EDP Sciences logo
Web of Conferences logo
Search
Menu
All issues Volume 102 (2021) SHS Web Conf., 102 (2021) 01009 References
Open Access
Issue
SHS Web Conf.
Volume 102, 2021
The 3rd ETLTC International Conference on Information and Communications Technology (ETLTC2021)
Article Number 01009
Number of page(s) 8
Section Technology Assisted Language Learning
DOI https://doi.org/10.1051/shsconf/202110201009
Published online 03 May 2021
  1. W. Winn, “Cognitive perspectives in psychology,” Handbook of research for educational communications and technology: A project of the Association for Educational Communications and Technology, D. H. Jonassen and M. Driscoll, eds., pp. 79-112, New York: Taylor & Francis, (2004). [Google Scholar]
  2. I. P. Pavlov, “The Scientific Investigation of the Psychical Faculties or Processes in the Higher Animals,” Science, 24, no. 620, pp. 613-619, (1906). [CrossRef] [Google Scholar]
  3. B. F. Skinner, “Operant behavior,” American psychologist, 18, no. 8, pp. 503-515, (1963). [CrossRef] [Google Scholar]
  4. S. L. Pressey, “A machine for automatic teaching of drill material,” School & Society, 25, pp. 549-552, (1927). [Google Scholar]
  5. B. F. Skinner, “Review Lecture-The technology of teaching,” Proceedings of the Royal Society of London. Series B. Biological Sciences, 162, no. 989, pp. 427-443, (1965). [Google Scholar]
  6. J. Fletcher, “Education and training technology in the military,” science, 323, no. 5910, pp. 72-75, (2009). [CrossRef] [Google Scholar]
  7. M. Minsky, Society of mind, p.^pp. 336: Simon and Schuster, (1988). [Google Scholar]
  8. R. C. Anderson, “Schema-Directed Processes in Language Comprehension,” Cognitive Psychology and Instruction, A. M. Lesgold, J. W. Pellegrino, S. D. Fokkema and R. Glaser, eds., pp. 67-82, Boston, MA: Springer US, (1978). [CrossRef] [Google Scholar]
  9. R. M. Gagné, The Conditions of Learning and Theory of Instruction, 4th ed.: Harcourt Brace, (1997). [Google Scholar]
  10. A. Bandura, Social Learning Theory, 1 ed., Englewood Cliffs, NJ: Prentice-hall, (1977). [Google Scholar]
  11. J. D. Novak, “Concept mapping: A useful tool for science education,” Journal of Research in Science Teaching, 27, no. 10, pp. 937-949, (1990). [CrossRef] [Google Scholar]
  12. M. D. Merrill, and D. Twitchell, Instructional design theory: Educational Technology, (1994). [Google Scholar]
  13. J. Scandura, “Role of rules in behavior: Toward an operational definition of what (rule) is learned,” Psychological Review, 77, no. 6, pp. 516-533, (1970). [CrossRef] [Google Scholar]
  14. J. R. Searle, “Is the brain a digital computer?.” pp. 21-37, (1990) Published. [Google Scholar]
  15. V. Shute, and J. Psotka, Intelligent Tutoring Systems: Past, Present, and Future, Technical Paper, Human Resources Directorate Brooks Air Force Base, TX, USA, (1994). [CrossRef] [Google Scholar]
  16. B. Inhelder, and J. Piaget, The early growth of logic in the child: Classification and seriation, UK: Routledge, (2013). [CrossRef] [Google Scholar]
  17. L. S. Vygotsky, Mind in Society, Cambridge, MA: MIT Press, (1978). [Google Scholar]
  18. E. Wenger, Communities of practice: Learning, meaning, and identity: Cambridge university Press, (1998). [CrossRef] [Google Scholar]
  19. J. S. Bruner, “The act of discovery,” Harvard Educational Review, 31, pp. 21-32, (1961). [Google Scholar]
  20. J. L. Kolodner, “Educational implications of analogy: A view from case-based reasoning,” American psychologist, 52, no. 1, pp. 57-66, (1997). [CrossRef] [Google Scholar]
  21. T. De Jong, and W. R. Van Joolingen, “Scientific Discovery Learning with Computer Simulations of Conceptual Domains,” Review of Educational Research, 68, no. 2, pp. 179-201, (1998). [CrossRef] [Google Scholar]
  22. D. H. Jonassen, “Thinking technology: Toward a constructivist design model,” Educational technology, 34, no. 4, pp. 34-37, (1994). [Google Scholar]
