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A COMPARISON BETWEEN KAHOOT! AND SOCRATIVE IN TWO BUSINESS SUBJECTS IN UNIVERSITY EDUCATION
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The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even student-faculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.
The main characteristics of mobile learning (m-learning) are recognized as the potential for learning process to be personalized, spontaneous, informal and ubiquitous. Although learning through mobile phones may take longer time compared to computers, the learners feel a greater sense of freedom of time and place, so that they can take the advantage of spare time to learn a second language when and where they are. Mobile-Assisted Language Learning (MALL) deals with the use of mobile technology in language learning. In contrast to classroom learning, in MALL there is no need for the learners to sit in a classroom or at a computer to get learning materials. In fact, MALL can be considered an ideal solution to language learning barriers in terms of time and place. In this paper by looking at some applications of m-learning as well as some examples across various aspects of it, we observe the advantages and disadvantages derived from using mobile technologies for students as well as professionals. Here, it has been tried to demonstrate the benefits of using mobile phones in learning English as a second language. Areas of mobile-based language learning discussed in this paper are vocabulary, listening, grammar, phonetics, and reading comprehension.
Mobile learning is without any doubt the next step in the evolution of educational technology as it offers modern methods of support to the process of learning through the use of mobile instruments. However, although there are a huge number of educational applications in the market at the moment, the educational value of many of them is rather questionable.
The final aim of the SO-CALL-ME ((Social Ontology-based Cognitively Augmented Language Learning Mobile Environment) (FFI 2011-29829) research project is to design and create EFL mobile applications that successfully combine technical skills and a solid pedagogy. In this light, the present study is the third phase of a line of research which started in 2012. In the first phase 67 MALL applications in the context of EFL were assessed by means of a rubric not on their technical features but on their pedagogic goals. The results gave us an idea of the qualities and limitations of the apps examined. In the second phase, a quality guide was created as the basis for a more elaborate evaluation rubric. Out of the EFL apps previously analyzed with the first rubric, we chose four that fulfilled the features considered most important for the apps to be developed in a final stage of the research project. In the third phase, a rubric was used to evaluate the linguistic adequacy of EFL apps for listening. The present study offers the evaluation of a higher number of apps using the rubrics created in phases 2 and 3 in order to corroborate the first impressions as a final step before using the quality guide for the creation of EFL applications.
Abstract Since the start of the current millennium, experience and expertise in the development,and,delivery of mobile learning,have,blossomed,and,a community ofpractice,has evolved,that is distinct,from,the established,communities,of “tethered” e-learning. This community,is currently visible mainly,through,dedi- cated international conference series, of which MLEARN is the most prestigious, rather than through any dedicated journals. So far, these forms of develop- ment,and,delivery,have,focused,on short-term small-scale pilots and,trials in the developed countries of Europe, North America, and the Pacifi c Rim, and there is a taxonomy,emerging,from,these,pilots and,trials that suggests,tacit and pragmatic conceptualisations of mobile learning. What has, however, 066897_Book.indb9 066897_Book.indb9,3/10/09 9:02:41 AM3/10/09 9:02:41 AM 10,John Traxler developed,less confi dently,within this community,is any theoretical conceptuali- sation of mobile learning,and,with it any evaluation,methodologies,specifically aligned,to the unique,attributes of mobile learning. Some advocates,of mobile learning,attempt,to define,and,conceptualize,it in terms,of devices and,tech- nologies; other,advocates,do so,in terms,of the,mobility,of learners,and,the mobility of learning, and in terms of the learners’ experience of learning with mobile,devices.
The purpose of this study was to examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms. Specifically, the impact of gender, grade, subject area, computer comfort level, participation level, and type of use were examined in 659 students. Males had significantly more positive attitudes toward ARSs than female students. Students who were more comfortable with computers had significantly more positive attitudes than students who were less comfortable. Students who did not actively participate in class before ARSs were used were more positive about this tool than students who regularly participated. Finally, students were significantly more positive about ARSs when they were used for formative (not for grades) as opposed to summative (for grades) assessment. There were no significant differences observed for grade level or subject area taught.
Résumé
La présente étude visait à étudier les variations personnelles dans la disposition des élèves du secondaire envers l’utilisation de systèmes de réponse, ou télévoteurs, en classe. Plus précisément, l’étude a examiné l’impact du sexe, de l’année d’études, de la matière, de l’aisance en informatique, du niveau de participation et du type d’utilisation sur 659 élèves. La disposition des garçons envers les télévoteurs était significativement meilleure que celle des filles. De plus, les élèves les plus à l’aise avec les ordinateurs avaient une réponse significativement plus positive que les élèves moins à l’aise. Les élèves qui ne participaient pas activement en classe avant l’utilisation de télévoteurs avaient quant à eux une attitude plus positive envers cet outil que les élèves qui participaient déjà régulièrement. Enfin, les élèves démontraient une attitude plus favorable envers les télévoteurs lorsque ceux-ci étaient utilisés aux fins d’évaluations formatives (non notées), par opposition aux fins d’évaluations sommatives (notées). Il n’y avait pas de différences significatives observées en fonction de l’année d’études ou de la matière enseignée.
Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts.
This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a course where, in five of them, Competition-based Learning has been used. Finally, the experience gained is described together with an analysis of the feedback obtained from the students' surveys. The good survey results, and their similarity along the years, suggest that the combination of game theory with the use of friendly competitions provides a strong motivation for students; helping to increase their performance.
