Area Of Educational Technology Research Articles

PENGEMBANGAN MEDIA BERBASIS KOMPUTER UNTUK PEMBELAJARAN KIMIA KELAS XI PADA SEKOLAH MENENGAH ATAS

Difficulty learning abstract consepts in material forms of the molecule based on the theory of electron domain and molecular hybridization in the formation of simple covalent coumpounds involving electron is verry small in size. With conventional learning to use the media shaped balloons and images/charta make their experience misconceptions. Make use of computer assisted animations media adobeflash program. The program is able to help students discover and explore the concepts of learning materials to animate the process of formation of the molecules of the compound geometry. The program is easy to obtain and can be used on all computers. Material forms of molecules according to VSEPR theory (valence shell electron pair repulsion) and Hybridization theory contained in the computer based media is aimed at helping students learn to achieve mastery of core competencies which are already contained in the syllabus set by time. Products are developed in accordance with the educational technology area abstract include students in determining the geometry of the steps forming the molecules of the compound. The stages are carried out in the development of media, namely: design learning, create computer based animation media, validate products with product testing. Advice of expert material/content, media expert, design expert, and data from trials of the target group to be enter performance improvement products. Based on the results of the expert validation and testing of the target group can be concluded that the computer –based instructional media products on the molecular forms of material at Senior High School chemistry in particular at ninth grade IPA (Natural Sciences). With regard to these results the school, especially Senior High School 8 Batanghari media products in order to incorporate this learning into the school website that can be accessed by the wider media users for further development. Keyword: Development, Computer based Media, Molecular Forms.

Generation of Programmatic Contents by Competencies: A Technological and Systemic View of Higher Education

This research combines the art of designing programmatic contents by competencies and the technological variable as an innovative resource in the context of higher education. The objective of this study was focused on the development of a technological system for the generation of programmatic contents by competencies in the curricular units of university careers. This research was carried out under the empirical approach; it is of an applicative type, since it generates a proposal and it was structured methodologically by phases: Phase I of approaching the manual system and user requirements was deployed under a field design in which the current situation and user expectations were described through the techniques of participant observation and meetings of experts in the area of educational technology (teaching staff of the different academic programs, heads of departments and coordinators of the Curriculum Commission), in order to carry out business rounds as a strategy of characterization and permanent consultation of the evolution of the system design to generate agreements. Phase II led to the establishment of the structural components of the prototype, and integrated the essentials from the systems theory, software engineering, and pedagogical didactic theories. Phase III was based on the methodology of system design by prototyping. As for the results, it was evidenced that the stakeholders considered feasible the use of the system to generate programmatic contents by competence, and finally the functionality of the system and the operational advantages for the generation of programmatic contents were demonstrated.

Students’ Acceptance of Simulation Games in Management Courses: Evidence from Saudi Arabia

As a new trend in learning, simulation games play an active and essential role in the area of educational technology. Gaming makes a positive impact on the learning process. It has the capability to enhance creativity, problem-solving, communication, decision-making, and collaboration (Faizan et al., 2015). This paper is aimed at exploring the factors that affect students’ acceptance and use of simulation games in management courses. In this study, the unified theory of acceptance and use of technology (UTAUT) is utilized to investigate students’ intentions regarding using simulation games for learning. The proposed model and its hypotheses are tested by surveying 115 students at Yanbu University College in Saudi Arabia. Data are gathered and analyzed using smart partial least square. After analysis, the results prove that performance expectancy, effort expectancy, and social influence have positive effects on behavioral intentions (BI) and that facilitating conditions have a positive impact on use behavior (UB). In addition, a positive effect is found between BI and UB. The authors utilize the study findings to highlight some recommendations that could improve the implementation of simulation games. Finally, future studies are recommended to increase the sample size for more reliable results and conclusions.

