section7

**Section 7:** Technology-enhanced learning and research: New or not so new directions?
Section abstract:

In this section of the book, chapters will examine developments in learning theories in light of recent technological innovation. On-going research and development is needed for creating effective and efficient learning environments in the continuously changing landscape of learning technologies, increasing diversity of learners and shifting cultural dimensions. In addition, further research is needed on curriculum design, in view of open source material and online social learning environments now available. Chapters will discuss how conducting research could be beneficial for predicting and identifying suitable technologies and how to select appropriate methods in increasingly changing learning options and opportunities. With the available research methods and explanations of procedures, it will be easier for teachers to choose effective ways of teaching to be reflective practitioners and action researchers, as well as to create appropriate environments for learning for the coming generations for learners. Chapters in this section will include conceptual models for research and design, with descriptive case studies as examples. Chapters focused on examination of the relationship between culture and availability and effective use of emerging technology for individuals with exceptional learning needs are also welcomed.

//Building Bridges Across the Atlantic: The Impact of Technology Facilitated Classroom Partnerships on Cultural Understanding and Student Motivation in Language Acquisition// Margaret M. Thombs, Ph.D. Roger Williams University, Bristol. RI Lena Ivarsson, Ph.D., Mid-Sweden University, Härnösand, Sweden When Marshal McLuhan popularized the term //Global Village// in the 1960’s he probably had no idea how prophetic he was. In today’s world the mastery of multiple languages and a clear understanding of cultural differences are critical. In many countries, students begin at a very early age to learn a second language and by their teens are conversant and literate in several. What are ways in which elementary school teachers in the United States can create learning experiences that will motivate students to pursue the study of other languages? What should be included in the elementary curriculum so that students gain an appreciation of cultural differences and understand the benefits of embracing these differences? The proposed chapter will examine a project that started in 1999 as a partnership between two fourth grade classes, one in Härnösand, Sweden and the other in Middletown, Rhode Island. Looking at the activities of past projects and proposing future possibilities using emerging technologies, we will reflect upon the partnership’s impact on the students and teachers who were involved. We will propose different ways in which specific project components could be replicated and data analyzed to determine the impact on student attitude toward language acquisition and cultural differences.
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**Chapter Title:** Using b-learning for teachers’ education – ** emerging guidelines from Portuguese and Brazilian experiences ****Author(s):** 1 – Centro de Investigação em Didáctica na Formação de Formadores - CIDTFF (University of Aveiro – Portugal); 2 – Pontifícia Universidade Católica de São Paulo - PUCSP (Brazil)   ** Due to the increase complexity of the information society, different kinds of literacies must be developed, and teachers face new educational challenges since students and educationalists must be familiar with the new digital resources available. Several political measures have been adopted in different countries that include the provision of schools with digital equipment and teachers education programs. With the facilitated access to the Internet services, a growing number of authors claim for the use of b-learning approaches in teachers education programs. In this contribution, the authors describe their experiences, both in Portugal and in Brazil. The Portuguese experiences includes teachers’ education programs developed in the context of European projects, such as TRENDS, EuSTD, Galapro, as well as in post-graduation degrees. Brazilian programs concern teachers’ education focusing on shared experience and reflection, both for teachers and school staff in leading positions, including experiences in the public education and academic research in the area of Curriculum. From the described experiences, the authors synthesize collaboratively emerging guidelines related to the organization of the programs, their objectives, the methods, the appropriated technologies to be used, the curriculum design, the theory reflected into practice, the assessment strategies, in order to promote the literacies and skills that teachers are expected to develop.
 * Lúcia Pombo 1; Maria Paulina de Assis 2; Maria João Loureiro 1; Maria Eliz abeth  Bianconcini de Almeida 2
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**Chapter Title:** A Sociocultural Evaluation of an Online Learning Community: Personal, Interpersonal and Community Planes of Development and Transformations The development of a learning community is being advocated as a means to promote effective learning online but this is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. The primary aim of this chapter is to elaborate on and illustrate the value of using multiple ‘lenses’ or planes of development (Rogoff, 1995) to investigate the development and conduct of an online learning community. The analysis is grounded in a case study of a semester long fully online asynchronous graduate course in a New Zealand tertiary institution. Evidence is advanced to indicate that while development and change along the personal, interpersonal and community planes of development can be understood as distinct, each plane influences and mediates the other two planes. The argument is made that such a multiple foci analytical framework is relevant and important for a comprehensive understanding of the active processes involved in the mutual shaping of individual and collective knowledge growth in an online community. The framework serves as a useful heuristic for creating a productive online environment for learning and responding to the complexity and 'messiness' of real life social and cultural contexts of the online classroom.
 * Author(s):** Elaine Khoo and Bronwen Cowie, University of Waikato, New Zealand
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Chapter Title: Online Counselling: The Emergence of Information Technology in Support of Learning and Cognition Author(s): O.F. Adebowale Abstract: In most of the modern institutions of learning worldwide, numbers of learners seeking mental health support can be shown to far exceed the available providers in the employ of the institutions. Meanwhile, technology holds the promise of deploying limited available resources into providing quality, readily available and effective output in form of goods and services; guidance and counselling cannot be an exception. In spite of the advancement in information technology, many students have been reported to be harbouring problems and challenges they find difficult to discuss face to face with other people probably because of fear of reprisals or becoming a laughing stock. Medical practitioners have had to be coping with increase in mental health patients and the universities particularly in the developing world have almost been mislabeled “unrest bedeviled “. Guidance and Counselling services provide the support needed to maintain sanity and other mental health states which tend to abate or completely annihilate emotional challenges. Medical practitioners have had to be coping with increase in mental health patients and the universities particularly in the developing world have almost been mislabeled “unrest bedeviled “. Guidance and Counselling services provide the support needed to maintain sanity and other mental health states which tend to abate or completely annihilate emotional challenges. My chapter therefore proposes to highlight research in the area of application of information science to providing mental health support to the learning and thought processes.