This paper presents and discusses the initial findings of a mobile language learning project undertaken in the context of an undergraduate distance learning French language programme at The Open University (UK). The overall objective of the project was to investigate students' experiences when using their own portable devices for additional listening and speaking practice within a course. Experience data was collected via weekly online questionnaires, recorded oral feedback and email. The use of iPods and MP3 players was quickly adopted by project participants; but whilst the challenge and the authentic aspect of doing activities on the phone appealed to some learners, we conclude that other learners will need to be helped towards recognizing the specific value of this type of practice as a stepping stone towards authentic communication. We suggest further areas of investigation and potential applications.
Note from the Editor
Use of the audience response devices known as “clickers” is growing, particularly in large science courses at the university level, as evidence for the pedagogical value of this technology continues to accumulate, and competition between manufacturers drives technical improvements, increasing user-friendliness and decreasing prices. For those who have not yet tried teaching with clickers and may have heard unsettling stories about technical problems with earlier models, the decision to use them and the choice of an appropriate brand may be difficult. Moreover, like any classroom technology, clickers will not automatically improve teaching or enhance student learning. Clickers can be detrimental if poorly used, but highly beneficial if good practices are followed, as documented in a growing body of educational literature. In this Special Feature, we present two reviews that should assist instructors and teachers at all levels in taking the step toward clicker use and choosing an appropriate model. In the first, Barber and Njus compare the features, advantages, and disadvantages of the six leading brands of radio-frequency clicker systems. In the second, Caldwell reviews the pedagogical literature on clickers and summarizes some of the best practices for clicker use that have emerged from educational research. In a related article elsewhere in this issue, Prezsler et al. present the results of a study showing that clicker use can improve student learning and attitudes in both introductory and more advanced university biology courses.
Classroom interactivity is a critical component of teaching and learning. This paper reports on the use of a classroom response system to enhance classroom interactivity in a systems analysis and design course. The success of the project was assessed using both quantitative and qualitative data. A pretest/posttest design was used to examine the effects of a classroom response system on interactivity. The results show that a classroom response system can significantly improve classroom interactivity. Qualitative data was also collected to identify the strengths and weaknesses of using a classroom response system to enhance classroom interaction. Based on the quantitative and qualitative results, suggestions and guidelines on using a classroom response system in the classroom settings are discussed
Many schools are trying to innovate while the technological landscape is changing rapidly. Digital tablets like the iPad are clearly identified as an emerging technology that could have a significant impact on education in the short term (Johnson et al., 2012). A Quebec high school integrated iPad in two secondary three groups since last September. A research team accompanied the school and followed its course. This paper presents a first look at the preliminary data collected since the beginning of the project from the teachers, the students and their parents.
Recent international events have renewed congressional interest in the United Nations Educational, Scientific and Cultural Organization (UNESCO). UNESCO is a specialized agency of the U.N. system that promotes collaboration among its member countries in the fields of education, natural sciences, social and human sciences, culture, and communications and information. With an annual budget of approximately $326 million, it supports nearly 2,000 staff members working at its headquarters in Paris and 65 field offices and institutes worldwide. UNESCO activities are funded through a combination of assessed contributions by member states to its regular budget, and voluntary contributions by member states and organizations.
Que font ces quelque 10 000 élèves du Québec (Canada) qui utilisent de façon quotidienne l’iPad en salle de classe? Quels sont les avantages de cet outil technologique à l’école? Quels sont les défis rencontrés, tant par les élèves que par les enseignants? C’est à la fois pour répondre à ces questions, mais aussi dans le but d’apporter un éclairage scientifique à cette nouvelle tendance en éducation que nous avons décidé de mettre en place une des plus importantes recherches jamais réalisées sur l’usage des tablettes tactiles en éducation, avec la collaboration de quelque 18 écoles secondaires et primaires du Québec. Nous voulions ainsi, du même coup, aider tous les acteurs scolaires (enseignants, élèves, directions d’école, parents, spécialistes, etc.) à faire un usage à la fois plus réfléchi et éducatif de la tablette tactile en contexte scolaire. Nos résultats montrent que les avantages dépassent les défis rencontrés. Les résultats présentés dans cette étude montrent à la fois que l’implantation de la tablette tactile à l’école constitue possiblement une prise de risque nécessaire pour les écoles, qu’il s’agit d’un outil technologique doté d’un potentiel cognitif étonnant, mais aussi que son arrivée en classe ne se fait pas sans heurts. En effet, l’utilisation de cette nouvelle technologie en classe peut poser des défis que les enseignants auront du mal à relever s’ils sont mal préparés. Nos résultats montrent notamment que la clé du succès d’une intégration réussie de l’iPad en contexte scolaire serait avant toute chose la formation adéquate des enseignants et la sensibilisation des élèves aux usages éducatifs et scolaires réfléchis.
This article reviews 66 clicker technology–based studies focusing on student perceptions/outcomes. Eight major perceptions/outcomes are noted, including high levels of performance (actual and perceived), student attention span, attendance, and participation, as well as student perceptions of satisfaction, feedback, and ease of use. Because the review revealed that studies involving clickers within the management discipline were nonexistent, an empirical study was conducted to determine whether the perceptions/outcomes of clickers realized in other disciplines could be duplicated in the management discipline. The results of the empirical study indicate that the same perceptions/outcomes can be attained within the management discipline.
Situación actual: los ciudadanos en la S.I. ; las empresas en la S.I. ; la Administración en la S.I. ; servicios y contenidos ; entorno ; conclusiones: "modelo de retos" -- Los motores del cambio: buenas prácticas relacionadas con la consciencia ; buenas prácticas relacionadas con la capacidad ; buenas prácticas relacionadas con el uso -- Recomendaciones
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