Banning mobile phones from classrooms—An opportunity to advance understandings of technology addiction, distraction and cyberbullying

AbstractThere is now an emerging worldwide trend for mobile phones being banned from classrooms and schools. While some academics working in the area of educational technology have raised concerns, many others have so far failed to respond to what is a significant shift in the ongoing development of digital education. The paper considers how academic researchers and other educational technology stakeholders can respond to what might be perceived as the curtailment of some forms of digital education. In particular, the paper argues that this current turn away from digital devices offers an opportunity to advance understandings about a number of seemingly problematic issues regarding the continued use of digital technologies in schools. In particular, the paper reconsiders five such areas of concern that are associated with banning phones from school: (1) technology addition; (2) digital distraction; (3) cyberbullying; (4) surveillance capitalism; and (5) environmental sustainability of digital education.

The Acceptance Factors and Effectiveness of MOOC in the Blended Learning of Computer Architecture and Organization Course

Purpose of the study: This study examined the effectiveness of MOOC in the blended learning of Computer Architecture and Organization course based on the integration of online learning using MOOC and face-to-face learning. Specifically, the aim of the study was to identify factors that could influence student acceptance of MOOC in terms of immersion (IM) and intention to use (BIU) based on the HMSAM. Methodology: Quantitative approach through pre-test/post-test control group design was implemented in this study. Simple random sampling was carried out to recruit the study sample comprising 168 undergraduates from a population of 298 students. Pearson correlation analysis, ANOVA and multiple regression analysis were performed on the survey data collected using online questionnaire. Main Findings: Joy, control, perceived usefulness (PU) and curiosity were significantly correlated with IM while PU, joy and curiosity were significantly correlated with BIU. Control, PU, joy and curiosity were significant predictors of student acceptance in terms of IM and BIU. 33% of IM variances and 22% of BIU variances can be predicted by control, PU, joy and curiosity. Applications of this study: This study is useful in educational technology area where it shows that MOOC is a potent platform for blended learning, but its effectiveness relies on appropriate division of learning between online and face-to-face mode. Therefore the study on teaching and learning strategies, techniques and tools are widely open in order to improve the effectiveness of blended learning in the future. Novelty/Originality of this study: The finding suggests that the proportion of learning based on online and face-to-face mode should be carefully apportioned where the effectiveness of MOOC in the blended learning was significantly lower if it was used up to 71% and the effectiveness will be increased if only 29% of MOOC was used in the non-blended learning.

Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews

AbstractBecause the educational technology research literature is so broad, it is difficult for researchers to acquire an accurate sense of the issues and trends across the entire field. There has not been any recent effort to synthesize or critically analyse the systematic reviews in the area of educational technology. This study analysed 73 systematic literature reviews, including meta‐analyses, focused on the evaluation of technology in educational contexts, in order to holistically understand the impact of learning technology use across different aspects of evaluation. Among these reviews, the most common theme examined was learning outcomes (89%), followed by affective elements (45%), behaviours (25%), technological elements (21%) and teaching/pedagogical aspects (19%). Most of the reviews found that the use of technology improved learning outcomes and affective perceptions. Approaches involving interaction, gamification, constructivism, student‐centred learning and feedback were most effective. The analysis highlighted the need for more reviews focusing on multiple aspects of learning technology evaluation, on school level education and on the use of technology in naturalistic (non‐interventional) settings. Critical reflections are also cast on the methods used to conduct systematic reviews in the educational technology field.

Evaluating Current Status of MA Educational Technology Curriculum in Iran from Viewpoint of Experts and Professors in Order to Offering a Desirable Curriculum

<p class="apa">The aim of this research is evaluating status of MA field of educational technology in Iran. This research is qualitative and it is conducted based on survey method. The statistical community of this research is expert professors in educational technology area. Accordingly, 15 persons were chosen among this statistical community as statistical sample using objective sampling of desirable cases. Used tool was semi-structured interview. Questions of the interview were determined based on research questions and five expert professor confirmed its content and apparent validity. The interview was conducted face-to-face during 30 to 60 minutes. Collected information was initially classified and then it was analyzed by category method. Results of the research indicated that from viewpoint of professors, the ‘current’ curriculum does not meet the needs and expectations of students in scope of objectives, content and topics, strategies of learning-teaching and assessment methods. Results that are more precise showed a minimum attention of current curriculum to ‘empowerment’ and ‘attitude’ of students in this field. The offered curriculum of professors for more desirable status emphasized on entrepreneurship and empowerment objectives of students and various, student-oriented educational strategies and practical combined assessment methods.</p>

