Issues and Trends in Tech Ed

KSU EDCI 888

March 29, 2013 Devin Hess

Contents
FLIPPED CLASSROOM: .............................................................................................................. 4 Brunsell, E., & Horejsi, M. (2013). A flipped classroom in action. The Science Teacher, 80(2), 8-8. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1314910685?accountid=11789?accountid=11789 ...................... 4 Cultures of collaboration: Leveraging classroom potential. (2012). Voices from the Middle, 20(2), 60-62. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1288617207?accountid=11789?accountid=11789 ...................... 4 Kumar, M. S. V. (2012). The new landscape for the innovative transformation of education. Social Research, 79(3), 619-630,787. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1321129483?accountid=11789?accountid=11789 ...................... 4 Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology &Society, 16 (1), 356366..................................................... 5 Prober, C. G., & Heath, C. (2012). Lecture halls without lectures -- A proposal for medical education. The New England Journal of Medicine, 366(18), 1657-9. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1010982383?accountid=11789.................................................... 5 Hill, R. A. (2011). Mobile digital devices: Dipping your toes in technological waters. Teacher Librarian, 39(1), 22-26. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/902627624?accountid=11789...................................................... 5 Markham, T. (2011). Project based learning A bridge just far enough. Teacher Librarian, 39(2), 38-42. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/915254354?accountid=11789...................................................... 5 COMMON CORE IMPACT ON ED-TECHNOLOGY USE AND INTEGRATION................................... 6 Tucker, C. (2012). Common core standards: Transforming teaching with collaborative technology. Teacher Librarian, 40(1), 30-37,4. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1115043627?accountid=11789?accountid=11789 ...................... 6 Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-

related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/858614418?accountid=11789 .................................................... 6 Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2011). Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students' creation of evidence-based arguments. Instructional Science, 39(5), 667-694. doi: http://dx.doi.org/10.1007/s11251-010-9148-z ........................................................... 7 Atkinson, R. D. (2012). Why the current education reform strategy won't work. Issues in Science and Technology, 28(3), 29-36. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1035325038?accountid=11789.................................................... 7 Cohen, S. (2012). Apps meet the common core state standards in writing. Teacher Librarian, 40(2), 32-35,38-39. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1271626502?accountid=11789.................................................... 8 Richardson, C. J., & Eddy, C. M. (2011). The mathematical argument: Proponents and opponents of a standardized core. American Educational History Journal, 38(1), 277288. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1034734631?accountid=11789.................................................... 8 Maguire, K. A., Smith, D. A., Brallier, S. A., & Palm, L. J. (2010). Computer-based testing: A comparison of computer-based and paper-and-pencil assessment. Academy of Educational Leadership Journal, 14(4), 117-125. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/763256555?accountid=11789...................................................... 8 Li-Ju, C., Ho, R., & Yung-Chin, Y. (2010). Marking strategies in metacognition-evaluated computer-based testing. Journal of Educational Technology & Society, 13(1), 246n/a. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1287035506?accountid=11789.................................................... 9 TECHNOLOGY AND LITERACY HOW DO DIGITAL MEDIA AND TOOLS IMPACT LEARNING........ 9 Wright, S., Fugett, A., & Caputa, F. (2013). Using E-readers and internet resources to support comprehension. Journal of Educational Technology & Society, 16(1), 367n/a. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1287029551?accountid=11789.................................................... 9 Park, S. W. (2013). The potential of web 2.0 tools to promote reading engagement in a general education course. TechTrends, 57(2), 46-53. doi: http://dx.doi.org/10.1007/s11528-013-0645-1 ........................................................ 10 Chi-Cheng, C., & Bing-Hong, W. (2012). Is teacher assessment reliable or valid for high school students under a web-based portfolio environment? Journal of Educational

