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dc.contributor.authorGrossmann, Schimon
dc.date.accessioned2016-06-27T19:04:06Z
dc.date.available2016-06-27T19:04:06Z
dc.date.issued2008-06-24
dc.date.submitted2008-06-24
dc.identifiereprint:355
dc.identifier.urihttp://hdl.handle.net/10919/71610
dc.description.abstractContentsAcknowledgmentsList of figures and tablesList of terms and abbreviations1. Introduction1.1 Writing conventions2. Background information3. Statistics related to the primary EFL classroom3.1 Pupils’ computer use at home3.2 Pupils’ internet use at home3.3 Teachers’ computer use at school3.4 Pupils’ computer use at school3.5 Teachers’ internet use at school3.6 Pupils’ internet use at school3.7 Implications for supplementing textbooks3.7.1 Computer and internet infrastructure3.7.2 Teachers’ IT skills3.7.3 Teachers’ methodological skills3.7.4 Summary4. Choosing and using educational software4.1 Why use computers in the EFL classroom?4.2 What computers are not4.3 What computers are4.4 Types of software: correct vs. create5. Choosing a computer-based task5.1 Task support offered by open-ended software5.1.1 Self-directed learning and differentiation5.1.2 User-friendliness5.1.3 Cooperation and job allocation5.2 Task constraints imposed by computer hardware5.2.1 Computer equipment5.2.2 Location and time6. The case for using multimedia applications6.1 What is multimedia?6.2 Learning software vs. multimedia authoring programs (MAP): consumption vs. production6.2.1 Presentation of content6.2.2 Access to content6.3 Usability6.3.1 Usability vs. Utility6.3.2 Finding a high-usability program6.4 Summary7. The task: producing a talking book8. Multimedia authoring programs for publishing talking books8.1 Microsoft Office PowerPoint8.1.1 Other uses to PowerPoint8.2 Windows Movie Maker8.3 Microsoft Photo Story 3 for Windows8.4 Producing a talking book with Photo Story8.4.1 Preliminary considerations8.4.2 Staging8.4.3 Storyboard8.4.4 Work at the computer8.5 Other proprietary multimedia authoring programs9. The case for free software9.1 Quality of free software9.2 Security of free software9.3 Service for free software9.4 Finding the right software9.5 Scratch10. Conclusions10.1 The case against web-based activities10.2 Dealing with the limited number of computers at schools10.3 From textbooks to notebooks10.4 From procuring to leasingReferencesAppendix 1: Interview questionsAppendix 2: Resource CDen_US
dc.format.extent89 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.publisherFreiburg University of Educationen_US
dc.relation.urihttp://www.e-lingo.de
dc.subject.lccLB1501
dc.subject.lccPE
dc.subject.lccLT
dc.titleSupplementing Textbooks with Computer-Based Resources in the Primary EFL-Classroomen_US
dc.typeThesisen_US
dc.contributor.departmentE-LINGO - Teaching languages to young learnersen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorFreiburg University of Educationen_US


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