Chapter Title: Design considerations for blended learning: a cross-cultural perspective Author(s): Hu Chun Abstract: Rapid penetration of the Internet ushered in an era where educational activities can be conducted on a global stage involving teachers and learners from different cultures and nations. As growing numbers of teachers and students teach or learn with others from cultures different from theirs via the Internet (either purely online or blended learning), there is a concern of how learning activities may be designed and carried out to benefit learners from different cultural backgrounds. Understanding and tolerance of cultural differences are needed to reach successful learning outcomes (Pinhey, 1998). This chapter intends to discuss issues related to the design of the online component of blended learning (both pedagogy and user interface) from cross-cultural perspective.

Chapter Title: Effect of Each of The Internet And The Ordinary Method of Teaching Upon The Achievement of The University Girl Students In Jordan. Author(s): Salma Zaki Nashef. Abstract: The purpose of this chapter is to suggest a new curriculum model, & to check the efficiency of the use of the internet & it's effect upon the achievement of University Girl students in Jordan, & to compare that to the ordinary method of teaching. The sample will be at least 100 students in the 1st semester of the academic year 2009-2010. The instrument will be an achievement test that will be constructed by the researcher.The design of the study will be "Pre test- Post test Control Group" Design. The results of the research will be discussed, interpreted & the recommendations will be stated.
 * Keywords**: Ordinary method, achievement, University students & Governmental Universities.

** Submissions for Second Call short abstract deadline: September 10, 2009 **

Chapter Title: Adapting to Distance Learning: A Cultural and Transdisciplinary Perspective Author(s): Laura Herrera Corona, Norma Elena Mendoza Zaragoza, Guadalupe Aurora Maldonado Berea. Christopher Columbus University. Veracruz, Mexico. Abstract: Incorporating e-learning technology in a college implies not only the technology knowledge itself, but also a list of abilities to be learned, developed and appropriated by teachers and students who participate in the process. Different perspectives are appreciated depending on the cultural and disciplinary characteristics of the users, the technological perceptions and the domain they have. This research describes the experience of 5 online courses supported by //Moodle// as a free software tool on a Masters level. A hybrid methodology was employed: an open survey as a research technique and a qualitative-quantitative analysis of data obtained. 98 students were involved, some of them belonging to the social area and some others to the exact sciences field. Diverse perceptions, uses and applications of the technology were found, as well as different abilities developed depending on the users’ field and background. Cultural and geographical differences also, defined various ways to perceive and use a learning technology application.