Original Source Material Student Version First, the potential of digital games is…

Original Source Material
Student Version
First, the potential of digital games is discussed using the tutor/tool/tutee framework proposed by Taylor (1980).
Second, the potential of digital games to enhance learning by connecting game worlds and real worlds is stated. Third, the possibility of digital games to facilitate collaborative problem-solving is addressed. Fourth, the capability of digital games to provide an affective environment for science learning is suggested. Last, the potential of using digital games to promote science learning for younger students is indicated.
References:
Li, M. C., & Tsai, C. C. (2013). Game-Based Learning in Science Education: A Review of Relevant Research.
Journal of Science Education and Technology
, 1-22.
There are five advantages of using games in science learning stated in the literature. Games can be used as tools; make connections between virtual worlds and the real world; promote collaborative problem solving; provide affective and safe environments; and encourage younger students for science learning.
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Original Source Material
Student Version (written in 2002)
The technological tools available today for creating computer-based learning materials are incredibly more powerful than those introduced just a few years ago. We can make our own movies with camcorders in our homes; we can publish our own books. Soon teachers and students will be able to use computer-video technology to produce their own learning materials.
All it takes is time, know-how, and some funds.
References:
Frick, T. (1991).
Restructuring education through technology.
Bloomington, IN: Phi Delta Kappa Educational Foundation.
Frick (1991) claimed that computers would become so powerful that K-12 educators and students would be able to produce their own multimedia and Web-based learning materials. He predicted that teachers and students would soon be able to use computer-video technology to produce their own learning materials. All it would require is time, know-how, and some funds.
References:
Frick, T. (1991).
Restructuring education through technology.
Bloomington, IN: Phi Delta Kappa Educational Foundation.
Which of the following is true for the Student Version above?
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Student Version
The philosophical position known as
constructivism
views
knowledge as a human construction.
The various perspectives within constructivism are based on the premise that
knowledge is not part of an objective, external reality that is separate from the individual.
Instead, human knowledge, whether the bodies of content in public disciplines (such as mathematics or sociology) or knowledge of the individual learner; is a human construction.
References:
Gredler, M. E. (2001).
Learning and instruction: Theory into practice
(4th Ed.). Upper Saddle, NJ: Prentice-Hall.
Constructivist philosophers assert that knowledge is made by humans themselves. Knowledge is not “out there” in some external reality separate from us. It is we humans who create the content in disciplines such as math and biology. That knowledge would not exist without people making it.
References:
Gredler, M. E. (2001).
Learning and instruction: Theory into practice
(4th Ed.). Upper Saddle, NJ: Prentice-Hall.
Which of the following is true for the Student Version above?
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Student Version
APT was compared with numerous extant methodologies, including the linear models approach and event history analysis. The fundamental difference between APT and these other approaches is that no particular mathematical model is assumed in APT. In APT a model is viewed simply as a temporal pattern, whereas in most other approaches parameters of a mathematical model are estimated from data in which variables are measured separately.
Moreover, in APT probabilities of temporal patterns are estimated by relative frequency and duration.
References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education.
American Educational Research Journal, 27
(1), 180-204.
In this study, Frick (1990) clarified the distinction between statistical linear models and Analysis of Patterns in Time (APT). Compared to the linear models approach (which includes particular mathematical models), APT is a straightforward way to create temporal maps and analyze them for recurring patterns of events. Moreover, in APT probabilities of temporal patterns are estimated by relative frequency and duration of those events.
References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education.
American Educational Research Journal, 27
(1), 180-204.
Which of the following is true for the Student Version above?
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Original Source Material
Student Version
Because computer systems exhibit performative intelligence, we can teach them to do tasks. It is this very capability that makes it possible to use computers as an interactive medium for instruction and learning. It is interaction which sets computers systems apart from
other media such as books, television