Technology & Society, 15(4), 265. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1287025044?accountid=11789.................................................. 10 Chun-Ming, H., Hwang, G., & Huang, I. (2012). A project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Journal of Educational Technology & Society, 15(4), 368. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1287024902?accountid=11789.................................................. 11 lvarez, G. (2012). New technologies in the university context: The use of blogs for developing students' reading and writing skills. RUSC, 9(2), 185-198. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1030155853?accountid=11789.................................................. 11 Razon, S., Mendenhall, A., Yesiltas, G. G., Johnson, T. E., & Tenenbaum, G. (2012). Evaluation of a computer-supported collaborative learning tool: Effects on quiz performance, content-conceptualization, affect, and motivation. Journal of Multidisciplinary Research, 4(1), 61-78. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/963360161?accountid=11789.................................................... 12 Sun, J. (2012). Popularizing vocabulary extraction service on digital publishing platforms. Publishing Research Quarterly, 28(1), 65-72. doi: http://dx.doi.org/10.1007/s12109012-9255-6 ................................................................................................................. 12

Possible issues and trends: 1. Flipped classroom (750 Emerging Technologies topic) 2. Blended classrooms 3. Tech assisted Collaborative and Project based learning 4. Common Core and Technology (EDCI 888 research topic?) 5. Accessing understanding of digital media 6. Technology and Literacy How do digital media and tools impact learning

FLIPPED CLASSROOM:
Brunsell, E., & Horejsi, M. (2013). A flipped classroom in action. The Science Teacher, 80(2), 8-8. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1314910685?accountid=11789?accountid=11789 Abstract: Brunsell and Horejsi detail how the flipped classroom approach has become an effective way to give students more productive time in class to help them learn. Consider Dave Kawecki, a physics teacher in Wisconsin. Last spring, he studied the impact of flipping a unit on magnetic fields. During the two-week unit, he found or created 16 videos and transformed how he used class time. Kawecki found that his experience met the flipped classroom hype. He was able to almost double the time that students engaged in active learning. His students had more time to collaborate with each other. Cultures of collaboration: Leveraging classroom potential. (2012). Voices from the Middle, 20(2), 60-62. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1288617207?accountid=11789?accountid=11789 Abstract: A primary task of teachers is to promote the culture of collaboration in classrooms. That's because we are smarter together than we are alone. But for teachers to leverage the unique social capacity of classrooms, they need to understand how to create situations requiring and rewarding collaboration (like that of inquiry), how to structure groups, and how to assist collaborative practices.

Kumar, M. S. V. (2012). The new landscape for the innovative transformation of education. Social Research, 79(3), 619-630,787. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1321129483?accountid=11789?accountid=11789 Abstract: Over the next decade the authors should anticipate a series of profound changes to the educational landscape, influenced by several intersecting trends. The potent combination of technology innovation and the Open Education movement in particular will transform teaching and learning practices and change the way faculty and students interact. They can expect these innovations to create a series of new opportunities that will address and improve some of the enduring issues that have faced education -- such as access and quality -- with the potential to radically alter its ecology and economics. Simply allowing these changes to take place, however, will not guarantee positive results. In parallel with technology innovation, the Open Education movement has continued to expand dramatically over the past decade, characterized by

