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341.
Barker LJ 《Journal of deaf studies and deaf education》2003,8(2):187-198
Deficits in vocabulary have a negative impact on literacy and interpersonal interaction for deaf children. As part of an evaluation, an outcomes assessment was conducted to determine the effectiveness of a computer-based vocabulary tutor in an elementary auditory/oral program. Participants were 19 children, 16 profoundly deaf and 3 hearing. The vocabulary tutor displays line drawings or photographs of the words to be learned while a computer-generated avatar of a "talking head" provides synthesized audiovisual speech driven from text. The computer system also generates printed words corresponding to the imaged items. Through audiovisual reception, children memorized up to 218 new words for everyday household items. After 4 weeks, their receptive vocabulary was tested, using the avatar to speak the name of each item. Most of the students retained more than half of the new words. The freely available vocabulary tutor, whose characteristics can be tailored to individual need, can provide a language-intensive, independent learning environment to supplement classroom teaching in content areas. 相似文献
342.
Philip Barker Ravinder Singh 《British journal of educational technology : journal of the Council for Educational Technology》1985,16(3):218-236
Interactive videodisc technology is likely to have a significant impact upon many aspects of education and training. However, before this medium can be effectively utilized considerable attention must be given to overcoming the present problems associated with courseware authoring. Solutions to these problems are to be found in the provision of suitable courseware development aids. In particular, there is a requirement for a powerful and easy-to-use author language. This paper describes the approach used by the PHILVAS authoring system. 相似文献
343.
A prospective investigation of appraisals as mediators of the link between interparental conflict and child adjustment 总被引:7,自引:0,他引:7
This longitudinal study tested the role of children's appraisals of threat and self-blame as mediators of the association between interparental conflict and child adjustment in a sample of 298 Welsh children ages 11 to 12 years. Exposure to higher levels of interparental conflict at Time 1 predicted greater perceived threat and self-blame at Time 2, after accounting for the effects of Time 1 adjustment and appraisals on later appraisals. Perceived threat in turn was associated with increased internalizing problems at Tune 2, and self-blame was associated with higher externalizing problems. The pattern of results was largely consistent for child and parent reports of conflict and for boys and girls, though some gender differences were found in associations between appraisals and adjustment. 相似文献
344.
When group work leaves the classroom does group skills development also go out the window? 总被引:1,自引:0,他引:1
Colin Baskin Michelle Barker Peter Woods 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):19-31
In moving towards what Lemke (1996) terms the ‘interactive learning paradigm’, higher education has adopted two key principles consistent with group learning technologies:
- ? learning is always mediated by and occurs through language ( Falk, 1997 ; Gee, 1997 ); and
- ? learning is distributed across a range of other people, sites, objects, technologies and time ( Gee, 1997 ).
- ? many universities now choose to offer ‘learning resources’ online.
345.
346.
Joshua A. Cuevas Roxanne L. Russell Miles A. Irving 《Educational technology research and development : ETR & D》2012,60(3):445-467
This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, the effects of technological tools on reading comprehension and reading motivation in diverse secondary students from lower socioeconomic backgrounds. The study implemented an independent silent reading (ISR) program across a 5-month semester in an urban public high school and included 145 participants from nine 10th grade literature classes. The control group took part in no ISR, one treatment group participated in weekly ISR read from a textbook, and another treatment group participated in weekly ISR read from a computer module designed to address essential components of reading. Students were measured on global reading comprehension, text-specific reading assessments, and reading motivation. After controlling for initial skill and disposition levels, the results indicated that students from both ISR groups made greater gains than the control group in global reading comprehension, while the computer reading module group outperformed the textbook group and the control on text-specific assignments and increased their reading motivation to a greater degree than those in the other conditions. This research offers much-needed data on secondary students?? reading achievement and disposition and provides evidence that ISR implemented through the use of instructional technology and cognitive tools has broad potential to address development in these areas. 相似文献