Research Article
Thuthukile Jita, Alice Dhliwayo
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep520
ABSTRACT
The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21st century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.
Keywords: community of practice, design-based research, pedagogical practices, modelling, professional development, tablet
Research Article
Gilber Chura-Quispe, Raúl Alberto Garcia Castro
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep486
ABSTRACT
The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=.934, k=.392, p=.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=.286; p>.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<.05, ε2>.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.
Keywords: techno-pedagogical design, flipped learning, collaborative writing, academic essays
Research Article
Jiseung Yoo, Min Kyeong Kim
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep438
ABSTRACT
This study focuses on how teachers’ pedagogical content knowledge (PCK) of mathematics may differ depending on teacher interactions in an online teacher community of practice (CoP). The study utilizes data from 26,857 posts collected from the South Korean self-generated online teacher CoP, ‘Indischool’. This data was then analyzed using natural language processing techniques; specifically, text classification with word2vec, BERT, and machine learning classifiers was used. The results indicate that the texts of posts can predict the level of teacher interactions in the online CoP. BERT embedding and classifier exhibited the best performance, ultimately achieving an F1 score of .756. Moreover, topic modeling utilizing BERT embedding is used to uncover the specific PCK of teachers through high- and low-interaction posts. The results reveal that high-interaction posts with numerous likes and replies demonstrate more in-depth reflections on teaching mathematics and refined PCK. This study makes two significant contributions. First, it applies a data science framework that allows for the analysis of real data from an actual online teacher community. Secondly, it sheds light on the intricacies of knowledge management in an online teacher CoP, an area that has to this point received limited empirical attention.
Keywords: online community of practice, natural language processing, mathematics pedagogical content knowledge, knowledge management
Research Article
Valentina Lukina, Tuiaara Sidorova, Nadezhda Okoneshnikova, Egor Nikolaev, Viktoria Shamaeva, Irina Kuznetsova
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep376
ABSTRACT
The subject of the study is the psychological difficulties of adopting distance education technologies by university students. The materials of exploratory research obtained on a sample of students from several universities of the Sakha Republic (Yakutia) are presented. The study involved respondents aged 19 to 22 (N = 86), 39% of whom were males. In the research, the unstructured interview method was used, during which we asked students to share in detail about their user experience, describing not only the learning process itself but the whole learning context in general. Considering the results using the TAM model, it can be assumed that students are not satisfied with any of the components. Distance learning technologies are not perceived by students as easy to use, and there is a low assessment of the perceived usefulness of these technologies. The attitude towards technology is also rather negative. From the point of view of student acceptance of technology, it can be said that distance learning causes some difficulties associated with cognitive, and emotional aspects, as well as interaction in a virtual environment, and the learning process. Learning creates anxiety and dissatisfaction with the learning process itself.
Keywords: distance education, psychological difficulties, pedagogical communication, students, technology adoption model (TAM)
Review Article
Miguel Angel Paidican, Pamela Alejandra Arredondo
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep370
ABSTRACT
This article presents the results of a scientific literature analysis based on Kitchenham’s (2004) proposal, regarding the technological-pedagogical knowledge of the content under the TPACK model. Research studies containing data-driven information in primary education were revised. The selection of the 622 articles was conducted in Scopus, WoS (Web of Science), ERIC (Educational Resources Information Center), and Google Scholar databases; considering the period from which this model was initially described to May 2019. The following criteria were also observed: open access sources, referring to social sciences, and full text available. To conclude, there is limited scientific production regarding TPACK model in primary education, with 3,05% of the articles reviewed in this systematic literature review. An increase in using the TPACK model in terms of teacher knowledge and enriched environments with information and communication technology has also been observed. Participation of other members of the school community as students, parents and managers is also recommended.
