Educational Technology

Educational Technology

  • Vsevolod A Lyakhovetskii added an answer:
    How and when can I use K-Means clustering technique as a statistical tool in social sciences research?

    I don't know a lot about K-Means clustering technique but it seems that it is working along with Regression and Bayesian Clustering Modeling. Thus, I would like to read any useful articles that explain step-by-step "When" and "How" to use K-Means technique in social sciences research only. I don't like to know the statistical equations and complex algorithms involved in K-Means, I just want to use it, as education researcher.

    If applicable, please refer to any software in which I can apply K-Mean on.

    Vsevolod A Lyakhovetskii

    Keep in mind that there is also fuzzy K-means algorythm :)

  • Sotero Jr. Ontal Malayao added an answer:
    What changes in education policy related to technology do you think are necessary to fully embrace its potential for learning?

    In the US at least - we are somewhat hampered by policy related mandates on what should be taught and how it should be taught and assessed. This inhibits the integration of technology for many of the high impact practices that theory would lead us to believe will make a large difference in student learning. What changes do you think need to be put in place to change the current architecture in such a way to afford better technology-mediated/integrated learning? I would love to hear not just about changes to US policy - but also policies that other countries have put in place that are making a difference with respect to the use of technology in the classroom.

    Sotero Jr. Ontal Malayao

    In the Philippines, there are unmatched realities and aspirations that will make harnessing of ICT benefits at the minimal. There was already a proposed roadmap for strengthening ICT support infrastructures like internet connectivity and reliable power supply. These support for ICT cannot reach its full potential due to either system implementation and plain crisis. When the infrastructure for strong ICT support cannot be delivered by government, it has to rely on private entity and this is coupled with erratic power supply that gripped the country in rotating brown outs. 

    In terms of curricular aspect, the task of spreading ICT capability cannot be shouldered by the government, it still has to make linkage with private entities and international implementing bodies like UNESCO. In fact, most of the ICT trainings nationwide were done by the like of INTEL Philippines.

    Looking at the actual field where trained teachers are to be monitored, the ICT implementation can be viewed as very sparingly employed because majority of recipient schools do not have sustainable support structure and that full integration can only be limited to those trained, however majority of the teachers are still ensconced in the traditional pedagogical stance. I am not sure if other third world countries share this predicament.

    Hence, only countries with reliable energy source and well placed ICT support infrastructure can make policies that will engender maximum ICT benefits. The caveat, though, is that if there is a strong impetus to harness the benefits of ICT integration, it must mean empowering all teachers and all support  systems to facilitate a seamless integration. 

  • S G Deshmukh added an answer:
    Whats is your opinion regarding the future of e-Learning?

    I am interested to do a prospective analysis about the e-Learning

    S G Deshmukh

    e-learning is going too stay. Social media , mobile platforms and AI coupled  with cloud environment are going to enhance learning opportunities. Technology will enable the future learners adaptive, flexible.

  • Martin Klein added an answer:
    What are your favourite apps for early childhood?

    While there's debate about early childhood and use of digital technologies, there's growing interest in identifying apps which are appropriate, including apps which can be repurposed for specific learning experiences.

    For example, there's sites which provide the '15 Must Have iPad apps for Preschool Teachers' - see What are apps which you would recommend?

    Martin Klein

    Dear Glenn,

    for early childhood I would recommend following apps (available on iOS):

    - Bitsboard (an app that helps you create learning games - for early childhood very nice and easy with pictures, sound and text if you like)

    - SockPuppets (creating dialogues with sock puppets)

    - QuickVoice (to record songs you sing with the kids)

    - Podcasts (to download podcasts such as Sesame street)

    - there are many different Book-Apps such as Frankie Frog which are lovely for all age-levels up till 5th grade or so

    Hope this could help you!

    Regards, Martin

  • Sizwe Dlalisa added an answer:
    Which is the best IS theory to evaluate the effectiveness of a Learning Management System?

    I would like to know which is the best IS theory to evaluate the effectiveness of Blackboard as a supporting tool for students.

    Sizwe Dlalisa

    Thank you

  • Rafikh Shaikh added an answer:
    Are there recent studies evaluating OLPC programs?

    One Laptop Per Child (OLPC) program was launched in 2005. There have been research studies which evaluated OLPC program. I have gone through such initial studies. I'm looking for recent studies (2013 onwards).

