This study tries to apply wireless technologies to build a highly interactive environment. For this purpose, this study first identifies four types of interaction between the members in the technology-embedded classroom contexts, including:(I) face-to-face interaction;(2) computer-mediated interaction;(3) human-computer interaction;and (4) personal device supported simultaneous group interaction. In our analysis, each type of interaction above has its advantages and limitations, and there is no one can achieve all instructional goals along. So, the second purpose of this study is to integrate wireless local area network (WLAN), electronic whiteboard, interactive classroom server, and resource and class management serve to build a highly interactive learning environment, which can support members to flexibly proceed any type ofinteraction to achieve specific instructional goals. Finally, this study integrates the learning environment design with one of traditional pedagogical models -the Jigsaw? Model to demonstrate how such highly interactive learning environment can best promote instructor's teaching and students' learning .
We believe that with regard to the information technology applications in education, one student one computing device will be the future and long-term trend. Many related studies on learning systems have been carried out, from applying the simplest functions of the remote controller to the very powerful capabilities of the Tablet PC. Based on this research spectrum, this study focuses on the improvement of the pocket electronic dictionary, which is a very popular personal device among students to facilitate English learning, to serve as an individual's learning device called English Learning Mobile Device (ELMD). From using it simply to learn English, its functions will be expanded to provide interactions in the classroom. At the same time taking into account the teachers and parents' participation to form a completed English learning scenario. Thus, a learning-centered, classcentered, and interactive-centered wireless technology enhanced language learning environment could be realized in ordinary classroom.
With the emergence of information technology, wireless communication and mobile devices are the newest applications in education. The wireless technology enhanced classroom (WiTEC) integrates wireless local area network, mobile learning devices, and client-server architecture to support instruction and learning activities in classroom. This paper introduces the framework of three learning activity levels, namely learning function, learning episode, and learning flow, as the basis to design and develop an integrated system to support various kinds of learning activities in WiTEC. A teacher can use the system to form new learning flows before class and to implement them in class. A two-stage evaluation was conducted in three elementary classes to investigate the usability and feasibility of the proposed system. The participated teachers indicated that the integrity mechanism of three learning activity levels eases the burden of preparing, implementing, and reviewing instruction and learning.
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