Research Article
Josef Buchner, Elke Höfler
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep504
ABSTRACT
Fake news is increasingly becoming a major problem for global social coexistence, for example by undermining trust in democracies. There is a consensus that educational institutions need to respond and prepare students to recognize fake news. Teachers have a central role to play in preparing students and therefore need to learn about fake news during their studies. Previous research has shown that games are particularly effective for learning about fake news, but the group of pre-service teachers has not yet been investigated. The aim of this study is to address this gap by examining whether pre-service teachers can learn about fake news using the augmented reality escape game Escape Fake. To investigate this question, a pre-/post-test design was conducted with 45 pre-service teachers (four males, mean age=22.59 years, standard deviation=1.80). The results show that after playing Escape Fake, the pre-service teachers demonstrate significantly higher knowledge about fake news, are significantly more critical towards online information, and are significantly more confident in being able to recognize fake news in the future. However, playing the game did not promote the ability to discern real from false information. The paper discusses reasons for this finding and suggests ways to improve learning with the game. Implications and future research needs are discussed.
Keywords: fake news, fake news education, educational escape game, augmented reality, teacher education, teacher training
Review Article
Duong Huu Tong, Tien-Trung Nguyen, Bui Phuong Uyen, Lu Kim Ngan
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep482
ABSTRACT
Mobile learning (m-learning) is a crucial educational technology for teacher education due to its significant benefits and the development of mobile technology. This study’s objective is to conduct a systematic review and present a recent synthesis of the m-learning literature from 2018 to 2023 in teacher education relating to subject publication year, geographic distribution, matter domains, mobile devices and technologies used, research methodologies used to examine the implementation of m-learning, results for pre-service teachers, as well as benefits and challenges of m-learning adoption. The study used the systematic review methodology and PRISMA guidelines. A list of 27 studies was included from several relevant studies in four, Google Scholar, Mendeley, ScienceDirect, and Scopus, databases using inclusion and exclusion criteria to evaluate the full text after screening the titles and abstracts. The results of this study show that m-learning has garnered interest in numerous nations worldwide, applied in different subject matter domains with the use of various mobile devices and technologies. More significantly, the findings show that using mobile learning to learn positively impacts how pre-service teachers develop their knowledge, skills, and attitudes. Additionally, adopting this learning style recently in teacher education has certain advantages and challenges, requiring lecturers, pre-service teachers, and institutions to have the necessary equipment for knowledge, skills and facilities to achieve efficiency. Consequently, the results of this study can be used as a guide for research on m-learning in the future and contribute to the body of knowledge about this pedagogical strategy for teacher training.
Keywords: m-learning, pre-service teacher, systematic review, teacher education
Review Article
Bui Phuong Uyen, Duong Huu Tong, Lu Kim Ngan
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep433
ABSTRACT
Online project-based learning (PjBL) is an increasingly popular teaching approach in higher education, especially in teacher education. Implementing online PjBL differs across subjects, bringing many benefits while posing challenges for educators and pre-service teachers. This systematic review aims to investigate the implementation, effectiveness and challenges of adopting PjBL in teacher education during the COVID-19 pandemic. The review provided a thorough overview of research on PjBL in teacher education during the COVID-19 pandemic, which was carried out using the systematic review methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Several relevant articles from five different databases (Google Scholar, Mendeley, ScienceDirect, Scopus, and Taylor & Francis Online) were collected using the keywords “project-based learning” and “teacher education” along with their synonyms. A final list of 26 included articles to be reviewed in this study is produced after the titles and abstracts screening and full texts evaluation using inclusion and exclusion criteria. This systematic review reveals that PjBL has been applied in teaching various subjects in teacher education with different types of projects and assessment methods. More importantly, integrating PjBL in teaching has been proven to positively impact the development of pre-service teachers’ knowledge, professional skills and learning attitudes. In addition, applying PjBL poses certain challenges for educators due to the requirements on teachers’ and students’ knowledge and skills as well as equipment and technology facilities. On the other hand, the COVID-19 pandemic, if viewed positively, contributes to boosting educators’ motivation and facilitating the implementation of online PjBL. The study findings can be used as a reference for future PjBL research and contribute to the literature on PjBL in the context of teacher education.
