Relevant bibliographies by topics / Psychological aspects of Computer-assisted instruction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Psychological aspects of Computer-assisted instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Psychological aspects of Computer-assisted instruction"

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Mendieta Aguilar, Jenny Alexandra. "Blended learning and the language teacher: a literature review." Colombian Applied Linguistics Journal 14, no. 2 (December 20, 2012): 163. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a10.

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An innovative idea which is increasingly gaining attention is the infusion of technology into face-to-face language curricular programs.Nonetheless, although “the approach of blending Computer-assisted Language Learning (CALL) applications with face-to-face teaching andlearning is as old as CALL itself” (Neumeier, 2005, p. 163), CALL as a field still lacks qualitative research on blended learning. There is insufficientinformation about teachers’ perceptions and the roles they play in these mixed environments, and without an understanding of these features,it is difficult to create new and effective models (Grgurovic, 2010). Research has been conducted comparing learning outcomes in traditionaland blended foreign language classes, yet the various sociocultural (external) and psychological (internal) aspects that mediate teachers’and learners’ transition from face-to-face to online learning, seem to go unexamined (White, 2006). Throughout this paper, therefore, I reviewliterature on the infusion of technology into the curriculum, specifically in relation to blended learning, so as to a) illustrate teachers’ viewsabout blended leaning and their transition from face-to-face to blended/online instruction; and b) discuss ways in which future research mightprovide an alternative understanding of how language teachers manage the new-work order established by the online learning componentpresent in blended programs.
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Kerle, Donald F. "Murphy's Law Applied to Computer Assisted Instruction." News for Teachers of Political Science 45 (1985): 1–4. http://dx.doi.org/10.1017/s0197901900004001.

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In political science as well as other areas of the academic world, computer- assisted instruction is being proclaimed as an innovative teaching tool which teachers should be bringing into the classroom. Workshops on the subject are offered and short courses taught to those unfortunate enough to have missed the computer revolution in their own educational process. The proponents of C.A.I, (for some reason the computer field is devoted to acronyms) or Computer Assisted Instruction are like snake oil salesmen. They always dwell on the positive aspects but fail to warn the consumer of the negative ones.Many of the great truths of the world have found applicability in more than one area. An illustration of this is a series of statements given the world by Murphy.
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Hartley, J. R. "Some Psychological Aspects of Computer‐Assisted Learning and Teaching." PLET: Programmed Learning & Educational Technology 22, no. 2 (May 1985): 140–49. http://dx.doi.org/10.1080/1355800850220206.

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Nikolaeva, Shantimora Gala, and Dan Nathan-Roberts. "Various Aspects of the Human Factor in Online Education." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 1279–83. http://dx.doi.org/10.1177/1541931213601297.

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The goal of this proceeding is to summarize the current research trends in human factors of studying Massive Open Online Courses (MOOCs), and to quantify the frequency of literature publications each of these trends. This proceeding performs quantitative analysis of 154 sources, grouped by key aspects of research: psychological, technological, and physiological, and by the main object/subject of study: learner, instructor, or teaching methodologies. Based on the results of this analysis, two suggestions can be made: a.) further research of effective human-computer interactions in online education may involve studying basic physiological and psychological processing of information received through mobile devices and computer interfaces, and b.) more attention may be devoted to instructor’s side of MOOCs: their experience, needs, and feedback.
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Song, Sang H., and John M. Keller. "Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation." Educational Technology Research and Development 49, no. 2 (June 2001): 5–22. http://dx.doi.org/10.1007/bf02504925.

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Kiraly, Zsuzsanna. "Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer." International Journal of Music Education os-40, no. 1 (May 2003): 41–58. http://dx.doi.org/10.1177/025576140304000105.

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The aim of this paper is to describe the process of solfège learning when assisted by computers. The research was conducted in the Länsi-Uusimaa Music Institute in Finland. The study focused on pupils’ attitudes, opinions, motivation, and learning-outcomes using computer-based music learning. We also examined how Solfeggio 1, the new electronic ear-training material, works. Jukka Louhivuori (1990) has examined the didactical questions of computer-assisted music education. He emphasized that learning music with a computer does not mean the replacement of “real” music. The notions of learning and teaching can change in quality, mainly in the area of “learning-by-doing” and “discovery learning” in the computer-assisted music classroom. It was found that computer-assisted music learning is more agreeable and effective than traditional music learning. Although results showed that we need a well-functioning, modern environment and a well-educated “researcher-teacher,” well-motivated pupils are the most important aspects.
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de Koning, Baukje, Marieke Timmerman, Paul van Geert, and Bieuwe van der Meulen. "Identifying Learning Trajectories While Playing a Learning-to-Learn Computer Game in Different Children and Instruction Types." Journal of Cognitive Education and Psychology 13, no. 1 (2014): 53–75. http://dx.doi.org/10.1891/1945-8959.13.1.53.

