24P

‫שמו הקודם‬:
Journal of Research on Computing in Education
‫כיום‬:
JRTE: Journal of Research on Technology in Education
http://www.iste.org/Content/NavigationMenu/Publications/JRTE/Issues/Volume_401/Number_
1_Fall_20071/JRTE_Volume_40_Number_1_Fall_2007.htm
=====================================
Volume 40 Number 1 Fall 2007

Section 3

Title: Digital Games in Education: The Design of Games-Based Learning Environments

Source: Journal of Research on Technology in Education, Volume 40 Number 1 Fall 2007, p.

23-38.

Author:
Begoña Gros (Spain)

Keywords:
Electronic games
Video games
Learning environments
Digital literacy
Technologically-mediated learning
Spain

‫תמצית‬

We consider that multimedia design for training and education should combine the most
powerful features of interactive multimedia design with the most effective principles of
technologically-mediated learning. An examination of the evolution of the design of
videogames is a good way to analyze the main contributions and characteristics of games-
based learning environments. At the same time, we will discuss the main obstacles and
challenges to the use of games for learning.

‫מאמר‬

Source: Journal of Research on Technology in Education, Volume 40 Number 1 Fall 2007, p.

23-38.

In recent years, electronic games have assumed an important place in the lives of children
and adolescents. Children acquire digital literacy informally, through play, and neither schools
nor other educational institutions take sufficient account of this important aspect.

We consider that multimedia design for training and education should combine the most
powerful features of interactive multimedia design with the most effective principles of
technologically-mediated learning.

An examination of the evolution of the design of videogames is a good way to analyze the
main contributions and characteristics of games-based learning environments. At the same
time, we will discuss the main obstacles and challenges to the use of games for learning.
---------------------
Section 3.

Title: Effect of Problem Solving Support and Cognitive Styles on Idea Generation: Implications
for Technology-Enhanced

Source: Journal of Research on Technology in Education, Volume 40 Number 1 Fall 2007, p.

49-63.

Authors:
Slavi Stoyanov
Paul Kirschner (Netherlands)

Keywords:
Netherlands
Problem solving support
Cognitive styles
Idea generation
Free-association
Instructional design solutions

‫תמצית‬

This study investigated the effect of two problem-solving techniques: (a) free-association with
a direct reference to the problem, called shortly direct, and (b) free-association with a remote
and postponed reference to the problem, called remote, on fluency and originality of ideas in
solving ill-structured problems. The research design controlled for possible effects of cognitive
style for problem-solving—adaptor versus innovator.

‫מאמר‬

Source: Journal of Research on Technology in Education, Volume 40 Number 1 Fall 2007, p.

49-63.

This study investigated the effect of two problem-solving techniques: (a) free-association with
a direct reference to the problem, called shortly direct, and (b) free-association with a remote
and postponed reference to the problem, called remote, on fluency and originality of ideas in
solving ill-structured problems. The research design controlled for possible effects of cognitive
style for problem-solving—adaptor versus innovator.

The results showed that both groups significantly outscored a control group on fluency and
originality. The remote group outperformed the direct and control groups on originality, but not
on fluency. Innovators scored significantly better than adaptors in the control group on fluency,
but not on originality.

No significant difference was found between innovators and adaptors in both direct and
remote groups. There was no statistical indication for an interaction effect between treatment
and cognitive style.

Based upon the results of this study, four implications for learning and instruction have been
formulated for designing and developing technological arrangements for learning to solve ill-
structured problems. These guidelines will support designers in developing instructional
design solutions in educational technology applications.
-------------------------------
Section 3

Title: Presence and Positioning as Components of Online Instructor Persona

Source: Journal of Research on Technology in Education, Volume 40 Number 1 Fall 2007, p.

95-108.