RESEARCH OF LEVEL OF SELF-ORGANIZATION OF COGNITIVE ACTIVITY OF TEENAGERS IN STRUCTURE OF EDUCATIONAL PROCESS OF THE EDUCATIONAL TECHNOLOGY AREA

Цель. Статья посвящена изучению опыта эмпирического исследования уровня самоорганизации познавательной деятельности подростков в структуре учебного процесса образовательной области «Технология». Педагогические условия повышения уровня самоорганизации познавательной деятельности подростков при обучении в школе являются предметом исследования являются предметом исследования. Методология проведения работы. Основу исследования образуют психолого-педагогические положения исследователей, раскрывающие сущность феномена самоорганизации: личностный, деятельностный, интегральный подходы. Важнейшим звеном учебной деятельности большинство ученых считают самоорганизацию – самостоятельный переход от одного структурного компонента учебной деятельности к другому. Умение ученика организовать учебную работу самостоятельно, без требования взрослого переходить от одного компонента учебной деятельности к другому – выступает как показатель сформированности учебной деятельности и становления школьника как субъекта учения. Результаты. Результаты работы заключаются в том, что авторами было проведено исследование уровня самоорганизации подростков в структуре учебного процесса образовательной области «Технология». Это исследование было выполнено на основе анкетирования и опроса обучающихся (по методике А.В. Хуторского; Е. Лепешовой). Уровень самоорганизации познавательной деятельности у обучающихся 6–7-х классов показал следующие результаты: высокий уровень самоорганизации познавательной деятельности имеют 17,8% респондентов. Средний уровень – 43% респондентов. Низкий уровень самоорганизации выявлен у 39,2% респондентов. На основе полученных данных, была разработана система учебных и внеучебных занятий по технологии при соблюдении комплекса педагогических условий, способствующих повышению уровня самоорганизации подростков при обучении в школе: содержательные (обучение целеполаганию и структуре познавательной деятельности); мотивационные (стремление подростков к саморазвитию и самореализации в творческой деятельности); организационно-деятельностные (использование ментальных карт; работа в группах). На примере доступных для изучения распространенных (базовых) технологий и способов труда обучающиеся осваивают общие подходы к организации практической деятельности по всей проектно-технологической цепочке – от идеи до реализации в модели, изделии (продукте труда). Такая система позволила достигнуть положительных изменений процесса самоорганизации познавательной деятельности подростков. Область применения результатов. Результаты исследования могут быть применены в системе основного общего и дополнительного образования.

Research students’ conceptions of the role of information and communication technologies in educational technology research

<p class="abstract"><span lang="EN-GB">The emergence of <em>big data</em>, <em>digital scholarship</em> and <em>eResearch</em> raises the question of how these digital developments in research methods and practices affect research students. This paper presents findings from a phenomenographic study that investigated postgraduate students’ conceptions of the role of information and communication technologies (ICT) in research. Ten students conducting research in the broad area of educational technology were interviewed. Three qualitatively different conceptions of ICT in research were identified: complementary, enhancing, and transforming. Results indicate that the three conceptions were closely associated with the expanding students’ focus from seeing ICT as a tool in the researchers’ hands, to noting that digital technologies may have implications for the process of inquiry, to seeing that ICT has distinct generative capacities and changes the nature of research practices. Findings suggest that students’ general understanding of ICT’s potential in research is underpinned not by abstract knowledge, but by their practical experiences of how ICT works and their abilities to see how technologies can enhance researchers’ individual capacities to generate knowledge in specific situations. Some implications for postgraduate research students’ education and capacity building are discussed.</span></p><p class="abstract"> </p>

Design and Development of the Short Message System on the Campus Network

The short message service (SMS) has been put into the application well in many professional areas, and how to apply it in the instruction management is a subject allowing the personnel working at educational technology area to solve. This paper analyzes the constitution of short messages and describes the design of the short message service platform on the campus network based on the B/S structure, and presents the method of how to carry out the short message service platform based on the WEB in which we can integrate the information releasing and order function to play the information.

