Review Article
Lizzeth Navarro-Ibarra, Omar Cuevas-Salazar, Alan Robles-Aguilar
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep480
ABSTRACT
The aim of the present study is to find new emerging lines of research in education with the use of information and communication technologies (ICT). To this end, we carried out a meta-analysis selecting an index, which contained scientific articles, and which provided free access to complete documents. The search covered five years, 2017-2021 in which 748 were identified. For the analysis the articles were read in order to identify information and record it. Previously, categories were established such as the date, country, continent, language, level of schooling or demographics of the population of publication and the kind of study and area of research. With respect to the demographics we identified that the aged were the category, which had been studied the least. With reference to years of schooling, pre-school and graduate levels had the fewest articles. That said, we found that the majority of the articles were aimed at education and technology in general. However, it is important to point out that the areas with limited research such as autism, rural area, inclusive education, disabilities, cyberbullying, Indigenous affairs, social exclusion, and down syndrome. These findings show the emerging lines of research to which studies should be expanded with further knowledge.
Keywords: teaching and training, information and communication technologies, level of education, population, research of academic literature
Research Article
Mohammed AbdAlgane
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep476
ABSTRACT
Due to the quick effects of the COVID-19 pandemic on the educational system, English instructors were required to retrain and build a new normal in order to prepare for an online classroom while still keeping their teaching style and professional identity. The study’s overarching goal was to look at how English teachers’ developing senses of who they are as professionals have affected their views on remote learning. 135 Middle Eastern English as a foreign language (EFL) teachers were surveyed for the research. Responses to a questionnaire based on the teacher professional identity scale and semi-structured interviews with 13 participants provided the data for this analysis. Content analysis was used to categorize the codes representing the qualitative information gleaned from the semi-structured interviews. It seems that many EFL teachers were unprepared for the pedagogical and technical problems they faced while teaching English to foreign students online, and this has had a profoundly destructive impact on the instructors’ professional identities as they migrate away from teaching in-person. The findings revealed that the participants’ long-term engagement with Edu-Tech during and after their formal education significantly influenced their perception of themselves as professionals. Possible avenues for further research include action research, increasing faculty and staff awareness, and continuous professional development.
Keywords: e-learning, COVID-19 pandemic, information and communication technologies, professional identity of teachers
Research Article
Fırat Tufan
CONT ED TECHNOLOGY, Volume 7, Issue 2, pp. 160-173
ABSTRACT
Within the scope of this study, which deals with distance education method as a communication process, a focus group interview was conducted with voluntary students who were randomly selected from various areas/majors at the Department of Distance Education in Istanbul University in order to determine the relationship between their general Internet usage habits and their Internet usage as a part of distance learning and in line with their expectations. The questions posed for the students during the interview process were drawn up on the basis of Internet medium serving a mass medium and for multi-purposes. The study revealed a positive relationship between general Internet usage habits of distance education students and their particular Internet usage habits during their education. It is concluded that the ability of students to adapt to social media applications and especially to social networks, which are the latest Internet applications based on interactive communications, is considerably high. The expectations of the students from the latest Internet applications are also high when it comes to distance education process.
Keywords: Distance Education, Internet usage habits, Information and communication technologies in education, Communication
Research Article
Bandhana Bhasin
CONT ED TECHNOLOGY, Volume 3, Issue 2, pp. 130-140
ABSTRACT
The incorporation of technology into teaching and research is one of the most important challenges for education today. It is time to move beyond the walls of our classrooms to join forces with other institutions and societies to revitalize education. The present paper focuses on the use of technology in teaching-learning process that will greatly contribute to meet student needs for learning anywhere, anytime. Integration of Information and Communication Technologies (ICT) into teaching and learning process is a growing field which has variety of definitions according to different points of view. A very common view asserts that the application of ICT processes should be presented in an integrated way as well as concrete model need to be developed for the teachers in order for the integration process to improve students’ learning. Based on the premise that “The integration process should strengthen learning of students”, there is a need to present an integrated point of view in the application of these processes and to develop some concrete examples for teachers. Therefore, the main purpose of this study is to develop a model assessing the ICT integration process and helping to improve students’ learning.