Keywords: knowledge of teachers, educational technology, knowledge of technological pedagogical content (TPACK), primary school teachers, teacher training, Integration of technology
Research Article
Maxim L. Grunis, Inna I. Golovanova, Galiya I. Kirilova, Elena Y. Levina, Zhanna M. Sizova
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep289
ABSTRACT
The purpose of this work is to identify the transformations of communicative functions. These functions are associated with the subjects of communication in both fields: in pedagogical and organizational, also in the instrumental and design once during the process of creating digital video recordings for online courses. Questionnaires, observation, and factor analysis were used as research methods. It helped to formulate a popularity rating of digital tools for future teachers. The study was conducted at the Institute of Psychology and Education of Kazan (Volga region) Federal University. The study involved 120 people: teachers developing online courses and students studying at the pedagogical educational programs. Transforming indicators of pedagogical communicative competence are highlighted. These indicators are needed to be emphasized when improving teacher training. It will help future teachers to be able to effectively carry out their activities in digital educational environment. These indicators are: the ability to organize interactive cooperation during training, the ability to organize mutual exchange and development of students, the ability to create an open environment for analysis and improvement. The methodological aspects of the development of pedagogical communication functions in the dynamic environment of digital education and an interactive environment are disclosed on the basis of work with videos. Some recommendations for future teachers’ skills improving and development of training experience organization in the digital environment are given. These are a clearly-set-goal for educational video materials, adequate video content, skills for digital tools using, also the skill to choose adequate digital tools for a task fulfillment. The tool that can enhance enthusiasm, and stimulate students for productive work in a digital environment. The study allows improving video content and increasing the effectiveness of its use in the educational process. Also, the results of the experiment can become a basis for teacher training programs improving. Especially it can be useful for future teachers’ pedagogical communicative and digital competences development. The tasks developed within the frame of the research will be included in the assignments of pedagogical internship for pedagogical Master’s degree courses at the Institute of Psychology and Education of Kazan Federal University. These tasks for students include development and use of online courses with video materials.
Keywords: pedagogical communicative competence, digital educational environment, digital video recordings, educational videos, online courses
Research Article
Lera A. Kamalova, Makhabbat Zh. Umbetova, Narine S. Putulyan
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep288
ABSTRACT
The aim of this work is to determine the most effective technologies and practices for the linguistic and sociocultural adaptation of foreign students studying in Russian and foreign universities, the use of which will help foreign students overcome barriers in academic performance, mastery of the Russian language, psychological and sociocultural adaptation in the host country. The fundamental basis of this study is the experimental work carried out at the Institute of Psychology and Education of Kazan Federal University, Arkalyk State Pedagogical Institute named after Y. Altynsarin, St. Petersburg National Research University of Information Technologies, Mechanics and Optics. Sociocultural and linguistic adaptation of foreign students is organized on the basis of an integrated approach, which is a combination of intercultural, humanistic, personality-oriented, activity-based approaches to learning. Education and training of foreign students should be organized on the basis of modern technologies and practices (authoring online simulators in Russian, interactive whiteboard, case method, brainstorming, role-playing game, discussion) contributes to effective language, socio-cultural adaptation of students. An effective tool to promote the sociocultural and linguistic adaptation of foreign students is a specially organized tolerant developing educational environment of the university, organized taking into account the specifics of social problems and the psychological state of migrants, contributing to the leveling of emerging problems of socio-cultural adaptation, the integration of foreign students in the host community. In this study, the most effective diagnostics were identified that affect the mechanisms of linguistic and sociocultural adaptation of foreign students studying in Russian and foreign universities: diagnostics of the level of social isolation of a person, determination of the level of depression, methods for determining sociocultural identity, adaptation of a person to a new sociocultural environment, methodology for determining level of knowledge of Russian as a foreign language. The scientific novelty of this study is to determine the most effective technologies and practices of linguistic and sociocultural adaptation of foreign students in the context of globalization and the Eurasian integration of sociocultural and educational space.
Keywords: foreign students, migrants, adaptation, linguistic, sociocultural, technology, pedagogical, learning, Russian
Research Article
Win Thinzarkyaw
CONT ED TECHNOLOGY, Volume 11, Issue 2, pp. 159-176
ABSTRACT
The purpose of this study was to investigate the practice of technological pedagogical content knowledge (TPACK) of teacher educators (N=108) in three Education Colleges in Myanmar. A quantitative survey research design focusing on a set of questionnaire was used. The results showed that there were no significant differences in the TPACK-based practices of teacher educators in terms of their Education College, experience, degree, rank, department and gender. However, significant differences were unearthed in their practices of technological knowledge according to their experience and degree. Besides, by their ranks, significant differences were found in the practice of technological and content knowledge.
