In this paper, we introduce a technology-enhanced pedagogical sequence for supporting lower secondary school students' sense-making of the concept of volume in a non-procedural and non-formula-driven way. Specifically, we illustrate a novel approach of using dynamic geometric environment (DGE) to introduce the meaning of volume and then deriving…

The pandemic was unpredictable, causing a crisis in teaching for university professors. In this chapter, the author describes problems that he faced and how he muddled through. The author summarizes his teaching activities, changes made after March 2020, and the outcomes. The intention is to document responses to COVID-19 so that we can better…

This chapter discusses one of the key research foci of the Learning Sciences and Technologies academic group at the National Institute of Education, Nanyang Technological University in Singapore. Based on our empirical research, we describe two vignettes that examined student cognition in computer-supported collaborative learning environment. We…

When it comes to helping others learn, there is a simple piece of advice that is often recommended to educators: Show! Don't tell. While appealing to the visual learning style of an audience is always a good idea, there is a growing expectation for more than just static images. They want video, which can deliver more dynamic presentations with…

We describe two iterations of the design, development, implementation and evaluation of small online activity and reflection blogging groups into a large undergraduate lecture course in nutrition. Our goal was to promote student learning and conceptual change through reflection and interaction in blog conversations. We found the blog conversations…

In language learning contexts a primary concern is how to maximise target language interaction both inside and outside of the classroom. With the development of digital technologies, the proliferation of language learning applications, and an increased awareness of how technology can assist in language education, educators are being presented with…

Today, many students not only access the Internet through desktop and laptop computers at home or at school but also have copious amounts of information at their fingertips via portable devices (e.g., iPods, iPads, netbooks, smartphones). While some teachers welcome the proliferation of portable technologies and easy wireless Internet access, and…

An innovative, practical guide for middle and high school teachers, this book is packed with specific ways that technology can help serve the goals of effective writing instruction. It provides ready-to-implement strategies for teaching students to compose and edit written work electronically; conduct Internet inquiry; create blogs, websites, and…

The effectiveness of computer-based learning environments depends on learners' deployment of metacognitive and self-regulatory processes. Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity. However, existing models or frameworks (e.g., Henri, 1992) that…

This paper builds on a case study on e-learning in Sri Lanka with focus on students underlying beliefs about how one learns. E-learning programs are most often set up with the assumption that students should think, act and learn independently and with underlying values of constructivism and learner-centred learning. For students used to…

Discusses how the use of a newsgroup with elementary preservice teachers enabled discussion on classroom management, course-related, and controversial issues. Using this electronic format, students also supported each other through decision-making processes and stressful situations. The electronic discussion group became a forum where students…

Peer-response remains a central process in first-year composition; faculty can make it effective and efficient by "spotlighting"--designing the process as digital, emergent, and distributive. In this article, the author first elaborates on his own use of peer-response terminology. He favors "peer-response" as the descriptive term for…

Online dialogic communities have become a ubiquitous tool that transforms student learning and course delivery. Threaded Discussions extend classroom learning by providing an asynchronous method of communication for the exchange of meaningful ideas that promote critical thinking and develop thoughtful reflective learning. Threaded Discussions…

Discussion of asynchronous communication in online learning environments focuses on a collaborative, constructivist discussion that considered what constitutes acceptable participation in an online doctoral forum. Presents selections from a class discussion and concludes that students see the value of counting contributions even though they object…

Outlines an approach for post-secondary educators to improve the quality of electronic discussion groups. Using a template of macros constructed in Microsoft Word, the authors explain a system of coding called cognotes and discuss an evaluation method where higher order critical thinking skills are given greater value toward higher grades.…