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            "note": "<p>Definition of cognitive science:</p>\n<p><em>\"From the<br />start, cognitive science attempted to explain learning using a multidisciplinary<br />perspective that included complimentary disciplines such as linguistics,<br />philosophy, anthropology, computer science, neuroscience, and several<br />branches of psychology (Norman, 1980, 1993; Newell &amp; Simon, 1972).\"</em></p>",
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            "note": "<p>Def/purpose of IT:</p>\n<p>&nbsp;</p>\n<p>Information technology (IT) enables the acquisition,<br />recording, organization, retrieval, display, and dissemination of information<br />in all forms. The digital era not only extends the possibilities of the old oneway<br />communication technologies such as books, magazines, radio, and TV<br />but also offers new opportunities.\"</p>",
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            "title": "The ideal multimedia-enabled classroom: Perspectives\nfrom psychology, education, and information science",
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                    "firstName": "Ahmet",
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                    "firstName": "Danny",
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            "abstractNote": "With the recent technological developments, an opportunity\nhas emerged to introduce more efficient instruction into the\nclassroom. The traditional blackboard approach is gradually\ngiving way to more interaction between the instructor and\nstudents. Multimedia can be defined to be multiple forms of\nmedia (text, graphics, images, animation, audio and video)\nthat work together. It is unparalleled in its ability to disseminate\ninformation quickly and accurately. Before the digital\nera, multimedia was delivered using one-way communication\ntechnologies such as books, magazines, radio, and television.\nThe invention of the personal computer and the Internet,\nhowever, has introduced interactivity and created an engaging\nlearning environment. Literature on learning and\ntechnology contains evidence that multimedia has the potential\nto transform every aspect of academic endeavor from instruction\nand learning to research and dissemination of\nknowledge. In this article, we will discuss why multimedia\nshould be employed as the centerpiece for an emerging pattern\nof instruction. It can promote independent and cooperative\nlearning, and improve performance of low achievers and\nspecial student populations, while heightening interest in\nlearning, writing, and research",
            "publicationTitle": "Journal of Educational Multimedia and Hypermedia",
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            "date": "2003",
            "volume": "12",
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            "pages": "199-221",
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            "note": "<p>IT Why &amp; Policy</p>\n<p>\"There are several<br />key reports in the literature that analyze the contribution of IT to education<br />(National Science Foundation, 1996; President’s Committee on Advisors on<br />Science and Technology, 1997; Project Kaleidoscope &amp; Sigma Xi, 2001;<br />Bransford, Brown &amp; Cocking, 1999).\"</p>\n<p>&nbsp;</p>\n<p>1997 report to president recommends:</p>\n<p>&nbsp;</p>\n<ul>\n<li>focus on learning with technology, not about technology;</li>\n</ul>\n<ul>\n<li>emphasize content and pedagogy, and not just hardware;</li>\n</ul>\n<ul>\n<li>give special attention to professional development;</li>\n</ul>\n<ul>\n<li>engage in realistic budgeting;</li>\n</ul>\n<ul>\n<li>ensure equitable, universal access; and</li>\n</ul>\n<p>initiate a major program of experimental research.</p>",
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            "note": "<p>Definition of behaviorism:</p>\n<p><br /><em>\"Behaviorism, an influential school of psychology that dominated the psychological<br />theory between the two world wars, takes the objective evidence of<br />behavior (as measured responses to stimuli) as the only concern of its research<br />and the only basis of its theory without reference to conscious experience<br />(Watson, 1913). It was developed in reaction to introspectionism, a<br />doctrine that states psychology must be based essentially on data derived<br />from introspection. A serious limitation of early behaviorism was its focus<br />on observable behaviors in response to stimulus conditions. This narrow approach<br />restricted the study of several critical phenomena (e.g., reasoning,<br />thinking, and understanding) that are closely related to education. While<br />preserving behavior as data, radical behaviorism allowed hypotheses about<br />internal mental states when they were needed to explain certain phenomena<br />(Spence, 1942; Hull, 1943).<br />\"Attempts to use computers to enhance learning began with the pioneering<br />efforts in late 60s (Atkinson, 1968; Suppes &amp; Morningstar, 1968).\"</em></p>\n<p>&nbsp;</p>\n<p>\"</p>\n<p>&nbsp;</p>",
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