a variety of initiatives and a gradual consensus among various local and international institutions on its potential value. While technology-powered Open Education presents several transformative opportunities for learning, realizing the opportunities requires careful consideration of technical, organizational, and cultural challenges. Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology &Society, 16 (1), 356366. ABSTRACT Schools are working to improve achievement through the examination of instructional practice and the use of instructional technology. This article provides informed commentary on the state of school reform and the need for continuous improvement, instructional improvement and instructional technology improvement. It also presents advocacy for the use of a continuous improvement system called lean as a toolkit for these improvement efforts. A discussion example of an at risk high schools journey through continuous improvement and the use of a lean tool for analysis for improvement resulting in the innovative use of screen capture technology is shared to highlight one application of the lean framework presented. Prober, C. G., & Heath, C. (2012). Lecture halls without lectures -- A proposal for medical education. The New England Journal of Medicine, 366(18), 1657-9. Retrieved from http://search.proquest.com.er.lib.k-state.edu/docview/1010982383?accountid=11789 Abstract: Medical education in this era of a vast medical canon can be improved without increasing the time it takes to earn a medical degree, if we make lessons "stickier" and embrace a learning strategy that is self-paced and mastery-based and that boosts engagement. Hill, R. A. (2011). Mobile digital devices: Dipping your toes in technological waters. Teacher Librarian, 39(1), 22-26. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/902627624?accountid=11789 Abstract: Since computers hit the education scene, educators have tested every conceivable technological advance within their curriculums. According to a 2009 study conducted by Common Sense Media, 69% of all schools ban student eel phone use during the school day (Common Sense Media). [...] according to a Pew Internet research study, 65% of cell phone-owning kids at schools that ban those same phones still bring them every day to class and 58% of those students still use them (Lenhart). Markham, T. (2011). Project based learning A bridge just far enough. Teacher Librarian, 39(2), 38-42. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/915254354?accountid=11789 Abstract: [...] well-executed PBL emphasizes a carefully planned assessment that incorporates formative feedback, detailed rubrics, and multiple evaluations of content

and skills. [...] PBL can be defined as an extended learning process that uses inquiry and challenge to stimulate the groivth and mastery of skills. [...] PBL refocuses education on the student, not the curriculum-a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resiliency.

See also: On the web Bergmann and Samss webpage: http://mast.unco.edu/vodcasting//index.php Teacher Vodcasting Network: http://vodcasting.ning.com Twitter: www.twitter.com/@jonbergmann Vimeo: http://vimeo.com The Vod Couple article: http://thejournal.com/Articles/2009/08/09/Vodcasting.aspx YouTube: www.youtube.com/learning4mastery #revlearn on Twitter

COMMON CORE IMPACT ON ED-TECHNOLOGY USE AND INTEGRATION

Tucker, C. (2012). Common core standards: Transforming teaching with collaborative technology. Teacher Librarian, 40(1), 30-37,4. Retrieved from

http://search.proquest.com.er.lib.kstate.edu/docview/1115043627?accountid=11789?accountid=11789
Abstract: [...]students need learn how to actively engage with their peers to tackle academic challenges and become confident producers of information if they are going to be competitive beyond secondary school. The Common Core Standards state that students early as kindergarten, "with guidance support from adults, explore a variety digital tools to produce and publishing, including in collaboration with This writing standard, which stresses use of online tools to publish and rate, make it necessary for teachers to explore safe spaces where they can begin cultivate these skills. Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/858614418?accountid=11789

Abstract: How does teachers' technological pedagogical content knowledge (TPACK) inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers' planning, we sought to discover clues to the nature and development of these teachers' TPACK-inaction as it was expressed in their planning processes. Comparisons of interview data and planning products before and after engaging in professional development that addressed content-focused, TPACK-based learning activity types (Harris & Hofer, 2009) revealed three primary findings, each supported by participating teachers' oral and written reflections upon their learning. The participating teachers'(a) selection and use of learning activities and technologies became more conscious, strategic, and varied; (b) instructional planning became more student-centered, focusing primarily upon students' intellectual, rather than affective, engagement; and (c) quality standards for technology integration were raised, resulting in deliberate decisions for more judicious educational technology use. [PUBLICATION ABSTRACT] Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2011). Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students' creation of evidence-based arguments. Instructional Science, 39(5), 667-694. doi: http://dx.doi.org/10.1007/s11251-010-9148-z Abstract Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., J Learn Sci 7:313350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based argumentation scaffolds on middle school students construction of evidence-based arguments during a PBL unit, and (b) scaffold use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews. Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use of the scaffolds by the small groups to communicate and keep organized.

