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INTRODUCTION

100%
Alexander C.
Teaching English with Technology
|
2012
|
vol. 12
|
issue 2
1-2
EN
editorial
2
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FROM THE EDITOR

100%
Alexander C.
Teaching English with Technology
|
2009
|
vol. 9
|
issue 2
1-2
EN
editorial
3
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GUIDELINES FOR INTERNET-BASED TEACHING

100%
Alexander C.
Teaching English with Technology
|
2006
|
vol. 6
|
issue 4
4
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AN OVERVIEW OF LAMS (LEARNING ACTIVITY MANAGEMENT SYSTEM)

100%
Alexander C.
Teaching English with Technology
|
2008
|
vol. 8
|
issue 3
EN
This paper provides a thorough introduction to LAMS (Learning Activity Management System). An overview of what LAMS is, and who created it, is followed by a description of its Learner, Monitor and Author environments. The numerous and supportive creater-designed online animated tutorial links ‘built into’ the paper cover in detail all the facets of these environments. It is held that the reader will benefit greatly and will acquire a sound knowledge base of how to use LAMS if these presentations, which total several hours, are viewed. To this extent, this article is also teacher-training in scope. The final part of the paper comprises a brief literature review on LAMS. LAMS pilot use in ESOL is highly recommended and a call is made for the subsequent dissemination of research findings.
5
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LAMS Revisited

100%
Alexander C.
Teaching English with Technology
|
2009
|
vol. 9
|
issue 1
26-49
EN
This paper aims to provide principled and focussed discussion on key threads in LAMS (Learner Activity Management System) learning design literature (section 2) and seeks to look at issues pertaining to more advanced LAMS usage (section 3). The paper may be of interest to new and/or existing LAMS users who would like to read more about current issues in LAMS learning design literature and may be of use to the more adventurous computer-savvy LAMS user who aspires to exploit further the potential of certain LAMS tools. The version of LAMS described in this paper is Version 2.1.1 . It is hoped that study of this extended paper and its preceding introductory paper (Alexander 2008a, An overview of LAMS) will be of particular value to those wishing to gain more confidence in the proficient utilisation of LAMS and to those intending to engage in debate on current LAMS issues. The paper’s thematically diverse core sections may also heighten reader awareness of a pressing issue: the need to bring together the treasures of progressively more hard-core and swiftly changing computer technologies with the beliefs of an increasingly discerning education community.
6
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FROM THE EDITORS

63%
Krajka J., Alexander C.
Teaching English with Technology
|
2011
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vol. 11
|
issue 2
1-2
EN
editorial
7
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LANGUAGE LABS: AN OVERVIEW OF THE TRENDS

63%
TRENDS L. L. A. O. O. T., Alexander C.
Teaching English with Technology
|
2007
|
vol. 7
|
issue 3
8
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The NEPTON test: System Overview and functionality

63%
Papadima-Sophocleous S., Alexander C.
Teaching English with Technology
|
2007
|
vol. 7
|
issue 2
EN
Over the past few decades, a fairly large literature examining various aspects of computer-assisted language testing (CALT) has been developed. The findings indicate that many institutions are now using new technologies for their language testing practices. There are often detailed discussions about the test development processes, the effectiveness of such tests and evaluation of their success. Less is known, however, about their particular features and how the mechanisms ‘behind the scenes’ make them work and easy to use. The purpose of this article is to give an overview of the key features and mechanisms of New English Placement Test Online (the NEPTON test).
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