Educational Technology Course Research Articles

Application of Web-Based Knowledge Community on an Engineering Education Course

To study on implementation of e-learning is a hot issue recently. There are so many researches on knowledge community, more and more of them focus on platform construct, e-learning construct, information technical and developing instruments. Even emphasize applications are at elementary education or secondary education. This paper has two main objectives. The first one is to empirically analyze the application of web-based knowledge community among undergraduate students who study on engineering education. The second is to specify the CSFs of e-learning acceptance by them. The course selected for undergraduate students who study on “Introductory of Engineering Education”. Both traditional learning and e-learning are application. Research results can find two interesting items. First, even in the Internet, students still think that teacher is very important who plays the role of guidance and teaching. The other one is part-time students need teacher’s assistance more than full-time students.

Hopscotch into Coding: Introducing Pre-Service Teachers Computational Thinking

Researchers and educators have advocated computational thinking (CT) should be integrated into K-12 settings as early as elementary schools. However, there has been a lack of knowledge of how pre-service K-8 teachers would be engaged in the learning of CT and its integration in different subject areas. In this study, we taught a flipped learning module in an undergraduate Educational Technology course. Pre-service teachers learned and practiced CT knowledge and skills using a block programming app called Hopscotch. Results of this first iteration of design-based research showed that the orchestration of the technology and instructional methods, such as team-based learning, flipped classroom, and pair programming, supported students’ transformative learning experience. It improved their understanding and application of CT concepts. Meanwhile, the mixed-method analysis found some instructional issues that needed to be addressed in future iterations. Suggestions were provided at the end of the paper.

La implementación de metodologías activas de enseñanza-aprendizaje en educación superior para el desarrollo de las competencias genéricas de innovación y comunicación en los primeros años de Ingeniería

En este trabajo se presenta un ciclo de investigación-acción referido a la implementación de metodologías activas de enseñanza-aprendizaje para el desarrollo de las competencias genéricas de comunicación e innovación en un curso de carácter basal en la Educación en Ingeniería denominado ‘Introducción a la Ingeniería’ en el plan de estudios de una universidad chilena. El objetivo de esta investigación es diseñar una propuesta de recursos y estrategias para un aprendizaje profundo y la evaluación de competencias genéricas en los primeros años de ingeniería y ciencias. Para ello, se realiza un trabajo colaborativo e interdisciplinario entre ingenieros- docentes de la facultad y las unidades de apoyo a la docencia y al aprendizaje en el área de STEM (ciencias, tecnología, ingeniería y matemáticas por sus siglas en inglés) bajo el paradigma de la investigación-acción con foco en un plan de mejoramiento innovado con los lineamientos de la metodología de Educación en Ingeniería CDIO (UCSC, 2014) Concebir – Diseñar – Implementar – Operar (Lopera y Restrepo 2015), añadiendo dos componentes principales: (1) evaluación y (2) enseñanza de la innovación. Los principales resultados muestran un alto grado de satisfacción positiva por parte de los estudiantes en relación con la implementación de nuevas estrategias de enseñanza y de procedimientos evaluativos. Se releva también el trabajo en colaboración realizado por un equipo multidisciplinario de profesionales y la relevancia asignada al desarrollo progresivo de las competencias genéricas de comunicación e innovación. Adicionalmente, se analizan los nudos críticos que profesores y estudiantes manifiestan en su proceso de aprendizaje e inserción a la disciplina. Finalmente, se muestran las implicancias para el desarrollo de las competencias genéricas a través del curriculum.

KOMPARATIF HASIL BELAJAR MAHASISWA REGULER DENGAN MANDIRI PENDIDIKAN TEKNIK INFORMATIKA FT-UNP

Padang State University is a state university that was established in West Sumatra with various faculties including engineering faculties in charge of various departments, one of which is electronics engineering majors consisting of electronics engineering study programs, electronic engineering education programs and informatics and computer engineering education courses . Various assumptions emerged with student admissions from both the regular and independent lane. To answer these assumptions, a study was conducted aimed at looking at a comparison of learning outcomes between regular entry students and regular independent entry pathways through a cumulative grade point average (GPA) which was carried out through hypothesis testing and research prerequisites for data sources obtained from descriptive data on students of educational study programs informatics and computer engineering so that it is known between semester credit (X) with the Grade Point Average (GPA) of significance value 0.409 for regular students and a significance value of 0.258 for independent regular students. It was concluded that there was a Positive and Significant Relationship between Regular students and Independent Selection students Informatics and Computer Engineering Education in 2014-2017 and there were no significant differences in learning outcomes in the January-June 2017 semester, in the form of GPA.Keywords: Student, learning outcomes, comparison, population and sample, hypothesis testing.