Atkinson, R. D. (2012). Why the current education reform strategy won't work. Issues in Science and Technology, 28(3), 29-36. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1035325038?accountid=11789 Abstract: [...]the past quarter-century has seen a widespread consensus that the United States needs to do a better job at promoting and supporting STEM education. [...]if the nation is to more effectively address the STEM challenge, fresh thinking and fresh approaches are needed

Cohen, S. (2012). Apps meet the common core state standards in writing. Teacher Librarian, 40(2), 32-35,38-39. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1271626502?accountid=11789 Abstract: In News360, the customization even extends for the election to "News from the Right" and "News from the Left." Because Standard 1 asks students to find differing points of view for the same topic, News 360 will give a host of different perspectives on any single current issue. Noodletools is an invaluable tool for integrating information while avoiding plagiarism. Because of the collaborative nature of this application, student researchers are transparent. Richardson, C. J., & Eddy, C. M. (2011). The mathematical argument: Proponents and opponents of a standardized core. American Educational History Journal, 38(1), 277-288. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1034734631?accountid=11789 Abstract: Richardson and Eddy examine the standardized course of study in teaching mathematics in all high school students in the US following the release of the Common Core State Standards by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. The initiative has revisited the longstanding debate, which is to implement the same education standards for all students across all states in the country. Throughout the previous century and across the states, the amount and level of mathematics required for graduation varied significanfly. War, growth in technology, comparisons among states and with other countries, and changing perceptions of equity, have all contributed to changed requirements. Sample pathways include an integrated mathematics approach of three mathematics courses as well as a traditional approach of Algebra I, Geometry, and Algebra II courses. Maguire, K. A., Smith, D. A., Brallier, S. A., & Palm, L. J. (2010). Computer-based testing: A comparison of computer-based and paper-and-pencil assessment. Academy of Educational Leadership Journal, 14(4), 117-125. Retrieved from http://search.proquest.com.er.lib.k-state.edu/docview/763256555?accountid=11789 Abstract: This study examined the difference in test scores for students who engaged in proctored course assessments electronically via computer interface compared to students who took proctored assessments through a paper and pencil format in the classroom. A sample of 179 students registered in Intermediate Accounting I (CBAD 330) courses during the fall 2007, fall 2008, and summer 2008 semesters served as participants in this study. Each were given three non-cumulative and one cumulative assessments at approximately equal intervals throughout the semester. Forty three students completed all assessments electronically and 92 completed all assessment via pencil and paper. All students received the same inclass instruction, regardless of assessment format. ANOVA results indicated that students who completed all assessments electronically scored significantly higher than those students completing all

assessments via pencil and paper. No interaction was present between test format and test number, suggesting that neither test format had a more severe learning curve. Li-Ju, C., Ho, R., & Yung-Chin, Y. (2010). Marking strategies in metacognition-evaluated computer-based testing. Journal of Educational Technology & Society, 13(1), 246-n/a. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1287035506?accountid=11789 Abstract: This study aimed to explore the effects of marking and metacognitionevaluated feedback (MEF) in computer-based testing (CBT) on student performance and review behavior. Marking is a strategy, in which students place a question mark next to a test item to indicate an uncertain answer. The MEF provided students with feedback on test results classified as correct answers with and without marking or incorrect answers with and without marking. The study analyzed 454 ninth graders randomly assigned to three groups: Gmm (marking + MEF), Gmu (marking), and Guu (none). Each group was further categorized into three subgroups based on their English ability. Results showed that marking improved medium-ability examinees' test scores. This was a promising finding because the medium-ability students were the very target group that had the most potential for improvement. Additionally, MEF was found to be beneficial as well in that it encouraged students to use marking skills more frequently and to review answer-explanations of the test items. The follow-up interviews indicated that providing adaptive and detailed AEs for low-ability students were necessary. The present study reveals the potential of integrating marking and adaptive feedbacks into the design of learning functions that are worth implementing in CBT systems.

