Paper - Non-Refereed

To help learners better understand learning content and promote inquiry learning, this research proposes a seamless design of answer-on-demand functionalities for asynchronous eLearning to ensure learners feel free to ask questions and get timely answers. With this design learners can ask handwritten, spoken, or typewritten questions and get timely answers through a Q&A design based on the Pareto Principle. After brief experimentation it was shown that students accustomed to an AOD system feel at home and at ease asking their questions by speaking and writing them.
Conventional wisdom attributes the lack of effective technology use in classrooms to a shortage of professional development or poorly run professional development. At the same time, constructivist learning environments require teachers to develop more expertise not only in technology but also in pedagogy. This paper proposes that the perceived lack of technology professional development is a myth and that traditional professional development is ill-suited to teaching teachers how to create constructivist learning environments.
This paper provides a review of a Smart Classrooms Discovery and Development initiative eLearning Teacher Leadership Program. The program seeks to build educational leadership in teaching and learning with ICT as a commitment to the Smart Classrooms vision of The Queensland Department of Education, Training and the Arts.
This case study was part of a national project on social computing in schools. It focuses upon one of the four modes
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