erkundet wie eine Online‐integrierte Lernumgebung (ILE), die ursprünglich für das Beheben individueller Lernunterschiede gedacht war, von Lehrern zweier Grundschulen in Hongkong verwendet wird. Die Befunde zeigen eine positive Änderung sowohl in der Wahrnehmung als auch der Pädagogik der Teilnehmer. Die Ergebnisse ergaben, dass Stützaktivitäten zu einer verbesserten Fähigkeit führen, selbständiges Lernen zu praktizieren. Schulleitung und Lehrer waren bereit, systemische Strukturen zur Unterstützung des Gebrauchs von ILE umzubauen. Während der dreijährigen Laufzeit des Versuchs entwickelten Lehrer erfolgreiche Anwendungsstrategien zum Einsatz verstärkter ICT‐Nutzung beim Lernen, Vorsorge zur Anwendung erweiterter Lernmöglichkeiten und zum Erarbeiten von Studieneinheiten für Online‐Belieferung führten. Es war auch evident, dass die Einbeziehung von ILE es den Lehrern erleichterte, der Notwendigkeit von Engagementbildung der Schüler neue Aufmerksamkeit entgegenzubringen, passend und effektiv auf ihre Bedürfnisse zu reagieren und sicherzustellen, dass die Schüler an jedem Punkt des Lernweges wussten, was sie arbeiteten und dass die Arbeitsmenge sich auf einem angemessenen Niveau befand. [ABSTRACT FROM AUTHOR]

This article provides a general overview of how portfolio is used in education and then goes on to discuss the development of a generic, institution‐wide portfolio for students. We further provide a succinct summary and critical analysis of the educational principles underlying the use of portfolio in higher education. This is followed by an overview of the growing number of portfolio initiatives currently underway at the Vrije Universiteit Brussel. As the use of portfolio is a natural complement to competence‐oriented educational innovations, the Educational Innovation and Educational Service Centre (OSC) of the Vrije Universiteit Brussel is developing a generic electronic portfolio system. The functional and technical requirements for implementation of eportfolio have been established on the basis of the lessons learned from practical experience. The choice of an open source development environment made it possible to get a prototype up and running relatively rapidly, thanks to the availability of built‐in tools such as user management, security management, content management and plug‐ins. The open character of the system offers the best guarantees for its future development, flexibility and the possibility of linking it to other projects and databanks. The article concludes with a description of the portfolio system at its present stage of development together with an exploration of the future possibilities of eportfolio. Le e‐portfolio en accès libre: le développement et la mise en place à l’échelle d’une université d’une plateforme de portfolio électronique pour les étudiants. Après un aperçu général de l’emploi éducatif du portfolio, cet article expose le développement d’un portfolio générique multi‐institutionnel pour étudiants. Quelques principes didactiques président à l’emploi du portfolio dans l’enseignement supérieur. Nous les résumons de façon succincte et en faisons un examen critique. Ensuite nous dressons un tableau du nombre croissant d’initiatives portfolio à la Vrije Universiteit Brussel. Etant donné que l’emploi du portfolio est lié aux innovations d’enseignement axées sur les compétences, le OSC (Onderwijsvernieuwing & OnderwijsServiceCentrum) de la Vrije Universiteit Brussel développe un système portfolio électronique générique. Sur base des expériences pratiques, les exigences fonctionnelles et techniques requises pour l’implémentation de l’eportfolio ont été fixées. Le fait d’avoir opté pour un environnement de développement open source, aboutissait à la création rapide d’un prototype grâce à la disponibilité d’outils incorporés tels que gestion d’emploi, gestion de sécurité, gestion du contenu et plug‐ins. Le caractère ouvert du système offre les meilleures garanties pour le développement futur, la flexibilité et les possibilités de raccordement à d’autres projets et banques de données. Une description est donnée du système portfolio tel qu’il est actuellement en développement, ainsi que des perspectives d’avenir de l’eportfolio. Die offene Informationsquelle ‘E‐Portfolio’: Entwicklung und Umsetzung einer institutionsbreiten elektronischen Plattform für Studenten Nach einem allgemeinen Abriss des pädagogischen Portfoliogebrauchs, wird in diesem Artikel die Entwicklung eines generellen, multi‐institutionellen Studentenportfolios besprochen. Dem Portfoliogebrauch in der Hochschule liegen mehrere schulpädagogische Ansätze zugrunde. Wir fassen Sie bündig zusammen und untersuchen Sie kritisch. Anschliessend geben wir eine Übersicht der zunehmenden Portfolio‐Initiativen an der Vrije Universiteit Brussel. Weil der Portfoliogebrauch bei den kompetenzgerichteten Unterrichtsinnovationen anschliesst, entwickelt das OSC (Zentrum der Unterrichtsreform und Unterrichtsservice) der Vrije Universiteit Brussel ein generelles, elektronisches Portfoliosystem. Auf der Grundlage der praktischen Erfahrungen, werden die funktionelle und technische Voraussetzungen um das E‐Portfolio zu implementieren, aufgezeichnet. Die Wahl für eine open source‐Entwicklungsumgebung resultierte in einen schnellen Prototyp dank der Verfügbarkeit eingebauter Tools wie Gebrauchs‐, Sicherheits‐ und Volumenverwaltung und Plug‐Ins. Die Offenheit des Systems bietet die beste Garantie für die weitere Entwicklung, Flexibilität und die Möglichkeiten an andere Projekte und Datenbanken gekoppelt zu werden. Das Artikel beschliesst met einer Beschreibung des Portfoliosystems wie es sich jetzt entwickelt, wie auch die Zukunftperspektive des E‐Portfolios. [ABSTRACT FROM AUTHOR]

