towards 1:1 digital classroom: starting from interactive response system
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Towards 1:1 Digital Classroom: Starting from Interactive Response System. PhD: Steven Liang Advisor: Prof. Tak-Wai Chan Department of Computer Science and Information Engineering, NCU. Introduction. ICT in School. Infrastructure Trend Computer classroom School network - PowerPoint PPT PresentationTRANSCRIPT
Towards 1:1 Digital Classroom:Starting from Interactive Response SystemPhD: Steven Liang
Advisor: Prof. Tak-Wai ChanDepartment of Computer Science and Information Engineering, NCU
Introduction
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ICT in School Infrastructure Trend
Computer classroom School network Computer(s) into ordinary classroom Student computer …
Purposes of Computer in Ordinary Classroom Computer skill training Management and data collection Presentation (PPT, CD Title, Web…) Learning activity supporting tool
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1:1 Educational Computing
Every student in a class has a learning device to participate in learning activities
These devices are mobile and equipped with wireless communication capabilities
Hypothesis In approximately ten years, more and more students will
bring a range of computing devices into the classroom for learning (www.g1on1.org)
Ultimately these devices will become indispensable educational tools like pens, papers or chalkboards
Digital technology will spread into every classroom, transforming everyday educational activities
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Digital Classroom Environment (DCE) A kind of system environment Supports 1:1 educational computing Inside classroom Include a set of hardware/software
tools to support application models
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Motivations How to using one computer in ordinary classroom? How to help teacher applying IT into their ordinary
instruction activities? Beside one way presentation, do we have other
choices? Bringing only a computer into a classroom may
not help much more For supporting interaction and expanding more
possibilities on enhancing instruction and learning, relevant devices may needed
Is there a design framework of DCE could support above criteria?
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Overview of All Works
DCE 1(IRS/EduClick)
DCE 2(WiTEC)
DCE 2.1(ELMD)
DCE Framework
Extend 1st version DCE with more powerful device
Propose a design framework of 1 : 1 DCE
Design and evaluate 1st version DCE to explorer DCE basic features
DCE 3
DCE 1 -- EduClick
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Interactive Response System (IRS) A technology-enabled learning environment for
enhancing learning interactivity by transferring, collecting, processing, and displaying students’ responses in an ordinary classroom.
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1. A set of signal transmitters
2. Response signal receiver(s)
3. Large-size display
4. Classroom computer
IRS Environment
Large-Size Display
ClassroomComputer
Visual Broadcast
Response Signal Receiver
Projector
Signal TransmittersResponses
…….
Students
Teacher
Large-Size Display
ClassroomComputer
Visual Broadcast
Response Signal Receiver
Projector
Signal TransmittersResponses
…….
Students
Teacher
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EduClick
1st (1999) 2nd 3rd 4th
Wireless IR Card size Numerical
keypad 20M distance Low cost
(USD4) Add teacher’s
transmitter
Teacher’s Student’s
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Options
Multimediaattachment
Timer
Red Light: responded
Gray Light:out of range
Giving response
Question Stem3
6
1
2 4
5
7
1
2
3
4
5
6
7
EduClick Main Screen
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General Features of IRS Device accessibility – enabling many people
to co-use one computer via the signal transmitter (1:1)
High efficiency – reducing teachers’ time- spending and workload
Common response display – showing students’ response status and statistic results
Anonymity – sending responses privately
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EduClick Improvement Hardware
Low cost IR wireless technology Longer distance Collision reduction Multiple receivers
Software Remote controlling Multiple application modes Resource server solutions Connected classroom
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Interaction-supporting Functions of EduClick
Quiz Functions Multiple-Choice Match-up Quiz Competition Quiz Buzz-in Quiz Ad-hoc Quiz Self-paced Quiz
Statistical Functions Show-all Responses Show Frequency Chart Show Correct Answer Show Scoreboard
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Self-paced Quiz
Buzz-in Quiz
Ad-hoc Quiz
Competition Quiz
Multiple Choice
Flexibility
Organized
Contentpreparation
Teacherexpertiseneed
Application Features of Quiz Functions
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Basic Flows of Integrating Interaction-supporting Functions
Curriculum Design
Multiple-Choice
Quiz
Match-upQuiz
Ad-hocQuiz
CompetitionQuiz
Buzz-inQuiz
Engagement Actions
Oral Feedback & Discussion
Instruction(Presentation)/Learning
Content Preparation
Classro
om
Learn
ing
/Instru
ction
Activity
Report Analysis
Show-AllResponses
Show-Frequency
Chart
Show-CorrectAnswer
Show-Scoreboard
Implementation and Findings
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Adapting EduClick into Classroom Phrase 1 (1999)
3 classrooms Phrase 2 (2000)
61 classrooms Model
Basic Flow
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Evaluation of Adapting EduClick in Classroom Instruction Quantitative evaluation Questionnaires: single group pre- and post-test
experimental designs 42 primary school teachers who had used a classroom
computer for at least one year Participants applied EduClick in real classroom
situations for six weeks 38 out of the total 42 participants took both the pre- and
the post-tests
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Quantitative analysis Does EduClick increase the utility
time of classroom computers?