The influence of paired grouping on teacher candidates’ attitude towards technology use and integration

ABSTRACTThe purpose of this mixed-methods study was to investigate the influence of paired grouping on teacher candidates’ perceived attitude towards technology use and integration after completing a required educational technology course. To measure perceived attitude towards technology use and integration, a purposeful sample of 83 teacher candidates completed the Attitude Toward Technology Scale. Additionally, 24 teacher candidates participated in semi-structured interviews to provide a more comprehensive view of teacher candidates’ perceptions of paired grouping and what the connections were to the use of paired grouping on their perceived attitudes in regard to technology use and integration. Results indicated a statistically significant mean difference in teacher candidates’ perceived attitude towards technology use and integration prior to and following a paired grouping experience. Additionally, an improved attitude was the major theme that emerged from responses concerning paired grouping.

Affective potentials in informal technology‐enhanced learning settings

An introduction is presented in which the editors discuss articles in the issue on topics including educational technology, informal learning and online courses.

The effect of telecollaboration in the development of the Learning to Learn competence in CLIL teacher training

ABSTRACT One of the main aims of diverse education systems is the development of key competences to improve citizens’ capacity for lifelong learning. However, some authors have signalled the challenge their measurement entails, among them the Learning to Learn (LtL) competence, which has also been shown to be complex to define and is under research. With a pre–post-test design and a variety of assessment instruments, this study compares the effect having an educational technology course and using telecollaboration has on the development of the LtL competence in a content and language integrated (CLIL) learning environment. Four groups of teacher trainees at two different universities took initial and after treatment surveys on LtL. Quantitative and qualitative data analysis indicated that technology boosts LtL but that telecollaboration helps develop LtL reflective concepts further in the form of processes by constructing or accomplishing learning goals in similar contexts.

Exploring Teachers' Value Beliefs of Integrating Digital Literacy in K-12 Classrooms

The purpose of the exploratory study was to investigate teacher value beliefs of integrating digital literacy into their classrooms. Participants were forty-six teachers enrolled in an educational technology course. Data was collected from online survey and asynchronous online discussions. Findings suggest that teachers' value beliefs for integrating digital literacy into their classrooms are influenced by increasing student motivation and engagement in the classroom, modernizing the curriculum, making it more relevant to the students, and building student ability to be thoughtful readers and interpreters of the media messages. These results recommend that professional development activities should emphasize the potential impact of digital literacy on student learning and to take advantage of specific digital tools that support teacher value beliefs.

The Role of Social Networks in Supporting Collaborative e-Learning Based on Connectivism Theory among Students of PNU

The study aimed at identifying the role of social networks (Google and Edmodo) in supporting collaborative e-learning based on Connectivism Theory from the perspective of the students of Princess Nourah bint Abdulrahman University (PNU). A questionnaire was designed to identify the most important challenges of collaborative e-learning. Another questionnaire was designed to identify the role of social networks in supporting collaborative e-learning. The quasi-experimental approach was utilized on a sample of (251) students, who utilized social networks in the Educational Technology Course. The results showed that Google and Edmodo have positive impact on supporting collaborative e-learning.

The Roles of Industrial Engineering Education for Promoting Innovations and Technology Commercialization in the Digital Era

Industrial engineering is concerned with the design, improvement, and installation of integrated systems of people, material, information, equipment, and energy. Industrial engineering science and knowledge play a very important role in the development of the industrial revolution. Manufacturing sector which is the work area for industrial engineering is currently undergoing a fourth revolution. Universities play a key role in this development by producing innovations through researches that were done by academics in this digital era. Technology commercialization is required in order to provide commercial value for the development of technology produced by the university. Technopreneurship as an industrial engineering education course is expected to be the bridging system to promote utilization of technology and transfer innovations product from a university.

Contemporary Pedagogy Approach for Software-Based Laboratory Courses in Engineering Education

The purpose of this paper is to propose and implement the Centre-Man Student-Teacher (CMST) model for teaching the software-based laboratory courses in engineering streams for a comfortable and better way of understanding, making even the sleepy students become more active, improves the involvement and responsibility for the students. The issues arise by the students in the conventional mode and how the problems can overcome in the new CMST model is discussed in details. The pedagogy is framed with two different models and compared with the conventional way of teaching the software-based laboratory courses. Three different software (AutoCAD, CATIA and ANSYS) is concentrated in this paper to train 240 students of B.Tech Mechanical engineering/Aerospace/Mechatronics streams. Feedback and performances of the students are compared between the conventional method and suggested CMST model. Google Classroom tool was used to check the learning level of the students via assignments/quizzes. Virtual reality tool would be helping the students to feel the real-time application for the practised diagrams.