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This research focuses on identifying learning trajectories expressed among children playing a learning-to-learn computer game and examining the relationships between the learning trajectories and individual characteristics such as developmental age, prior knowledge, and instruction type (adult- and/or computer-assisted, or no instruction). Each child in the sample (N = 184; ages 2.6–4.2 years) repeatedly played the game, resulting in 13 measurements. At each measurement, we registered 7 aspects of mouse behavior such as error frequency, mouse click frequency, and reaction times. Based on those data, we identified 6 types of learning trajectories with multilevel latent class growth analysis. The types appeared significantly related to developmental age, prior knowledge, and type of instruction. Furthermore, prior knowledge appeared the best predictor; specifically among children with moderate prior knowledge having received instruction was associated with better performances than no instruction. The results support the conclusion that children at risk have a high probability of showing benefits in their learning-to-learn skills while playing this educational computer game. However, more adapted games, with more variation and adult-assisted instruction, would also benefit children with uninhibited behavior.
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Teyler, T. J., and T. J. Voneida. "Use of computer-assisted courseware in teaching neuroscience: the Graphic Brain." Advances in Physiology Education 263, no. 6 (December 1992): S37. http://dx.doi.org/10.1152/advances.1992.263.6.s37.

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We describe the development of a computer-assisted instructional tool for the neurosciences. Designed to run on readily available MS-DOS computers, the Graphic Brain utilizes computer-generated static and animated images and accompanying text to assist in instruction of neuroanatomy and neurophysiology. We have used the Graphic Brain in our medical neuroscience course and report that, as measured anecdotally and by test scores, it facilitates student comprehension of the space- and time-varying aspects of anatomy and physiology. When the Graphic Brain is used as an adjunct to lecture, we find that we can cover the same material in 75% of the time required using traditional methods.
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Mamzer, Hanna, Agnieszka Zok, Piotr Białas, and Mirosław Andrusiewicz. "Negative psychological aspects of working with experimental animals in scientific research." PeerJ 9 (April 20, 2021): e11035. http://dx.doi.org/10.7717/peerj.11035.

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The aim of the study was to reveal the negative psychological aspects of using animals by scientists and to determine whether the emotional tensions and stress are associated with performing experiments on animals. All 150 participants of the study conduct experiments on animals in their work. Computer-assisted web interviewing, was used to collect the data. Correlation matrices for factorial analysis of main component loads and cluster analysis have been calculated as grouping methods revealed two different categories of researchers, which were mostly distinguished by acceptance and aversion to animal testing and animal welfare. The main findings demonstrated, that there is a group of respondents who feel discomfort when performing experiments on animals. Especially young people involved in animal testing, feel remorse, emotional tension and helplessness.
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Sagarra, Nuria, and Gabriela C. Zapata. "Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning." ReCALL 20, no. 2 (March 28, 2008): 208–24. http://dx.doi.org/10.1017/s0958344008000621.

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AbstractThis study investigates the impact of an online workbook on the attitudes of 245 second language (L2) Spanish learners toward this pedagogical tool over two consecutive semesters. The treatment consisted of four hours of classroom instruction and one set of online homework per week, during two consecutive semesters. Students' attitudes toward the electronic workbook were measured by means of a survey administered after eight months of exposure to the workbook. The qualitative data of the survey was compared to quantitative data from two different language assessment tests. The results of these tests indicated a significant increase in grammar scores. These results are consonant with the positive findings of student perceptions about the online workbook obtained in this and previous studies, emphasizing its benefits in terms of accessibility to the material, user-friendliness, and instant error feedback. More importantly, most students praised the usefulness of the online workbook for language learning, particularly in the areas of grammar and vocabulary acquisition. Despite participants' mostly positive attitudes, the survey also revealed some negative aspects of the use of the online workbook, such as the amount of time needed to complete the online exercises. This paper addresses these issues, and provides suggestions to overcome this type of problem.
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Dissertations / Theses on the topic "Psychological aspects of Computer-assisted instruction"

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Latham, Charles V. (Charles Vernon). "The Effect of Color in Computer Assisted Instruction on Vocabulary Retention Rates and Computer Attitudes of Selected Upward Bound Students." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331796/.