Keywords: COVID-19 pandemic, online project-based learning, teacher education, systematic review
Research Article
Bonnie E. Stewart
CONT ED TECHNOLOGY, Volume 15, Issue 1, Article No: ep402
ABSTRACT
This paper is a critical case study tracing the professional history of a self-professed open educator over more than two decades. It frames the narrative of an individual as a window on the broader arc of the field, from early open learning as a means of widening participation, through the rise of the participatory web at scale, to the current datafied and extractive infrastructure of higher education. It outlines how the field of online education has changed, as the web and the social and societal forces shaping use of the web have shifted. Through these lenses of change, the case study explores the dilemma facing open and participatory education at this juncture: that the current structure of the web threatens privacy, higher education governance structures, and the spirit of open, participatory sharing. The paper explores the problem of the web as one without direct solutions but does consider ways that educators might mitigate their open practice in more critical directions.
Keywords: open education, participatory learning, teacher education, digital literacies, data literacies, the web
Research Article
Norma Torres-Hernández, María-Jesús Gallego-Arrufat
CONT ED TECHNOLOGY, Volume 15, Issue 1, Article No: ep399
ABSTRACT
The protection of personal data and privacy are important issues closely related to use of social media, information and communication technologies, and the Internet in the area of education. The treatment of academic information and use of tools and programs for instruction, communication, and learning have revealed the handling of a significant volume of personal data from different sources. It is essential to protect this information from possible privacy violations. This descriptive study, which is of transversal nonexperimental design, focuses on how 384 pre-service teachers’ enrolled in educational technology courses in their education programs view the protection of personal data. The goals are to describe and analyze how these teachers perceive the risks associated with protection of data on the Internet and what they know about protection of data in primary education. We administered a questionnaire within the framework of an educational activity that focused on digital competence in data protection in education. The results show a high perception of risk in topics such as accepting cookies when surfing the Internet or transferring banking information. The knowledge the students claim to have shown a lack of information on the protection of minors’ data in issues related to the development and schooling of primary school students, as well as their health, background, and family environment. Curricular treatment of these areas that includes content, practices on regulations, and adopts a situated, critical, and responsible approach in pre-service teacher education is recommended.
Keywords: data protection, pre-service teacher education, pre-service teachers, primary education, privacy
Research Article
Cristina A. Huertas-Abril, Francisco Javier Palacios-Hidalgo
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep390
ABSTRACT
This study examines the perceptions of pre-service English as a foreign language (EFL) teachers of their skills to face emergency remote language teaching (ERLT) situations, and to determine whether these vary according to gender, age, university, or course. A cross-sectional survey model was used with 332 pre-service EFL teachers studying in two Spanish universities, an onsite institution, and a distance university. After analyzing the results, it can be said that participants’ ERLT skills are moderate, and they vary significantly according to age, course, and type of university, but no statistically significant differences are found regarding gender. The results can guide teacher trainers and researchers, as they reveal the needs of pre-service EFL teachers to teach effectively in ERLT situations.
Keywords: distance university, English language teaching, teacher education, teacher perceptions
Research Article
Irene García-Lázaro, Jesús Conde-Jiménez, María Pilar Colás-Bravo
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep352
ABSTRACT
The presence and use of technologies in educational settings is constantly increasing. Therefore, initial teacher education needs to prepare future teachers to deal with this technological implementation from both practical and pedagogical perspectives. This paper examines the treatment of technologies that initial teacher education offers to early childhood education and primary education preservice teachers facing their practicum experiences. A bibliometric and thematic review during the 2010-2020 period is conducted in WoS, Scopus, PsycInfo, and ERIC databases. An analysis of co-occurrence of terms and the creation of bibliometric maps are considered. The thematic analysis follows an inductive approach. Three big areas are addressed through this approximation: consideration of technologies before practicum, the use of technologies at the schools, and the study of preservice teacher’s personal variables. Findings show the importance of working with technological preparation of university supervisors and cooperating teachers when teacher candidates do their practicum. In this proposal, to consider the self-efficacy and technological, pedagogical and content knowledge model of preservice teachers is encouraged. Conclusions underline the importance of teaching and strengthening pedagogical and reflective experiences during the practicum. Limitations are considered.
