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Paul Kim Teresita Hagashi Laura Carillo Irina Gonzales Tamas Makany Bommi Lee Alberto Gàrate 《Educational technology research and development : ETR & D》2011,59(4):465-486
Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically
complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile
learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California,
Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data
were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children
recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement
literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors
possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously
lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than
urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest
in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers
or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology
adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal
migratory nature of most families in this unique geographical region are also discussed to benefit future studies. 相似文献
2.
Tamas Makany Jonathan Kemp Itiel E. Dror 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):619-635
Taking notes is of uttermost importance in academic and commercial use and success. Different techniques for note-taking utilise different cognitive processes and strategies. This experimental study examined ways to enhance cognitive performance via different note-taking techniques. By comparing performances of traditional, linear style note-taking with alternative non-linear technique, we aimed to examine the efficiency and importance of different ways of taking notes. Twenty-six volunteer adult learners from an information management course participated in this study. Cognitive performance scores from a traditional linear note-taking group were compared with another group by using a commercially available non-linear note-taking technique. Both groups were tested in two settings: after a classroom lecture and a panel forum discussion. Tasks included measures on story comprehension, memory, complexity of mental representations and metacognitive skills. Data analysis revealed that the non-linear note-takers were significantly better than the linear group both in terms of the quantity and the quality of the learned material. This study demonstrates the importance of using cognitively compatible note-taking techniques. It identifies the cognitive mechanisms behind effective note-taking and knowledge representation. Using such techniques enables deeper understanding and more integrated knowledge management. 相似文献
3.
Should We Become More International or More Regional? Aspects of Minority Higher Education in Europe
A form of internationalization of higher education that is very much worth pursuing is regionalization, because, frequently, in Europe the political borders of nation-states fail to coincide with ethno-linguistic realities. As border areas are frequently neglected by the political centres of various nation-states, the education of minority group peoples in such areas may also be neglected. Two solutions to the specific problems of higher education for ethno-linguistic minority group members are, on the one hand, multilingual universities and, on the other hand, regional co-operation in higher education in border areas. 相似文献
4.
Greg Murrie James Strick Russell Blackford Tamas Pataki John Forge Dennis Georgakis Andy Monk Richard McDonough Greg Wilby R. W. Home J. H. D. Amador Jean Lachapelle Anthony Corones Adrienne Hallam Emily Booth David Oldroyd James Franklin John Forge William A. S. Sarjeant Stewart Russell Vladimir B. Popescu Andrew Oakley Anthony Corones Roderick D. Buchanan David Branagan Tamara Kohn James Maffie 《Metascience》1997,6(2):71-171
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John A. Lent H.Edward English John Stapleton Tamas Szecsko Gabor Fodor Walter A. Mahle 《Communication Booknotes Quarterly》2013,44(7):83-85
John A. Lent's Asian Mass Communications: A Comprehensive Bibliography (Philadelphia: Temple University School of Communications and Theater, 1975---$44.00, paper with spiral binding) H.Edward English (ed.) Telecommunications for Canada: An Interface of Business and Government (Toronto: Methuen, 1973---price not known) Television Advertising Conditions in Europe Communication Policies in Ireland, by John Stapleton (1974, 73 pages, $3.95, paper) Communication Policies in Hungary, by Tamas Szecsko and Gabor Fodor (1974, 58 pages, $3.30, paper) Communication Policies in the Federal Republic of Germany, by Walter A. Mahle and Rolf Richter (1974, 86 pages, $4.95, paper) Communication Policies in Sweden, by Lars Furhoff, Lennart Jonsson, and Lennart Nilsson (1974, 76 pages, $4.65, paper) 相似文献
7.
Paul Kim Elizabeth BucknerHyunkyung Kim Tamas MakanyNeha Taleja Vallabhi Parikh 《International Journal of Educational Development》2012,32(2):329-340
This study explores the effectiveness of a game-based mobile learning model for children living in underdeveloped regions with significant contextual variations. Data for this study came from a total of 210 children between the ages of 6-14 years old from six marginalized communities in India. The findings reveal that children with little or no previous exposure to technology were able to not only figure out the given mobile learning technology, but also solve a series of incrementally challenging problems by playing math games without specific intervention or instruction by adults. The study also found that various factors, including gender and group size, do affect children's ability to adopt and learn while presenting a unique set of learning interaction patterns. This paper concludes with specific recommendations for future ICT4D (Information and Communication Technology for Development) projects for educational development particularly targeting developing regions. 相似文献
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Tamas Kozma 《Higher Education in Europe》1992,17(3):15-29
The steering of higher education in Hungary is symbolized by the House of Professors in Budapest, a building owned by the Hungarian Ministry of Education and Culture, which houses a number of international programmes of importance to Hungarian higher education as well as the Hungarian Rectors’ Conference. First the article presents an over view of present trends in steering and governing higher education in western Europe. Then it compares western European tendencies with those typical of eastern and central Europe. Finally, it identifies Hungarian higher education as an intermediary case situated between the extremes of western and eastern developments. The article concludes with an exposition of how Hungarian higher education will be steered by remote control mechanisms. 相似文献
10.
Tamas Kozma 《Higher Education in Europe》1993,18(2):85-96
The higher education systems in the countries of eastern and central Europe are still in a period of stagnation. A period of rapid growth is expected, similar to that of the 1960's in the western part of Europe, to begin around the turn of the millenium. Because of the similarities of its middle classes, Subregion A (territories with traditional state education) might adopt a massification scenario even in the face of financial restrictions. The higher education of Subregion D (territories with non‐state education) might follow an élitist scenario in the course of higher education development according to which the autonomy of institutions and the privatization of systems would become major political issues. 相似文献