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The purpose of this study was to determine the effect on selected Upward Bound students' vocabulary retention rate and attitude toward computers when using color in a computer assisted instructional (CAI) program. Past research on the use of color in the educational process does not answer questions about possible effects it may have when used in CAI programs. Specific areas addressed by this study include: (1) differences in color computer assisted instructional software and achromatic versions of the lesson, (2) differences in the short-term vocabulary retention rate for color versus achromatic versions, (3) differences in the long-term vocabulary retention rate for color versus achromatic versions, (4) differences on the affective attitude scale for color versus achromatic versions, (5) differences in short-term memory based on gender and computer experience, (6) differences in long-term memory based on gender and computer experience and (7) differences on the affective attitude scale based on gender and computer experience. Subjects in the experiment were high school students participating in Upward Bound programs at Texas Christian University and the University of North Texas. A pretestposttest design was used and data were obtained from seventy-one students. A CAI program presented students with twenty words and definitions via a drill and practice mode. The words came from Schuster's list of rare and seldom used words considered easy to learn. Two computer systems were used in this study, achromatic and color. Students completed the Computer Attitude Scale at the beginning and end of the CAI lesson. A pretest, immediate posttest and two week delayed posttest were administered to both experimental groups. Analysis of the data revealed a significant difference in long-term memory based on gender and computer experience. Girls using the color version of the lesson scored significantly higher on the delayed posttest than girls using the achromatic version.
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Campbell, Penny Renae. "Effects of Time Spent on Computer-Assisted Instruction on Attitudes of Sixth Grade Students Toward Computers." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332374/.

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The purposes of this study were threefold: (1) to examine the effects of time spent on CAI on student attitudes, (2) to examine the effects of time spent on CAI among ability groups, and (3) to determine whether initial attitudes would be maintained throughout a school year, and if not, determine variables associated with an attitude shift.
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Shai, Yee-man, and 佘綺雯. "Effects of computer presentation formats on learning among elderly andyounger adults: the role of cognitiveabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35804440.

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Fogg, Richard John. "The effects of feedback and strategy on self-efficacy and computer task performance." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1023.

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Stander, Adrie. "Computer user interfaces in a multicultural society." Thesis, Cape Technikon, 1997. http://hdl.handle.net/20.500.11838/1369.

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Thesis (MTech(Information Technology))--Cape Technikon, Cape Town, 1997
This research discusses some of the cultural issues that could influence the human computer encounter in a multicultural community. The results of research to determine differences in computer usage caused by cultural differences when using computer user interfaces in simulated and real-world environments are also discussed. Various cultural aspects could possibly influence the effectiveness of the user interface in a multicultural society. Language is an important factor and studies have shown that simple translation will increase productivity (Bodley, 1993:23). However all languages do not contain the necessary technical vocabulary. Mothers from a lower social class typically use a limited language code when communicating with their children (Mussen et aI.,1984:206). As this causes the children to think in more concrete and less conceptual terms, it may influence the human computer interaction, particularly where a high degree of abstraction, such as in graphical interfaces, is used. Symbolism is problematic as symbols like light bulbs, recycle bins and VCR controls do not feature in the life of users living in slum and backward rural conditions. Lack of exposure to technology might negatively influence user attitude (Downton, 1991:25) with a corresponding inhibition of learning and performance. All external locus of control is common among disadvantaged groups due to the high degree of rejection, hostile control and criticism they experience. As the sense of being out of control is largely associated with the indication to avoid stressful situations, users from these groups might prefer to avoid situations where they do not feel in control. The strong differentiation between the roles of the sexes in certain cultures can also influence the encounter with the computer (Downton, 1991:10) It has been shown that the different gender orientations towards problem solving in these cultures can have an important influence on computer usage. The intracultural factors of social class play a significant role in determining how a person acts and thinks (Baruth & Manning, 1991 :9-1 0). Such differences may sometimes be more pronounced than those resulting from cultural diversity and may influence the orientation of the user towards abstraction and generalization.
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Salem, Houda Sahal Mohamed. "The perceptions and implications of techno-stress in an E-learning environment : an exploratory case study." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2809.

