Annotated Bibliographies - Essay Example

Annotated Bibliographies Annotated Bibliographies Jessica, P., Jeff, E., & Warren, M. (2009). Direct To Discovery: Expanding Research Laboratories in K-12 Classrooms to Enhance Science Technology, Engineering, and Mathematics Education. IADIS, 4.Jessica, Jeff and Warren (2009) explore ways of increasing American students’ interest in Science, Technology, Engineering, and Mathematics (STEM). A 2006 Report Card on National Education noted a decline in performance of Sciences by American students (Grigg et.

al, 2006, as cited in Jessica, Jeff & Warren, 2009). Another worrying trend noted by Jessica, Jeff and Warren (2009) is the decrease in the number of American students pursuing STEM. Regrettably, the decline is mainly attributed to laxity among stakeholders in the American education sector. They advocate the inclusion of digital content as a way of encouraging more students to pursue courses in STEM. They argue that the decline of American students in STEM threatens the country’s competitive edge in the world economy.

In response, they recommend the D2D Model to increase the number of students in STEM.Onjira, S., & Gilbert, L. (2009). Affordances of Machine-Processable Competency Modelling. IADIS, 3.Onjira and Gilbert (2009) illustrate the affordances of machine-processable competency modeling. They argue that machine processing is invaluable in e-learning and assessment. They emphasize its effectiveness in e-learning. In addition, Onjira and Gilbert (2009) present the competency model’s affordances in generating questions, distractors, and adaptive query sequences.

In the article, they conclude that using machine-processable competency overcomes many limitations in interoperability, reusability, and portability. They demonstrate the ease of automatically generating questions using templates. The system enables them to generate many questions from one template. They further argue that the presence of plausible distractors poses a challenge in generating multiple-choice questions. They conclude the article by looking forward to a future with an automated feedback system.

Ricardo, A., Tomei, C., Arnau, M., Joe, M., Margaret, M.-J., & Francesc A, R. (2009). R-QUEST: Adaptive Testing as Feedback in an E-Learning Environment. IADIS, 3.Ricardo et al. (2009) explains the role of mathematics and statistics in the expression of scientific ideas. They conclude that mathematics and statistics are the languages of science. Because of the effect of the internet on learning approach of students, Ricardo et al. (2009) explored innovative ways of learning and teaching methodologies.

They advocated acquisition of core competencies by students, development of relevant software and better methods of assessment emphasizing on higher-level abilities. In addition, the researchers propose student-centered learning that students employ Information Technology in acquiring knowledge and self-assessment. Ricardo et al. (2009) present the R-QUEST as a new programming language that solves many statistical problems, thereby substantially solving several scientific problems in Chemistry, Mathematics and other sciences.Smith, B., & Schulze, M. (2013). Thirty Years of the CALICO Journal—Replicate, Replicate, Replicate.

CALICO Journal, 30(1), i-iv. Smith and Schulze (2013) take readers through the changes since the first issue of Calico Journal was published in 1983. They argue that changing technology and the writers’ perspectives has shaped Calico Journal since 1983. In addition, they illustrate that printing of non-English characters, deploying computers in language classrooms and developing language software are now possible because of advanced technology. Smith and Schulze (2013) discuss an article by Fischer, who was the Executive Director and the editor of Calico Journal for a period of thirteen years.

The article by Fischer elaborated the role of technology in language learning. Smith and Schulze (2013) discuss replication while highlighting its benefits and possible causes of misunderstanding. They argue that not all studies can be replicated, but the existence of replication connotes maturity of the field.ReferencesJessica, P., Jeff, E., & Warren, M. (2009). Direct To Discovery: Expanding Research Laboratories in K-12 Classrooms to Enhance Science Technology, Engineering, and Mathematics Education. IADIS, 4.Onjira, S.

, & Gilbert, L. (2009). Affordances of Machine-Processable Competency Modelling. IADIS, 3.Ricardo, A., Tomei, C., Arnau, M., Joe, M., Margaret, M.-J., & Francesc A, R. (2009). R-QUEST: Adaptive Testing as Feedback in an E-Learning Environment. IADIS, 3.Smith, B., & Schulze, M. (2013). Thirty Years of the CALICO Journal—Replicate, Replicate, Replicate. CALICO Journal, 30(1), i-iv.