Research Article
Sunagul Sani-Bozkurt, Sezgin Vuran, Yavuz Akbulut
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 1-25
ABSTRACT
The current study aimed to design technology-supported interactive social stories to teach
social skills to children with autism spectrum disorder (ASD). A design-based research was
implemented with children with ASD along with the participation of their mothers, teachers,
peers and field experts. An iterative remediation process was followed through the
feedback of participants. The data collection process was further supported through
researcher notes, interviews, video-recorded observations and log files. Three cycles of
remediation were employed to improve the interactive materials, which lead them to be
perceived as pleasant, interesting, engaging and user-friendly. It was observed that children
gained useful non-target skills as well as the target behaviors. Interactive stories were
particularly helpful in raising satisfaction as they provided children with the opportunity to
make their own learning decisions.
Keywords: autism spectrum disorder, multimedia learning, interactive social stories, instructional design for special education, learners with special needs
Research Article
Ekaterina Pechenkina, Carol Aeschliman
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 26-39
ABSTRACT
This article, with its focus on university students as intended recipients and users of
technological innovations in education, explores student preferences across three
dimensions of technology-enhanced learning: mode of instruction; communication; and
educational technology tools embedded in learning and teaching activities. The article
draws on results of an exploratory case study, where mixed (quantitative and qualitative)
data was collected from a randomized student sample generated through the institutional
learning management system. An online survey (N=66) gaged students’ engagement with
educational technologies, online and blended learning and social media as a learning tool.
The findings confirmed previous research arguing that students generally use educational
technology in a narrow way, rarely engaging with technological tools, unless it is presented
to them as integral to their learning or if they are already familiar with a particular tool
and/or perceive it as useful. Despite a well-cited characteristic by proponents of ‘digital
natives’ that students need constant entertainment, this study found no evidence that this
was the case.
Keywords: educational technology, student preferences, blendid learning, social media
Research Article
Sahin Gokcearslan
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 40-55
ABSTRACT
Recent mobile learning technologies offer the opportunity for students to take charge of
the learning process both inside and outside the classroom. One of these tools is the tablet
PC (hereafter ‘tablet’). In parallel with increased access to e-content, the role of tablets in
learning has recently begun to be examined. This study aims to reveal the relationship
between the level of acceptance of tablets (TAM) and the level of selfdirected
learning with technology (SDLT) of students and to differentiate these in terms of
gender. A mixed method research design is used in this study. In addition, the qualitative
part of the study aims to determine the reasons students have for using or not using tablets
for supporting learning. The study group consisted of 414 high school students, involved in
the pilot application group of the FATIH project in Turkey. According to the study, a
significant positive relationship was determined between four of the variables of tablet
acceptance and the SDLT level. While the degree of acceptance of tablets was different
according to gender, the SDLT level was not.
Keywords: tablet computers, self-directed learning, secondary education, learning with technology, gender studies
Research Article
Emmanuel Fokides
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 56-75
ABSTRACT
The study examines the factors affecting Greek pre-service teachers’ intention to use
computers when they become practicing teachers. Four variables (perceived usefulness,
perceived ease of use, self-efficacy, and attitude toward use) as well as behavioral intention
to use computers were used so as to build a research model that extended the Technology
Acceptance Model (TAM) and structural equation modeling was used for parameter
estimation and model testing. Self-reported data were gathered from 487 pre-service
teachers studying at the Departments of Primary School Education in Greece. Results
revealed a good model fit and of the nine hypotheses formulated, seven were supported.
Overall, the TAM, with the addition of computer self-efficacy beliefs, adequately
represented the relationships among the factors. It also possesses the explanatory power
to predict pre-service teachers’ intention to use computers when they become practicing
teachers since a high percentage (68%) of the variance in behavioral intention to use
computers was explained, while the most influential factors were perceived usefulness and
attitude toward computers. Implications for practice are also discussed.
Keywords: attitudes toward computers, perceived ease of use, pre-srvice teachers, self-efficacy, structural equation modelling, technology acceptance model
Research Article
Nuray Gedik
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 76-98
ABSTRACT
Instructional Technology is a field having approximately a century old past. From its initial
conceptualization to date, it has been in question in terms of its label, definition, and scope.
Parallel to international interest, Turkey has embraced IT as a field of study and practice.
This qualitative study aims to investigate the existing conceptions of experts on
Instructional Technology in Turkey and reveal the current status of the field from their
perspectives in terms of its definition, purpose, scope, and research approaches. The
experts were chosen from among Turkish academics having a PhD degree in the field. The
results showed that diverse definitions were made with an interchangeable use of the labels
“Educational Technology” and “Instructional Technology”. The emphasis for the purpose
was on “how to” best support/facilitate/enhance/improve instruction and learning in a
broad scope. The experts found gaps on the methodological aspects of existing studies. The
results showed that there existed a dilemma between the conception of what IT should be
and the practical use of what it really is. There were both common concerns with other
countries and concerns unique to Turkey. The main challenges were discussed for further
analysis.
Keywords: instructional technology, educational technology, instructional design, instructional systems design, conceptualizations of instructional technology
Book Review
Olivia Nichole Ritter
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 99-102
ABSTRACT
This book’s value lies in the succinct provision of evidence that confounds simplistic views of the objectives and potential directions of STEM education. More importantly, this book elicits significant questions about how the proposed alternative conceptions of STEM may materialize. As an educator in a system dominated by high-stakes standardized testing, the authors’ perspectives concerning the importance of the intrinsic value of genuine learning and the aesthetics underlying the subjects of mathematics and science are refreshing and provide hope for potential change.
Keywords: STEM, science education, mathematics education, technology education