strategies for defining and understanding critical technology integration terms
DESCRIPTION
Strategies for Defining and Understanding Critical technology integration Terms. Ahmed Fagehi SPRING 2012. The Background of the Study. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/1.jpg)
STRATEGIES FOR DEFINING AND UNDERSTANDING CRITICAL TECHNOLOGY
INTEGRATION TERMS
Ahmed Fagehi SPRING 2012
![Page 2: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/2.jpg)
The Background of the Study “Students who join a certain academic
community need to learn the appropriate meaning and usage of the specialized terms of their field” (Lessard-Clouston, 2005).
Students encounter difficulties learning specialized terms of their field, specially non-native students who don't have the same language background (Chung&Nation,2004).
![Page 3: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/3.jpg)
Educational Technology is constantly adding new terms that are fostered by the evolution of technology and pedagogical methods (Serduikov, 2000).
Terms that describe teaching methods that integrate various technologies in the learning process are emerging as a result of the evolution of pedagogy and technology (Anohina, 2005).
Those terms need to be identified and defined precisely.
![Page 4: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/4.jpg)
Recent research focuses on the effect of using multimedia on vocabulary acquisition.
There is a need to examine which combinations of multimedia are more effective in aiding vocabulary learning.
Also, there is a dearth of studies for measuring the effectiveness of learning non-concrete words with multimedia (Mohsen, 2011).
![Page 5: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/5.jpg)
The Purpose of Study The purpose of this study is to identify
the key technology integration terms, and to investigate the effect of using three instructional strategies for learning these terms: Text alone; Text and Video; and Text, Video + Engagement Question.
![Page 6: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/6.jpg)
Technology Integration Terms
![Page 7: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/7.jpg)
The Multimedia Instructional Strategies
Text alone. Text and video. Text, video and engagement question.
![Page 8: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/8.jpg)
Condition 1: Text alone
![Page 9: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/9.jpg)
Condition 2: Text and Video
Text
Video
![Page 10: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/10.jpg)
Condition 3: Text, Video and Engagement Question
Text
Video
Quiz
![Page 11: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/11.jpg)
Research Questions What are the key technology integration terms that
teacher education major students should understand? Is there a difference in students' performance on a
recognition and a comprehension test of technology integration terms based on the instructional strategy they experience (Text alone; Text and Video; Text, Video, and Engagement Question)?
Is there a difference in students' performance on a recognition and a comprehension test of technology integration terms based on the multimedia instructional strategy they experience (Text alone, Text+ Video, Text + Video +Engagement Question) after controlling for the frequencies of viewing the terms?
![Page 12: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/12.jpg)
Is there a relationship between students’ majors and their recognition and comprehension of the technology integration terms?
Is there a relationship between students’ technology expertise and their recognition and comprehension of the technology integration terms?
Is there a difference in the way that native and non-native learners benefit from instructional strategies designed to advance comprehension and vocabulary acquisition?
![Page 13: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/13.jpg)
The Hypotheses of the Study
Students will perform differently on a recognition and a comprehension test of technology integration terms depending upon the multimedia instructional strategy they experience (Text alone), (Text and Video), and (Text , Video, and Engagement Question).
Students will perform differently on a recognition and a comprehension test of technology integration terms depending upon the multimedia instructional strategy they experience (Text alone), (Text + Video), and (Text + Video + Engagement Question) after controlling for the frequencies of viewing the terms.
There is no relationship between students’ majors and their recognition and comprehension of the technology integration terms.
There is no relationship between students’ technology expertise and their recognition and comprehension of the technology integration terms.
There is no difference between native and non-native learners on their performance on the recognition and comprehension test.
![Page 14: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/14.jpg)
The Importance of the Study There are many studies that have
investigated the effect of using different combinations of multimedia on vocabulary acquisition, but the results of these studies are inconsistent (Alghafli, 2011).
Learning abstracts terms with multimedia is an area that needs to be investigated (Mohsen, 20110, and this study targets abstract terms that describe relative complex concepts that require educators to understand the critical capacity of the technology and effective ways to integrate this technology in education.
![Page 15: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/15.jpg)
The Importance of the Study Many researchers suggest that future
research should consider learning abstract terms using different multimedia (Chun &Plass, 1996; Alghafli, 2011).
This study will be also useful for teacher preparation programs since it will identify the most critical terms that need to be taught in technology integration courses.