Author:
Vanessa Paz Dennen

Keywords:
Position
Presence
Instructor persona
Instructor activity levels
Online discussions
Student expectations

‫תמצית‬

In this paper, three online classes were studied using positioning theory as a grounding
framework to elicit ways in which instructors self-position as well as how their students
position them, and the relative impact of these positions along with presence levels on
persona development. Findings demonstrate that both instructor activity levels and use of
performative position statements likely impact student expectations, and that students are
unlikely to engage in instructor positioning that falls outside the standard definition of the
traditional instructor role unless doing so has been modeled by the instructor him/herself.

‫מאמר‬

Source: Journal of Research on Technology in Education, Volume 40 Number 1 Fall 2007, p.

95-108.

Instructor persona in online discussion may set the tone for a variety of course outcomes.
Instructors establish persona via both presence (amount of instructor posts) and position
(interaction relative to those in the student role).

In this paper, three online classes were studied using positioning theory as a grounding
framework to elicit ways in which instructors self-position as well as how their students
position them, and the relative impact of these positions along with presence levels on
persona development.

Findings demonstrate that both instructor activity levels and use of performative position
statements likely impact student expectations, and that students are unlikely to engage in
instructor positioning that falls outside the standard definition of the traditional instructor role
unless doing so has been modeled by the instructor him/herself.
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Volume 39 Number 4 Summer 2007
======================
Volume 39 Number 3 Spring 2007

Section 5

Title: Beginning Teachers' Technology Use: First Year Teacher Development and the
Institutional Context's affect on New Teachers' Instructional Technology Use with Students

Source: Journal of Research on Technology in Education, Volume 39 Number 3 Spring 2007,

pp 245-61.

Author:
Jon M. Clausen

Keywords:
Beginning teachers
New teachers
First year teachers
Instructional technology use
Teacher development
Institutional context

‫תמצית‬
This empirical research study addresses the issues of new teacher development and the role
of the institutional context on new teachers' instructional technology use. The study examines
two first year teachers, their development during their initial year of classroom experience,
and how the institutional context they entered affected their instructional decisions about
technology use with students.

‫מאמר‬

Source: Journal of Research on Technology in Education, Volume 39 Number 3 Spring 2007,

pp 245-61.

This empirical research study addresses the issues of new teacher development and the role
of the institutional context on new teachers' instructional technology use. The study examines
two first year teachers, their development during their initial year of classroom experience,
and how the institutional context they entered affected their instructional decisions about
technology use with students.

Results underscore the challenges many beginning teachers face and how those challenges
affect instructional decisions of beginning teachers. Results also stress the importance of the
institutional context in valuing beginning teachers' instructional decisions about technology
use with students.
------------------------------------
Section 3

Title: Asynchronous Discussions and Assessment in Online Learning

Source: Journal of Research on Technology in Education, Volume 39 Number 3 Spring 2007,

pp 309-28.

Authors:
Selma Vonderwell
Xin Liang
Kay Alderman

Keywords:
Asynchronous discussions
Assessment
Online learning
Case study
Self-regulatory activities
Learner autonomy

‫תמצית‬

This case study explored asynchronous online discussions, assessment processes, and the
meaning students derived from their experiences in five online graduate courses at the
Colleges of Education of two Midwestern higher education institutions. The findings suggest
that asynchronous online discussions facilitate a multidimensional process of assessment
demonstrated in the aspects of structure, self-regulatory activities, learner autonomy, learning
community and student writing skills.

‫מאמר‬

Source: Journal of Research on Technology in Education, Volume 39 Number 3 Spring 2007,

pp 309-28.

This case study explored asynchronous online discussions, assessment processes, and the
meaning students derived from their experiences in five online graduate courses at the
Colleges of Education of two Midwestern higher education institutions.
The findings suggest that asynchronous online discussions facilitate a multidimensional
process of assessment demonstrated in the aspects of structure, self-regulatory activities,
learner autonomy, learning community and student writing skills.

The students valued the discussions as an essential component of their online learning.
Further research is needed to understand the characteristics of online assessment, and what
assessment strategies or criteria enhance assessment and learning.