ICT-Pedagogy Integration in Elementary Classrooms: Unpacking the Pre-service Teachers’ TPACK

This study aimed to investigate the Technological Pedagogical Content Knowledge (TPACK) self-efficacy and ICT integration skills of elementary pre-service teachers in elementary classrooms. The respondents were fifty-two (52) elementary pre-service teachers enrolled in the student teaching program at the Central Luzon State University. Results revealed that most of respondents perceived themselves to be highly proficient in all domains of TPACK framework: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPCK). Most of them were found to be good in integrating ICT in classroom instruction, particularly in terms of planning and implementation.Respondents’ GPA in Educational Technology and ICT-related courses was found to have negative significant relationship with their planning and implementation of ICT-Integrated instruction. Their TPACK self-efficacy had a highly significant relationship with their planning and implementation of ICT-integrated instruction.

The Influence of Group Size in the Asynchronous Online Discussions on the Development of Critical Thinking Skills, and on Improving Students’ Performance in Online Discussion Forum

Asynchronous Online Discussions (AOD) are considered as one of the most ma-jor tools in learning management systems which are used in universities. The ex-ploitation of AODs forums offer students the possibility to teach and learn any-time and anywhere. They also provide students with the time needed to process learning, share ideas and points of view on e-course topics. The group size in the AODs is a substantial variable that affects the interaction and the participation of students. The purpose of our research lays in understanding the influence of the group size participating in the AODs on the development of critical thinking skills in information technology for students of the Faculty of Education, and im-proving students’ performance in online discussion forums. In this research, 103 university students from the bachelor's degree have participated in the study. The participating students are studying the Computer Application in Education Course, and the Education Technology Course on the Blackboard e-learning Management System, during a 15-week semester. The findings of the research have revealed very significant conclusions; and the researcher has come up with various recommendations and suggestions for future studies and further research.

Organizational learning and benchmarking in university technology courses

PurposeThe purpose of this paper is to analyze the management practices that contribute to single and double cycles of organizational learning in the vocational education of the Brazilian higher education technology courses (HETC), and to study the learning outcomes that result through the Brazilian Ministry of Education SINAES indicators.Design/methodology/approachIt consisted in both participant observation and quantitative phases. The participant observation phase included a benchmarking activity at École de Technologie Supérieure (ÉTS) de Montréal, to analyze and delimitate their practices for the preparation of the second phase, test the hypotheses by means of modeling of structural equations.FindingsThe key practices that contribute to organizational learning in the Brazilian HETC were identified through a benchmark activity at ÉTS by using a quantitative research scheme of single cycles of organizational learning, and further in correspondence with the Brazilian criteria (SINAES-Ministry of Education).Research limitations/implicationsThe extent of the sample is concentrated in the southern region of Brazil (Rio Grande do Sul, Santa Catarina and Paraná), limiting its representativeness to a regional basis.Practical implicationsPractices that contribute to organizational learning are a counterpoint and a complement of the Brazilian Ministry of Education SINAES indicators, which value the formalization of those courses and the future actions in the Brazilian universities.Social implicationsThe study re-inforces the importance of organizational learning for the development of excellence in Brazilian HETC.Originality/valueThe results contribute to build analysis frameworks on the relationships between management practices, organizational learning, benchmarking and organizational outcomes, particularly in the management of the technology courses and for Brazilian universities.

Pre-Service Teachers' Perceived Relevance of Educational Technology Course, Digital Performance

Educational technology courses are designed to equip prospective teachers with knowledge and skills to use technology for effective instructional delivery. However, the way students perceive the appropriateness and relevance of the instructional content would go a long way in determining their performance and commitment to the course. Student performance in educational technology courses could be improved, if they perceive the instructional content to be relevant to their academic pursuits and future career development. Therefore, this study examined pre-service teachers' perceived relevance of educational technology content, digital tools and their performance in an educational technology course. The study was carried out on 261 pre-service teachers and the result showed that the perceived relevance of educational technology course by the students was high. The correlation coefficient (r) of 0.015 showed a positive relationship between pre-service teachers' perceived relevance of educational technology courses and the performance at the end of semester examination of the course.