![Page 16: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/16.jpg)
Literature Review
Theoretical Framework for the Study The Dual-Coding Theory
People learn better when materials are presented in both verbal and visual modes (Paivio, 1986).
The Generative Theory of Multimedia Learning Learners are more likely to recall specific information
when they have verbal and visual formats available at the same time rather than having only one format ( Mayer,1997) .
The contiguity principle: people learn better when the word and the picture are presented contiguously, and learners engage in active learning when the narration is aligned with them (Mayer & Anderson, 1992).
![Page 17: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/17.jpg)
Theoretical Framework for the Study
The Cognitive Load Theory Short-term memory has limitation in processing received
information (Miller, 1956). Learning happens best when considering the limitation of human
cognitive (Sweller, 1988).
Constructivist theory “By asking students about what they have learned in the
very early stages, they have the opportunity to reflect upon their understanding of the new thing they have just learned. It’s possible that misunderstandings can occur or there might be some confusion in the minds of the learners because what they have just learned does not “fit” with their prior experience.” (Kelly, 2005)
![Page 18: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/18.jpg)
Related studies Technology integration: technology has a long
history serving education (Briggs & Burke, 2009) Online glosses and vocabulary learning
Positive impact on vocabulary acquisition (Chun &Plass1996; Al-Seghayer, 200; Yanguas,2009 )
Technology expertise Wittrok (1989) stated that learners existing knowledge
about a topic can influenced by their sensory inputs. Frequency of term views
Coady (1993) pointed out that the probability of learning a word at the first exposure ranges from 5% to 15%.
![Page 19: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/19.jpg)
Methodology
Variables: Independent Variable
Multimedia Instructional strategy (Text, Text and Video, Text, Video+and Engagement Question)
Dependent Variable Scores on recognition test: Scores on iItems-
Matching test Scores on comprehension: multiple-choice test
![Page 20: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/20.jpg)
Participants Two categories of participants students who are taking technology
integration classes ELPS 301, ELPS 302, and ELPS 760 Non-technology integration students
![Page 21: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/21.jpg)
Terms Selections As opposed to covering technical or vendor
terms (e.g. algorithm, bandwidth apache or blackboard) The terms that are more valuable in this study are the ones that can help educators understand new strategies for integrating technology in teaching and learning (e.g. WebQuest, Digital Storytelling, ePortfolio).
![Page 22: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/22.jpg)
Terms Selections William James (1899) states that "verbal
material is, on whole, the handiest and most useful material in which thinking can be carried on. Abstract conceptions are far and away the most economical instruments of though, and abstract conceptions are fixed and incarnated for us in words“
![Page 23: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/23.jpg)
Terms Selections Phase1: terms that describe how
technology can be integrated in teaching and learning were collected. The terms were selected based on their utilities, practical value and their application to the field of education
Phase2: The list of the terms was reviewed by students in an educational technology seminar and more terms were added to the list.
![Page 24: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/24.jpg)
Terms Selections
Phase 3: a survey that contains all these terms was created and sent to experts for adding or deleting terms
![Page 25: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/25.jpg)
Terms Selections
![Page 26: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/26.jpg)
Terms Selections Phase 4: the list then was revised by 2
experts in the field of Educational Technology at KU
![Page 27: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/27.jpg)
Terms Selections
Phase 5: another survey was developed with the modifications that these experts have made and the final list of terms was sent to experts to rate those terms from 1 Unimportant to 10 Very important.
![Page 28: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/28.jpg)
Terms Selections
![Page 29: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/29.jpg)
Terms Definition Definitions were selected from accepted
resources in educational technology, and modifications were made to increase their readability and at the same time preserve their accuracy. The definitions will be reviewed by experts to make sure that they are accurate.
![Page 30: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/30.jpg)
Materials The selection of pictures for each
technology integration term. Each term will be divided into its defining
attributes, and then each attribute will be visualized.
Images will be identified from different resources to correspond to each attribute
Images will be rated for accurate representation by a group of raters
![Page 31: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/31.jpg)
Materials Video creation
Each video consists of pictures representing the defining attributes of the term along with a caption and narration. The video is based on the contiguity principle that states people learn better when the word and the picture are presented contiguously, and learners engage in active learning when the narration is aligned with them (Mayer & Anderson, 1992).
