Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a me...

Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis.

International handbook of information technology in primary and secondary education

Games are an effective and cost-saving method in education and training. Although much is known about games and learning in general, little is known about what components of these games (i.e., game attributes) influence learning outcomes. The purpose of this article is threefold. First, we review the literature to understand the "state of play" in the literature in regards to learning outcomes and game attributes - what is being studied. Second, we seek out what specific game attributes have an impact on learning outcomes. Finally, where gaps in the research exist, we develop a number of theoretically based proposals to guide further research in this area.

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Relationships Between Game Attributes and Learning Outcomes

Contents General Editors' Preface Acknowledgements Introduction Section I Key concepts 1 The emergence of CALL 1.1 A broad discipline 1.2 Technology driving CALL 1.3 The changing focus of research in CALL Summary 2 A brief history of CALL 2.1 CALL in the 1950s and 1960s 2.2 Simulations 2.3 CALL in the 1970s and 1980s 2.4 CALL in the 1990s 2.5 CALL in the 21st Century Summary 3 Hypertext, hypermedia and multimedia 3.1 Hypertext 3.2 Hypermedia 3.3 Multimedia 3.4 Antecedents of multimedia 3.5 Science fiction and CALL 3.6 The printed book and CALL 3.7 Applications to general learning 3.8 Applications of multimedia to language learning Summary 4 Eight CALL applications 4.1 Word processing 4.2 Games 4.3 Literature 4.4 Corpus linguistics 4.5 Computer-mediated communication 4.6 WWW resources 4.7 Adapting other materials for CALL 4.8 Personal Digital Assistants (PDAs) and Mobile Telephones Summary Section II The place of CALL in research and teaching 5 Second-language Acquisition and models of instruction 5.1 Concepts in SLA, behaviourism and constructivism 5.2 Comprehensible input and output 5.3 Behaviourist models of instruction 5.4 Constructivism Summary 6 Collaboration and negotiation of meaning 6.1 The place of collaboration in CALL 6.2 Structuring collaboration 6.3 Differences between collaboration and other terms 6.4 The range of collaboration and CALL 6.5 Collaboration at the computer 6.6 Benefits of collaborative learning at the computer 6.7 Collaboration, CALL and SLA 6.8 Collaboration at the computer as evidenced by discourse 6.9 Challenges to collaboration 6.10 Challenges to collaboration in a CALL context 6.11 Discourse that evidences challenges to collaboration Summary 7 Defining a model of CALL 7.1 Defining a model 7.2 The need for a CALL model 7.3 A model of current non-CALL language learning 7.4 Dunkin and Biddle's model in a CALL context 7.5 Various views of CALL 7.6 Teacher and pupil classroom behavior: activities used in CALL 7.7 A virtual classroom 7.8 Aspects of a CALL model Summary 8 Theoretical and pedagogical concerns 8.1 Concerns for software development 8.2 Pedagogical concerns for classroom practice 8.3 &uating software 8.4 Learning and working styles 8.5 Evolving technology 8.6 Commercial software 8.7 Making better use of existing materials 8.8 Copyright and plagiarism 8.9 Viruses 8.10 Safety online 8.11 Technological have-nots Summary Section III Researching CALL 9 Current research interests 9.1 A new field: reporting CALL research 9.2 Approaches to research in CALL 9.3 The computer as a tool of research 9.4 The role of commercial publishers 9.5 Reviewing current studies: a survey 9.6 Conducting research 9.7 Action research Summary 10 Research 10.1 Research context 1: The literature review 10.2 Research context 2: A pilot study 10.3 Research context 3: Corpus linguistics 10.4 Research context 4: Error analysis 10.5 Research context 5: The experiment 10.6 Research context 6: A case study 10.7 Research context 7: The survey 10.8 Research context 8: The ethnographic approach Conclusion Section IV Resources Glossary of key terms References Index

Teaching and Researching Computer-Assisted Language Learning

Digital Rhetorics: Literacies and Technologies in Education - Current Practices and Future Directions (Volumes 1-3)

Instructional multimedia is creating a revolution in universities. Academic staff are being urged to transfer instruction to a format suitable for either CD/ROM and/or the Internet, principally the World Wide Web. Many, it seems, simply take their existing course materials, add image and sound without proper consideration of the nature of the medium in which they are seeking to instruct and present the product to their students. In essence, it appears they ignore the need to motivate their students to work with their instructional multimedia materials. It is a contention of this paper that the user-interface to instructional multimedia is strategically important: if it is poorly designed students will not be intrinsically motivated to make use of the product or to learn with it. Interfaces that motivate learners are realistic, easy to use, challenging and engaging. Superior interfaces have some of the elements of a game: they provide the user with a functional model of task, content and processes; they encourage exploration and engagement; and they demonstrate cognisance of design considerations such as interactivity, functionality, learner control and cognition.

Motivation and interface design: maximising learning opportunities

This paper argues for a new perspective on information technology programmes in pre‐service education, suggesting that the majority of such programmes are constructed on weak and sometimes ill‐defined premises. It provides an assessment of the nature and relative effectiveness of current information technology programmes, as well as noting those factors and characteristics which are likely to impact significantly on the use of information technology by students on teaching practice as well as by beginning teachers. In the light of the findings of research, a framework for the design and implementation of information technology programmes is described.

https://www.tandfonline.com/doi/pdf/10.1080/0962029950040102

Pre‐service Teacher Education Programmes for Information Technology: an effective education?

This paper is concerned with the place of mental models in the process of knowledge construction and in particular, the relationship between mental models and computer models in that process. It identifies what is meant by mental models and outlines why they might be seen to be central to the process of acquiring knowledge. In this context, the second part of the paper analyses and discusses children's use of a spreadsheet to build their own computer models. It is suggested that the process of building models on a computer may provide direct support to the cognitive processes of constructing mental models, although the relationship is not straight forward.

Mental models and computer modelling

Copyright © 2000, Idea Group Publishing. This chapter looks at the virtual organisation and suggests that the basic concepts of virtual management are so poorly understood that there are likely to be very few such organisations gaining strategic advantage from their virtuality. The authors begin by providing some clear definitions of virtual organisations and different models of virtuality which can exist within the electronic market. Degrees of virtuality can be seriously constrained by the extent to which organisations have preexisting linkages in the marketplace and the extent to which these can be substituted by virtual ones, but also by the intensity of virtual linkages which support the virtual model. Six virtual models are proposed within a dynamic framework of change . In order to realise strategic advantage, virtual organisations must align their virtual culture with the virtual model for structural alignment. This paper further proposes a model for virtual organisational change which identifies the factors internal to the virtual organisation that need to be managed . Critical to this is the role of knowledge management. The authors develop this concept within a framework of virtual organising and relate this to organisations using ERP in an Internet environment. Specific examples will be used relating such developments to organisations employing SAP and illustrating strategic advantage.

Martyn Wild

Papers

Digital Rhetorics: Literacies and Technologies in Education - Current Practices and Future Directions (Volumes 1-3)

Motivation and interface design: maximising learning opportunities

Pre‐service Teacher Education Programmes for Information Technology: an effective education?

Mental models and computer modelling

Managing knowledge for strategic advantage in the virtual organisation