摘要：
With the development of smart education, how to promote students' deep learning in smart classrooms has become a hot topic of information classroom teaching reform. The development of higher-order thinking skills, especially critical thinking is an important dimension of students' deep learning. In this study, a debate teaching model was designed based on the APT (Assessment, Pedagogy, Technology) model in the smart classroom. The Chinese curriculum in the primary school was used as an example to carry out the debate teaching activities for reading. The survey questionnaire and qualitative analysis methods were used to analyze the influence of debate teaching in the smart classroom based on the APT model on students' critical thinking. The study found that the debate teaching based on the APT model can improve the students' critical thinking and higher-level knowledge building to a certain extent. The task of debate and problem solving are helpful for the development of students' knowledge building.
摘要：
With the evolution of the mobile platform and the rapid adoption of mobile devices such as cell phones and other handheld devices, mobile devices are playing a huge role in education. The traditional teaching mode cannot meet the requirements of comprehensive quality cultivation for students in the information technology environment. The purpose of this study was to investigate the effects of different teaching model (PBL teaching model based on the mobile devices vs. traditional teaching model) on the meta-cognitive awareness of learners. One hundred and three primary school students enrolled in the "Movement of the Earth" course taught by the experienced professor. This study randomly selected one class as the experimental group and the other as the control group. The teacher used PBL teaching model based on the mobile devices in the experimental group and used traditional teaching mode in the control group. Quantitative analysis combined with qualitative analysis was used to examine the meta cognitive awareness, learning achievement and students' work. The results showed that PBL teaching based on mobile devices has better effect on students' meta-cognitive awareness but there no significant difference with control group; Compared with the traditional teaching, PBL teaching based on mobile devices has a significant positive impact on students' learning achievement; During the whole teaching process, students in the experimental group played an active part in inquiry activities and did rich works.
摘要：
The smart classroom is the materialization of the wisdom learning environment which provides technical support for the development of teaching and learning. Technology-enhanced assessment is helpful for improving learners' high-order thinking skills. In this paper, a rubric based technology-enhanced assessment approach is proposed to help students design research proposal and draw mind map, evaluate peers' works and modify their own works. To evaluate the performance of the rubric-based technology enhanced assessment approach for improving students' meta cognitive awareness and learning achievement, an experiment was conducted in a college. A total of 83 students participating in the experiment were assigned to an experimental group and a control group. The students in the experimental group used the rubrics before designing the research proposal and mind map, while those in the control group used the rubrics after finishing them. From the experimental results, it was found that giving the rubrics before designing the research proposal and mind map significantly improved the students' meta cognitive awareness and learning achievement and reduced the students' cognitive load.
作者：
Zhu, Sha;Qiu, Hongjing;Yang, Harrison Hao*;Zhang, Yi（张屹）
期刊：
Lecture Notes in Computer Science,2016年9757:258-268 ISSN：0302-9743
通讯作者：
Yang, Harrison Hao
作者机构：
[Zhu, Sha] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;[Zhang, Yi; Qiu, Hongjing; Yang, Harrison Hao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
通讯机构：
[Yang, Harrison Hao] C;[Yang, Harrison Hao] S;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Peoples R China.;SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
会议名称：
9th International Conference on Blended Learning (ICBL)
会议时间：
JUL 19-21, 2016
会议地点：
Peking Univ, Beijing, PEOPLES R CHINA
会议主办单位：
Peking Univ
会议论文集名称：
Lecture Notes in Computer Science
关键词：
Mobile devices;Integration;Influencing factors;K-12 teachers
摘要：
The purpose of this study was to explore the key factors influencing K-12 teachers’ intention of mobile devices integration in teaching. A structural model of the factors influencing teachers’ intention to integrate mobile devices in teaching was proposed based on an extensive literature review. Based on the proposed model, a survey was administered which included six categories: (1) Attitude and technology belief; (2) Mobile-based pedagogical knowledge; (3) Mobile device skills; (4) Institutional support; (5) Self-efficacy of mobile-based teaching; and (6) Intention to integrate mobile devices. Partial Least Squares (PLS) were employed to validate the proposed model and hypotheses, using the data collected from 22 primary school teachers via surveys. The results indicated that teachers’ attitude and technology belief, and self-efficacy of mobile-based teaching had significant impacts on their intention to integrate mobile devices in teaching. Meanwhile, teachers’ mobile device skills strongly influenced their self-efficacy of mobile-based teaching. Finally, the authors provided suggestions for teachers, school leaders, and researchers.
摘要：
With the development of technology, mobile device is becoming more and more popular, which encouraged an increasing number of researches about mobile learning. Students could study breaking through the limitations of time and space. This study proposed a peer assessment-based mobile learning approach to improve the learning achievement of students. To evaluate the effectiveness of the proposed learning approach, an experiment was conducted in an elementary school. The experiment group learned with peer assessment-based mobile learning approach, the control group learned with teacher assessment-based mobile learning approach. The results show that the proposed learning approach could improve students' learning achievement effectively, and motivate students' learning interest.
作者机构：
[Zhang, Yi; Zhou, Pinghong; Bai, Qingyu; Fan, Fulan] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.
会议名称：
5th International Conference on Educational Innovation through Technology (EITT)
会议时间：
SEP 22-24, 2016
会议地点：
Tainan, TAIWAN
会议主办单位：
[Zhou, Pinghong;Bai, Qingyu;Zhang, Yi;Fan, Fulan] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.
关键词：
smart classroom;knowledge building;assessment based learning
摘要：
This study explored the application of smart classroom in primary school in China and how it work with collaborative knowledge building of students. The study first put forward the assessment-based learning mode which was integrated with assessment, pedagogy and technology. Taking the mathematics course as an example, learning activities were designed based on the assessment-based learning and knowledge building theory. Then, the study collected data from 87 students in two classes. Findings showed that students in two classes had significant difference in the application of knowledge, but had no significant difference in knowledge acquisition and processing. The study findings will enable teachers to design meaningful assessment based activities for the students' collaborative knowledge building and the development of students' higher-order thinking skills in the smart class.