Paired Difference
95% M SD M SD
Lower Upper
t
After adoption of EduClick 6.56 4.46 Average number of periods of using
classroom computer in teaching
Before adoption of EduClick
2.46 2.99
4.11 (0.79)
4.89 2.50 5.71 5.14***
*** p<.001 (n=38)
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Quantitative analysis Does EduClick improve the quality
of teaching and students’ motivation and attention?
Paired Difference 95% M SD
M SD Lower Upper
t
After application of EduClick 4.18 .83 Promoting The Quality of Teaching Before application of EduClick 3.74 .72
.44 (.13)
.80 .19 .71 3.47***
After application of EduClick 4.31 .84 Motivating Students to Learn Before application of EduClick 3.74 .64
.57 (.10)
.64 .37 .79 5.56***
After application of EduClick 4.39 .82 Intensifying Students’ Attention Before application of EduClick 3.81 .69
.58 (.10)
.64 .37 .79 5.56***
*** p<.001 (n=38)
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Special Learning Activities
Group Project Learning Self-evaluation and peer-
evaluation Voting Millionaire Game Classroom management
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Group Project Learning Flow
G1
G2
G3 G4
1 2 3
4
5
Tasks Assignment
Clea n
Powe
r
Group
Group instruction
Info Gathering & Group Discussion
Co-construction of presentation & questions
6 Peer- evaluations
Presentation & quiz
7 Conclusions
Other Models
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同儕教學法Peer Instruction 1991 年
哈佛大學物理系 Eric Mazur 教授提出
一種教育方法能夠讓學生主動參與教學過程
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大班物理課堂
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背景大班物理課堂
教授忙著傳送資訊給大班裡的學生,而學生則是被動的接收
大部分的學生並非物理系
問題 :學生到底學會多少所教導的東西沒有 ?
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更深層的問題
傳統的考試問題 :
1. 請計算 :(a) 2-Ω 電阻的電流(b) P 和 Q 的電位差
解決這個問題需要使用克希荷夫定律處理兩個方程式
記憶還是理解 ?
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更深層的問題記憶還是理解 ?
概念性的問題 :當按下 S 開關時,下面這些狀況是增強、減弱還是不變 ?(a) A 和 B 的亮度(b) C 的亮度(c) 電池輸出的電流(d) 每個燈泡兩端的電位差(e) 整個電路的總功率
這需要簡易電路的基礎知識
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Sample Question A container of water rests
on a scale. If you dip your hand into the water, without touching the container, what will happen to the reading on the scale? 1. Decreases
2. Remains the same
3. Increases
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Peer Instruction
課前預習 上課中 : 著重在深層重要概念 , 而非廣泛的知識
教授的內容用幾個關鍵重點來取代詳細講述教科書的全部內容 每個 “關鍵重點” 講述完後就緊接著做概念測驗
概念測驗 針對剛剛教過的內容做個概念題測驗 讓學生積極參與教學過程
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步驟 1:問概念性問題 學生運用彩色紙卡回應 學生運用閃示卡回應
學生運用 IRS 系統回應
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步驟 2:說服旁邊的同學
學生經由下列方式學習 自我解釋 同儕討論解釋
更深層且中肯的問題會由討論中引出
學生基於自己的理解來解釋以說服別人認同他的答案
釐清想法最好的方式就是解釋給別人聽
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步驟 3: 再問相同或類似的問題 學生運用彩色紙卡回應 學生運用閃示卡回應
學生運用 IRS 系統回應
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流程圖1. pose question2. think3. first answer
answercorrect?