Surveying in-service preschool teachers' technological pedagogical content knowledge

<p>Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explore 366 Taiwanese in-service preschool teachers' technological pedagogical content knowledge. Exploratory factor analyses of the TPACK survey used in this study yielded six scales: Content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), a combined factor of technological pedagogical knowledge and technological content knowledge (TPTCK) and technological pedagogical content knowledge (TPCK), respectively. The exploratory factor analyses indicated adequate reliability and validity of the TPACK survey. The correlation analyses revealed that more senior preschool teachers might show a certain degree of resistance toward technology-integrated teaching environments. Further analyses also showed that the preschool teachers with higher education qualifications tended to have more knowledge of technology use and ICT integration in their teaching environment.</p><br />

Cooperation for institutional strengthening: shared knowledge in the quest for improved teaching

Es presenta l’avaluació del projecte de cooperació institucional «Universitat i societat del coneixement. Enfortiment institucional en à rees dedicades a l’ensenyament universitari amb noves tecnologies» (FEUNT), finançat per l’Agència Espanyola de Cooperació Internacional per al Desenvolupament (AECID) i desenvolupat entre la Universitat de Santiago de Compostel·la (Espanya) i la Universitat Nacional de Córdoba (Argentina). El projecte, de quatre anys de durada, ha tingut per objectiu principal la inclusió de tecnologies en la institució posant l’accent en la millora de l’ensenyament i en les seves condicions institucionals. Amb una combinació d’estratègies top-down , bottom-up i middle-out (Cummings et al. , 2005), el projecte ha articulat cinc programes (recerca, formació del professorat, millora tecnològica, producció de materials per a la docència i difusió i coneixement obert) que van interrelacionar la formació del professorat amb la recerca en el camp de la tecnologia educativa i la inversió tecnològica. Tenint en compte les necessitats, es va invertir en tecnologies centrals i perifèriques (Salmon, 2005) que van permetre el desenvolupament de les activitats i se’n van proposar d’altres que van mostrar l’horitzó de noves possibilitats. El treball elaborat va aspirar a mobilitzar la cultura institucional amb l’objectiu de generar canvis en les prà ctiques d’ensenyament (Hargreaves, 2003). La formació de professors s’ha desenvolupat amb tallers que han tingut com a focus la producció de materials per a l’ensenyament com un artefacte que va possibilitar al professorat participant la reflexió sobre la presa de decisions a l’hora d’encarar els processos d’ensenyament intervinguts amb tecnologia (Cochran-Smith i Lytle, 2001). Els resultats de l’avaluació mostren l’èxit d’una proposta basada en l’enfortiment d’un grup de treball (Àrea de Tecnologia Educativa) que dóna suport al professorat. També mostra alguns punts febles, sobretot pel que fa a la sostenibilitat del projecte.

Examining the use of theory within educational technology and media research

Academic research in the areas of educational technology and media is often portrayed to be limited in terms of its use of theory. This short paper reports on data collected from a survey of 462 ‘research active’ academic researchers working in the broad area of educational technology and educational media. The paper explores their use (and non-use) of theory.

