Research Article
Adnan Yilmaz
CONT ED TECHNOLOGY, Volume 9, Issue 3, pp. 264-283
ABSTRACT
The rapid and continuous developments in computer technologies underscores the need to investigate computers’ impact on students’ motivation in second/foreign language (L2) reading and writing skills. Given this need, the present empirical study aims to examine the effect of computers on students’ motivation in L2 reading and writing skills. 35 students studying in the English Language Teaching Program at a state university in Turkey were firstly given a motivation scale as a pretest. Then they went through a five-week treatment phase during which they carried out various reading and writing activities designed around two different authentic short stories (The Lottery and The Cask of Amontillado) by using three different computer programs, namely SnagitTM, Screencast, and e-mail services. Finally, they were again given the motivation scale to determine the change in their motivation level. The analysis of the data indicated a significant increase in student motivation in L2 reading and writing skills. The findings also indicated that the students’ frequency and experience of computer use had no significant influence on L2 reading and writing motivation. Based on these findings, it can be inferred that computers have a positive effect on students’ motivation in L2 reading and writing skills.
Keywords: Instructional technologies, Snagit, Screencast, E-mail services
Research Article
Atef Abuhmaid
CONT ED TECHNOLOGY, Volume 5, Issue 1, pp. 73-89
ABSTRACT
Cutting edge technologies are one of the main areas in which private schools compete so they can showcase themselves as pioneers In Jordan, as it is in other education contexts worldwide. The Interactive Whiteboard (IWB) is becoming one of the rapidly adopted educational technologies everywhere. However, while moving too fast to adopt new technologies, often decision is made without taking teachers’ perceptions into account. The current study focuses on teachers’ perspectives on two main aspects of the integration of IWBs in four Jordanian private schools: First, teachers’ perceptions of IWBs as instructional tools, and second, the presence of various supporting factors identified by the literature for the success of integrating IWB into schools. The study used a 26-item Likert scale which was administered to 200 teachers in the participating schools. The results showed that the participating schools spend extensive efforts and resources in integrating IWBs into their contexts; however, some supporting factors for the effective implementation might have been overlooked. In addition, in contrast to what some professionals might expect and some vendors might try to promote, IWBs did not make teachers’ job “easier” in terms of relieving teachers’ workloads, despite their values as reported by teachers.
Keywords: Interactive whiteboard, IWB, Instructional technologies, Technology integration in education, ICT, Educational technologies in Jordan