4. convince-your-neighbors5. second answer
answercorrect?
6. explain7. go to next topic
slow down,re-address topic
majorityminority
35% - 70%
> 70%< 35%
Reflections
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Constrains of EduClick
Quiz activities only Limit feedback information Limit question type Can not support after class learning Can not support individual learning
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運用 EduClick 應避免的方式 連續單純下一題、下一題測驗達 5 分鐘以上 學生作答後沒有顯示統計資訊 , 也沒有做解釋 學生作答後沒有根據整體結果做教學調整之因應 過度的強調分數成績,並在不適當的時候揭露成績排名 沒有考慮學生的心理狀況 , 逕行翻牌公佈回應結果 未經修改 , 直接將測驗卷的總結性評量題目用在課堂的形成性評估中
運用系統來處罰同學 讓 IRS 變成考試為主的工具,直接採計成績
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運用 EduClick 的好方式 短時間,重點式的使用評量模式,約占 1 成的課堂時間使用
系統 運用 Peer Instruction 概念於科學課程中 每月實施一次學藝問答比賽 題目經過特別設計或修改,適用於全班回答與討論 用於形成性評估時,題目內容是核心概念,而且預估為中等
的通過率 用於診斷先輩知識時,題目內容能連貫課程結構的重要概念
點,且有助於釐清本課程所需的必要概念 使用搶權模式來鼓勵與引發題目內容的討論 對於答題的同學給予加分的鼓勵 充分了解所有題目,並使用跳題功能適時調整題序
Next Try: DCE 2.1 ELMD
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ELMD System Motivation
Electronic dictionary is very popular in Taiwan, China and Japan
Learning English is in high priority Goal
At least provide EduClick benefit Break through the constrains of EduClick Support whole-day-long English learning Link in-class and after-class English learning
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HIC Module
HIC Module
HIC Module
Wireless comm.chip(RF)
Flash memory(learning program, data)
ELMD module card
Pocket electronic dictionary
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Posting list
Student status
Question options
Free type-in
Function buttons
Lesson name
Correct answer
Statistical chart
Question stem
Select question
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At home1.student doing homework2.parents check thecommunication book
3.parents check the studentslearning portfolio
4.e-dictionary
At home1.student doing homework2.parents check thecommunication book
3.parents check the studentslearning portfolio
4.e-dictionary
On the bus1.practice2.e-dictionary
On the bus1.practice2.e-dictionary Enter classroom
1.sync. with the Resourceand Class ManagementServer to upload homeworkand download learningmaterials
2.practice
Enter classroom1.sync. with the Resourceand Class ManagementServer to upload homeworkand download learningmaterials
2.practice
In class1.teacher presentation andfree type-in
2.teacher conductsinteractive activities
3.text-based conversationbetween students
In class1.teacher presentation andfree type-in
2.teacher conductsinteractive activities
3.text-based conversationbetween students
After class1.download homework2.download communication book
After class1.download homework2.download communication book
On the way home1. review todays learningOn the way home1. review todays learning
Resource and ClassManagement Server
teacherteacher
parentsparents
wireless
comm
unicationw
ireless com
munication
wireless communication
thro
ugh
Inte
rnet
Daily Cycle
DCE Framework
48Student
3.Classroom shared display 4.Teacher’s
device
Teacher
3.Communication network
1.Student device
6.Device management system
5.Classroomserver
Six Major Components of DCE
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Educational Computing Devices Palm-held device Laptop devices
Application specific devices Response
pad* Cellular
phone
Learning
machine
Electronic
dictionary*
Graphical
calculator
PDA WebPad* Notebook TabletPC* Educational
computing
devices
Size &
weight
Small Small Medium Medium Medium Medium Large Large Large
Price Cheap Fair Fair Fair Fair Fair Expensive Expensive Luxury
Screen size None/Tiny Small Medium Medium Medium Medium Large Large Large
Keyboard
input
Numeric
Numeric
& weak
alphabet
Depend
on model
Fully
support
Fully
support
Screen
Emulation
Screen
Emulation
Fully
support
Fully
support
Handwriting None Typically
none
Depend
on model
Typically
none
Typically
none
Fully
support
Fully
support
Typically
none
Fully
support
