Research Article
Kelly McKenna, Beth Pouska, Marcia C. Moraes, James E. Folkestad
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 214-228
ABSTRACT
Accessible learning analytics available from the data within learning management systems, can assist with teaching and learning practices, but often this data is difficult to interpret. Learning analytics, specifically those presented in visual-form, can provide information that supports learners’ reflection and guides them to the necessary changes that lead to successful self-regulated learning. This research study utilized photo-elicitation methods to prompt learners’ reflections of their self-regulated retrieval practice activities, quiz-based learning opportunities, which were qualitatively analyzed. A tool, U-Behavior, was created which was designed to extract students attempt data on the retrieval practice activities which were presented to students as opportunities to study the course content rather than as evaluations of understanding. Upon completion of the retrieval practice activities, learners were presented with their personalized learning analytics in visual-form and prompted to reflect on their learning. Visual-form learning analytics create opportunities for feedback and critical reflection for both instructors and learners and improve student learning. Analysis of the visual-form learning analytics and corresponding reflections highlighted learners’ understanding of high-impact learning practices, the realization of intended study behaviors versus engrained behaviors, high score orientation, and a focus on comparisons.
Keywords: Learning analytics, Visualizations, Reflection
Research Article
Sayed Masood Haidari, Tugba Yanpar Yelken, Cenk Akay
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 229-245
ABSTRACT
English as a Foreign Language (EFL) education not only requires students to receive in-class instruction but also necessitates them to engage in extra practices outside the classroom by using technological or non-technological resources. Hence, this study aimed to investigate the self-directed language learning behaviors of the EFL student teachers and their use of technology in the process by employing a mixed-methods study within an explanatory sequential research design. The quantitative data were collected from 110 EFL student teachers by using two distinct research instruments, whereas the qualitative data were collected through an open-ended questionnaire form, responded by 47 of these students. The results of the study indicated that technology utilization is a significant predictor of self-directed language learning. However, the findings show that the off-campus self-directed language learning abilities of the students, with or without the use of technology, do not significantly differ according to gender, age, and grade levels. The differences were only found in terms of unaided off-campus learning abilities of the students and their technology utilization frequency in language learning. The qualitative findings also show that students engage in a variety of self-directed language learning activities outside the classroom mostly by using technology.
Keywords: Technology enhanced learning, Self directed learning, EFL student teachers, Language learning
Research Article
Mazhar Bal
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 246-271
ABSTRACT
The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.
Keywords: Digital game, Writing skills, Gamification, Middle school students, Turkish language education
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
Omer Simsek, Taha Yazar
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 289-308
ABSTRACT
The purpose of this study is to examine prospective teachers’ TPACK self-efficacy and variables affecting their training to integrate technology in education according to their subject areas. The survey research, a quantitative research method, was used in the study. The sample of the study is composed of senior prospective teachers (n=3553) from 19 different departments of 18 state universities in Turkey. The departments were gathered into nine subject areas by taking into consideration the criteria of prospective teachers’ subject areas. Mann-Whitney U and Kruskall-Wallis H tests were used for the comparisons of the groups. The results of the study show that TPACK is perceived differently according to the subject areas. Prospective teachers think that teacher educators do not sufficiently exhibit technology integration behaviors in their lessons and participants think that they somewhat have authentic experiences in using technology in education. While both scores of TPACK self-efficacy and variables affecting prospective teachers’ training to integrate technology in education are higher in favor of Foreign Languages subject area; prospective teachers in Mathematics and Turkish language have lower scores than other subject areas in the study. As a result, the self-efficacy of prospective teachers’ technology integration significantly differentiates.
Keywords: Technology integration, TPACK, Self-efficacy, Prospective teachers
Research Article
Talip Gonulal
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 309-323
ABSTRACT
The present study sought to explore how English language learners (ELLs) used Instagram, a popular social networking site, for language learning purposes and to reveal their attitudes towards and experiences in using it as a mobile-assisted language learning (MALL) tool. Special interest was also placed on whether there were any distinct ELL profiles in using Instagram for independent and informal language learning. In this mixed-methods study, both quantitative and qualitative data were concurrently collected through an online comprehensive survey consisting of three sections. Ninety-seven Instagram using ELLs took part in this study. Basic descriptive statistics and a cluster analysis were conducted on the quantitative data, and a thematic analysis on the qualitative data. The results showed that Instagram has the potential to help ELLs to improve overall language skills in general, and vocabulary and communication skills in particular. Further, ELLs’ experiences in using Instagram as a MALL tool for informal language learning were largely positive. Additionally, two different language learner profiles (i.e., novice and experienced) emerged based on Instagram use habits and orientations. Overall, this study indicated that social networking platforms and MALL applications can be used as an effective mobile language learning tool.
Keywords: Social networking sites, Mobil assisted language learning, Instagram, English language learning