![Page 32: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/32.jpg)
Procedures The study will take place in the School of
Education computer lab. Two kinds of strategies
The first strategy that focuses on participants who are taking technology integration classes is to assign randomly the technology integration classes (ELPS 301, ELPS 302, and ELPS 760) to the three multimedia instructional strategies. Each class will be assigned to a different multimedia instructional strategy.
![Page 33: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/33.jpg)
Procedures Each of the three classes has its own
website. The website will have a lesson and each lesson will include glossed technology integration terms. Students will view the lessons and the glossed terms associated with them.
![Page 34: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/34.jpg)
Procedures The second strategy for conducting this
study focuses on participants who are not enrolled in any technology integration class. The researcher will reserve the lab for a specific time, and will ask the volunteers who agree to participate in this study to come in the allotted time.
![Page 35: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/35.jpg)
Procedures A list of random numbers will be used to
assign participants to one of the three-multimedia instructional strategies: Text only. Text and Video. Text, Video, and Engagement Question.
![Page 36: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/36.jpg)
Procedures The computers will be labeled according to these
three strategies . When participants enter the computer lab, they will
be pick a number, each number will correspond to one of the three possible strategies.
A consent form will be distributed that describes the purpose of the study and participants will be asked to sign the form if they agree to participate.
Participants will view a list terms online, when they click a term, a pop-up window will appear with the definition based on the condition the students are assigned to.
![Page 37: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/37.jpg)
Data Collection: Instruments
Demographic information: Gender Native language Academic status Major
![Page 38: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/38.jpg)
Demographic Information
![Page 39: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/39.jpg)
Technology Expertise Survey
![Page 40: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/40.jpg)
Recognition Test Match each term in the term column with its definition on the definitions column. Place
your answer in the blank to the right of each term. Each answer can be used only once.
![Page 41: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/41.jpg)
Comprehension Test John is a science teacher regularly integrates technology in his
teaching. He decided to teach his students about global warming and begins by having his students search for and evaluate web sites on global warming. John also asks his students to collect and analyze changes in temperature data in their region. He then asked his students to post their findings, analysis and conclusions on a website. Students also constructed media presentations concerning trends and opinions about global warming.
This activity can best be described as a/an ________ activity. webquest keypals eAppearance impersonation
![Page 42: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/42.jpg)
Attitudes toward technology integration
![Page 43: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/43.jpg)
Research Questions What are the key technology integration terms that
teacher education major students should understand? Is there a difference in students' performance on a
recognition and a comprehension test of technology integration terms based on the multimedia instructional strategy they experience (Text alone; Text and Video; Text, Video, and Engagement Question)?
Is there a difference in students' performance on a recognition and a comprehension test of technology integration terms based on the multimedia instructional strategy they experience (Text alone, Text+ Video, Text + Video +Engagement Question) after controlling for the frequencies of viewing the terms?
![Page 44: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/44.jpg)
Is there a relationship between students’ majors and their recognition and comprehension of the technology integration terms?
Is there a relationship between students’ technology expertise and their recognition and comprehension of the technology integration terms?
Is there a difference in the way that native and non-native learners benefit from instructional strategies designed to advance comprehension and vocabulary acquisition?
![Page 45: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/45.jpg)
Question 1
A descriptive statistic (mean) will used to determine the terms that are most critical. The mean for each term will be computed to see which term has the highest mean.
![Page 46: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/46.jpg)
Question 2
Multivariate analysis of variance (MANOVA) will be conducted to measure the effect of three different multimedia instructional strategies (text; text and video; text, video, and engagement question) on students’ recognition and comprehension of technology integration terms.
![Page 47: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/47.jpg)
Question 3
For question three, a multivariate analysis of covariance (MANCOVA) will be conducted to measure the effect of three different multimedia instructional strategies (text; text and video; text, video, and engagement question) on students’ recognition and comprehension of technology integration terms after controlling for the technology frequencies of viewing each term.
![Page 48: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/48.jpg)
Question 4
Research question four is concerned with the relationship between students’ majors and recognition and comprehension of the technology integration terms. A multivariate analysis of variance (MANOVA) will be conducted to answer this question.
![Page 49: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/49.jpg)
Question 5
Finally, a correlation analyses will be conducted to measure the relationship between students’ technology expertise and their performance on the tests.
