Adaptive learning and personalization have long been of great interest to learning designers and educators, and recent technological advances that have opened up a range of new possibilities for adaptivity. However, we lack clear definitions of the terms adaptivity and personalization, and the theoretical and empirical soundness of implementations…

Third grade students at a Midwestern elementary school participated in a 9-week mobile learning intervention (MLI). Two classrooms used Everyday Math and daily practice using flashcards, etc., to learn multiplication. Two other classrooms used Everyday Math and web applications for the iPod touch for daily practice. MLI students outperformed…

The purpose of this paper is to report the results of a comparative and descriptive study that examined the relationship and effects of incorporating students' learning styles in the design of instruction and the outcome of students' learning, including their attitude and satisfaction. The paper will first explain how the literature on learning…

Describes a study that assessed faculty needs for incorporating Web-based instruction into the teacher education curriculum. Defined optimal performance, assessed actual practice, and identified the gap separating the two, in order to understand the technological and pedagogical requirements necessary to prepare education faculty for the paradigm…

Two versions of a Web site on the United States Constitution were used by students in separate high school history classes to solve problems that emerged from four constitutional scenarios. One site contained embedded conceptual scaffolding devices in the form of textual annotations; the other did not. The results of our study demonstrated the…