    Rafikh Shaikh

    Thank you everyone. I'll go through all these references.

  • Maria Esteban added an answer:
    What are good tools to implement educational games in education ?

    Hello every body ...

    can you help me to know more tools to build educational games for millennial learners?

    Maria Esteban

    This tools allow you to build fun educational games with no programming skills and really quickly:

    These are free of cost:

    This have a cost for you:

    Best wishes

  • Ana Donevska-Todorova added an answer:
    What are good examples of educational software?

    I'm trying to put together a list of educational software applications that are more than drilling exercises or trial-and-error. So far I found only a handful, surprised by how few there seem to be! So I throw the question out there: what educational software do you know of, that has been used in regular classrooms for a specific topic? Note: I'm not looking for just technological "tools" or resources that assume a task defined by the teacher, but applications that work more or less independently for training knowledge or a skill within the curriculum (e.g. biology, history, languages, math, however math seems heavily overrepresented). Target age group 4-15, possibly up to 19 years. Some good, well-documented examples I found are Betty's brain, SimStudent and Critter Corral (for young children). Surely there must be more, e.g. for training foreign languages? I'm very grateful for tips & if possible links where one can try the software!

    Ana Donevska-Todorova

    Dear Björn,
    I would recommend Dynamic Geometry Software (e.g. GeoGebra, Cabri, Geometer's Sketchpad, Cinderella) for mathematics education.
    In this occasion, I mention at least one advantage. Compared to a single-static visualization of a mathematical concept in a maths textbook, these can offer a multiple-dynamic representation of the same concept. This contributes to easier learning of representations (mathematical competence usually stated in the curricula for primary and secondary education). Representations are sometimes called modes of description (arithmetic, geometric, abstract-structural) and contribute to development of three different modes of mathematical thinking.
    If interesting, please see (or some of the references)

    Best wishes, Ana

    • Source
      [Show abstract] [Hide abstract]
      ABSTRACT: Current trends in research on the impact of technologies in mathematics education emphasize their increased role in supporting students’ conceptual understanding in comparison with numerous previous studies about technology contribution in procedural understanding. This article exemplifies the role of Dynamic Geometry Systems utilizing students’ understanding of concepts in Linear algebra in the transition between upper high school and university education. Students’ conceptual understanding is identified through guiding features as: concept definitions and concept images, according to the theory of Tall and Vinner (1981); three modes of description and thinking: arithmetic, geometric and axiomatic-structural, according to the theories of Hillel (2000) and Sierpinska (2000); concepts’ properties which construct axiomatic definitions; and concepts’ applications and their connections with other concepts. Authentic video recordings serve as a collected data set for qualitative analysis of students’ interactions in the designed Dynamic Geometry Environment. The study is part of a larger design-based research undergoing seven phases in a cyclic manner, ending with evaluation and dissemination of created teaching and learning materials as visual dynamic applets and worksheets.
      The Electronic Journal of Mathematics and Technology 06/2015; 9(3).
  • Crisaidi Bento Sodré added an answer:
    eEducation - forty years of promises?

    Instructional computer programs (or the usage of computers in education) are being developed since the early ‘70s. Rapid development of Information Communication Technology, introduction of computers into schools, and daily use of computers by people of different vocation, education and age, has made education a very important field to researchers. Their main goals have been to develop programs that can teach humans and to achieve individualization of the educational process.

    The methods and techniques of Artificial Intelligence have been successfully used in these systems, since the end of last century. Hierarchical modeling, interoperable and reusable software components, and ontology are modeling techniques that have only recently penetrated into the eLearning. In addition, these Artificial Intelligence methods are used in "new field” I called it "eEducation", a new approach to education with the help of Information and Communication Technologies, Computer Science and Artificial Intelligence.

    And, of course the "new wave": mLerning and uLearning are "knocking on the heavens door", such as Bob Dylan sings.

    Your thoughts on:

    Could we described "eEducation" = "eLearning" + "eTeaching", by this “simple” equation? Alternatively, do we need more "+"?

    Are we all (researchers, teachers and students) have succeeded in eEducation (eLearning) so far? Do "users" of eEducation (eLearning) systems are "better" than traditional students are, in terms of learning achievements?

    Do we have right pedagogy (teaching methods/strategies) for eEducation (eLearning)?