![Page 50: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/50.jpg)
Limitation One limitation of this study is the effect of language
on understanding the meaning of terms. People who have good background knowledge in English might be able to identify the meaning of some terms such as asynchronous learning, or synchronous learning without using the intervention.
Also, this study will only focus on short-term retention. The impact of the multimedia instructional strategy on long-term retention needs to be investigated.
Participant learning style.
![Page 51: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/51.jpg)
Implication The study might have a pedagogical
implication about the effective way to teach non-concrete terms.
![Page 52: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/52.jpg)
References
ALGhafli, M. (2011). The effect of mediated glosses on vocabulary retention and reading comprehension with English Language Learners in Saudi Arabia. Doctoral Dissertation, The University of Kansas .
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology , 5, 202-232.
Anohina, A. (2005). Analysis of the terminology used in the field of virtual learning. Educational Technology & Society 91-102.
Briggs, A., & Burke, P. (2009). A social history of the media . Malden,MA:: Polity.
Chayko, M. (2008). Portable communities: The social dynamics of online and mobile connectedness. SUNY: Albany.
Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal , 80, 183-198.
Clark, J. M., & Paivio, A. (1991). Dual-coding theory and education. Educational Psychology Review, 3(3), 149-210.
![Page 53: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/53.jpg)
Coady, J. (1993). Research on ESL/EFL vocabulary acquisition: Putting it in context. In T. Huckin, M. Haynes, & J. Coady (Eds.). Second language reading and vocabulary learning 3-23 Nor- wood, NJ: Ablex Publishing.
Dias, L. B. (1999). Integrating technology: Some things you should know. Learning & Leading with Technology 10-13,21.
Ess, C. (2009). Digital media ethics. . Malden, MA: Polity. Fulton, K., Glenn, A. D., & Valdez, G. (2004). National Commission on
Teaching and America’s Future. 19. Ito, M. E. (2010). Hanging out, messing around, and geeking out: Kids
living and learning with new media. Cambridge, MA: MIT. James, W. (2008). Talks to teachers on psychology: & to students on
some of life's ideals. Rockville: Arc Manor. Jenkins, H. (2008). Convergence culture: Where old and new media
collide. New York: New York University. Johnson, J. (2003). Distance education: The complete guide to design,
delivery, and improvement. Teachers College Press.
![Page 54: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/54.jpg)
Kelly, D. (2005). Do you know what your students are learning? And do you care? (M. M. O'Neill, Editor, & All Ireland Society for Higher Education (AISHE)) Retrieved 4 2, 2012, from AISHE: http://www.aishe.org/readings/2005-1/kelly-Do_you_know_what_your_students_are_learning.html
Lessard-Clouston, M. (2005). Learning and use of specialized vocabulary among native and non_native English-speaking graduate students of theology. (Doctoral Dissertation), University of Toronto .
Mayer, R. E. (1997). Multimedia learning: Are we asking the right question? Educational Psychology , 32, 1-19.
Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology 84, 444-452.
Mayer, R. (2005). The Cambridge handbook of multimedia learning. Cambridge: Cambridge University Press.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review , 63, 81-97.
Mohsen, M. A., & Balakumar, M. (2011). A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL Literature. ReCall , 135-159.
![Page 55: Strategies for Defining and Understanding Critical technology integration Terms](https://reader035.vdocument.in/reader035/viewer/2022062810/56815e70550346895dccf366/html5/thumbnails/55.jpg)
Paivio, A. (1986). Mental representations. New York: Oxford University Press. Serdiukov, P. C. (2000). Thesaurus of Educational Technology Terms and Their
Collocations. Reference Materials-Vocabularies/Classifications , 20. Simsek, N. (2005). Perceptions and Opinions of Educational Technologists Related
to Educational Technology. Educational Technology & Society , 8 (4), 178-190. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning.
Cognitive Science , 12, 257-285. Wittrock, M. C. (1974). Generative processes of comprehension. Educational
Psychologist, , 24, 345-376. Wittrock, M. C. (1989). Generative processes of comprehension. Educational
Psychologist, , 24, 345-376. Wittrock, M. C. (1974). Learning as a generative process. Educational
Psychologist , 11, 87-95. Yanguas, I. (2009). Multimedia glosses and their effect on L2 text comprehension
and vocabulary learning. Language Learning and Technology , 13(2), 48-67. Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention:
The effect of picture and annotation types. CALICO Journal , 20(1), 33-58.