Re-exploring democratic education through virtual learning communities

Democratic pedagogy has been a concern in education for over a century. Although it has been interpreted in a variety of ways in different epochs, the main underpinning values have remained the same throughout the century. Now, in the information age, there has been considerable debate over whether the technology facilitates the democratization of education. With regard to this, in this article, in the first place, it was aimed to present the democratic education in a historical context, and then the virtual learning communities as a model which has the potential in democratizing the education was discussed. In doing this, a neutral approach was taken and pedagogical challenges were discussed. In reexploring the concept of democratic education, a critical in-depth literature review was taken in an emergent area of educational technology

The development and validation of an instrument for assessing college students' perceptions of faculty knowledge in technology-supported class environments

Research in the area of educational technology has argued that the technological pedagogical content knowledge of faculty is crucial to addressing the challenge of teaching in higher education in the digital age, which is characterized by the common use of instructional technology in college classrooms and the ubiquitous presence of computing on college campuses. We developed and validated an instrument for assessing students' perceptions of faculty knowledge (SPFK) in technology-supported classroom environments. A total of 50 items in 4 constructs with 9 items in subject matter knowledge (SMK), 11 items in technological knowledge (TK), 6 items in knowledge of students' understanding (KSU), and 24 items in technological pedagogical content knowledge (TPACK) were developed for the instrument. The construct validity of this instrument was examined through confirmatory factor analysis. After checking the construct structure of the instrument, the multidimensional version of the rating scale model (MRSM) was used to analyze item response data. Results showed that after the elimination of item 17, the 49-item instrument for assessing college students' perceptions of faculty knowledge was validated in the current study. The reliability for each subscale of this instrument was found to be satisfactory when analyzing data with the MRSM model. Discussion of results and recommendations for future research are also provided.

E-Learning as a Core Component of the Instructional Design Profession

Periodic assessment and evaluation is an important part of any successful program. This paper presents the findings of a needs assessment which examined the influence of e-learning and technical skill development in the area of educational technology with specific attention paid to the field of instructional design. A three-phase mixed methods approach was employed to carryout this assessment. Findings indicate that there is a strong perception among the participants that e-learning is a core component of the instructional design profession. The results of the study give a clear indication that e-learning is a significant influence on current instructional design operations. Therefore, it is necessary for students to acquire the skills required to successfully operate these programs. Recommendations were developed that can allow programs to be more responsive to current trends impacting the profession.

An Evaluation of Blending Technology with Pedagogy for Teacher Education and its Implication for their Classroom Teaching

Although research has been conducted on the benefits and drawbacks of online courses, more is specifically needed in teacher-education to increase understanding of the transfer process from technology integration learning to the classroom. This study was designed to evaluate a model for blending technology with traditional classroom methods in preparing teachers to do the same. A combination of qualitative and quantitative methods was used to examine the collaborative and scaffolding approaches to the teacher learners construction of meaning in the online discourse. Data has been collected from blended graduate level courses taught in the area of educational technology for in-service and pre-service teachers from 2001 through 2006. These findings will be used to help identify best-practices for technology integration with teacher-education through informed applied research, and to create a new model for more comprehensive future blended course design.

Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web

Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers’ Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into their pedagogical practice. Furthermore, contemporary educational researchers have highlighted the significance of teachers’ self-efficacy, conceptualized as the teachers’ perceptions of their own competence at teaching, and related to instructional strategies as well as teaching effectiveness. The major purpose of this study was to investigate teachers’ perceived self-efficacy in terms of their TPCK-W. This study aimed to develop a new questionnaire, namely the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey to explore teachers’ self-efficacy in terms of their TPCK-W, and additionally to assess their attitudes toward Web-based instruction. The participants in this study were 558 teachers from elementary school to high school level in Taiwan. Both exploratory and confirmatory factor analyses indicated that the TPCK-W survey developed in this study has satisfactory validity and reliability characteristics. The results indicate a lack of general knowledge about Web-related pedagogy amongst the teachers surveyed. The correlations between teachers’ self-efficacy in terms of their TPCK-W, their attitudes regarding Web-based instruction, and their background variables were also examined. Correlations were found between self-efficacy and positive attitudes to web-based instruction. Older and more experienced teachers were found to have lower levels of self-efficacy with respect to TPCK-W, though teachers with more experience of using the web (including for instruction) had higher levels of self-efficacy with respect to TPCK-W.

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.