Keywords: initial teacher education, bibliometric review, practicum, TPACK, educational technologies, teaching practices
Research Article
José Manuel García-Vandewalle García, Marina García-Carmona, Juan Manuel Trujillo Torres, Pablo Moya-Fernández
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep330
ABSTRACT
Digital competence has become a new type of literacy that significantly impacts on people’s lives, as it is paramount to their social and occupational integration. In educational institutions, teachers play a major role in developing the digital skills of their students. This study aims to determine the key elements of teacher training in the use of innovative technologies and methodologies with a view to providing alternatives to improve the educational process. The objective is to overcome deficiencies in the training of teachers in new technologies and innovative methodologies. A qualitative study based on interview data is used in two phases. For the first phase research, semi-structured interviews were conducted with eight international education experts from various fields on how best to train teachers. The second phase research involved a text mining analysis of the interview transcripts based on sentiment analysis and word counts using the advanced R statistical programming language. The second phase research was conducted using the R statistical programming language. The interview transcripts were analysed using sentiment analysis and a word cloud. The results reveal that teacher education should be practice-focused and supervised by senior teachers with the aid of students and heads of schools. Moreover, standards should be set to monitor the digital competence of teachers, who should be trained on an ongoing basis to keep them up to date in the use of digital technologies.
Keywords: teacher education, teacher training, educational technology, educational innovation, pre-service education
Research Article
Kasim Karatas, Ibrahim Arpaci
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep300
ABSTRACT
This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers’ readiness for online learning. These findings suggested that enhancing prospective teachers’ self-directed learning, metacognitive awareness, and 21st century skills and competences may promote their readiness for online learning.
Keywords: self-directed learning, metacognitive awareness, 21st century skills, readiness for online learning, teacher education
Research Article
Mutlu Şen Akbulut, Janette R. Hill
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep287
ABSTRACT
The use of cases has been promoted as a promising instructional method for creating authentic learning environments. However, the development and implementation of the best instructional strategies for effective use of cases still require further research. This paper addresses some of these gaps by proposing an emergent instructional model to be grounded in constructivism and current instructional models for case-based pedagogy. The model was implemented in a science methods course for elementary education prospective teachers. The participants engaged in several activities for four cases such as participating in online and classroom discussions and writing reflection papers. In this paper, first, we will present the connection between the pedagogy and teacher education; second, we will introduce the theoretical framework with implications for the instructional model; then, we will present some examples of learning experiences that should be included in a constructivist case-based learning environment with the proposed instructional model. Lastly, we will present findings from a study wherein the proposed model was applied to support prospective teachers’ socioscientific issue-based teaching and learning, and discuss implications for research and practice.
Keywords: case-based pedagogy, teacher education, instructional model
Research Article
Olgun Sadik
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep285
ABSTRACT
This research was designed and conducted considering the theoretical and practical suggestions of design-based research (DBR) methodology and aimed to identify and address problems in a one-semester technology integration course at a Midwest university in the US. Community of practice (CoP) was used as the theoretical framework in this research to design and implement interventions, and improve the quality of the course. The researcher observed a community of teacher educators and aimed to make suggestions for building successful strategies for communities of practice in similar contexts. The study results showcased the connection between pedagogy, content and technology as an important theme for preparing future teachers in technology integration courses but also in all the teacher education courses. Furthermore, aligned with the previous literature, pre-service teachers’ beliefs and confidence were identified as important conditions for effective technology integration. CoP was found as a challenging but helpful model when all the members share ideas in a supportive and balanced environment. An experienced member of the community acting as a moderator and facilitating the discussions was helpful to address the communication issues in a community of teacher educators.
