Linked e-resources
Details
Table of Contents
Preface; Contents; 1 iPad-Agogy: Expanding or Limiting Pedagogical Skills?; Abstract; 1.1 Introduction; 1.2 The Context; 1.3 Literature Review; 1.4 The Research; 1.5 Findings and Analysis; 1.5.1 Demographic Details; 1.5.2 The Use of iPad as a Teaching Tool; 1.5.2.1 iPad Usage in Lesson Preparation; 1.5.2.2 iPad Usage in Lesson Delivery; 1.5.3 The Perceived Benefit of iPad as a Pedagogical Tool; 1.5.3.1 Mobility; 1.5.3.2 Accessibility to Information and Communication; 1.5.3.3 Provide Teaching Resources; 1.5.3.4 Evidences of Learning
1.5.4 The Perceived Limitations of iPad as a Pedagogical Tool1.5.4.1 Device Limitation; 1.5.4.2 Limited Support Facilities; 1.5.4.3 Attitudinal Limitation; 1.6 Discussion and Conclusion; References; 2 Understanding Teacher Educators' Beliefs and Use of Information and Communication Technologies in Teacher Training Institute; Abstract; 2.1 Introduction; 2.1.1 Teacher Educator Beliefs of Information Communication Technologies (ICT); 2.2 Research Purpose and Questions; 2.3 Methodology; 2.3.1 Sample; 2.3.2 Data Collection; 2.3.3 Data Analysis; 2.4 Interpretation of Answers
2.4.1 Teacher Educators Use of Technology2.5 Practical Implications; 2.6 Conclusion; References; 3 Employing Websites in Language Learning for Tourism Purpose Among Arabic Learners at the MARA Poly-Tech College (KPTM); Abstract; 3.1 Introduction; 3.2 Language for Specific Purposes; 3.3 Web-Based Learning in Language for Specific Purposes; 3.4 Methodology; 3.5 Results and Findings; 3.6 Conclusion; Acknowledgement; References; 4 The Nature of Student Group Online Interactions in Learning ICT Education; Abstract; 4.1 Introduction; 4.2 Purpose of the Study; 4.3 Literature Review
4.3.1 Online Learning Technology4.3.2 Online Collaborative Learning (OCL); 4.3.3 Online Collaborative Learning Within a Community of Learners; 4.4 Methodology; 4.4.1 Phase 1: Defining and Designing the Study; 4.4.2 Phase 2: Conduct Case Study; 4.4.3 Phase 3: Performing Data Analysis; 4.4.4 Phase 4: Reporting the Findings; 4.4.5 Research Setting and Participants; 4.5 Findings; 4.5.1 Online Group Characteristics; 4.5.2 Online Groups' Ways of Working: Group Participation Methods; 4.5.3 Online Groups' Ways of Working: Group Communication Styles
4.5.4 Online Groups' Ways of Working: Group Communication Roles4.5.5 The Outcomes of OCL Activities; 4.5.5.1 Cognitive Transformation: Developing Understanding and Gaining Expertise; 4.5.5.2 Social Transformation: Developing Mutual Responsibilities and Relationships; 4.5.5.3 Emotional Transformation: Developing Confidence and User Satisfaction; 4.6 Discussion; 4.6.1 A Particular Case of Socio-cultural Learning; 4.6.2 The Affordances of Tools: Distributed Cognition; 4.6.3 The Affordances of Tools: Situated Activity; 4.6.4 The Affordances of Tools: Goals-directed
1.5.4 The Perceived Limitations of iPad as a Pedagogical Tool1.5.4.1 Device Limitation; 1.5.4.2 Limited Support Facilities; 1.5.4.3 Attitudinal Limitation; 1.6 Discussion and Conclusion; References; 2 Understanding Teacher Educators' Beliefs and Use of Information and Communication Technologies in Teacher Training Institute; Abstract; 2.1 Introduction; 2.1.1 Teacher Educator Beliefs of Information Communication Technologies (ICT); 2.2 Research Purpose and Questions; 2.3 Methodology; 2.3.1 Sample; 2.3.2 Data Collection; 2.3.3 Data Analysis; 2.4 Interpretation of Answers
2.4.1 Teacher Educators Use of Technology2.5 Practical Implications; 2.6 Conclusion; References; 3 Employing Websites in Language Learning for Tourism Purpose Among Arabic Learners at the MARA Poly-Tech College (KPTM); Abstract; 3.1 Introduction; 3.2 Language for Specific Purposes; 3.3 Web-Based Learning in Language for Specific Purposes; 3.4 Methodology; 3.5 Results and Findings; 3.6 Conclusion; Acknowledgement; References; 4 The Nature of Student Group Online Interactions in Learning ICT Education; Abstract; 4.1 Introduction; 4.2 Purpose of the Study; 4.3 Literature Review
4.3.1 Online Learning Technology4.3.2 Online Collaborative Learning (OCL); 4.3.3 Online Collaborative Learning Within a Community of Learners; 4.4 Methodology; 4.4.1 Phase 1: Defining and Designing the Study; 4.4.2 Phase 2: Conduct Case Study; 4.4.3 Phase 3: Performing Data Analysis; 4.4.4 Phase 4: Reporting the Findings; 4.4.5 Research Setting and Participants; 4.5 Findings; 4.5.1 Online Group Characteristics; 4.5.2 Online Groups' Ways of Working: Group Participation Methods; 4.5.3 Online Groups' Ways of Working: Group Communication Styles
4.5.4 Online Groups' Ways of Working: Group Communication Roles4.5.5 The Outcomes of OCL Activities; 4.5.5.1 Cognitive Transformation: Developing Understanding and Gaining Expertise; 4.5.5.2 Social Transformation: Developing Mutual Responsibilities and Relationships; 4.5.5.3 Emotional Transformation: Developing Confidence and User Satisfaction; 4.6 Discussion; 4.6.1 A Particular Case of Socio-cultural Learning; 4.6.2 The Affordances of Tools: Distributed Cognition; 4.6.3 The Affordances of Tools: Situated Activity; 4.6.4 The Affordances of Tools: Goals-directed