  23. W. Feurzeig, S. Papert, M. Bloom, R. Grant, and C. Solomon, “Programming-languages as a conceptual framework for teaching mathematics,” ACM SIGCUE Outlook, 4, no. 2, pp. 13-17, (1970). [CrossRef] [Google Scholar]
  24. R. Duhrkopf, “HyperCard as a tool for educational software development,” The American Biology Teacher, 50, no. 2, pp. 121-122, (1988). [CrossRef] [Google Scholar]
  25. M. Scardamalia, C. Bereiter, R. S. McLean, J. Swallow, and E. Woodruff, “Computersupported intentional learning environments,” Journal of educational computing research, 5, no. 1, pp. 51-68, (1989). [CrossRef] [Google Scholar]
  26. G. Siemens, “Connectivism: A Learning Theory for the Digital Age,” International Journal of Instructional Technology & Distance Learning, 2, http://www.itdl.org/Journal/Jan_05/article01.htm, (2005)]. [Google Scholar]
  27. R. Kop, and A. Hill, “Connectivism: Learning Theory of the Future or Vestige of the Past?,” International Review of Research in Open and Distance Learning, 9, no. 3, pp. 1-13, (2008). [Google Scholar]
  28. G. o. Japan, First Report of the National Council on Educational Reform (Rinkyoshin Dayori), The National Council on Educational Reform, Tokyo, Japan, (1985). [Google Scholar]
  29. G. o. Japan, Second Report of the National Council on Educational Reform (Rinkyoshin Dayori), The National Council, Tokyo, Japan, (1986). [Google Scholar]
  30. G. o. Japan, Basic Act on the Formation of an Advanced Information and Telecommunications Network Society IT Strategy Headquarters, (2001). [Google Scholar]
  31. I. S. Headquarters, e-Japan Strategy 2001, Strategic Headquarters for the Promotion of an Advanced Information and Telecommunications Network Society (IT Strategic Headquarters) Tokyo, Japan, (2001). [Google Scholar]
  32. I. S. Headquarters, e-Japan Strategy II 2003, Strategic Headquarters for the Promotion of an Advanced Information and Telecommunications Network Society (IT Strategic Headquarters) Tokyo, Japan, (2003). [Google Scholar]
  33. I. S. Headquarters, Priority Policy Program 2006 Strategic Headquarters for the Promotion of an Advanced Information and Telecommunications Network Society (IT Strategic Headquarters) Tokyo, Japan, (2006). [Google Scholar]
  34. I. S. Headquarters, I-Japan strategy 2015: Striving to create a citizen-driven, reassuring & vibrant digital society, Strategic Headquarters for the Promotion of an Advanced Information and Telecommunications Network Society (IT Strategic Headquarters) Tokyo, Japan, (2009). [Google Scholar]
  35. K. Oshima, and Y. Muramatsu, “Current situation and issues related to ICT utilization in primary and secondary education,” Fujitsu Scientific & Technical Journal, 51, no. 1, pp. 3-8, (2015). [Google Scholar]
  36. G. o. Japan, Information and Communications in Japan 2009, Ministry of Internal Affairs and Communications, Tokyo, Japan, (2009). [Google Scholar]
  37. S. Baller, S. Dutta, and B. Lanvin, Global information technology report 2016, 978-1944835-03-3, World Economic Forum, Geneva, (2016). [Google Scholar]
  38. M. Funamori, “The Issues Japanese Higher Education Face in the Digital Age—Are Japanese Universities to Blame for the Slow Progress towards an Informationbased Society,” International Journal of Institutional Research and Management, 1, no. 1, pp. 37-51, March 31, 2017, (2017). [CrossRef] [Google Scholar]
  39. F. Blin, and M. Munro, “Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory,” Computers & Education, 50, no. 2, pp. 475-490, (2008). [CrossRef] [Google Scholar]
  40. A. Kukulska-Hulme, J. Pettit, L. Bradley, A. A. Carvalho, A. Herrington, D. M. Kennedy, and A. Walker, “Mature Students Using Mobile Devices in Life and Learning,” International Journal of Mobile and Blended Learning, 3, no. 1, pp. 18-52, (2011). [CrossRef] [Google Scholar]