Computer animation-simulation models of complex processes and events, which are the method of instruction, can be an effective didactic device. Gaining deeper knowledge about objects modelled helps to plan simulation experiments oriented on processes and events researched. Animation experiments realized on multimedia computers can aid easier understanding of complex processes and so uncover their essential properties. This article deals with a common theory of modelling and simulation and the usage of methods of modelling and simulation for reinforcement of the education process. Applications of animation-simulation models described in this article are mathematically based models. These examples are oriented towards selected problems of probability. [ABSTRACT FROM AUTHOR]

Developments in ICT have provided teachers with new, sophisticated and increasingly powerful tools with which to explore information and data. Other ICT tools facilitate the creation of new information-rich electronic resources for the classroom. In teaching and learning associated with history a fusion of both sets of opportunities allows learners to explore and analyse the past, identify significant relationships and trends, develop and refine their understanding of important principles and concepts and present their perspectives and conclusions to a potentially global audience. Exploration et explication du passé - Les ICT et l'histoire Les développements survenus dans les ICT ont fourni aux maîtres des instruments nouveaux, sophistiqués et de plus en plus puissants avec lesquels ils peuvent explorer l'information et les donnés. D'autres outils des ICT facilitant la création de nouvelles ressources électroniques riche en informations pour la classe. Dans l'enseignement associé à l'histoire, la fusion de ces deux ensembles d'opportunité permet aux enseignés d'explorer et d'analyser le passé, d'identifier les tendances et les relations significatives, de développer et de préciser leur compréhension des principes et concepts importants et de présenter leurs perspectives et conclusions à un auditoire potentiellement global. Erforschen und Erklären der Vergangenheit - IKT und Geschichte Durch die Entwicklungen im Bereich der IKT sind die Lehrer mit neuen, hochentwickelten und zunehmend mächtigen Werkzeugen ausgestattet, mit denen auch Daten und Informationen erforscht werden können. Andere IKT-Tools unterstützen die Einrichtung neuer, informationsreicher elektronischer Ressourcen für die Nutzung im Klassenraum. Die Verknüpfung von Lehren und Lernen von Geschichte mit den neuen Möglichkeiten erlaubt den Lernern die Vergangenheit zu erforschen und zu analysieren, signifikante Beziehungen oder Trends zu erkennen, ihr eigenes Verständnis wichtiger Prinzipien und Konzepte zu entwickeln, aber auch ihre Vorstellungen und Schlüsse praktisch global zu verbreiten. [ABSTRACT FROM AUTHOR]