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DCE Series
DCE 1 Response pad, IRS:EduClick, Components 1-4
DCE 2 Web pad, WiTEC, Components 1-5
DCE 2.1 Electronic dictionary, ELMD, Components 1-5
DCE 3 Tablet PC, DCE3, Components 1-6
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Communication Affordances
Affordance: A relationship between an actor and physical objects, reflecting possible actions performed on those objects (Gibson, 1977)
Educational communication affordance consisting of two attributes: communication mechanism and educational application
Example: Response-Collecting
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Basic Communication Affordances
I: Individual learning T: Teacher directed learningG: Small group learning
Communication
affordance
Examples of educational applications
Response collecting Engaging question and answer activity (T)
Posting Posting report (I)
Retrieving and demonstrating students’ reports (T)
Delivering group report slides (G)
Pushing Delivering learning content (T)
Assigning task for each group (G)
Controlling Disabling student’s devices to gain their attention temporary (T)
File-Exchanging Delivering exercises, receiving teacher’s review (I)
Co-working with shared worksheet (G)
Instant-messaging Exchanging ideas with peer in other group (G)
-
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Educational Computing Devices Support Communication Affordances
N: Not supported W: Weakly supported R: Reasonably supported F: Fully supported
Palm-held device
Application specific device
Devices
Communication
Affordances
Response
pad Cellular
phone
Learning
machine
Electronic
dictionary
Graphical
calculator
PDA
Laptop
computer
Response-collecting R W W F F F F
Posting N W N W W F F
Pushing N W N W N R F
Controlling N N N W N F F
File-exchanging N N N W N R F
Instant-messaging N R N W N F F
Conclusions
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Conclusion
This study implemented, explored and evaluated 1st DCE: EduClick (IRS)
This study extended 1st DCE to DCE 2.1 (ELMD)
This study propose a design framework of DCE Six major components Classification of student devices according to a set of
features Major communication affordances Serve as a guide for future 1 : 1 DCE
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Conclusion
EduClick forms the basic design and application models of DCE series
EduClick enable teachers “flexibly” to integrate it into “various” learning and instruction activities
EduClick efficiently enhance the utility of the classroom computer and facilitate the integration of information technology into instruction,
Effectively improving students’ attentiveness and motivation to learn, as well as the quality of the teachers’ instruction
ELMD like system could support a whole-day-long learning process
Teacher and models are the keys to make DCE success
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Future Works
More evidence is required before it can be commonly adopted in classrooms Find out the key constrains of applying DCE in
real class instruction/learning process then solve it
Try out the most effective pedagogical models on DCE
Focus at special subject domain, prepare sufficient and quality contents for DCE
Online community integration Other possible devices integration
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Future Scenarios of DCE
In the short term Different student devices will evolve from very simple
forms to extremely sophisticated ones Students can learn individually, in small groups, in a
class, in a large online learning community, at school, at home, or outdoors
Students also can easily change the scale of learning participants or places.
In the long term An invisible computing era where embedded microchips,
immersed sensors, and access points, are ubiquitous. Visible classroom computing devices will become
invisible, embedded in our daily living equipment, such as walls, desks, books, pens, and even clothes.
