Kinshuk, Liu, T., & Graf, S. (2009). Coping with mismatched courses: Students' behaviour and performance in courses mismatched to their learning styles. Educational Technology Research and Development, 57(6), 739-752. Retrieved from ERIC database.
Kinshuk and Graf first establish the fact that students are often required to learn material that is not adaptive to their preferred learning style. The work then goes on to analyze how an interactive adaptive online/computer aided system could aide these students in allowing individual learning through designs that were more adaptive to learning style preference (i.e. had multiple ways of learning the same material) the work indicates that non-adaptive computer aided designs, i.e. that simply teach with one learning style are not as effective as those which offer students in mismatched courses several ways to learn material.
Sahin, a., Cermik, H., & Dogan, B. (2010). Is it "Writing on Water" or "Strike it Rich?" The experiences of prospective teachers in using search engines. Educational Sciences: Theory and Practice, 10(1), 535-546. Retrieved from ERIC database.
This work describes pre-teacher education performance on search engine information gathering. The work stresses that special instruction and live intervention, either by peers or a technology instruction aide is most effective to illicit positive results as search engine searching can be difficult and requires adept skills to achieve the results desired.
Slof, B., Erkens, G., Kirschner, P., & Jaspers, J. (2010). Design and effects of representational scripting on group performance. Educational Technology...
It is likely that this trend will continue along the same lines as other technologies; just as telephones, the Internet, and cell phones each individually became more or less essential parts of living in Western society, the web-enabled cell phone will almost certainly be just as essential to conducting business and daily life in the next decade. For the majority of citizens in the Western -- and as increasingly the
The real-time integration to memory management that would lead to rapid advanced in superscalar memory management made possible with RISC-based microprocessors and memory however continued to be driven by IBM and their partners working in conjunction with each other on new developments (Biswas, Carley, Simpson, Middha, Barua, 2006). Implications of RISC Development on Memory Management Advances Over the first twenty five years of RISC processor and memory development the key lessons
Computer Technology Technology and Writing in the Workplace Over the last decade there has been a significant change in technology which is available in the workplace, and the way that technology is used. The computer has been credited with having the potential to create a paperless society, and many written communications are no longer printed on paper, but communicated in electronic format. This movement towards electronic written communication, where communication takes place
The various options and possible settings pertain to issues that most computer users do not even know exist, let alone what they do or how they interrelate with other elements of the computer (Kizza, 2005). About the only time most computer users ever view or make changes to system software settings is during troubleshooting and diagnostic procedures at the direction of computer specialists or technicians (Kizza, 2005). Typical examples of
The first such machine used for the procedures, the CEREC I, was used for manufacturing ceramic and cusp-protection onlays, three-quarter crowns, seven-eighth crowns, and veneers. The machine completed the etching, silanating, and adhesive cementing, and then conventional porcelain-polishing procedures were used to complete the process. The newer CEREC II system can create full-coverage ceramic crowns (Foerster 2). Beyond the greater technological ease, using such machines reduces the risk of tooth
A repeated-measures field study (n = 316) investigated the effect of mood on employee motivation and intentions toward using a specific computer technology at two points in time: immediately after training and 6 weeks after training. Actual usage behavior was assessed for 12 weeks after training. Each individual was assigned to one of three mood treatments: positive, negative, or control. Results indicated that there were only short-term boosts in intrinsic
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