WebQuest
How To Teach English With Technology
Teacher Page
Dudeney, G., & Hockly, N. (2007). How to Teach English with Technology. Harlow: Longman.
Harrell, F. E. (2009). Design: Design Package. Retrieved from http://CRAN.R-project.org/package=Design. Accessed 01.11.2010.
Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Lund, A. (2009). Å være digital i engelsk. In H. Otnes (Ed.), Å være digital i alle fag (pp. 87-104). Oslo: Universitetsforlaget.
Ministry of Education and Research. (2006). Knowledge Promotion. Retrieved fromhttp://www.udir.no/Artikler/_Lareplaner/_english/Knowledge-promotion---Kunnskapsloftet/.Accessed 01.11.2010.
R Development Core Team. (2010). R: A Language and Environment for Statistical Computing. Vienna. Retrieved from http://www.r-project.org. Accessed 01.11.2010.
Rimmereide, H. E., Madsen, T. G., Husøy, G., Gjøvik, Ø., & Ekker, S. (2009). Digitale mapper og konsekvenser for læringsmiljø i høgere utdanning. In H. Haugen (Ed.),Læringsmiljø på nett: Erfaringer fra forsøk og prosjekt (pp. 231-247). Trondheim: Tapir.
Venables, W. N., & Ripley, B. D. (2002). Modern Applied Statistics with S (4. ed.). New York: Springer.
[i] Each point corresponds to a student, and the bubble around each point is proportional to self-reported computer use (hours) in the week preceding the survey. The two outliers with respect to age (18 and 47, respectively) do not change the general conclusion: there is no significant correlation between age, amount of PC use, and attitudes toward teaching English with technology.
[ii] The horizontal axis shows “new” students, the vertical axis shows the “experienced” group. Similar ratings show up as straight lines. No clear group differences present themselves, but office-type skills appear to have lower ratings. The lower right plot shows reported attitudes to teaching English with technology by group.
[iii] The vertical axis shows the number of respondents, the horizontal axis shows the self-reported skill level, from 1 (very poor) to 5 (excellent). The difference is statistically significant with a Wilcoxon signed rank test for paired samples (V = 131,
p = 0.02).
[iv] Each label corresponds to a respondent; labels in the same position on the map are printed on top of each other. As the map clearly shows, there is an almost complete overlap between the new and more experienced students. The two-dimensional representation is fairly good, with a Kruskal stress value of 12.16%.
[v] The full animated graph can be accessed athttp://home.hib.no/ansatte/gbj/population.htm.
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