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ConieD is the biannual Congress on Computers in Education, organised by the Spanish Association for the Development of Computers in Education (ADIE). The last Congress, held in Puertollano (Ciudad Real), brought together researchers in different areas, ranging from web applications, educational environments, or Human-Computer Interaction to Artificial Intelligence in Education. The common leitmotiv of the major part of the lectures was the World Wide Web. In particular, the focus was on the real possibilities that this media presents in order to make the access of students to educational resources possible anywhere and anytime. This fact was highlighted in the Conclusions of the Congress following this Preface as the Introduction. From the full 92 papers presented to the Programme Committee we have selected the best 24 papers that we are presenting in this book. The selection of papers was a very difficult process, taking into account that the papers presented in the Congress (60) were all good enough to appear in this book. Only the restrictions of the extension of this book have limited the number of papers to 24. These papers represent the current high-quality contributions of Spanish research groups in Computers in Education. Manuel Ortega Cantero José Bravo Rodríguez Editors xiii Introduction ConieD’99 (1st National Congress on Computers in Education) has brought together a very important group of Spanish and Latin American researchers devoted to studying the application and use of computers in education.

Collaborative learning and cooperative learning are two separate approaches developed independently by two groups of scholars around the same period of time in the 1960 and 1970 s. Due to their different origins and intertwined paths of development, they have their own distinct features while sharing many similarities. The relationship between collaborative learning and cooperative learning can be confusing. Therefore, this paper provides a brief historical review of collaborative learning and cooperative learning to identify the origins of each, where they diverge from each other, and where they are aligned. This paper examines the definitions of the two terms and compares their characteristics. This is followed by a discussion of their historical development in the last fifty years: early development between the 1960 and 1970 s; maturation in the 1980 and 1990 s; convergence in the mid-1990s; and the emergence of Computer-Supported Collaborative Learning (CSCL) in the late 1980s. Finally, this paper summarizes the four paradigms of mainstream research on collaborative and cooperative learning, namely, the “effect” paradigm, the “conditions” paradigm, the “interaction” paradigm, and the “design” paradigm.

Even though there is an abundance of research on computer supported education (CSE), digital literacy (DL), technological literacy (TL), and internet literacy (IL), the correlation between them and their effect on each other have not been analyzed in the literature. However, no study has been conducted on the correlation between and effect of CSE, DL, TL, and IL and which additionally explains their relationship to each other. This study aims to analyze the effect levels among the latent variables of DL, TL, and IL, and the attitude toward applying CSE and these latent variables’ ratios to each other. For this purpose, eight hypotheses were developed after reviewing the literature. A relational descriptive model is used to detect the presence and extent of covariance. The participants of this study were 510 prospective teachers. Exploratory and confirmatory factor analysis of the scales were performed. The hypotheses of the research were tested with the structural equation model. As a result, it was revealed that DL, TL, and IL together significantly affect and explain the attitude towards CSE. Different suggestions have been developed based on the results of the research.

E-learning systems have witnessed a usage and research increase in the past decade. This article presents the e-learning concepts ecosystem. It summarizes the various scopes on e-learning studies. Here we propose an e-learning theoretical framework. This theory framework is based upon three principal dimensions: users, technology, and services related to e-learning. This article presents an in-depth literature review on those dimensions. The article first presents the related concepts of computer use in learning across time, revealing the emergence of new trends on e-learning. The theoretical framework is a contribution for guiding e-learning studies. The article classifies the stakeholder groups and their relationship with e-learning systems. The framework shows a typology of e-learning systems' services. This theoretical approach integrates learning strategies, technologies and stakeholders.

Global Perspectives on E-Learning: Rhetoric and Reality presents several cases of international online education and the rhetoric that surrounds this form of teaching and learning. Editor Alison A. Carr-Chellman examines the impact of online distance education throughout the world in an effort to understand more deeply the merits of such initiatives. Written from a critical perspective, the book sheds light on some of the problems faced by international distance educators. It particularly focuses on who benefits, and who does not, by the advance of international e-learning and how we can respond to the needs of the disenfranchised. This book is intended to supplement what has to this point been largely a positive, how-to literature in distance education. It offers a balanced perspective on the problems and possibilities of distance education worldwide.

