Research Article
Barbara Freeman, Kristina N. Higgins, Mark Horney
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 281-313
ABSTRACT
This article reports the findings of a study designed to examine the influence of multimodal
writing on the communication of mathematical ideas. Elementary school students (ages 8-13)
were required to write mathematics notes using two digital writing technologies, a personal
digital notepad and a social mathematics blog, in the context of a formal intervention. Fortytwo
students participated, across three schools. The study showed that when students wrote
notes that could be assessed for correctness, their answers were predominately right,
indicating that mathematical sense-making was taking place. It also showed that the digital
notepad and blog were used differently and that the type of technology influences the writing
content. Moreover, students’ mathematical writing were understandable by their peers and
students collaboratively explored solutions. Younger students were more likely to draw
pictures to represent their ideas than older students. These findings show that writing can
help students acquire mathematical understanding, and suggest that multimodal writing may
help them surmount difficulties often associated with learning math. Although this research
demonstrated that writing can help teachers gain an awareness of their students’
mathematical understanding, it also revealed that writing environments need to be monitored
and students require close guidance to bring about systematic improvement.
Keywords: mathematics education, instructional technology, elemantary education, digital writing tools, blogging
Research Article
Hicham Ziyad
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 314-330
ABSTRACT
In the past fifteen years, Web 2.0 social networking technologies have ushered in a new era of
information production, distribution and consumption with significant implications for
language teaching and learning. An example of such technology is Moodle, which is a learning
management system with several useful features that can transform the learning environment
into a site for interactivity, connectivity and great amounts of extensive learning. With this in
mind, the present case study aims to investigate tertiary education students’ acceptance of and
engagement in a Moodle-hosted writing course. Using case study methodology, qualitative
data were elicited from 24 semester-two students on the basis of focus group interviews
constructed in line with Technology Acceptance Model 2. Another source of data is Moodle log
reports, which offered a detailed account of students’ contributions and activities in the online
writing course. The results showed that almost all the students perceived Moodle as a useful
tool for sharing, collaboration and learning. The results also uncovered three different
categories of students in terms of level of engagement; namely, highly engaged, moderately
engaged and poorly engaged. The implications of these results for an effective implementation
of Moodle are discussed.
Keywords: ELT, Moodle, Technology acceptance, Engagement, Blended writing course
Research Article
Jennifer A. Scott-Brown, Jill E. Stafeniak
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 331-351
ABSTRACT
The majority of research that has been conducted on structuring mentorship programs has
been on career support in terms of transferring tacit and explicit knowledge from the
supervisor to the protégé. While the instructional design literature touts that cognitive
apprenticeships provide a great framework for constructivist and situated learning
environments, little research has been done examining how much time should be allocated to
the various phases of the apprenticeship framework. The purpose of this study was to explore
whether the use of a cognitive apprenticeship framework could be used to mentor new
librarians. Data was collected and analyzed in three phases. Phase 1 consisted of a needs
assessment to determine the skills necessary for programmers to deliver a curriculum based
storytime. Phase 2 data collected during the implementation of the cognitive apprenticeship
included observation and reflective journals. Data collected during Phase 3 consisted of
participant interviews immediately following the implementation of the cognitive
apprenticeship, and three months after the conclusion of the study. All data was coded and
analyzed using a phenemonological approach. The researchers found the need for flexibility
when utilizing a cognitive apprenticeship model, based on participant prior knowledge and
experience, the importance of the modeling and coaching stages of the model, participant
desire for working with other programmers being trained.
Keywords: situated learning, instructional sequencing, cognitive apprenticeship, programming, librarians
Research Article
Isiaka Amosa Gambari, Mudasiru Olalere Yusuf
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 352-367
ABSTRACT
This study investigated the effects of computer-assisted jigsaw II cooperative strategy on
physics achievement and retention. The study also determined how moderating variables
of achievement levels as it affects students' performance in physics when Jigsaw II
cooperative learning is used as an instructional strategy. Purposive sampling technique
was used to select two senior secondary school class II (SSSII) physics students from two
intact classes in Minna, Niger State, Nigeria. Eighty students from two intact classes were
assigned into Jigsaw II and Individualized Computer Instruction (ICI) groups. ComputerAssisted
Learning Package (CALP) on physics and Physics Achievement Test (PAT) were
used as treatment and test instruments. Analysis of Covariance and Scheffe’s test were
used for data analysis. Findings indicated that students taught physics using computerassisted
Jigsaw II performed better and retained the physics concepts longer than those
taught using individualized computer instruction. In addition, achievement levels had
significant influence on their performance. Based on the findings, it was recommended
among other that physics teachers should be encouraged use computer-assisted Jigsaw II
cooperative strategy to enhanced students’ performance.
Keywords: Jigsaw II, Computer assisted instruction, Cooperative learning, Achievement levels, Retention, Physics
Research Article
Jennifer L. Harris, Mohammed T. Al-Bataineh, Adel Al-Bataineh
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 368-381
ABSTRACT
This research was a quantitative study using 4th grade participants from a Title 1 elementary
school in Central Illinois. This study set out to determine whether one to one technology (1:1
will be used hereafter) truly impacts and effects the academic achievement of students. This
study’s second goal was to determine whether 1:1 Technology also effects student motivation
to learn. Data was gathered from students participating in this study through the Pearson
enVision Math series with Topic Tests, Discovery Education Assessment results, and attendance
records being used. The results show that 1:1 Technology could be a factor in student academic
achievement and motivation to be at school. These findings are important due to the
technological shift that schools are currently facing. With more technology exposure for
students and more professional development for teachers to hone their newly acquired
teaching methods, 1:1 Technology may be the catalyst needed for school districts to help their
students achieve at higher levels.
Keywords: one to one technology, technology implementation, student motivation, academic achievement
Book Review
Esra Barut
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 382-384
ABSTRACT
This book presents the things that should be done in an empirical human-computer interaction (HCI) study in a sequential way. Each step is presented in relation to other steps in the process. The book can help scholars interested in empirical HCI studies in their scientific research. Although the work is quite powerful with respect to the research process, it has limitations in providing theoretical field knowledge. The conversational writing style of the author adds to the comprehensibility of the book. Experiments and discussions are visualized using charts, tables or figures, and therefore, the narrative was materialized to increase retention.
Keywords: human-computer interaction, HCI, ergonomics, computers