100年第2學期-4070 個別指導 課程資訊
|Prospectus||25||Formulate a research topic for the M.A. thesis|
|Research||25||Conduct thorough reviews of literature for the proposed topic|
|Writing||25||Synthesize the related reviews of literature|
|Presentation||25||Complete first draft of the first 3 chapters of the M.A. thesis|
By the end of the course, students should—
1. have formulated a research topic for the M.A. thesis
2. have had a clear theoretical/ research framework about the proposed topic
3. have conducted thorough reviews of literature for the proposed topic
4. have learned to synthesize the related reviews of literature
5. be ready to conduct the pilot study
6. have completed the pilot study of the thesis research
7. have completed the first draft of the first 3 chapters of the M.A. thesis
1. The instructor assists the student in formulating a research topic on the area the student is interested in.
2. The instructor assists the student in searching, assessing, summarizing, integrating, and synthesizing essential reviews of literature on the chosen topic.
3. The instructor assists the student in relating current research to prior related research.
4. Regular meeting time will be scheduled for the instructor to monitor the student’s progress.
Office HourTuesday 12:30-14:30, LAN 211-I (廖敏旬) Friday 10:00-12:00, LAN 211-D (邱嘉慧) Tuesday & Thursday 16:20-17:10, LAN 211-G (劉美惠)
1. Beeland W.D. Jr (2002) Student engagement, visual learning and technology: can interactive whiteboards help? Annual Conference of the Association of Information Technology for Teaching Education, Trinity College, Dublin.
2. Brown, H. D. (2007). Teaching by principles : an interactive approach to language pedagogy. (3rd ed.). NY: Pearson Education.
3. Chen, M-L. (2007). Vocational high school students’ English learning motivation and their English learning behaviors (master’s thesis). Tung Hai University, Taichung, Taiwan.
4. Chen, Y-H. (2011). A study of the application of Wiimote Whiteboard instruction in an Elementary School English Class. National Chung Cheng University, Chiayi, Taiwan.
5. Cogill J. (2002) The use of interactive whiteboards in the primary classroom: what is effective practice and how does this relate to effective practice in teaching with ICT? Becta Research Conference 2003: Proving Effective Practice with ICT, TUC Congress Centre, London. Available at: http://www.becta.org.uk/research/research.cfm?section= 1&id=2854. Accessed 10 September 2003
6. Dwyer, J. (2007). Computer-based learning in a primary school: Differences between the early and later years of primary schooling. Asia-Pacific Journal of Teacher Education, 35(1), 89-103.
7. Digregorio, P., Sobel-Lojeski, K. (2010). The effects of interactive whiteboards(IWBs) on student performance and learning: A literature review. J. educational technology systems, 38(3), 255-312.
8. Gathercole, S.E., Alloway, T.A. Kirkwood, H.J., Elliott, J.G., Holmes, J, &Hilton, K.A. (2008). Attentional and executive function behaviors in children with poor working memory. Learning and individual Differences, 18(2), 214-223.
9. Hall, I. & Higgins, S. (2005). Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21, 102-117.
10 Lai, H-J. (2010). Secondary school teachers’ perceptions of interactive whiteboard training
workshops: A case st