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Journal Issue
Volume 10 Issue 4, ICEL 2012 / Oct 2012  pp360‑440

Editor: Paul Lam

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Students’ use of Asynchronous Voice Discussion in a Blended‑Learning Environment: A study of two undergraduate classes  pp360‑367

Khe Foon Hew, Wing Sum Cheung

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Review of Use of Animation as a Supplementary Learning Material of Physiology Content in Four Academic Years  pp368‑377

Isabel Hwang, Michael Tam, Shun Leung Lam, Paul Lam

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An innovative research on the usage of facebook in the higher education context of Hong Kong  pp378‑386

Louis Lam

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Digital Devices in Classroom – Hesitations of Teachers‑to‑be  pp387‑395

Paul Lam, Aiden Tong

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Abstract

More and more teachers are facing the decision whether they should allow or promote students the use of technology in the classroom. The decision is difficult as there are apparently both advantages and disadvantages in doing either way. In terms of positive impacts, research revealed that the use of digital devices in the classroom setting was capable of facilitating faculty‑student interactions and in‑class participation, which in turn enhanced engagement and active learning (Fitch, 2004; Partee, 1996; Stephens, 2005). On the contrary, evidence was also identified to show a relationship between notebook use and distraction in class. The pilot study investigated the desirability of allowing digital devices in class in our local context, and to explore the factors that influence the success of the practice. Two studies were conducted with students in teacher‑training programmes at The Chinese University of Hong Kong. In the first study, students were allowed to use computers in the lessons (free use) in the whole semester and then they were asked to reflect upon the learning benefits, if any. In the second study, the future teachers were asked to comment openly on the use of digital devices for more guided purposes such as student response system and e‑textbook. Results in general revealed that it is indeed a very controversial and complicated issue. On the one hand, many positive learning benefits relating to using digital devices in class are acknowledged. On the other hand, distraction is a major concern as students may use the technology for irrelevant purposes in class. Participants thus were also very conservative about channeling the use of computers in classroom to other academic contexts. The answer to the question whether computers be allowed in class thus is not a simple yes or no but is a series of suggestions concerning when and how to do it more appropriate. 

 

Keywords: computers in classroom, distraction

 

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Kathy Lynch, Nigel Barr, Florin Oprescu

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‘As a student, I do think that the learning effectiveness of electronic portfolios depends, to quite a large extent, on the attitude of students!’  pp407‑416

Jane Mok

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Multi‑disciplinary Learning through a Database Development Project  pp417‑427

Vincent Ng, Chloe Lau, Pearl Shum

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A Framework for Measuring Student Learning Gains and Engagement in an Introductory Computing Course: A Preliminary Report of Findings  pp428‑440

Billy Lim, Bryan Hosack, Paul Vogt

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