TECHNOLOGY AND LITERACY HOW DO DIGITAL MEDIA AND TOOLS IMPACT LEARNING
Wright, S., Fugett, A., & Caputa, F. (2013). Using E-readers and internet resources to support comprehension. Journal of Educational Technology & Society, 16(1), 367-n/a. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1287029551?accountid=11789 Abstract: The advancements of technology have led to the use of electronic reading systems for digital text. Research indicates similarities and differences in reading performance and comprehension in digital formats compared to paper formats. This study compared vocabulary understanding and reading comprehension scores from two reading sources (electronic story book and paper-based book). This study also evaluated the use of reading resources available (dictionary, thesaurus, word pronunciation) between the two reading methods. An AB experimental design consisting of three females currently enrolled in the second grade, between the ages 7 years 0 months to 8 years 11 months without an identified disability, was conducted between two reading methods (paper versus electronic book source) with the participants serving as their

own control in both conditions. The results of this study conclude that although vocabulary and reading comprehension is consistent between the two reading methods, students are more likely to utilize reading resources when engaged with digital text. This article supports that comprehension of written materials remains unchanged for students regardless of presentation method (print versus digital). It also provides evidence that supports students who are typically developing demonstrate more willing to utilize reading resources when technological advancements are integrated into reading practices. Further research is needed in order to determine if this trend is consistent for children with a diagnosed receptive language or reading disorder.

Park, S. W. (2013). The potential of web 2.0 tools to promote reading engagement in a general education course. TechTrends, 57(2), 46-53. doi: http://dx.doi.org/10.1007/s11528-0130645-1 Abstract: General education classes involve extensive course readings. College instructors have a limited time to cover every detail of the materials students are supposed to learn in class; thus, they expect students to learn through course readings. However, many college students demonstrate a low level of engagement in course reading tasks. Existing research has reported that most college students do not complete their assigned readings or they only engage in shallow levels of reading such as skimming and literal comprehension. Despite this negative phenomenon in college, a lack of research has been conducted to promote reading engagement in college classrooms. The purpose of this paper is to provide college instructors with practical guidance on using Web 2.0 tools to enhance student engagement in this task. According to self-determination theory (SDT), Web 2.0 tools share several engagement-enhancing factors. The paper discusses the potential of Web 2.0 technology to engage students by aligning with SDT. Based on the potential of Web 2.0, the paper suggests practical ways of using different Web 2.0 tools (i.e., GoogleDocs, Blog, Twitter, and Facebook) to promote reading engagement in a college classroom. Chi-Cheng, C., & Bing-Hong, W. (2012). Is teacher assessment reliable or valid for high school students under a web-based portfolio environment? Journal of Educational Technology & Society, 15(4), 265. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1287025044?accountid=11789 Abstract: This study explored the reliability and validity of teacher assessment under a Web-based portfolio assessment environment (or Web-based teacher portfolio assessment). Participants were 72 eleventh graders taking the "Computer Application" course. The students perform portfolio creation, inspection, self- and peer-assessment using the Web-based portfolio assessment system; meanwhile, the teachers used the assessment tool to review students' portfolios and evaluate their learning performances. The results indicated that: 1) the Web-based portfolio teacher assessment achieved an acceptable level of reliability; 2) the Web-based portfolio