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Thesis (MTech) Information Technology))--Cape Peninsula University of Technology, 2018.
The rapid growth of digital technology has exceeded society’s expectations. The overload and pace of technological advances causes many individuals at the workplace or organisations of higher learning, such as universities of technology, to become exposed and prone to stress. Students in higher education environments often find themselves vulnerable to technological stress. The problem is that we do not know the extent of the perceived implications of techno-stress, and it is not clear what the perceived psychological and emotional implications of techno-stress may have on the academic performance of higher education students. The study investigated the perceptions and implications of techno-stress in an e-learning environment to explore and describe the implications of techno-stress; the physical, mental and behavioural outcomes also how it impacts on the academic performance of students at higher education institutions. The questions of the study were focused on finding what the implications of techno-stress are as perceived by students on their studies; what the types and elements of techno-stress that students experience at universities; what the potential causes of techno-stress are as perceived by students; and how students think techno-stress impacts on their academic performance. The qualitative methods approach was used. It was found that students were more stressed over technology when problems occur as they lack the ability to manage or control it, and it was evident that this influence had an undesirable consequence on students’ results. The research concluded that despite the importance technology plays in an e-learning environment by allowing students to conduct their research, download class material and learn online, students perceive technology as an important source of stress. Despite technology’s advantages mentioned above, technology can be unpredictable and when problems occur, students exhibit lack of skills to manage or control it. It was recommended that universities of technology such as CPUT should design a program that helps students to cope with techno-stress.
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Fillpot, James Michael. "Computer-generated speech training versus natural speech training at various task difficulty levels." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/746.

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Catino, Robert J. "Relationship Between Flow Experience, Flow Dimensions, and the Equivalence of Challenges and Skills in the Web-Based Training Environment." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2582/.

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This study applied components of Csikszentmhalyi’s flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learner’s perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions — defined in flow theory — to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the students’ computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondents’ flow experiences and flow dimensions, and developed an on-line instrument to collect data on students’ learning experiences based on instructional events found in computer-based lessons from Gagné. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT user’s and instructional designer’s perspective, is likely to be beneficial to the rapidly emerging field of WBT.
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McVay, Richard B. "An examination of computer anxiety related to achievement on paper-and-pencil and computer-based aircraft maintenance knowledge testing of United States Air Force technical training students." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3082/.

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The purpose of this study was to determine whether varying levels of computer anxiety have an effect on computer-based testing of United States Air Force technical training students. The first chapter presents an overview of computer-based testing, defines key terms, and identifies questions addressed in the research. The rationale for conducting this study was that little research had been done in this area. The second chapter contains a review of the pertinent literature related to computer-based testing, computer anxiety, test reliability, validity, and gender differences in computer use. Due to the lack understanding concerning any effects of computer anxiety on computer-based testing, this has been a worthwhile topic to explore, and it makes a significant contribution to the training field. The third chapter describes the qualitative research methodology used to conduct the study. The primary methodology was an analysis of variance comparison for groups of individuals who displayed high or low computer anxiety to their respective mean computer-based or paper-based aircraft maintenance knowledge testing scores. The research population consisted of United States Air Force aircraft maintenance craftsmen students attending training at Sheppard Air Force Base, Texas. The fourth chapter details the findings of the study. The findings indicate that there was no significant difference between the groups of students rated with high computer anxiety and low computer anxiety while testing with computers. Additionally, no significant differences were detected while testing alternative hypotheses covering differences between groups of students rated with high computer anxiety and low computer anxiety testing by traditional paper-and pencil methods. Finally, a reference section identifying the literature used in the preparation of this dissertation is also included.
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Adhyatman, Alexandra Anggraini. "Investigating the aptitude treatment interaction: Age, gender, computer self-efficacy and computer training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/998.

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Books on the topic "Psychological aspects of Computer-assisted instruction"

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Forgette-Giroux, Renée. L'ordinateur à l'école: Attitudes des élèves, des enseignantes et des enseignants. [Ontario: s.n., 1990.

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Dufoyer, Jean-Pierre. Informatique, éducation et psychologie de l'enfant: Jean-Pierre Dufoyer. Paris: Presses universitaires de France, 1988.

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International, Conference on Computer Support for Collaborative Learning (1st 1995 Bloomington Ind USA). Proceedings of CSCL '95: The First International Conference on Computer Support for Collaborative Learning : October 17-20, 1995, Indiana University, Bloomington, Indiana, USA. Mahwah, NJ: Lawrence Erlbaum Associates, 1995.