Keywords: teacher educators, technological pedagogical content knowledge, education colleges
Research Article
Kemal Özgen, Serkan Narlı
CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 77-98
ABSTRACT
This study focuses on the relationship among Content Knowledge (CK), Pedagogic Knowledge (PK), and Technological Knowledge (TK) using Technological Pedagogical Content Knowledge (TPACK). The aim of the study is to use the determined relationship to provide mathematical clarity using the Rough Set Theory, which is commonly used in areas such as Artificial Intelligence, Data Reduction, Determination of Dependencies, Estimation of Data Importance and the establishment of Decision (control) Algorithms. Accordingly, TPACK scale was applied to 340 preservice teachers who, at the time of conducting this study, were continuing their teaching at elementary (grade 5-8) and secondary (grade 9-12) Mathematics Teaching Department. The gathered data was broken into three different groups - low, medium and high. The data grouping allowed for applying of the Rough Set Analysis. This will enable TPACK constructs to assign prospective teachers to any of the three identified groups. Analysis has put forth that the CK, PK and TK components explain TPACK with a dependency degree of 0.105 and that even though the levels of significance of each component is low by itself, it cannot be removed from the data set. Lastly, decision rules have been established between CK, PK and TK with TPACK.
Keywords: content knowledge, pedagogical knowledge, rough sets, technological knowledge, technological pedagogical content knowledge
Research Article
Binnur Ergen, Tugba Yanpar Yelken, Sedat Kanadli
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 358-380
ABSTRACT
The purpose of this study is, by using meta-analysis method, to examine whether there is a significant difference in the effect size of the Technological Pedagogical Content Knowledge (TPACK) according to gender. For this purpose, it was examined whether both Technological Pedagogical Content Knowledge and the knowledge types related to TPACK shows a statistically significant difference by gender. A total of 29 studies conducted both in Turkey and abroad between 2007 and 2017 and meet the inclusion criteria were synthesized by the meta-analysis method. “Cohen’s d” was chosen as the effect size index in order to examine the knowledge types related to TPACK by gender. Since the studies were obtained from the literature, primary studies were combined according to the Random Effects Model. It was concluded as a result of the analysis that there is a significant difference between the knowledge types about TPACK by gender, and in the sub-group analysis, technology knowledge, technological pedagogical knowledge and technological pedagogical content knowledge have a significant effect size in favor of male; on the other hand, content knowledge, pedagogical content knowledge, and technological content knowledge have an insignificant effect size in favor of male and pedagogical knowledge has an insignificant effect size in favor of female.
Keywords: Technological pedagogical content knowledge, Meta analysis, Gender, Sub-group analysis
Research Article
Charles Buabeng-Andoh
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 272-288
ABSTRACT
Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers’ ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers’ use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers’ ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers’ pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT.
Keywords: Public and private schools, Pedagogical use, Expectancy value model, Secondary school teachers
Research Article
Salih Birisci, Emin Kul
CONT ED TECHNOLOGY, Volume 10, Issue 1, pp. 75-93
ABSTRACT
This correlational study aimed to investigate the prediction levels of technopedagogical education competency for technology integration self-efficacy beliefs of pre-service teachers. The study group comprised 174 pre-service teachers at the Faculty of Education of a university located in the Eastern Black Sea region of Turkey. Both “Technopedagogical Education Competency Scale” and “Technology Integration Self-Efficacy Perception Scale” were administered as data collection tools. The results of the study showed that pre-service teachers had high levels of technology integration self-efficacy beliefs, with a high-level positive correlation with technopedagogical education competency. In addition, the dimensions of technopedagogical education competency such as ethics, design, exertion and proficiency were revealed as the predictors of technology integration self-efficacy; moreover, predictive effects of exertion and proficiency dimensions are insignificant. The findings obtained from the present study are thought to be helpful for the development of pre-service teachers' technology integration self-efficacy beliefs.
Keywords: Technopedagogical education competency, Technology integration, Self-efficacy belief, Pre-service teachers
Research Article
Melike Ozudogru, Fatma Ozudogru
CONT ED TECHNOLOGY, Volume 10, Issue 1, pp. 1-24
ABSTRACT
With increasing global requirements for the use of technological tools and resources in K-12 settings, there is a need to examine the technological pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class may enhance students’ engagement and motivation in learning mathematics. Hence, the purpose of this study was to develop and validate a TPACK scale to be used in investigating mathematics teachers’ knowledge levels in TPACK components, and investigate if mathematics teachers’ TPACK levels differed in terms of gender, teaching experience and level of school. This study is based on survey research design. Data were collected from 202 mathematics teachers in the spring semester of 2016-2017 academic year. MANOVA was used for data analysis. As a result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item 5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical Content Knowledge and 6. TPACK. The results also revealed that there were significant differences between gender and technological knowledge domain in favor of male teachers. However, it was found that teaching experience and level of school had no significant effect on TPACK domains.
