Educational Technology Course Research Articles

Helping Students Avoid Plagiarism in Online Courses

This study used design-based research approaches to investigate student plagiarism in an online course, with the objective of determining the instructional interventionist strategies that can help students avoid the practice in online courses. Twenty eight (28) undergraduate students who were engaged in a semester-long online course in Educational Technology at a private university in Ghana participated in the study. Drawing on relevant learning and related theories, the study implemented different learning activities pertaining to plagiarism at regular intervals during the semester, and then subsequently analyzed students’ individual and group course writings for evidence of plagiarism. Findings reveal that regular and varied instructional interventions helps students reduce and eventually avoid plagiarism in the online learning environment. Students were also found to plagiarize to a much lesser extent when they worked in groups than when they worked individually. Implications of these findings for the design and management of online learning courses in higher education are briefly discussed.

캡스톤디자인 교과목의 학습성과 평가체계 개발

본 논문은 공학교육과정에서 사용되는 캡스톤디자인 교과목에 대한 평가체계의 개발 사례를 소개한다. 캡스톤디자인은 대학 과정에서 배운 전문지식을 종합적으로 활용하여, 산업현장의 문제를 분석하고 해결책을 설계하는 교과목이다. 본 논문에서는 캡스톤디자인 교과목과 관련된 기존의 평가 요소, 평가 방법 및 절차를 설명한다. 이를 기반으로 개발된 캡스톤디자인 평가체계를 소개한다. 본 논문에서 제시한 캡스톤디자인 교과목의 학습성과 평가체계는 타대학의 캡스톤디자인 교과목 운영 시 일부 참고될 수 있으며, 산학이 연계된 교육 및 인턴 프로그램 개발 시 평가체계 설계를 위해서도 사용될 수 있다. This paper introduces a case study on the development of the evaluation system for capstone design course which is usually provided at engineering education program. A capstone design is an engineering education course which aims to improve the students' ability on analysis and design of practical industrial problems by use of overall engineering knowledge which has been learned in undergraduate program. Firstly, this paper provides a literature review on evaluation indices and methods related with a capstone design course. Secondly, the evaluation system for learning outcomes of capstone design course is described. The evaluation system for learning outcomes of capstone design course provided in this paper could be referred by other universities opening a capstone design course, and used to design an evaluation system for internship program or education course which is provided as an industry-academic connection program.

Towards more precise design guidance: specifying and testing the functions of assigned student roles in online discussions

While assigning student roles is a popular technique in online discussions, roles and the responsibilities allocated to them have not been consistently assigned. This makes it difficult to compare implementations and generate principled guidance for role design. This study critically examined frequently assigned student roles and identified a set of seven common functions they ask learners to perform (motivate others to contribute, give direction to the conversation, provide new ideas, use theory to ground the discussion, bring in (relevant external) sources, respond to previous comments, and summarize existing contributions). The latter six functions were used to generate a targeted set of role descriptions (Traffic Director, Starter, Inventor, Importer, Mini-me, Elaborator, Questioner, Devil’s Advocate, Synthesizer, Wrapper) and refine a content analysis scheme to assess function fulfillment in online discussions. The roles were tested in a semester-long mixed-level blended educational technology course of 21 students; student feedback was solicited via survey. Roles designed to elicit the functions give direction, use theory, bring in source, respond, and summarize showed a greater degree of function fulfillment than roles which were not. Students found the Starter role very valuable for giving direction to the discussion, and saw moderate value in the Synthesizer and Wrapper role’s summaries. The Devil’s Advocate role did not fulfill its respond function but was valued by students, suggesting a new possible critique function. All roles were found to use theory, possibly due to task structure. Implications for future research and practice in the design of online discussions are discussed.

Situated learning in an educational technology course for pre-service teachers

This qualitative study investigated a situated learning environment implemented in an educational technology course where pre-service teachers worked collaboratively on meaningful real-world projects, assuming the role of professional teachers. With a traditional learning environment as a critical frame of reference, we found that the students in the situated learning environment demonstrated sophisticated problem-solving skills, exhibited metacognitive awareness, produced coherent artifacts, and showed high levels of motivation. The findings implied that if we want to successfully implement situated learning, effort should be made to promote a constructive learning culture, improve individual performance, manage students’ perceptions, and foster their positive attitudes.