teacher assessment, showing a strong level of inter-rater reliability and inner-rater reliability, can be regarded as a reliable assessment method; 3) the Web-based portfolio teacher assessment demonstrated an acceptable level of validity; 4) the portfolio scores were highly consistent with students' end-of-course examination scores, implying that Web-based portfolio teacher assessment is a valid assessment method. Future studies are recommended to gain further insight into the self-built portfolios created by digital tools (e.g. PowerPoint, Word, or Frontpage software), for which effective rubrics and reliability or validity of the assessment may be also provided. Chun-Ming, H., Hwang, G., & Huang, I. (2012). A project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Journal of Educational Technology & Society, 15(4), 368. Retrieved from http://search.proquest.com.er.lib.k-state.edu/docview/1287024902?accountid=11789 Abstract: Although project-based learning is a well-known and widely used instructional strategy, it remains a challenging issue to effectively apply this approach to practical settings for improving the learning performance of students. In this study, a projectbased digital storytelling approach is proposed to cope with this problem. With a quasiexperiment, the proposed approach has been applied to a learning activity of a science course in an elementary school. A total of 117 Grade 5 students in an elementary school in southern Taiwan were assigned to an experimental group (N = 60) and a control group (N = 57) to compare the performance of the approach with that of conventional project-based learning. A web-based information-searching system, Meta-Analyzer, was used to enable the students to collect data on the Internet based on the questions raised by the teachers, and Microsoft's Photo Story was used to help the experimental group develop movies for storytelling based on the collected data. Moreover, several measuring tools, including the science learning motivation scale, the problem-solving competence scale and the science achievement test, were used to collect feedback as well as evaluate the learning performance of the students. The experimental results show that the project-based learning with digital storytelling could effectively enhance the students' science learning motivation, problem-solving competence, and learning achievement. lvarez, G. (2012). New technologies in the university context: The use of blogs for developing students' reading and writing skills. RUSC, 9(2), 185-198. Retrieved from http://search.proquest.com.er.lib.k-state.edu/docview/1030155853?accountid=11789 Abstract: Many studies have emphasised the difficulties that students have when it comes to dealing with typical reading and writing tasks in higher education. With advances in information and communication technologies, and the constant development of interactive and multimedia dynamics on websites and e-learning platforms, new alternatives can be used to overcome reading and writing problems. The use and potential of blogs, for example, has spread to the university context, including subjects and courses that specifically focus on reading and writing skills. While several

studies have shown that educational blogs have both advantages and limitations, there is still a need to develop guidelines on how to facilitate learning through the use of this tool. An important step is to analyse the current use of blogs for specific educational purposes. In this respect, the aim of this article is to analyse, on the basis of an integral semiotic proposal (lvarez & lvarez Cadavid, 2010, 2011), a series of blogs in Spanish that aim to develop text comprehension and production skills. This study shows that most ICTof the blogs analysed thus far tend to concentrate on information management and organisation processes, and include materials in which verbal aspects prevail. Razon, S., Mendenhall, A., Yesiltas, G. G., Johnson, T. E., & Tenenbaum, G. (2012). Evaluation of a computer-supported collaborative learning tool: Effects on quiz performance, contentconceptualization, affect, and motivation. Journal of Multidisciplinary Research, 4(1), 6178. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/963360161?accountid=11789 Abstract: The current study tested the effectiveness of a computer-supported collaborative learning tool-HyLighter-on undergraduate students' learning, affect for learning, and complex cognitive skills. The HyLighter group (N = 23) (1) digitally highlighted and annotated a reading article, and (2) reviewed and expanded on peers' and instructor's highlights and annotations. The control group (N=27) read the article in hard copy without using HyLighter and practicing its learning activities. The dependent variables included: (a) performance on a reading quiz, (b) a number of affective variables related to the reading assignment, and (3) students' cognitive modeling of the article's content. Although students reported high rates of satisfaction with the HyLighter tool, performance on the reading comprehension quiz did not differ significantly between the two groups. Students using HyLighter tended to score higher on both the positive-valence and negative-valence emotions. However, these students also showed significant and substantial superiority in mental model similarity indices. Thus, HyLigher use in the learning process was apparent in the learners' contentconceptualization more so than in quiz performances. These findings have significant implications for both instructional and research purposes.

Sun, J. (2012). Popularizing vocabulary extraction service on digital publishing platforms. Publishing Research Quarterly, 28(1), 65-72. doi: http://dx.doi.org/10.1007/s12109-0129255-6 Abstract: With the development of electronic publications, the digital publishing industry is increasing. The digital features of a digital publishing platform and electronic books bring new changes of learning style and learning outcomes in the process of reading. This paper discusses the popularization of service function of words extraction on digital publishing platforms, which can provide assistance to readers of electronic books as well as corresponding paper books. It can help readers to solve the problem with reading original works more efficiently and conveniently.

SEE ALSO ADDITIONAL ARTICLES COLLECTED