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The Inspiration from MIT’s $100 Laptop One Laptop per Child (OLPC) 1000 million sets Laptops are both a window
and a tool for developing nations
http://laptop.media.mit.edu/
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Publications (journal papers) Published (4)
Liang, J., Liu, T., Wang, H., Chang, B., Deng, Y., Yang, J., Chou, C., Ko, W., Yang, S. & Chan, T. (2005). A few design perspectives on one-on-one digital classroom environment. Journal of Computer Assisted Learning, 21. pp. 181-189 (SSCI)
Lee, F. L., Liang, S., & Chan, T. W. (1999). An Attempt to Design Synchronous Collaborative Learning Environments. Journal of Educational Computing Research, 21, 2, 221-253
Liu, T., Wang, H., Liang, J., Chan, T., Ko, H. & Yang, J. (2003). Wireless and Mobile Technologies to Enhance Teaching and Learning, Journal of Computer Assisted Learning, 19, 3, 371-382 (SSCI)
Wang, H.Y., Liu, T.C., Chou, C.Y., Liang, J.K., Chan, T. W. & Yang, S. (2004). A Framework of Three Learning Activity Levels for Enhancing the Usability and Feasibility of Wireless Learning Environment. Journal of Educational Computing Research, 30, 4, 331-351
Submitted (1) Liang, J., Liu, T., Wang, H. & Chan, T. (2005).The Impact of Low Cost
Interactive Response System Technology on Classroom Interaction. Re-submitted to Journal of Computer & Education (SSCI)
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Publications (patents)
Approved(3)陳德懷 , 梁仁楷 , 楊晃彰 (2001). 可識別式遙控互動
教學系統 . 中華民國發明專利第 144320號楊晃彰 , 陳德懷 , 梁仁楷 (2002). 多人遙控系統的信號傳送接收器 . 中華人民共和國實用新型專利第 ZL 01 2 26588 8 號
陳德懷、張立杰、王緒溢、梁仁楷、鄧易展 (2004), 可攜式電腦教室行動推車 (Portable cart for mobile computer classrooms). 中華民國發明專利第 199970 號
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Publications (conference papers) Published (11)
Huang, C.W., Liang, J.K. & Wang, H.Y. (2001) Educlick: a Computer-Supported Formative Evaluation System with Wireless Devices in Ordinary Classroom. In Proceedings of ICCE 2001. pp. 1462–1469 (best paper award)
王緒溢 , 梁仁楷 , 劉子鍵 , 柯華葳 , 陳德懷 & 黃智偉 (2001) 應用於教室內之動教學環境設計-無線測驗系統與網路教學資訊管理系統之整合應用 . In Proceedings of GCCCE 2001. pp. 1016-1023
Liang, J. K., Wang, H. Y., Liu, T. C. & Huang, C. W. (2001). Highly Interactive Instruction environment for classroom integration of wireless testing system and learning information management system. Learning across the Ages – Looking Back and Looking Forwards, pp. 311
Liu, T.C., Wang, H.Y., Liang, J.K., Chan, T.W. & Yang, J.C. (2002) Applying wireless technologies to build a highly interactive learning environment. In Proceedings of IEEE International Workshop on WMTE 2002. pp. 63–70
Chang, S.B., Liang, J.K., Wang, H.Y., Liu, T.C. & Chan, T.W. (2002) A Learning Strategy of the Across-Classroom Competition Supported for Event-Driven Learning. In proceedings of ICCE 2002. pp. 264-265
Liu, T.C., Liang, J.K., Wang, H.Y. & Chan, T.W. (2003) Embedding EduClick in Classroom to Enhance Interaction. In proceedings of ICCE 2003. pp. 117-125
Liu, T.C., Liang, J.K., Wang, H.Y., Chan, T.W. & Wei, L.H. (2003) The Features and Potential of Interactive Response System. In proceedings of ICCE 2003. pp. 315-322
雲首博 , 王緒溢 , 梁仁楷 & 楊接期 (2003) 無線環境下支援高互動學習之通訊機制設計 . In Proceedings of GCCCE 2003. pp. 166-171
Wang, H.Y., Liu, T.C., Chou, C.Y., Liang, J.K. & Chan, T.W. (2004) Implementation and Evaluation of Three Learn Activity Levels in Wireless Learning Environment. In Proceedings of IEEE International Workshop on WMTE 2004
Chang, S.B., Wang, H.Y., Liang, J.K., Liu, T.C. & Chan, T.W. (2004) A Contest Event in the Connected Classroom Using Wireless Handheld Devices. In Proceedings of IEEE International Workshop on WMTE 2004
Liang, J., Liu, T., Wang, H. & Chan, T. (2005). Integrating Wireless Technology in Pocket Electronic Dictionary to Enhance Language Learning. The 5th IEEE International Conference on Advanced Learning Technologies (ICALT 2005)
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Acknowledgements
I would like to thank following team members who worked together in this study Professors: Chan, T.W., Liu, T.Z., Ko, H.W., Yang, J.H.,
Yang, J.C., Chou, C.Y., Wang, Sams PhD: Chang, Ben PhD students: Chang, S.B., Deng, Y.C. Master students: Huang, Hitomi, Sun, K.S., Yun, S.B.,
Wang, T.C., Hu, M.T., Yu, C.H., Lin, C.H. Teachers in the ESTMTC Elementary School, Taipei City
Q & Athanks for your comments