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María del Socorro Pérez Alcalá. Afectos, aprendizaje y virtualidad. Guadalajara, Jalisco, México: UD̳e̳GVirtual, 2012.

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Re-thinking e-learning research: Foundations, methods, and practices. New York: P. Lang, 2009.

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Crook, Charles. Computers and the collaborative experience of learning. London: Routledge, 1994.

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Computers and the collaborative experience of learning. New York: Routledge, 1996.

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Prestera, Gustavo E. Effects of contextual color on recall: Border color as a lesson and posttest cue for factual and conceptual information presented in computer-based instruction : a thesis in instructional systems. Ann Arbor, MI: UMI Dissertation Services, 2004.

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International Conference "Internet--Education--Science" (5th 2006 Vinnyt︠s︡i︠a︡, Ukraine). Proceedings of the Fifth International Conference "Internet--Education--Science--2006", 10-14 October, 2006, Vinnyt︠s︡i︠a︡, Ukraine. Vinnyt︠s︡i︠a︡: UNIVERSUM-Vinnyt︠s︡i︠a︡, 2006.

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The visualization of foreign language vocabulary in CALL. New York: P. Lang, 1996.

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Book chapters on the topic "Psychological aspects of Computer-assisted instruction"

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Fuchs, Carolin. "The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs)." In Computer-Assisted Language Learning, 1540–62. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch073.

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This case study contributes to the growing body of research on Language Massive Open Online Courses (LMOOCs) by examining their structural aspects (i.e., layout and format) and dialogic nature (i.e., interaction and negotiation) from the language learner's perspective. This exploratory study draws on data from 15 student teachers of English as a Second/Foreign Language at a private graduate institution on the East Coast of the U.S. As required by their technology elective, participants who were enrolled in a beginner-level LMOOC of their choice kept a log of their learning process/progress over a period of eight weeks. At the end of the course, they were invited to fill out a post-project questionnaire to reflect on their overall experience. The goal of the project was to educate student teachers on the pedagogical underpinnings of LMOOCs while exposing them to online language learning. In this study, the focus was primarily on self-reported system interaction and profile data since the Author was not involved in the design of any of the LMOOCs. Data collection instruments included a needs analysis, weekly LMOOC logs, and a post-LMOOC questionnaire. According to the questionnaire results, student-teachers' motivation was “satisfactory,” and only four out of 15 student teachers completed their LMOOCs. Results further showed that structural aspects (i.e., content, materials, and procedures) rank higher than dialogic aspects (i.e., scaffolding and feedback). This questions the over-reliance on content transmission and instructivist (or teacher-instruction) approaches in LMOOCs, especially since MOOCs enrolment numbers rely heavily on learner's self-motivation to sign up and complete a course.
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Ding, Yan. "What Constitutes an Effective Instructional Video?" In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning, 236–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1282-1.ch011.

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Online English courses have been developing rapidly in the past few years. As instructional videos play a central role in such courses, what constitutes an effective instruction video becomes a critical question for online English course developers. This chapter offers perspectives of EFL learners on this issue via content analysis of their feedback on existing instructional videos used in online English courses. The data consisted of 51 learners' comments on three micro-courses and 3,510 learner reviews on 41 English MOOCs. Analysis of the data revealed the most favorable features of an instructional video, the means to actualize these features, and learners' perceptions of different aspects of the physical design of an instructional video. The findings provided video producers with suggestions on the design and production of instructional videos used in online English courses.
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Coşkun, Abdullah, and Zoe Marlowe. "The Place of Technology-Assisted Language Learning in EFL Listening." In Enriching Teaching and Learning Environments With Contemporary Technologies, 102–16. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3383-3.ch006.

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As technology improves, such trends as technology-assisted language learning (TALL) have dominated the field of foreign language teaching in the new millennium. This chapter aims to review research studies incorporating different aspects of computer and mobile-assisted foreign language learning to enable English as a foreign language (EFL) learners to improve their listening skills. The literature review is based on studies of experimental research design in which the experimental group was exposed to computers or mobile devices to increase EFL learners' listening skills. Additionally, attitudinal studies dealing with EFL learners' perceptions about the integration of technology into EFL listening instruction were reviewed. From the literature review, it was realized that TALL helps EFL learners to improve their listening performance, and students hold favorable attitudes towards its use. At the end of the chapter, two useful mobile applications with the potential to enhance EFL learners' listening skills are introduced, and some recommendations are made.
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Halvorsen, Andy D. "Divergent Teacher Viewpoints of Technology Integration in the Language Classroom." In Language Learning and Literacy, 716–37. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch037.