Keywords: Technological pedagogical content knowledge, TPACK, Scale development, Mathematics teachers
Research Article
Eylem Yalcin Incik, Cenk Akay
CONT ED TECHNOLOGY, Volume 8, Issue 3, pp. 232-248
ABSTRACT
The main purpose of this research is to identify the competency and the perceptions of pre-service teachers on technopedagogical education. While study group of quantitative dimension is composed of 626 pre-service teachers; study group of qualitative extent is composed of 67 pre-service teachers. The sample represents 35% of the population of 1778 students. The quantitative data were collected through Technopedagogical Education Competency (Tpack-Deep) Scale and Technology Perception Scale and the qualitative data were collected with an open ended-question form. It was concluded that pre-service teachers generally regard themselves at a moderate level in the sense of technopedogogical education competency, have positive perception towards technology and there is a positive correlation between pre-service teachers’ technopedogogical educational competency and perception towards technology. According to results of qualitative analysis of the study, pre-service teachers think that educational technologies have contributions to preparing information-communication technologies based upon presentations, developing technology-based materials, preparing homework, doing research, raising awareness about the importance of educational technology use in the learning and teaching process, acquiring information about their department, developing skill of using technology based on information-communication technologies and having positive attitude
Keywords: Educational technology, Technopedagogical competency education, Information technology, Preservice teacher, Teaching and learning
Research Article
Donggil Song
CONT ED TECHNOLOGY, Volume 8, Issue 2, pp. 176-190
ABSTRACT
Learning-by-teaching has been identified as one of the more effective approaches to learning. Recently, educational researchers have investigated virtual environments in order to utilize the learning-by-teaching pedagogy. In a face-to-face learning-by-teaching situation, the role of the learners is to teach their peers or instructors. In virtual environments, learners take an active role by teaching a computer agent, which is referred to as Teachable Agent (TA). Although the current TA systems have shown their effectiveness on students’ learning, there are some challenges associated with learner-computer interaction methods. One of the most popular interaction methods between the learner and the system is a concept map approach. The learner teaches TA by creating information structures by drawing and editing their concept map. However, the learner can teach TA rather constrained topics, such as concept-related materials or causal effects. It is difficult for TA systems to be utilized in different types of learning along with concept-related areas. Therefore, new approaches or methods for communication between a human learner and TA systems are required. This project aims to suggest a virtual learning-by-teaching environment. A communication method (i.e., a symbol manipulation approach) was adopted in this system. The method facilitates the interaction between the learner and the computer agent, specifically for K-12 students’ mathematics learning. The design and development process is described, and future research areas are discussed.
Keywords: learning by teaching, teachable agent, pedagogical agent, intelligent system
Research Article
Arwa Ahmad Abdo Qasem, Gandla Viswanathappa
CONT ED TECHNOLOGY, Volume 7, Issue 3, pp. 264-276
ABSTRACT
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
Keywords: Blended learning, Technological pedagogical content knowledge (TPACK), Professional development, ICT integration, In-service teachers
Research Article
Saidatul Maizura Sahimi, Farah M. Zain, Nabila A. N. Kamar, Noorizdayantie Samar, Zuraidah A. Rahman, Omar Majid, Hanafi Atan, Fong Soon Fook, Wong Su Luan
CONT ED TECHNOLOGY, Volume 1, Issue 2, pp. 175-185
ABSTRACT
This paper describes the impact of the degrees of realism (unrealistic, moderately realistic and highly realistic) of the pedagogical agent on student’s achievement during online learning in terms of gender. Three modes of the e-learning portal with appropriate degrees of realism, namely, Online Learning with a Cartoon Pedagogical Agent (OLCPA), Online Learning with a Moderately Realistic Pedagogical Agent (OLMRPA) and Online Learning with a Highly Realistic Pedagogical Agent (OLHRPA) were developed and implemented. A quasi-experimental 3x2 factorial design was employed; independent variables were three degrees of realism, the dependent variable was achievement scores, and the moderator variable was gender of students. The subjects were 130 Form Four students (16 years old) from Malaysian secondary schools who were randomly assigned to groups. Analysis of variance (ANOVA) was employed to analyze data. The findings of the study suggest that there was no significant difference in the students’ achievement among the three degrees of realism in terms of their genders; both genders achieved almost the same across different degrees of realism. The reasons for the observed results are discussed and elaborated.
Keywords: Online learning, Pedagogical agent, Degree of realism, Gender issues