Preparing Elementary Pre-Service Teachers from a Non-Traditional Student Population to Teach with Technology

This article documents the development of a two-stage curriculum intended to improve elementary teacher candidates’ understanding of technology integration. Most students in the program came from low-income districts and lacked technology experience. The first stage of the curriculum consisted of a prerequisite basic technology skills course offered by the Computer Science Department. This was then followed by an online educational technology course offered by the College of Education. The objectives of the authors in this article are twofold. The first is to describe the rationale, procedures, and design of a two-stage curriculum, as a pedagogical model for teaching elementary teacher candidates to teach with technology, with the goal of preparing a new generation of teachers who are capable and comfortable applying a broad range of advanced technologies to meet the learning needs of their students. The second objective is to share the authors' findings from the evaluation, which employed mixed methodologies, after the students completed the online educational technology course. The results showed that an online educational technology course contributed to the candidates’ development of Technological Pedagogical Content Knowledge and improved their attitudes and beliefs on their technology integration practices.

Pre-service Teachers First Time Experiences With A New Course Management System

From a students perspective, course management systems are a step above a classroom website. Information sharing is no longer static; these systems utilize tools that allow information to be passed in many directions and in a number of different ways. They have the most important task - addressing the needs of the ultimate end user, the learner. This study investigated 71 pre-service teachers first time experiences and satisfaction from a pilot test of a new course management system (Moodle) implemented during an online educational technology course.

Students’ confidence and perceived value for participating in cross-cultural wiki-based collaborations

An international wiki-based collaboration was integrated into a large introductory educational technology course enrolling 346 students, divided into 43 teams. Student teams participated in a 5-week project in which they created wiki chapters about the educational uses of specific Web 2.0 tools. Two to four international students, located in their home countries, participated on each team, collaborating via the evolving wiki, as well as other Web 2.0 tools. Using expectancy-value as our motivational framework, we gathered pre- and post-survey data, triangulated with focus group interview data, to examine changes in students’ confidence and perceived value for using these tools to facilitate international collaborations. Survey results showed significant changes in confidence and perceived value, while qualitative results provided insights into students’ perceptions of critical project components. We discuss students’ perceptions of project barriers as well as the strategies they implemented to achieve success.

Reflections on Teaching an Advanced Graduate Online Course in Educational Technology: Challenges and Successes

Reflections on Teaching an Advanced Graduate Online Course in Educational Technology: Challenges and Successes

The Significance of Non-Specialized Course in Engineering Education

The Significance of Non-Specialized Course in Engineering Education

A Case Study: Teaching Engineering Concepts in Science

This study was conducted to describe a high school engineering curriculum, identify teaching strategies used to increase math and science literacy, and discover challenges and constraints that occur during its development and delivery, as well as what strategies are used to overcome these obstacles. Semi-structured interviews were conducted with the engineering instructor. In addition, students were observed and curriculum documents, teacher lesson plans, and teacher resources were examined. Concepts created the platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, and project based learning and teaching was critical. There was a clear emphasis on creative thought and work. Assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this new pedegogy. Financial and instructional support through business partnership and administrative support were found to be critical strategies used to overcome obsticles identified. David Stricker is an Assistant Professor at University of Wisconsin-Stout. He can be reached at strickerd@uwstout.edu 64 JOURNAL OF STEM TEACHER EDUCATION A Case Study: Teaching Engineering Concepts in Science The focus on improving science, technology, engineering, and mathematics (STEM) education for America’s children can be traced back to the days of Sputnik and beyond. However, compared with advancements then, it has been argued that today technological development and industrial growth are increasing at an exponential rate with expanding global application (Brophy, Klein, Portsmore, Rogers, 2008). Consequently, amid concerns that the United States may not be able to compete with other nations in the future due to insufficient investment today in science and technology research and STEM education, funding initiatives such as the American Recovery and Reinvestment Act (U.S. Department of Education, The American Recovery and Reinvestment Act of 2009: Saving and Creating Jobs and Reforming Education) and “Race to the Top” competitive grants have been enacted in 2009 in an effort to offer substantial federal support for such initiatives (U.S. Department of Education. President Obama, U.S. Secretary of Education Duncan Announce National Competition to Advance School Reform). The support structure for STEM education does not end with tax dollars. Large private companies such as Time Warner Cable have committed $100 million in media time, and the MacArthur Foundation is supporting “National Lab Day” that will include, among other initiatives, a year-long effort to expand hands-on learning methods throughout the country. Specifically, within the STEM focus, engineering education supports the attainment of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to achieve real world problem solving through design, troubleshooting, and analysis activities (Brophy, et. al., 2008). The arguments for including A Case Study: Teaching Engineering Concepts 65 engineering education into the general education curriculum are well established. Some are motivated by concerns regarding the quantity, quality, and diversity of future engineering talent (American Society for Engineering Education, 1987; National Academy of Engineering, 2005; National Research Council, 1996; International Technology Education Association, 2002) and others by the basic need for all students, in their pursuit of preparing for life, work, and citizenship in a society inundated with technology, to possess a fundamental understanding of the nature of engineering (Welty, 2008). In an attempt to address this issue, there have been a number of curricula designed to infuse engineering content into technology education courses (Dearing & Daugherty, 2004). Each of these programs proposes teaching engineering concepts or engineering design in technology education as a vehicle to address the standards for technological literacy (International Technology Education Association, 2000/2002). Similarly, the National Academy of Engineering (NAE) publication Technically Speaking (Pearson and Young, 2002) emphasizes the need for all people to become technologically literate to function in the modern world. However, despite this clear need, within the technology education profession itself, the appropriate engineering curriculum required for implementation, particularly at the high school level, remains unclear. Indeed, engineering curricula exist that have been designed for implemetation, not in technology education, but rather in math and science classrooms. As a result of the choices available to teachers and school administrators, the extent to which the most effective way of delivereing engineering content to high school students remains unclear. 66 JOURNAL OF STEM TEACHER EDUCATION