    Do we have right learning strategies (models/theories) for eEducation (eLearning)?

    What about mLearning, uLearning?

    At the end, what is the future of e/m/u/Education (e/m/u/Learning)?

    Crisaidi Bento Sodré


    I have taught online.

    It is tiring, very tiring.

    You need to check every word twice, three times... before you post - you never know what impressions the recipient will have.

    Believe it or not when correcting homework you will need paper and pencil next to your computer - much quicker (!) - it is important to take notes about each student's work and compare all works to write good comments.

    I like to compare all the works done by 'each' student to better understand their needs 'and' compare all the students' works.

    I feel safe (and pleased) when 75% of the class have answered 75% of the exercises correctly.

    I used to control the average and the middle of the scores - this is useful to know if you are expecting too much (or the contrary).

    The best of e-education: 'anyone' can have the benefit of it. Anyone! Disable people, parents of babies, people living too far from school... THAT is marvelous.

  • Angel Pretelín-Ricárdez added an answer:
    What is the difference between "Serious Games" and "Epistemic Games"?
    There is a significant difference between these two technological learning mediators.

    When and where should one use them?
    Angel Pretelín-Ricárdez

    Thank you very much for your answers

  • Christa Van Staden added an answer:
    How do students feel about using smart phone technology for learning activities?

    Smart phone technology is often praised because it allows learning to take place anywhere and any time.  

    Some studies, however, show that students resent using their phones for class assignments because they consider their phones to be for personal, social, fun activities, not school work.

    How can teachers wishing to use smart phones for learning address this complaint?

    Christa Van Staden

    I believe smart phones can be introduced to support learning in new ways. Students are always busy on their phones, why not allow them to use it for learning purposes. I was involved in a distance education institution, and I have used my own website to train students in using their phones to connect to one another to learn from one another. My research shows that 67% of the teachers of a school described themselves as cooperative learners, and 58% of the mathematics teachers of a secondary school in Gauteng reported that they rely on their colleagues to perform their work - yet, when we train student teachers, we do not train them in learning effectively from one another. There are so many apps available to support effective learning in the classroom, but it will only change if teachers let loose, and see that students can learn by themselves, we just need to guide them.

  • John P. Demeritt added an answer:
    What is your point of view on online education and the use of technologies for digital degrees?

    In "Trapped in the Virtual Classroom" (July 9, 2015 issue of the New York Review of Books: David Bromwich, an English Professor from Yale, argues forcefully against (purely) online education. Many of his points are worth noting, e.g., the business model as the drive, authoritarian dispensation of knowledge, the threat to the intellectual art of teaching, and a comparison to anti-MOOC stand to that of Luddites. What struck me most is what he says about the value of being in a physical classroom:

    "Can one describe what it's like to be in a classroom that is working well? It isn't like any other conversation or any other human encounter. When you listen to the exchange of well-formulated thoughts in a discussion of a complex work of art or thought - a human document concerning human actions - you learn a good deal that can't be quantified, packaged or transmitted by an efficient impersonal medium, no matter how up-to-date, no matter how well-engineered.

    ... Will it be quite the same without the actual person in the actual room? It our intuitions tell us that something is missed in such encounters, if ... the online professor fails to capture a certain human dimension,we ought to ask what else is missing from the picture of progress that we are being urged to follow simply because it calls itself by the name of progress."

    Are you still tossing up the pros and cons on this issue of MOOCs, webinars, and digital degrees? Where do you stand?


    P.S. "Let us use it [technology] and not let it use us" (D.Bromwich)

    John P. Demeritt

    I think I'd have to agree with Nihad about assessing competencies, particularly regarding skills.  For a large part of my career, I've taught people how to do tasks.  I have a hard time wrapping my brain around the idea of teaching a task -- like donning and checking Self-Contained Breathing Apparatus (SCBA) -- on-line.  Assessing how successful students were in something as complex and critical as using SCBA and doing it on-line would be a daunting task: I can't imagine how it would be done.

  • ling weay Ang added an answer:
    What theoretical models to integrate technology in the classroom are being used to teach history?

    I am a PhD student and am interested in other theoretical models (eg, TPACK and SAMR, see link) which is evidence that are being used in the teaching of social sciences, especially in history.Can you help me?

    ling weay Ang

    I am wonder what kind of taxonomy can be used as the guideline for assessing students' learning outcomes especially the knowledge dimension instead of using revised bloom taxonomy?

