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Collaborative and Individual Vocabulary Building Using ICT

vocabulary learning?’ Issues in Educational Research , 19(2): 175–189. Bauer-Ramazani, C. 2015. ‘Action Research: Using Quizlet for Mobile Vocabulary Learning and Retention.’ TESOL 2015 Presentations . Retrieved 1 September 2017 from Bilová, Š. 2017.’ Google Docs in Language Teaching and Learning.’ CASALC Review , 7(2), in print. Chien, C.-W. 2015. ‘Analysis the Effectiveness of Three Online Vocabulary Flash-card Websites on L2 Learners’ Level of Lexical Knowledge.’ English

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Snapdoc: Authenticated snapshots with history privacy in peer-to-peer collaborative editing

, pages 55–72. Springer, 2013. [7] Scott A. Crosby and Dan S. Wallach. Efficient Data Structures for Tamper-evident Logging. In Proceedings of the 18th USENIX Security Symposium , pages 317–334. USENIX Association, 2009. [8] John Day-Richter. What’s different about the new Google Docs: Making collaboration fast, 2010. [9] David Derler, Christian Hanser, and Daniel Slamanig. Revisiting cryptographic accumulators, additional properties and relations to other primitives. In Topics in Cryptology – CT-RSA 2015 , pages 127–144. Springer, 2015. [10

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Awakening Pre-service Teachers to Children’s Social Exclusion in the Classroom


Children’s social exclusion in the classroom is a threat to the sustainability of education. Teachers should be sensitised to this issue, which raises important implications for teacher education. This paper reports on an action research study in the context of pre-service teacher education aimed at enriching prospective early childhood educators’ perspectives on children’s social exclusion in the classroom and heightening their awareness of themselves as key figures in reducing it. A teacher capable of dealing with children’s social exclusion was the focus of investigation. The students engaged in envisioning through negotiation of meaning in written critical discourse with peers in an e-learning environment ( spreadsheet). Qualitative content analysis of students’ writings suggests viewing pre-service teachers’ professional development towards readiness to address children’s social exclusion in the classroom as movement along a continuum. The study also implies that the performed action research was transformative in that it contributed to a heightened awareness of children’s social exclusion in the classroom among prospective early childhood educators and their awakened commitment to become teachers capable of addressing this problem.

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The Role of Social Relationships in Children’s Active EFL Learning

learning: Collaboration, motivation, and perception on the use of Google Docs. Educational Technology & Society , 19 (1), 171–186. MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117.doi: 10.1111/j.1467-1770.1991.tb00677.x Malecki, C. K., & Elliott, S. N. (1999). Adolescents’ ratings of perceived social support and its importance: Validation of the student social support scale. Psychology in the Schools , 36 (6), 473–484. doi: 10

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