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This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.
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Halvorsen, Andy D. "Divergent Teacher Viewpoints of Technology Integration in the Language Classroom." In Preparing Foreign Language Teachers for Next-Generation Education, 130–51. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0483-2.ch008.

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This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.
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Surry, Daniel W., and David C. Ensminger. "Supporting the Implementation of Online Learning." In Web-Based Education, 215–21. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch015.

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Technology plays an important role in modern society. It is hard to imagine living in a world without such essential technologies as wireless communication, the Internet, laser surgery, polymers, and jet aircrafts, among countless other examples. Technology has had a profound effect on almost all aspects of our lives including banking, communications, medicine, transportation, energy, and the military. As inthese other areas, technology is now playing an increasingly important role in education. A variety of technologies have been introduced into the schools overthe last few decades. Among the most common of these are computer assisted instruction, multimedia presentations, classroom management software, and various assistive and adaptive technologies. In more recent years, distance and online learning technologies have advanced to the point where online learning is now a viable option for the delivery of high quality educational and training programs. The potential for technology, especially distance and online learning, to revolutionize education and training is beyond question.
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Rajasingham, Lalita. "The Application of Virtual Reality and HyperReality Technologies to Universities." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 61–66. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch009.

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The term HyperReality (HR) was coined by Nobuyoshi Terashima to refer to “the technological capability to intermix virtual reality (VR) with physical reality (PR) and artificial intelligence (AI) with human intelligence (HI)” (Terashima, 2001, p. 4). HR is a technological capability like nanotechnology, human cloning and artificial intelligence. Like them it does not as yet exist in the sense of being clearly demonstrable and publicly available. Like them it is maturing in laboratories where the question “if?” has been replaced by the question “when?” And like them the implications of its appearance as a basic infrastructure technology are profound and merit careful consideration. (Tiffin &Rajasingham, 2001) Because of this, universities, if they are to be universities, will be involved with HR as a medium and subject of instruction and research, and for the storage and development of knowledge (Tiffin & Rajasingham, 2003). The concepts of HyperUniversities, HyperClasses, Hyperschools, and HyperLectures are at the same level of development as the concepts of virtual universities, virtual classes, virtual colleges, and virtual schools in the later part of the 1980s (Tiffin & Rajasingham, 1995). A project on emerging nanotechnology, Consumer Products Inventory contains over 380 products ranging from clothing, home furnishing, medical scanning and diagnostics tools, electronics, computer hardware, scanning microscopes, and so on (http://www.nanotechproject. org/index.php?id=44&action=view). This is the future environment for which universities will need to educate society. HyperReality subsumes virtual reality. HR is only possible because of the development of computer-generated virtual reality, in particular, the development of distributed virtual reality which makes it possible for different people in different places to interact together in the same virtual reality. It was the theoretical application of this capability to education, and especially to university education, that lead to the concept of virtual classes in virtual schools and universities (Tiffin & Rajasingham, 1995). Initial experiments simulated virtual classes by using videoconferencing, audio conferencing, and audiographic conferencing. The emergence of the Internet shifted these ideas from a laboratory stage to institutional development of institutions calling themselves virtual universities and virtual schools, by virtue of being able to bring teachers and students together in classes using telecommunications and computers, instead of public transport and buildings. Today, synchronous and asynchronous virtual classes are conducted using learning management systems (LMS) applications such as Blackboard, Chatterbox, Eluminate, and Lotus LearningSpace on the Internet. Furthermore, highly interactive, reusable learning objects (LOs) that are adaptable in all aspects, and interoperable with other learning objects, are rapidly coming online (Hanisch & Straber, 2003). HypreReality LOs, still in Beta, are being developed. HyperReality also subsumes artificial intelligence. Teaching machines and computers have been used for instruction since the early days of computer-assisted instruction (CAI) in the 1960s, albeit with little overall impact on education, especially at the university level. However, the growing capability and ubiquity of AI expert systems and agents, the vast amount of repetitive work involved in teaching, and the growing application of business criteria to the management of education suggest that AI agents, conceivably in avatar form, will be adopted in education, and the place where this will begin is likely to be in the universities.
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