Keywords: Information and Communication Technologies, ICT intregration, Enhancing learning, Educational improvement, Teacher Education
Research Article
Charles Buabeng-Andoh
CONT ED TECHNOLOGY, Volume 3, Issue 1, pp. 36-49
ABSTRACT
This study was conducted to explore teachers’ skills, perceptions, and practices about ICT in second-cycle institutions in Ghana. Questionnaires were distributed to 273 teachers in different departments, 241 were returned, and 231 were valid for data analysis, representing a response rate of 85%. The validity of the questionnaire was approved by a panel of experts in the field. The Cronbach’s alpha reliability coefficient was 0.91. Descriptive statistics and correlation were used to analyze data. Of the 231 teachers, 66% were males and 34% were females. Majority of the respondents were between the ages 30-39. The correlation analysis revealed positive correlation between ICT use and teachers’ competences. Further, teachers’ perceptions in terms of using ICT were found to be positive but not statistically significant. Finally, the study revealed inverse correlations among ICT use, age, and teaching experience. The descriptive results indicated that teachers’ knowledge in basic ICT applications as well as integrating ICT into teaching and learning processes was low. These results provide evidence that the introduction of ICT in teaching and learning has not brought any change in the delivery of education in second-cycle schools in Ghana. This also implies that teachers have not shifted from teacher-centered instruction to student-centered learning. From the findings of the study, it is recommended that courses such as computer supported learning, ICTs and designing instructional materials should be introduced in initial teacher training programs to improve teachers’ level of confidence and perceptions towards the use of ICT.
Keywords: Technology integration in schools, Teachers’ perceptions of ICT, Student-centered learning, Information and communication technologies, Teacher education
Research Article
Filiz Tiryakioglu, Funda Erzurum
CONT ED TECHNOLOGY, Volume 2, Issue 2, pp. 135-150
ABSTRACT
Social network, particularly Facebook, can be defined as a unique online service, platform, or area where social communication and/or social relations can be established and individuals intensely share information. This definition implies that communication specialists should have more expertise and interest in social media than any other group of experts. Based on this assumption, the present study investigated the views and attitudes of instructors in the Faculty of Communication Sciences at Anadolu University in Turkey, which is a country where the total number of Facebook users ranks fourth in the world. The sample of the study consisted of 67 professors with various levels of academic titles. Data were gathered through a specially-designed survey form including 52 items in four subcategories. Results suggest that three fourth of instructors have a Facebook account and they spend less than half an hour per day on Facebook. There is no gender-related difference among the faculty in terms of attitudes toward Facebook. Instructors who are younger than 45 years old login Facebook on daily basis, while senior faculty login several times a week. Two in every three instructors use Facebook mainly as a tool of communication with friends. Finally, two thirds of the faculty think that Facebook can provide important contributions to social interactions among students as well as to communications between instructors and students.
Keywords: Facebook, Social networks, Communication technologies, Educational tools
Research Article
Ali Simsek, Shirley Nuss
CONT ED TECHNOLOGY, Volume 1, Issue 4, pp. 288-305
ABSTRACT
The purpose of this study was to investigate how elementary students can learn about the culture of another country and how technology can play a role in this process. The sample of the study included 135 fifth grade students from the United States and Turkey. Initial knowledge and information sources of students were assessed at the beginning of the study. Then, they exchanged multimedia presentations which they prepared to make their peers more knowledgeable about their own country. After studying the presentation about the other country, the students responded to a post-survey assessing their knowledge gains. Results showed that the Turkish students had much more initial knowledge about the American culture compared to knowledge of the American students about Turkey. Both groups had certain prejudices or misperceptions about each other. Media, school, and family were main sources of information, while books and friends played a small role. Studying multimedia-based presentations and discussing its content as a group was highly effective to learn about the culture of another country. By exchanging intercultural information through technology, students became less prejudiced and more understanding of each others’ respective cultures.
Keywords: Intercultural learning, Cross-cultural education, Multimedia-based learning, Information and communication technologies, Snapshots