Towards technology integration: the impact of motivational and volitional email messages

The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers’ motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an educational technology course for preservice teachers was randomly assigned to one of two groups: one group which received MVEM constructed based on audience analysis; and the other which received placebo email messages consisting of class activities reminders without audience analysis. Results indicated that the group provided with MVEM showed higher volition and more positive attitudes toward technology integration than the group provided with placebo messages even though there was no difference in motivation or performance. These results suggest that MVEM can serve as an effective tool for facilitating preservice teachers’ positive attitudes toward technology integration. Implications for the design and development of interventions or systems for technology integration are discussed and further research is recommended.

Empowering teachers to create educational software: A constructivist approach utilizing Etoys, pair programming and cognitive apprenticeship

This study investigates whether a visual programming environment called Etoys could enable teachers to create software applications meeting their own instructional needs. Twenty-four teachers who participated in the study successfully developed their own educational computer programs in the educational technology course employing cognitive apprenticeship and pair programming approaches as the primary instructional strategies. Two educational software programs created by the participating teachers were described in order to explain what they were trying to do using Etoys and how they accomplished their goals. The results of an anonymous survey evaluating the difficulty of and the attitude toward learning Etoys indicate that teachers enjoyed learning Etoys and would like to continue to use it in the future although they found it was slightly more difficult, compared to their self-evaluated computer skill. The strengths and weaknesses of Etoys, the difficult computer programming concepts, and the educational implications of Etoys programming were also discussed.

Assessing the Value of Embedded Librarians in an Online Graduate Educational Technology Course

The increase in online programs has been accompanied by the need for library instruction and support for online students. Students enrolled in off-campus programs have to be able to successfully access and use digital library resources to complete course requirements. An embedded librarian project in an online graduate educational technology course resulted in several benefits for students. The results of pre- and postassessment questionnaires, discussion forum feedback, and an instructor interview indicated that embedded librarians can greatly help students in their online assignments. Further research and recommendations for the implementation and assessment of embedded librarian projects are discussed.

Equipping the Next Generation of Teachers

Prior research has indicated that all U.S. teacher preparation programs provide instruction on technology integration within coursework and related requirements. This study provides a more detailed investigation into the types and content of technology experiences U.S. teacher preparation programs offer teachers in training. The researchers analyzed data obtained from an online questionnaire, interviews, and artifacts to understand the differences among programs in regard to technology experiences. Eighty percent of respondents indicated all or some of their programs required a standalone educational technology course. Personal productivity and information presentation were the most commonly reported topics taught in all programs. This article also discusses limitations of the study and areas of future research.

The role of tasks and epistemological beliefs in online peer questioning

The current study examines the assertion that students are motivated and learn more by carrying out tasks consistent with their epistemological beliefs in web-based learning environments. In the study, 120 undergraduate students in an educational technology course participated as part of their coursework. Using a wiki, triads reciprocally asked and responded to questions as constructing either a group summary or a group argument. Students with less advanced epistemological beliefs more actively coordinated formats and procedures for group work and achieved higher comprehension of reading materials in the collaborative summary than in the collaborative argumentation. By contrast, these differences were not found for students with more advanced epistemological beliefs. However, the interaction effect between tasks and epistemological beliefs disappeared for the quality of argumentation on case problems. Independently of epistemological beliefs, collaborative argumentation promoted more constructive and interactive peer questioning activities and helped to construct higher quality arguments in case problems than collaborative summary. Therefore, the effects of matching tasks and epistemological beliefs varied depending on types of learning outcomes (comprehension vs. argumentation) in online peer questioning.

