Improving
Visual Literacy through Online Photo Management and Sharing Applications
Today's culture becomes so visual
that learners really get their information from visual elements. These
visual elements are increasingly appearing in learning and teaching
resources, delivered across a range of media in a variety of formats:
textbooks, multimedia presentations, computer tutorials, television
programs and Web resources (Sims et al., 2002). Visual information
usually comes in the form of line drawings, photographs, maps, diagrams,
flowcharts, graphs, time lines, geometrical figures, and Venn diagrams.
Educators believe that using visual treatments helps learners to explore
meanings clearly, directly and easily and yields positive results (Chanlin,
1998).
[Ongoing...]
Bringing
digital storytelling to classrooms in developing regions: A
technology-integrated and low-cost approach
This study
aims to guide teachers to explore the power of digital storytelling, as a
teaching and learning tool, for students and its connection to subject
matter. Teachers encouraged to create their own digital stories and help
their students to create, present and share their own stories with other
students in the class.
[Completed September 2007]
Establishing and Implementing a
Low-Cost Learning Object Repository for Egyptian Teachers
In Egypt, there is
currently a strong emphasis on systemic reform in education at all levels.
This development is encouraging stakeholders to collaborate in supporting
achievement of high standards in the schools. Like many education
authorities around the world, the Ministry of Education (MOE) has seized on
technology as a way to better prepare the workforce for a competitive
economy (Sadik, 2006). A special unit within the MOE, called the Technology
Development Center, was formed to coordinate the MOE’s effort to infuse
technology into schools (Warschauer, 2004). According to MOE, infusion of
technology implies development in improving the performance of students,
arranging of information and increasing capacities of information
exchange.
As a result, teachers face the need to improve learning by
providing new means for presenting curricular material, illustrate concepts
that are less easily explained through traditional media, support new types
of learning opportunities and provide enrichment activities for students
whether it is in a classroom or through e-learning environments. One of
these new means is learning objects.
[Completed September 2006]
The Readiness and Preparedness to Use E-learning in
Higher Education.
This study aims to assess the state of
readiness and preparedness of university staff for the implementation of
e-learning into their teaching. The importance of the assessment of staff's
readiness lies in that it leads to the development of effective training
programmes and the certification of e-learning faculty.
[Completed November 2005]
The Measurement of Attitudes Toward Personal Use and
School Use Computers Among Egyptian Teachers
This study reports on the
Arabization and empirical evaluation of two well-known computer attitude
scales to assess teachers' attitudes toward personal use and school use of
computers. Data provided by a sample of 443 teachers support the reliability
and validity of the two Arabic versions and the body of the research
evidence, which suggests that computer attitude is multidimensional. The
relationship between gender, computer experience, years of teaching
experience and computer attitudes are examined in this
study.
[Completed April 2005]