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Computer-assisted language learning (CALL), British, or Computer-Aided Instruction (CAI)/Computer-Aided Language Instruction (CALI), American, is briefly defined in a seminal work by Levy as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Educational software is a term used for any computer software which is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software. The purpose of all this software is to make some part of education more effective and efficient.
Electronic assessment, also known as digital assessment, e-assessment, online assessment or computer-based assessment, is the use of information technology in assessment such as educational assessment, health assessment, psychiatric assessment, and psychological assessment. This covers a wide range of activities ranging from the use of a word processor for assignments to on-screen testing. Specific types of e-assessment include multiple choice, online/electronic submission, computerized adaptive testing such as the Frankfurt Adaptive Concentration Test, and computerized classification testing.
Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, edtech, it often refers to the industry of companies that create educational technology.
Editing technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally to an authentic audience. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking. Edublogs proliferated when blogging architecture became more simplified and teachers perceived the instructional potential of blogs as an online resource. The use of blogs has become popular in education institutions including public schools and colleges. Blogs can be useful tools for sharing information and tips among co-workers, providing information for students, or keeping in contact with parents. Common examples include blogs written by or for teachers, blogs maintained for the purpose of classroom instruction, or blogs written about educational policy. Educators who blog are sometimes called edubloggers.
An educational video game is a video game that provides learning or training value to the player. Edutainment describes an intentional merger of video games and educational software into a single product. In the narrower sense used here, the term describes educational software which is primarily about entertainment, but tends to educate as well and sells itself partly under the educational umbrella. Normally software of this kind is not structured towards school curricula and does not involve educational advisors.
This National Conference is the biennial conference of the Australian Council for Computers in Education (ACCE). The conference opens to anyone who in interested in sharing their digital teaching experiences. The first conference took place in Melbourne, 1983. Between 1983 and 1996, the conference was held annually across Australia. After 1996, the conference became biennial. From 1994, a series of frameworks were launched in Australia to integrate Information and Communication Technology(ICT) into education. Western Australia's 2001 Competency framework for Teachers identified teachers as an important component in developing computer education. In 2010, Education Minister Julia Gillard, proposed an education agenda to provide Australia a better education system. Besides ACCE, there are many organizations and conferences supporting the development of computer education in Australia. Technology in education consists of two major approaches: Learning with technology and learning from technology. Technology in education learning and traditional classroom learning have different focuses and defining features. There are also four types of computer education:Bring your own device(BYOD), blended learning, online learning, and flipped learning.
Visual literacy in education develops a student's visual literacy – their ability to comprehend, make meaning of, and communicate through visual means, usually in the form of images or multimedia.
Augmented learning is an on-demand learning technique where the environment adapts to the learner. By providing remediation on-demand, learners can gain greater understanding of a topic while stimulating discovery and learning.
A virtual learning environment (VLE) is a system that creates an environment designed to facilitate teachers' management of educational courses for their students, especially a system using computer hardware and software, which involves distance learning. In North America, a virtual learning environment is often referred to as a "learning management system" (LMS).
Social learning tools are tools used for pedagogical and andragogical purposes that utilize social software and/or social media in order to facilitate learning through interactions between individuals and systems. The idea of setting up "social learning tools" is to make education more convenient and widespread. It also allows an interaction between users and/or the software which can bring a different aspect to learning. People can acquire knowledge by distance learning tools, for instance, Facebook, Twitter, Khan Academy and so on. Social learning tools may mediate in formal or informal learning environments to help create connections between learners, instructors and information. These connections form dynamic knowledge networks. Social learning tools are used in schools for teaching/learning and in businesses for training. Within a school environment, the use of social learning tools can affect not only the user (student) but his/her caretaker as well as his/her instructor. It brings a different approach to the traditional way of learning which affects the student and his/her support circle. Companies also use social learning tools. They used them to improve knowledge transfer within departments and across teams. Businesses use a variety of these tools to create a social learning environment. They are also used in company settings to help improve team work, problem solving, and performance in stressful situations.