  • Sujeet Mishra added an answer:
    Are there any research works dealing with the identification of learning situation types in situation-aware ubiquitous learning envieonments?

    I need to work on a predefined list of situation types that are abstracted form detected u-learning context. A list is given in "Hwang, G.-J., Tsai, C.-C., & Yang, S. J. H. (2008). Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning. Educational Technology & Society, 11 (2), 81-91".

    I need to know if there is any other work specially if it links between the identified situations and the identification rules (containing context informations pieces' values for the identified situations).

    My greetings!

    Sujeet Mishra

    Dear Raoudha Souabni,

    As we know that education system is totally context specific matter because every  country, society, culture, history of particular country, economics, government system,science and technology applications are affected to learning situation and environment so if you want to identify the learning situation in classroom as well as out of classroom than you must keep  the content mastery  which you deal in classroom and definitely you would  identify the learning situation and environment.         

  • Atif Masood Chaudhry added an answer:
    Is Deep Learning the learning tool of the future?
    Deep Learning, Machine Learning.
    Atif Masood Chaudhry

    Deep learning is machine’s ability to observe the patterns to pile the information to use for decision making or assessing future expected outcome. Mankind has been working on robots since long with no much break through invention. Deep learning is hot topic in research now a days and researcher are hoping to bring fruit of past hardworking in the shape of machine leaning. It is a milestone to get the most out of artificial intelligence. Now this powerful machine learning is being use in image and speech recognition along with decoding natural language processing. Many of the companies such as Google, Facebook and Microsoft have capitalized on the concept for commercial use. The goal of deep learning is to develop a self learning mechanism build on huge data sets for complex interpretations. It is not about copying the brain rather it about educating machines to sense and act contextually.

    For more information please visit my article in LinkedIn.

  • Mariela Vásquez added an answer:
    Do you know if there are any research works on scales for the assessment of basic thinking processes in children or pre-adolescents?

    This could include such items as cognitive structures, logical and strategic reasoning, developing skills.  Even educational technology related to cognitive assessment could be helpful.

    I really appreciate your time, thank you,

    Mariela Vásquez

    Thank you so much E. Knight, very interesting, especially BVRT, that has to do with memory.  


  • Rodrigo Vargas added an answer:
    Which is the best language or framework to introduce teenagers to programming videogames for Android?
    I'm a teacher in a High School and teach programming to kids between 15 -18 years. I want to teach them that programming can be fun and an expression media. Which language do you think is the best to make videogames for Android?
    Rodrigo Vargas

    I ve trying to teach them allegro and C++... it works pretty well, but with good students...  next is trying to teach them in python...

  • Anneliese Sheffield added an answer:
    Do you know the qualitative researches done in the field of pre-service teacher education specifically related to practice teaching?

    I am interested in the field of qualitative research. So, please help me to suggest the qualitative researches related to pre-service teacher education.

    Anneliese Sheffield

    simSchool teacher training simulation software may interest you. It's been written written about 

    • Source
      [Show abstract] [Hide abstract]
      ABSTRACT: This project executes a quasi-experimental design for the analysis of outcomes of 58 pre-service teachers enrolled in a technology integration course at a mid-southwestern university. The paper explores two research questions: 1) After pre-service candidates use simSchool do their ratings of experience and confidence increase, and 2) does experience become more in balance with confidence after using simschool? We conjectured there is great potential for pre-service teachers to gain in both experience and confidence when using simSchool, because teacher candidates can combine theory and practice in a safe, simulated learning environment. Findings were that self-appraisal of teaching experience increased for the treatment group after simSchool use, significantly (p < .05) more so than for the non-simSchool comparison group. The treatment group changed to be more in balance (p < .05) with regard to experience versus confidence from pre to post, while the comparison group of non-simSchool pre-service teachers become slightly more out of balance from pre to post.
      Society for Information Technology & Teacher Education International Conference 2013, New Orleans, LA; 03/2013

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  • Habib Ullah Khan added an answer:
    Is anyone interested in Educational technology related research?

    To check the effects of different technologies on the learning process of students.

    Habib Ullah Khan

    I agree with you Emerson that learning outcomes should be main focus on any learning strategy.

  • Tahani Fourah added an answer:
    How to classify innovation adopters in Roger's categories (Innovators, Early Adopters, Early Majority, Late Majority, Laggards)?