  41. M. Cinque, “The “Reflective Student”: The use of Mobile Devices Through Seamless Educational Spaces and Authentic Learning Scenarios,” Handbook of Mobile Education, Z. L. Berge and L. Muilenburg, eds., pp. 209-223, New York, NY: Routledge, (2013). [Google Scholar]
  42. P. Ilic, “The Relationship between Students, Mobile Phones and Their Homework,” Mobile as a Mainstream – Towards Future Challenges in Mobile Learning, Communications in Computer and Information Science M. Kalz, Y. Bayyurt and M. Specht, eds., pp. 146-155: Springer International Publishing, (2014). [Google Scholar]
  43. E. Hutchins, Cognition in the Wild: MIT Press, (1995). [Google Scholar]
  44. S.-L. Wang, and P.-Y. Wu, “The role of feedback and self-efficacy on web-based learning: The social cognitive perspective,” Computers & Education, 51, no. 4, pp. 1589-1598, (2008). [CrossRef] [Google Scholar]
  45. J. E. Rodriguez, “Social media use in higher education: Key areas to consider for educators,” Journal of Online learning and Teaching, 7, no. 4, pp. 539-550, (2011). [Google Scholar]
  46. M. Balakrishnan, I. Mohomed, and V. Ramasubramanian, “Where’s that phone?: geolocating IP addresses on 3G networks.” pp. 294-300, (2009) Published. [Google Scholar]
  47. J. Knobbout, and E. Van Der Stappen, “Where is the Learning in Learning Analytics? A Systematic Literature Review on the Operationalization of Learning-Related Constructs in the Evaluation of Learning Analytics Interventions,” IEEE Transactions on Learning Technologies, 13, no. 3, pp. 631-645, (2020). [CrossRef] [Google Scholar]
  48. R. Guillot, J. Seanosky, I. Guillot, D. Boulanger, C. Guillot, V. Kumar, and S. N. Fraser, “Assessing Learning Analytics Systems Impact by Summative Measures.” pp. 188-190, (2018) Published. [Google Scholar]
  49. E. Wood, J. Mueller, T. Willoughby, J. Specht, and T. Deyoung, “Teachers’ perceptions: Barriers and supports to using technology in the classroom,” Education, Communication & Information, 5, no. 2, pp. 183-206, (2005). [CrossRef] [Google Scholar]
  50. K. A. Bingimlas, “Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature,” Volume 5, Issue Number 3, 5, no. 3, pp. 235-245, (2009). [Google Scholar]
  51. S. Al-Senaidi, L. Lin, and J. Poirot, “Barriers to adopting technology for teaching and learning in Oman,” Computers & Education, 53, no. 3, pp. 575-590, 2009/11/01/, (2009). [CrossRef] [Google Scholar]
  52. J. W. Richardson, “Challenges of Adopting the Use of Technology in Less Developed Countries: The Case of Cambodia,” Comparative Education Review, 55, no. 1, pp. 8-29, (2011). [CrossRef] [Google Scholar]
  53. P. A. Ertmer, “Addressing firstand secondorder barriers to change: Strategies for technology integration,” Educational Technology Research and Development, 47, no. 4, pp. 47-61, 1999/12/01, (1999). [CrossRef] [Google Scholar]
  54. A. Jones, A review of the research literature on barriers to the uptake of ICT by teachers, British Educational Communications and Technology Agency (BECTA), (2004). [Google Scholar]
  55. J. Copley, and J. Ziviani, “Barriers to the use of assistive technology for children with multiple disabilities,” Occupational Therapy International, 11, no. 4, pp. 229-243, (2004). [CrossRef] [Google Scholar]
  56. L. Ilomäki, “Does Gender Have a Role in ICT Among Finnish Teachers and Students?,” Scandinavian Journal of Educational Research, 55, no. 3, pp. 325-340, 2011/06/01, (2011). [CrossRef] [Google Scholar]
  57. H. Salehi, and Z. Salehi, “Challenges for using ICT in education: teachers’ insights,” International Journal of e-Education, e-Business, eManagement and e-Learning, 2, no. 1, pp. 40-43, (2012). [Google Scholar]
  58. W. J. Pelgrum, “Obstacles to the integration of ICT in education: results from a worldwide educational assessment,” Computers & Education, 37, no. 2, pp. 163-178, 2001/09/01/, (2001). [CrossRef] [Google Scholar]