Keywords: community of practice, design-based research, teacher education, technology integration
Research Article
Gulden Gursoy, Derya Orhan Goksun
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 338-357
ABSTRACT
The present study aimed to improve the experiences of pre-service science teachers in content development using Web 2.0 tools and to determine the effects of these experiences on their self-efficacy beliefs in content development via Web 2.0 tools. The present study was conducted with a mixed design that included empirical and phenomenological methods. Forty-two pre-service science teachers participated in the study. During the implementation, pre-service teachers developed content using Web 2.0 tools such as Kahoot, Quizizz, Powtoon, Emaze, MindMeister and Toondoo and shared the content with the class using Edmodo. “Self-Efficacy Belief Scale on Fast Content Development via Web 2.0” was used as pre- and post-tests. Findings demonstrated that pre-service teachers’ self-efficacy beliefs and all sub-dimensions of content development via Web 2.0 tools improved as a result of the implementation. The views of them were grouped under seven themes; prejudice, satisfaction, awareness, fun, infrastructure problems, language problems and tool problems. Additionally, when the mean of item responses were examined, it was seen that the highest one was about preparing worksheet self-efficacy belief. Furthermore, it was determined that pre-service teachers were happy to participate in the implementation, recognized ways to integrate technology in their fields, and had fun while developing content.
Keywords: Educational technologies, Web 2.0 tools, Self-efficacy, Content development, Teacher education
Research Article
Kevin Smith
CONT ED TECHNOLOGY, Volume 9, Issue 2, pp. 111-130
ABSTRACT
Adaptive learning programs are frequently used in the K-8 mathematics classroom. These programs provide instruction to students at the appropriate level of difficulty by presenting content, providing feedback, and allowing students to master skills before progressing. The purpose of the study was to seek to interpret how preservice teachers’ experiences influence their perceptions and plans to integrate adaptive learning programs in their future K-8 mathematics classroom. This was a qualitative study with 17 participants who were enrolled in an undergraduate teacher education program. Data was collected and analyzed from archived journals the participants completed as a part of their K-8 Math Methods course, a survey, and semi-structured interviews. The findings from this study indicate that the participating preservice teachers perceive adaptive learning programs to be beneficial for students, and they recognize they have many decisions to make regarding what adaptive learning programs are used and how they are integrated into the classroom. The study also found that the instruction the preservice teachers received in their K-8 Math Methods course played a critical role in making them aware of the features available and myriad of options available in adaptive learning programs.
Keywords: Preservice teacher education, Mathematics education, Adaptive learning systems, Perceptions for technology
Research Article
Cem Cuhadar
CONT ED TECHNOLOGY, Volume 9, Issue 1, pp. 61-75
ABSTRACT
This study aims to expose the training and experience that pre-service teachers acquire in the course of their study at schools of education in regard to the use of information and communication technology (ICT). The study adopts the survey model and its sampling is comprised of 832 pre-service teachers who attend four different faculty of education in Turkey. The data were collected by means of a scale developed by Tondeur, van Braak, Siddiq and Scherer (2016) on the basis of SQD (Synthesis of Qualitative Evidence) model. It was basically found that pre-service teachers do not receive adequate training and support in regard to the use of ICT in education during the courses of their study at faculty of educations. This situation varies statistically according to gender and the faculty of education variables. In the process of technology integration in teacher education, it is important in terms of effectiveness and efficiency that resources other than human and human power are handled in a more realistic way. So, it is considered that the findings of the present study may help in the processes of planning and implementing the technology integration in teacher education.