    We intend to classify our academics in regarding to their adoption of Microsoft Office 365. Therefore, we selected Innovation Diffusion Theory (Rogers, E.M., The Diffusion of Innovations, 4th Edition, Free Press, New York, NY, 1995.) as a study framework. So, we would like to adopt ready-made instrument (survey) for classification. Shall anyone help me finding studies that include such instrument?

    Tahani Fourah

    Thank you all for your answers.
    Really, They are helpful and fruitful. I got benefit  from your suggestions to search for measuring Innovativeness to classify adopters. Fortunately, I found Individual Innovativeness (II) Scale designed by Hurt, Joseph and Cook (1977). The purpose of this scale is to measure individuals' orientations toward change and classifying individuals according to their their level of innovativeness into Roger's five categories.
    I also found some studies that used this scale in higher education context.
    Please find the scale in the following link:

  • Michael Gessler added an answer:
    Is anyone looking into the role of educational technology and Vocational Education and Training?
    This is the subject of my research and I would be interested to know of similar research being undertaken. Mine is focussing specifically on the English Vocational Education system and how aspects of it might be replaced by an Edtech model but I am also doing fieldwork in India.
  • Silvia Schumacher added an answer:
    Are you familiar with research articles on whether using educational techonologies will enhance the learning expreience in medical field?

    Educational technologies including but not limited to the following:

    Using audience response system, distance learning- video conferencing & online learning etc. self learning modules using videos.

    Appreciate your time & help

    Silvia Schumacher

    This article might be of interest to you.
    KEYNOTE LECTURE Preparing Healthcare Faculty for the Millennial Generation James B. McGee. University of Pittsburgh Pittsburg, Pennsylvania 15213 USA ...

  • Robert Cassen added an answer:
    When and where should we use technology for education--in the classroom, outside the classroom, or both?

    I think most of us would agree that Technology Assisted Education (TAE), including both general technology and technology specifically for educational purposes, is of immense value for students of any age in any Learning Environment (LE).  However, the attached article points out some serious impediments to learning when allowing free and open access to laptops, tablets, and smart phones in the classroom.  Should these be "banned" from classrooms?  Should technology for education be focused primarily on outside class activities--homework, research, group activities, reading, testing, and the like? 

    Robert Cassen

    We have a chapter on ICT in the classroom, which will help to answer your question. Publication next week - see flyer attached.

    Best, RHC

  • Steve Wright added an answer:
    Can anyone recommend systematic reviews for mobile technology and education?

    I am looking for systematic review papers about mobile technology and education, especially in medical education. I am looking mostly for research papers conducted in US/Europe after 2012.

    Thank you.

    Steve Wright

    I used a structured search protocal (though not a systematic review approach) in my paper exploring the research in this area. 

    • Source
      [Show abstract] [Hide abstract]
      ABSTRACT: How is the link between learner and technology made in mobile learning? What is the value of the concept of 'affordances'? And how does research articulating this concept act to position mobile devices as 'technologies for learning'? This literature review used both unstructured and structured search samples of pub-lished research on mobile learning to critically evaluate the prevalence and influ-ence of the concept of the affordances of mobile technologies. Actor-network theory is drawn on as a theoretical lens through which to critically consider how this concept is articulated, and in particular to explore the way it positions and controls mobile devices as technologies for learning. Parallels in contempo-rary accounts of mobile learning are drawn with classifications of previous dis-courses around the introduction of computers into schools. An alternative agenda for mobile learning research is suggested with a focus on authentic and informal contexts rather than controlled experiments. Introduction This literature review takes a critical look at how the concept of affordances is a current theme in contemporary research on mobile learning and considers how this concept is used to position mobile devices as 'technologies for learning'. The way the concept of affordances is used in the research literature is then explored and cri-tiqued by drawing on Bigum's (1998) actor-network theory (ANT) informed cate-gorisations of the discursive practices used to position technologies in relation to learning. The methodological approaches that generate this discourse of mobile devices as technologies for learning are explored and the potential for alternative approaches considered. Defining mobile learning Mobile learning has received a lot of critical, theoretical and empirical research attention in recent years. Mobile devices are increasingly ubiquitous and sophisti-cated and their potential for use in education is described as a 'new paradigm' (Leung and Chan 2003).
      Research in Learning Technology 11/2011; 19(3). DOI:10.3402/rlt.v19i3.17113
  • Shabana Nadeem added an answer:
    Does anyone knows the scales to measure teachers' attitude towards ICT?