Computers in the classroom include any digital technology used to enhance, supplement, or replace a traditional educational curriculum with computer science education. As computers have become more accessible, inexpensive, and powerful, the demand for this technology has increased, leading to more frequent use of computer resources within classes, and a decrease in the student-to-computer ratio within schools.
The Digital Writing and Research Lab (DWRL) is a research lab at The University of Texas at Austin, United States, dedicated to the identification and promotion of twenty-first-century literacies. These literacies range from navigating online newsfeeds and participating in social networking sites to composing multimedia texts that require producing, sampling, and/or remixing media content.
Michael J. Hannafin was Professor of Instructional Technology and Director of Learning and Performance Support Laboratory at the University of Georgia. He obtained a Ph.D. in Educational Technology from the Arizona State University. Along with Kyle Peck, he developed the field of Computer Aided Instruction as distinguished from Computer Based Instruction. He received the AERA SIG- IT Best Paper Award in 2007.
Bertram C. "Chip" Bruce is an American educator, information scientist, and computer scientist, whose recent research has focused on democratic education. He is currently Professor Emeritus in Information Science at the University of Illinois and previously a Fulbright Distinguished Chair at National College of Ireland.
Gary Bitter is an American researcher, teacher, and author focusing on educational technology. He is Professor of Educational Technology and past Executive Director of Technology Based Learning and Research at Arizona State University. He was a founding board member of the International Society for Technology in Education and served as its first elected president. He is the co-author of the National Technology Standards (NETS) which have been used extensively as a model for National and International Technology Standards.
References
- ↑ Bruce, Bertram; Rubin, Ann D. (1993). Electronic Quills: A situated evaluation of using computers for writing in classrooms. Hillsdale, NJ: Lawrence Erlbaum. p. 232. ISBN 978-0-805-81168-1.
- ↑ Rubin, Andee; Bruce, Bertram C. (1985). "Quill: Reading and writing with a microcomputer". In Hutson, B. A. (ed.). Advances in reading/language research, Volume 3. Greenwich, CT: JAI. pp. 97–117.
- ↑ Riel, Margaret (1985). "The Computer Chronicles Newswire: A Functional Learning Environment for Acquiring Literacy Skills". Journal of Educational Computing Research. 1 (3): 317–337. doi:10.2190/JKJ1-KMBX-98C3-88TC.
- ↑ Flood, James; Lapp, Diane; Heath, Shirley Brice (2004). Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts. Routledge. p. 86.
- ↑ Cochran-Smith, Marilyn (1991). "Word Processing and Writing in Elementary Classrooms: A Critical Review of Related Literature". Review of Educational Research. 61 (1): 107–155. doi:10.3102/00346543061001107.
- ↑ Marcus, S. (1984). "Computers in the curriculum". Electronic Learning. 4: 90–94.
- ↑ Bruce, Bertram C.; Rubin, Andee; Loucks, Susan (1983). Quill Teacher's Guide. Andover, MA: The Network. p. 143.
- ↑ Office of Educational Research and Improvement (ED), National Diffusion Network (1990). Educational Programs that Work. A Collection of Proven Exemplary Educational Programs and Practices (16th ed.). Longmont, CO: Sopris West. p. 352.
- ↑ Tonfoni, Graziela (1984). "Il computer a scuola: Intervista con Bertram Bruce". Informatica Oggi: 124–125.
- ↑ "Software Reviews". Computing Teacher. 1983 (1). 1985.
- ↑ Levin, J. A.; Boruta, M. J.; Vasconcellos, M. T. (1983). "Microcomputer-based environments for writing: A writer's assistant". Classroom Computers and Cognitive Science: 219–232.
- ↑ Rubin, Andee; Bruce, Bertram C. (1990). "Alternate realizations of purpose in computer-supported writing". Theory into Practice. 29 (4): 256–263. doi:10.1080/00405849009543463. hdl: 2142/17758 .