The realities of new technological and social conditions since the 1990s demand a new approach to literacy teaching. Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. Drawing on large research projects and empirical evidence, the authors explore practical and educational issues that relate to multiliteracies, such as assessment, pedagogy and curriculum. The viewpoint taken is that multiliteracies is a complementary socio-cultural approach to the new literacies that includes pedagogy and learning. The differences are addressed from a multiliteracies perspective – one that does not discount or undermine the new literacies, but shows new ways in which they are complementary. Computers and the internet are transforming the way we work and communicate and the very notion of literacy itself. This volume offers frontline information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to it. Foreword, Theo van Leeuwen & Gunther Kress Preface Chapter One: Introduction to multiliteracies in motion: Current theory and practice, David R. Cole & Darren L. Pullen Part I: Classrooms and multiliteracies in motion Chapter Two: Uncritical framing: Lesson and knowledge structure in school science, Beryl Exley & Allan Luke Chapter Three: Image, voice, and the making of the school-literate child: Lessons from multiliterate teaching in China, Bette Zhang Bin & Peter Freebody Chapter Four: Introducing multimodal literacy to young children learning English as a Second Language (ESL), Len Unsworth & Robyn Bush Part II: Multiliteracies theory in motion Chapter Five: New Media, New Learning, Bill Cope & Mary Kalantzis Chapter Six: Tracking the relationships between technology and users in multiliteracies theory, David R. Cole & Darren L. Pullen Chapter Seven: Multiliteracies and the politics of desire, David R. Cole Part III: The pedagogy of multiliteracies in motion Chapter Eight: Using the Principles of multiliteracies to inform pedagogical change, Michèle Anstey & Geoff Bull Chapter Nine: Disrupting traditions: Teachers negotiating multiliteracies and digital technologies, Elizabeth Stolle & Gustavo Fischman Chapter Ten: Using multiliteracies to facilitate culturally relevant pedagogy in the classroom, Louanne Smolin & Kimberly Lawless Part IV: Multiliteracies in practice Chapter Eleven: Multiliteracies and assessment practice, Ian Brown, Lori Lockyer & Peter Caputi Chapter Twelve: Young Australians reading in a digital world, Jennifer Rennie & Annette Patterson Chapter Thirteen: Multiliteracies: Resources for meaning-making in the secondary English classroom, Douglas McClenaghan & Brenton Doecke Chapter Fourteen: A virtual school for rethinking learning, Julie Faulkner & Gloria Latham Afterword, Donna E. Alvermann Contributors \"…the authors featured in this collection present a compelling argument for change in educational practices, which would enable students to acquire skills that are appropriate to the complex demands of their everyday lives, while allowing them to utilize the multiliteracy skills they already possess….For educators, the collected essays in Multiliteracies in Motion offer a thought-provoking examination of the meaning of literacy in the world today.\"-- Afterimage \" Multiliteracies in Motion: Current theory and practice makes an excellent contribution to understanding the nature of literacy in the 21st century...[the book] opens up our minds to change and introduces us to the challenge of emerging media and diverse ways of teaching literacy. Readers will discover new insights, prompted by the research and thinking of this diverse collection of scholarship.\"-- University of Technology, Sydney David R. Cole is Senior Lecturer in English & Pedagogy, University of Technology, Sydney, Australia. Darren Pullen is Lecturer in ICT, Health Science and Professional Studies, Faculty of Education, University of Tasmania, Australia.

Analyses how digital technologies have enabled transformative change in the ways in which learning can be constructed, and discusses the nature of the literacies that have emerged in this virtual and e-learning environment. This book considers the ways in which digital literacies can be made available to learners.

Background iSupport is an online program developed by the World Health Organization to provide education, skills training, and social support to informal carers of persons with dementia. This pilot study examines the feasibility of the protocol for a main effectiveness trial of iSupport-Portugal and explores how the intervention and control arms compare over time on well-being outcomes. Methods A mixed-methods experimental parallel between-group design with two arms is followed. Participants were recruited nationwide, by referral or advertising, through the National Alzheimer’s Association. Inclusion criteria are being Portuguese adults, providing e-consent, providing unpaid care to someone with dementia for at least 6 months, experiencing relevant scores on burden (≥ 21 on ZBI) or depression or anxiety (≥ 8 on HADS), and using webpages autonomously. Participants were consecutively randomized to receive iSupport-Portugal or an education-only e-book and were not blinded to group assignment. Data were collected online with self-administered instruments, at baseline, 3 and 6 months after. Outcomes comprise caregiver burden, depression, anxiety, QoL, positive aspects of caregiving, and self-efficacy. Generalized estimating equations were used to estimate group, time, and group-by-time effects. Intervention engagement data were extracted from iSupport’s platform. Semi-structured interviews were conducted. Results Forty-two participants were allocated to the intervention ( N  = 21) and control ( N  = 21) arms. Participation (78.1%) and retention rates (73.8%) were fair. More carers in the control arm completed the study ( N  = 20, 95.2%) than in the intervention arm ( N  = 11; 52.4%) ( χ 2  = 9.98, p  = .002). Non-completers were younger, spent less time caring, and scored higher on anxiety. Among carers in the intervention arm, the average attendance rate was of 53.7%. At post-test 38.9% of participants still used iSupport; the remainder participants interrupted use within 2 weeks (Mdn). For per-protocol analyses, significant group-by-time interaction effects favouring the intervention were found for anxiety (Wald χ2 = 6.17, p  = .046) and for environmental QoL (Wald χ 2  = 7.06, p  = .029). Those effects were not observed in intention-to-treat analyses adjusted for age. Interviewees from the intervention arm ( N  = 12) reported positive results of iSupport on knowledge and on experiencing positive feelings. No adverse effects were reported. Conclusions This study provides information for a forthcoming full-scale effectiveness trial, as on the acceptability and potential results of iSupport-Portugal. iSupport is suggested as a relevant resource for Portuguese carers. Trial registration ClinicalTrials.gov, NCT04104568 . 26/09/2019.

This report documents the initial step towards an electronically-delivered Programme for International Student Assessment (PISA) test pioneered by Denmark, Iceland and Korea. In 2006, the PISA assessment of science included for the first time a computer-based test. The results discussed in this report highlight numerous challenges and encourage countries to take the work further. PISA Computer-Based Assessment of Student Skills in Science describes how the 2006 survey was administered, presents 15-year-olds’ achievement scores in science and explains the impact of information communication technologies on both males’ and females’ science skills. While males outperformed females on the computer-based test in all three countries, females in Iceland and males in Denmark performed better than their counterparts on the paper-and-pencil test. The evidence shows that, overall, males are more confident and use computers more frequently. While females tend to use the Internet more for social networking activities, males tend to browse the Internet, play games and download software.Readers will also learn how students reacted to the electronic questionnaire and how it compared with pencil-and-paper tests. In general, there were no group differences across test methods buts students enjoyed the computer-based test more than the paper-and-pencil test.