Keywords: Technology integration, Teacher education, Preservice teachers
Research Article
Serkan Sendag, Osman Erol, Sezan Sezgin, Nihal Dulkadir
CONT ED TECHNOLOGY, Volume 6, Issue 3, pp. 172-187
ABSTRACT
The aim of this study was to investigate the associations between preservice teachers’ Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD –I) and a Web 2.0 competency questionnaire including items related to Web 2.0 awareness, Web 2.0 use, and educational use of Web 2.0 tools. Five different Web 2.0 tools included in the study: (a) blogs, (b) wikis, (c) social networking websites, (d) YouTube, (e) podcasts. A total of 1335 preservice teachers completed the survey. Findings indicated that participants had a medium level internet use, Web 2.0 awareness, Web 2.0 use and Web 2.0 skills while their educational Web 2.0 use level was low. In terms of competencies on certain Web 2.0 tools, their blog, wiki and podcast competencies were at a very low level, whereas their social networking and YouTube competency levels were high. Findings also showed that there were significant relationships between preservice teachers' Web 2.0 competencies and their critical thinking disposition. The results highlighted that the use of different Web 2.0 tools can be complementary to each other during certain instructional activities to improve different dimensions of critical thinking disposition.
Keywords: Critical thinking, Higher order cognitive skills, Teaching-learning strategies, Web 2.0 awareness, Web 2.0 competencies, Preservice teacher education
Research Article
Leila Karimi, Tunku Badariah Tunku Ahmad
CONT ED TECHNOLOGY, Volume 4, Issue 3, pp. 197-211
ABSTRACT
Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher education program among three different groups of specialization at the Institute of Education, International Islamic University Malaysia (IIUM). This study was mainly exploratory in nature, employing specifically the quantitative research method, utilizing cross-sectional survey as the method of data collection. The respondents consisted of 170 teacher trainees who were randomly selected through quota sampling. The instrument used to collect data was a modified questionnaire that measured the respondents’ perception of learning and satisfaction in the blended teacher education program. The respondents reported high levels of perceived learning and satisfaction toward the blended teacher education program. The results showed positive and moderate correlation between perceived learning and satisfaction, while there was no statistically significant difference among all groups of teacher trainees’ perception of learning and satisfaction.
Keywords: Teacher education program, Blended learning, Perceived learning, Student satisfaction
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
Yalin Kilic Turel, Filiz Varol
CONT ED TECHNOLOGY, Volume 3, Issue 1, pp. 17-35
ABSTRACT
The main goal of the current study was to analyze early childhood and elementary pre-service teachers’ choices of participant-designed materials and the reasons for their selection. To this end, 57 elementary and 39 early childhood teacher candidates were asked to design one physical material and one electronic material for instruction. Then, they were asked which type of material they would prefer if they were teaching and what their rationale was for this selection. The results revealed several dissimilarities between early childhood and elementary teacher candidates in terms of their choices and the reasons for their choices. In their rationale, elementary pre-service teachers more referred their limited technological knowledge while early childhood pre-service teachers took attention to the need for hands-on activities for their instruction. In general, participants raised critical questions related to teachers’ technological knowledge, and teacher preparation programs as well as professional development programs regarding how to integrate such instructional technologies effectively into course activities to enhance learning.
Keywords: Instructional material, Instructional material design, Pre-service teachers, Early childhood education, Elementary education, Teacher education programs
Research Article
Modasiru O. Yusuf, Modupe R. Balogun
CONT ED TECHNOLOGY, Volume 2, Issue 1, pp. 18-36
ABSTRACT
The importance of ICT in empowering teachers and learners, and enhancing teaching and students’ achievement has been highlighted in several studies. Similarly, the digital divide between the developed and developing nations had been of a serious concern to educators. The paucity of studies on ICT integration in the developing nations needs to be addressed so as to ensure total integration of ICT in the school curriculum. This study examined empirically student-teachers’ competence and attitude towards information and communication technology. Gender influence on their competence and attitude were also examined. Participants were 382 student-teachers (181 males and 201 females) from the Faculty of Education, University of Ilorin, Nigeria. The data collected through a questionnaire were analysed using percentages, means, and chi-square statistics. Findings revealed that majority of the student-teachers have positive attitude towards the use of ICT and they are competent in the use of few basic ICT tools. Overall, no significant difference was established between male and female student-teachers’ attitudes and use of ICT. The implication is that the student-teachers lacked the necessary competence in the full integration of ICT in the curriculum. This underscores the need to improve the ICT contents of teacher education programs in universities in developing nations.
Keywords: Student-teachers, ICT Competence, Attitude towards ICT, Teacher education