Students’ perceptions of the effectiveness of pre-service technology courses

The merger of the Auckland College of Education with the University of Auckland led to the development of new teacher education programme qualifications. Technology education was given less time within these programmes. In the period 2006–2008 this challenge was being faced and there was also the need to prepare student teachers for the current 1995 technology curriculum which they would be expected to follow on practicum, and the revised 2007 curriculum which they would be using early in their teaching careers. As previous research of beginning teacher perceptions of the effectiveness of their programme in preparing them to teach technology had played a significant part in refining the previous technology education courses, the technology education staff were interested to find out how effective the new courses were. The object of this research was to investigate student perceptions of their knowledge of the 2007 curriculum, and their level of confidence in teaching technology. Participants completed an anonymous questionnaire at the end of their university programme, and self selected students were also interviewed. This paper discusses the

Educational technology and the National Quality Course Plan in China

The article discusses educational technology and China's National Quality Course Plan, which is a plan implemented by China's Ministry of Education (MOEC) to assess and monitor the quality of teachers hired to instruct the growing number of students enrolling in China's universities and colleges. An overview of the three major objectives of the plan, including the encouragement of full time professors to teach undergraduate courses, the promotion of information technology into course teaching, and the free access to the public of educational resources, is presented. Also discussed are the prerequisites for a course to enter the Quality Course selection process, such as the creation of a course Web site.

Monitoring collaborative activities in computer supported collaborative learning

Monitoring the learning process in computer supported collaborative learning (CSCL) environments is a key element for supporting the efficacy of tutor actions. This article proposes an approach for analysing learning processes in a CSCL environment to support tutors in their monitoring tasks. The approach entails tracking the interactions within the communication platform to identify cues of the participative, social, cognitive, and teaching dimensions of the learning process. Both quantitative and qualitative indicators are employed to achieve a complete and thorough picture of the learning dynamics. A set of methodological and technological tools based on this approach has been tried out in the context of the online component of a blended course in educational technology addressing trainee teachers. The results of the study support the applicability of the proposed approach to content domains where discussion and reflective practice are the most effective learning strategy.

Exploring international multicultural field experiences in educational technology

PurposeThe purpose of this paper is to explore an online field experience between technology facilitator candidates in the USA and K‐12 teachers in Namibia, to improve candidates' understanding of diversity and equity issues in the successful incorporation of information and communication technologies (ICT) in teaching and learning.Design/methodology/approachA classroom‐based, exploratory action‐research methodology was used. US graduate students in an educational technology course were expected to gain knowledge, skills, and understanding by mentoring (via online communications technologies) Namibian primary and secondary schools teachers in a technology‐integration task.FindingsThrough this effective multicultural field experience for technology facilitator candidates, US participants learned about the digital divide as it exists in developing nations, and the impact of socio‐economic and technological inequities on the incorporation of ICTs in teaching and learning.Research limitations/implicationsThe results of this pilot study warrant further studies which explore this method in a broader population and across a wider range of educational settings. As developing nations increase their access to ICTs, difficulties faced in this study should be minimized in future studies.Practical implicationsThe paper suggests an effective, diverse, technology‐embedded field experience for school professionals preparing to become technology facilitators. Programs that cater to full‐time teachers working in schools which do not meet the diversity requirements set by accrediting organizations such as the National Council for Accreditation of Teacher Education may consider this approach.Originality/valueOnline international field experiences have the potential to enhance US participants' ability to demonstrate technology facilitator standards in the context of diverse school settings, backgrounds and populations, as well as to aid teachers in a developing country in technology integration knowledge and skills.

The effects of practice teaching sessions in second life on the change in pre-service teachers’ teaching efficacy

The purpose of this research was to investigate the effect of practice teaching in Second Life on the change of preservice teachers’ teaching efficacy, and the difference of changes between individual teaching practice and collaborative teaching practice in their teaching efficacy. Participants were placed into the individual teaching practice or collaborative teaching practice group as a part of a teaching methods and educational technology course. Both groups completed practice teaching sessions twice in Second Life and an instrument adopted for measuring of pre-service teachers’ teaching efficacy beliefs was administered after each of three stages. The researcher collected data from both groups before the first practice teaching, after the first practice teaching session, and after the second session. Results from a Repeated Measure ANOVA indicated that the practice sessions influenced changes in participants’ personal teaching efficacy but not teaching outcome expectancy. In addition, the results indicated significant difference between groups on their personal teaching efficacy after the second practice session, but not on teaching outcome expectancy. The difference between the two groups is attributed to the different methods in preparing for the practice session, practicing the teaching, and the reflection methods posed to each group of participants. This research suggests that pre-service teachers can gain valuable teaching practice in Second Life, and furthermore that collaborative practice teaching is more effective way than individual approaches to practicing teaching.