    I am interested to know the scale, questionnaire for which we can measure the attitude of teachers towards the use of ICT in teaching-learning process.

    Shabana Nadeem


    I was also trying to find such a scale for my dissertation  and found Dr. Weil's or Dr. Rosen's web sites very helpful

  • Kevin Larkin added an answer:
    What Appropriate framework can I use for re-positioning pedagogy for ICT integration in the classroom?

    I am about presenting a proposal for PhD research on rethinking ICT pedagogical integration to transcend infrastructure provisioning and minimizing adoption limitations in the classrooms.My assumption is that,the provision of ICT infrastructure does not translate to ICT adoption in the classroom.There must be effective pedagogy in the classroom if technology must yield desired  outcomes.Looking for a framework

    Kevin Larkin

    Hi Danbaba,

    There is a wealth of literature on the issues of implementation of ICT - you could start with the work of Rogers and his Innovation Theory. Other sources could include 

    Angeli, C. (2008). Distributed Cognition: A Framework for Understanding the Role of Computers in Classroom Teaching and Learning. Journal of Research on Technology in Education, 40(3), 271-280.

    Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology, Research and Development, 47(4), 47-61.

    Frank, K. A., Zhao, Y., & Borman, K. (2004). Social Capital and the Diffusion of Innovations Within Organizations: The Case of Computer Technology in Schools. Sociology of Education, 77(2), 148-172.

    Jones, T. H., & Paolucci, R. (1999). Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes. Journal of Research on Computing in Education, Vol. 32(Iss. 1 ), pg. 17, 11 pgs. 

    Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for Classroom Technology Innovations. Teachers College Record, 104, 484-515. 

    Hope these help in framing your question. Cheers, Kevin.

  • Mariela Castro Kohler added an answer:
    What is the best data collection method to qualitatively analyze students perceptions' about using a new technology in the classroom?

    I am planning to conduct a qualitative research about a mobile app that I used with my students and I want to analyze their perceptions about the usefulness of this app. I have only about 10-15 students who are willing to participate in my study and am wondering what is the best data collection instrument, procedure or set of questions that I should use.

    Mariela Castro Kohler

    Analysing student perceptions is a broad objective, The perceptions can be related to several issues: design and navigation issues (user-friendliness, intuitive use), quality of the content, its presentation and level, Level of engagement and desire to extend the learning process (curiosity), the outcomes of its use and application, etc. I wrote my Dissertation on the Impact of the Laptop Programme in our School and I used the Triangulation method for the Evaluation. You can check it here:

  • Aimee Whiteside added an answer:
    How can I use technology such as a tablet to help improve the reading level and comprehension skills of a student who is below grade level?

    Hello everyone, I would really like to get your expert input on this inquiry I am exploring. Please give your feedback. I am a grade three teacher with a student whose reading and comprehension  skills are way below his grade level. He however has access to a tablet and is really into this bit of technology. My question therefore is how can I use technology such as a tablet to help improve the reading level and comprehension skill of a student who is below grade level? 

    Aimee Whiteside

    First, ask what how you might improve the reading level and comprehension skills of a student who is below grade level (sans the technology). Begin with the pedagogy and reading strategies/invention needed. 

    Then, ask in what ways a tablet may aid in the process. I would suggest seeking out information from many districts conducting tablet initiatives, such as Marisa Burkhart in SD#158 or Mark Hamilton of Coachella Valley Unified SD.  

  • Rawad Hammad added an answer:
    What are the best techniques used to model a learner using ontology based approach?

    I need to model knowledge level and affective.

    Fuzzy logic, stereotypes, scalar model can be used for that purpose. I am aware of these techniques but would like to ask from a practical point of view which one you prefer to provide learner with suitable learning contents?

    Rawad Hammad

    Thanks a lot 

  • Katharine Jane added an answer:
    What is the best way to train reading comprehension naturally?

    Hi, Im researching on reading comprehension and I need to read literature about how to train reading comprehension naturally. Thank You.

    Katharine Jane

    Dear Elena,

    At the school I am working at the teacher is using, "Read Naturally." You can find the website easily from Google.


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