  59. C. Jayalath, U. Wickramasinghe, H. Kottage, and G. Somaratna, “Factors Influencing Orderly Transition to Online Deliveries during COVID19 Pandemic Impact,” Asian Journal of Education and Social Studies, pp. 10-24, (2020). [CrossRef] [Google Scholar]
  60. W. Veen, “The Role of Beliefs in the Use of Information Technology: implications for teacher education, or teaching the right thing at the right time,” Journal of Information Technology for Teacher Education, 2, no. 2, pp. 139-153, 1993/01/01, (1993). [CrossRef] [Google Scholar]
  61. E. Löfström, and A. Nevgi, “University teaching staffs’ pedagogical awareness displayed through ICT-facilitated teaching,” Interactive Learning Environments, 16, no. 2, pp. 101-116, (2008). [CrossRef] [Google Scholar]
  62. M. Deriquito, and Z. Domingo, Mobile learning for Teachers in Asia, 2227-5029, United Nations Educational, Scientific and Cultural Organization (UNESCO) Paris, France, (2012). [Google Scholar]
  63. J. Gikas, and M. M. Grant, “Mobile Computing Devices in Higher Education: Student Perspectives on Learning with Cellphones, Smartphones & Social Media,” The Internet and Higher Education, 19, pp. 18-26, (2013). [CrossRef] [Google Scholar]
  64. F. M. Ihmeideh, “Barriers to the use of technology in Jordanian pre‐school settings,” Technology, Pedagogy and Education, 18, no. 3, pp. 325-341, 2009/10/01, (2009). [CrossRef] [Google Scholar]
  65. D. A. Georgina, and C. C. Hosford, “Higher education faculty perceptions on technology integration and training,” Teaching and Teacher Education, 25, no. 5, pp. 690-696, (2009). [CrossRef] [Google Scholar]
  66. M. M. T. Rodrigo, “Quantifying the divide: a comparison of ICT usage of schools in Metro Manila and IEA-surveyed countries,” International Journal of Educational Development, 25, no. 1, pp. 53-68, 2005/01/01/, (2005). [CrossRef] [Google Scholar]
  67. K. Nikolopoulou, and V. Gialamas, “Barriers to the integration of computers in early childhood settings: Teachers’ perceptions,” Education and Information Technologies, 20, no. 2, pp. 285-301, 2015/06/01, (2015). [CrossRef] [Google Scholar]
  68. W. Han, “Benefits and barriers of computer assisted language learning and teaching,” USChina Foreign Language, 6, no. 9, pp. 40-43, (2008). [Google Scholar]
  69. E. Neyland, “Integrating online learning in NSW secondary schools: Three schools’ perspectives on ICT adoption,” Educational Technology, 27, no. 1, pp. 152-173, (2011). [Google Scholar]
  70. D. Galanouli, C. Murphy, and J. Gardner, “Teachers’ perceptions of the effectiveness of ICT-competence training,” Computers & Education, 43, no. 1, pp. 63-79, 2004/08/01/, (2004). [CrossRef] [Google Scholar]
  71. D. L. Butler, and M. Sellbom, “Barriers to adopting technology,” Educause Quarterly, 2, no. 1, pp. 22-28, (2002). [Google Scholar]
  72. M. M. Groves, and P. C. Zemel, “Instructional Technology Adoption in Higher Education: An Action Research Case Study,” International Journal of Instructional Media, 27, no. 1, pp. 57-65, (2000). [Google Scholar]
  73. K. Mossberger, C. J. Tolbert, and A. Hamilton, “Measuring Digital Citizenship: Mobile Access and Broadband,” International Journal of Communication, 6, pp. 2492-2528, (2012). [Google Scholar]
  74. K. Tosh, S. Doan, A. Woo, and D. Henry, Digital Instructional Materials: What Are Teachers Using and What Barriers Exist?, (2020). [CrossRef] [Google Scholar]
  75. Y. Liu, S. Han, and H. Li, “Understanding the factors driving m-learning adoption: a literature review,” Campus-Wide Information Systems, 27, no. 4, pp. 210-226, (2010). [CrossRef] [Google Scholar]
  76. N. Gandelman, and R. Hernández-Murillo, “Risk aversion at the country level,” (2015). [Google Scholar]
  77. B. H. Hall, and B. Khan, Adoption of new technology, National bureau of economic research, (2003). [CrossRef] [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.