자연주의적 탐구조사(Naturalistic Inquiry)

A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

With digital equipment becoming increasingly networked, either on wired or wireless networks, for personal and professional use alike, distributed software systems have become a crucial element in information and communications technologies. The study of these systems forms the core of the ARLES' work, which is specifically concerned with defining new system software architectures, based on the use of emerging networking technologies. In this context, we concentrate on the study of distributed systems which bring to life the vision of ubiquitous computing systems, also known as ambient intelligence.

반도체 공정 overview

International Society for Technology in Education.

This study reviews recently published scientific literature on the use of robotics in schools, in order to: (a) identify the potential contribution of the incorporation of robotics as educational tool in schools, (b) present a synthesis of the available empirical evidence on the educational effectiveness of robotics as an educational tool in schools, and (c) define future research perspectives concerning educational robotics. After systematically searching online bibliographic databases, ten relevant articles were located and included in the study. For each article, we analyze the purpose of the study, the content to be taught with the aid of robotics, the type of robot used, the research method used, and the sample characteristics (sample size, age range of students and/or level of education) and the results observed. The articles reviewed suggest that educational robotics usually acts as an element that enhances learning, however, this is not always the case, as there are studies that have reported situations in which there was no improvement in learning. The outcomes of the literature review are discussed in terms of their implications for future research, and can provide useful guidance for educators, practitioners and researchers in the area. Highlights? We performed a systematic review of studies with quantitative evidence of the use of robotics in schools. ? Studies indicate positive outcomes for teaching concepts related to the STEM areas. ? Nine important factors to increase the success of robotics as a teaching tool are presented. ? More research is needed about how to use robotics to develop new skills in students.

Exploring the educational potential of robotics in schools

Despite the growing popularity of robotics competitions such as FIRST LEGO League, robotics activities are typically not found in regular K–12 classrooms. We speculate that, among other reasons, limited adoption is due to the lack of empirical evidence demonstrating the effect of robotics activities on curricular goals. This paper presents a mixed methods study exploring the impact of a summer robotics camp on middle school students’ physics content knowledge and scientific inquiry skills. It was found that the camp enhanced students’ physics content knowledge but failed to improve their skills in conducting scientific inquiry. Qualitative data provided an explanation of the findings.

/pdf/acquisition-of-physics-content-knowledge-and-scientific-2igllceipz.pdf

Acquisition of Physics Content Knowledge and Scientific Inquiry Skills in a Robotics Summer Camp

This study employed an explanatory mixed methods design to examine the effects of two computer-based scaffolds on novice teachers' reflective journal writing. The context for the study was an attempt to refine the reflective writing component of a large scale electronic portfolio system. Quantitative results indicated that the computer-based scaffolds significantly enhanced the participants' reflective journal writing as well as the length of their written artifacts. Moreover, correlation analysis revealed that there was a positive relationship between the highest level of reflection and the length of journal writing. Three factors gleaned from qualitative data helped explain how and why the scaffolds enhanced participants' reflective thinking, including (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. It is hoped that the analyses and results of the current study can help inform others on how to leverage the affordances of computer-based scaffolds to augment reflective practice in technology-enhanced educational systems.

https://www.jstor.org/stable/pdfplus/40929364.pdf

Examining the effects of computer-based scaffolds on novice teachers’ reflective journal writing

Journal writing has the potential to develop preservice teachers’ reflective thinking habits and skills. Recently, the growth of computer technology renders it possible for preservice teachers to write journals online. The Professional Accountability Support System (PASSPORT), for example, allows preservice teachers to write journals about their professional and academic experiences. However, PASS-PORT currently does not have any embedded scaffolds to support their journal writing. This qualitative study was conducted: a) to explore the difficulties preservice teachers have in their reflection writing; and b) to identify the types of computer-based scaffolds that may help alleviate the aforementioned difficulty.

Using Online Scaffolds to Enhance Preservice Teachers' Reflective Journal Writing: A Qualitative Analysis

Abstract Despite the growing popularity of robotics competitions such as FIRST LEGO League, robotics activities are typically not found in regular K–12 classrooms. We speculate that, among other reasons, limited adoption is due to the lack of empirical evidence demonstrating the effect of robotics activities on curricular goals. This paper presents a mixed methods study exploring the impact of a summer robotics camp on middle school students’ physics content knowledge and scientific inquiry skills. It was found that the camp enhanced students’ physics content knowledge but failed to improve their skills in conducting scientific inquiry. Qualitative data provided an explanation of the findings.

researchers argue that teachers’ beliefs are the final bar-rier that prevents technology integration. To affect change in teacher candidates’ beliefs of technology integration, we cre-ated a pedagogical laboratory as well as a field experience program that operates within the pedagogical laboratory. This article presents a qualitative study of teacher candidates’ field experience in the pedagogical laboratory. it describes the challenges teacher candidates have encountered, the impact of the experience on their learning and beliefs, the support and resources needed by the candidates, as well as the factors that might have contributed to differing experiences and percep-tions in the pedagogical laboratory. Findings from this study may inform the design of similar field experience programs.

Guolin Lai

Papers

Acquisition of Physics Content Knowledge and Scientific Inquiry Skills in a Robotics Summer Camp

Examining the effects of computer-based scaffolds on novice teachers’ reflective journal writing

Using Online Scaffolds to Enhance Preservice Teachers' Reflective Journal Writing: A Qualitative Analysis

Acquisition of Physics Content Knowledge and Scientific Inquiry Skills in a Robotics Summer Camp

Exploring the Effectiveness of a Field Experience Program in a Pedagogical Laboratory: The Experience of Teacher Candidates.