| 1. |
- Nelson, Keith E., et al.
(författare)
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Working Memory, Processing Speed, and Executive Memory
- 2012
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Ingår i: Contemporary Educational Technology. - 1309-517X. ; 3:3, s. 184-200
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Tidskriftsartikel (refereegranskat)abstract
- How individual differences in information processing affect second language (L2) learning has been unclear in prior research. Adults lacking prior skill in Swedish were pretested for working memory, processing speed, and executive memory capacity. Participants then received 6 computer-based instructional sessions with pictorial animations of Swedish sentences, with a built-in experimental contrast between some lessons at high and some at low rates of presentation. The faster rate carried greater processing demands for the learners. Higher levels of Swedish performance during Instructional sessions were associated with higher working memory levels, as expected from widely-used models of working memory (e.g., Baddeley & Hitch, 1994). In contrast, results at demanding long-term retrieval on a posttest were more complex and revealed several dynamic relationships between processing speed, working memory, and Swedish language learning. Learners with low rather than high working memory showed higher L2 skills at long-term testing when instructional lessons had employed fast animations. This first-time demonstration that prior cognitive profiles strongly influence learners’ progress in second language requires refinements in existing theories. 185 Further, the results hold certain implications for tailoring second language teaching on-line or in other technology-based instruction to learner profiles on abilities in working memory, processing speed, and executive memory.
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| 2. |
- Nelson, Keith E, 1943-, et al.
(författare)
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Working Memory, Processing Speed, and Executive Memory. Contributions to Computer-Assisted Second Language Learning :
- 2012
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Ingår i: Contemporary Educational Technology. - Anadolu University, Turkey. - 1309-517X. ; 3:3, s. 184-200
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Tidskriftsartikel (refereegranskat)abstract
- How individual differences in information processing affect second language (L2) learning has been unclear in prior research. Adults lacking prior skill in Swedish were Pretested for working memory, processing speed, and executive memory capacity. Participants then received 6 computer-based instructional sessions with pictorial animations of Swedish sentences, with a built-in experimental contrast between some lessons at high and some at low rates of presentation. The faster rate carried greater processing demands for the learners. Higher levels of Swedish performance during Instructional Sessions were associated with higher Working Memory levels, as expected from widely-used models of working memory (e.g., Baddeley & Hitch, 1994). In contrast, results at demanding long-term retrieval on a Posttest were more complex and revealed several dynamic relationships between Processing Speed, Working Memory, and Swedish language learning. Learners with low rather than high working memory showed higher L2 skills at long-term testing when instructional lessons had employed fast animations. This first-time demonstration that prior cognitive profiles strongly influence learners’ progress in second language requires refinements in existing theories. Further, the results hold implications for tailoring second language teaching on-line or in other technology-based instruction to learner profiles on abilities in working memory, processing speed, and executive memory.
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| 3. |
- Petersen, Ann-Louise, 1949-, et al.
(författare)
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Pedagogical Use of Laptops in a One-to-One Environment in a Swedish Primary School
- 2012
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Ingår i: Contemporary Educational Technology. - : Ali Simsek Ed. & Pub.. - 1309-517X. ; 3:4, s. 249-264
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on computing in teaching. It focuses on the differences between a traditional view of teaching and a view where the teacher no longer is the knowledge broker but more of a coordinator or a coach. The empirical examples stem from a research project called "One computer one pupil", a study of two classes in year three with children aged 9 and two classes in year five with children aged 11 in a Swedish primary school. When the project started the pupils had been using the computers for about 2,5 years. In contrast to the teacher in grade five, the classes in year three had teachers with a great interest in developing ICT. The children became very skilled in using ICT and working with the laptop was very popular. According to the theoretical model of Voogt (2008), features of a "traditional pedagogy", like prescriptions of the activities, were mixed with elements of an "emerging pedagogy", where the pupils in collaboration performed their tasks in a creative way. However, some of the classroom work was quite unfocused relative to the goals of the subject. Instead of using the technology to reach the goals of the subject, the technology more or less became a goal in itself. To follow up ten Brummelhuis’ and Kuiper’s (2008) terms technology push and educational pull, we have added the term "technology pull."
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| 4. |
- Söderström, Tor, et al.
(författare)
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How does collaborative 3D screen-based computer simulation training influence diagnostic skills of radiographic images and peer communication?
- 2012
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Ingår i: Contemporary Educational Technology. - Eskişehir, Turkey : Anadolu University. - 1309-517X. ; 3:4, s. 293-307
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Tidskriftsartikel (refereegranskat)abstract
- This study compares the influence of two learning conditions – a screen-based virtual reality radiology simulator and a conventional PowerPoint slide presentation – that teach radiographic interpretation to dental students working in small collaborative groups. The study focused on how the students communicated and how proficient they became at radiographic interpretation. The sample consisted of 36 participants – 20 women and 16 men – and used a pretest/posttest group design with the participants randomly assigned to either a simulation-training group (SIM) or conventional-training group (CON) with three students in each collaborative group. The proficiency tests administered before and after training assessed interpretations of spatial relations in radiographs using parallax. The training sessions were video-recorded. The results showed that SIM groups exhibited significant development between pretest and posttest results, whereas the CON groups did not. The collaboration in the CON groups involved inclusive peer discussions, thorough interpretations of the images, and extensive use of subject-specific terminology. The SIM group discussions were much more fragmented and included more action proposals based on their actions with the simulator. The different learning conditions produced different results with respect to acquiring understanding of radiographic principles.
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