Saudi University Students Views, Perceptions, and Future intentions towards E-books

While observing the rapid growth in the field of e-learning, the present research aims to provide an experiential insight into the use of e-books, documenting its benefits, issues and future prospects. For this purpose, the researchers used their own eBook "Education Technology: Foundations and Applications" as the research instrument and evaluate the perceptions, feelings, and views of the education technology course students in Saudi University, in order to understand the importance of using eBooks for educational purposes. The eBook was designed as an interactive app which was provided to 27 students who purchased it using a gift voucher. They were asked to study from the provided eBook throughout the semester. At the end of their semester, a discussion group was held. The discussion group concludes that almost all of the students found the use of eBook for an educational purpose quite beneficial as they believe it is much cheaper, portable and easily accessible from any place and at any point in time. Some of the participants may have found issues with the usage such as no copy paste options, etc.; however, the majority of them intended to use eBooks in future if the characteristics and features of the eBooks are same as this book.

The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers

This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher education, especially educational technology. Research on the effect of FL is still rare in student-teacher education, and little is known about it. This study was designed to explore students’ perspectives on the effectiveness of FL in the College of Basic Education situated within Kuwait’s Public Authority for Applied Education and Training (PAAET).
 
 This study used a quasi-experimental method; it used purposeful sampling to select 128 students from two classes taught using the FL approach (Experimental Group) and 67 students from one class taught using traditional in-class lectures (Control Group). Questionnaires, which comprised of closed-ended and open-ended questions, were administered to investigate students’ perceptions of flipped learning.
 
 Results showed that students in the experimental group had performed better. They had positive attitudes toward flipped learning; they perceived that the approach had a unique set of affordances and constraints. Findings suggest that FL may be a promising approach to enhance student-teachers’ learning in educational technology courses. The study provides insight into opportunities for further studies.

GroupMe: Investigating Use of Mobile Instant Messaging in Higher Education Courses

In this study, the use of the mobile instant messaging (MIM) tool GroupMe was explored in the higher education context. The tool was used to facilitate online course discussions, small group work, and other course communications in face-to-face and online sections of two graduate educational technology courses. Over 900 postings were generated from 29 participants, then coded and analyzed by the researchers. Qualitative data was also obtained through an e-mail follow-up questionnaire. Findings indicate that the MIM platform afforded students opportunities to engage in productive course-relevant conversations and provided additional ways for learners to exhibit online social presence through tool features. Recommendations for the use of MIM to support teaching and learning and suggestions for further scholarly inquiry are discussed.

Pengembangan Mobile Learning Berbasis Android (Studi Kasus pada Mata KuliahAnalisisPerancanganSistem)

Indonesian society more 'technological literacy' at the moment, along with a high need for information and supported by sophisticated IT devices like PCs, gadgets or smartphones. IT devices not only use by business environment but also at education. People who really need the information today would make the smartphone cannot be separated from day life. This makes students want a mobile device can be present in a class. In education environment it is known as mobile learning.It can also be a solution to the limitation of resources in education in order to access learning materials anywhere, anytime.Design Instructional is used to build applications, including construction and structure of teaching materials in a ‘mind map’ that will be given to students. Content provided in m-learning include the material in the form of text, images and simulation quiz. The application of mobile learning in the Android smartphone application form can be mobile learning systems integrated. Applications are made in an environment of learning Android using the Eclipse IDE for Jav.,Simulations quiz can also be applied to mobile applications in order to improve the understanding and the quality of learning. Selected engineering system development is the Waterfall model. Object-oriented design using UML modeling tools (Unified Modeling Language). The creation of mobile learning applications based on Android subjects Design Analysis Systems .At last, the creation of mobile learning applications based on Android subjects Design Analysis System can be m-learning resources based on Android system design analysis courses on informatics engineering education courses. It also can support class learning by using applications. Keywords: android, app, education,eclipse, information, interactive, java, mobile learning, platforms, resources, smartphones, technology, text.

Flipping With the First Principles of Instruction: An Examination of Preservice Teachers’ Technology Integration Development

Proposed as an effective method for preservice teachers’ technology integration development, the flipped approach may afford opportunities to model face-to-face and online instruction with technology, and it may allocate additional class time for learning by design. This study examined a course designed with the flipped model of instruction and its impact on participants’ technological pedagogical content knowledge (TPACK). Using a single group pretest–posttest design, self-perceptions of TPACK and lesson designs were analyzed before and after participants completed an educational technology course. Findings revealed statistically significant gains in participants’ self-perceptions of pedagogical knowledge (PK) and application of TPACK. While gains in self-perceptions of technological knowledge (TK) and technological pedagogical knowledge (TPK) were not statistically significant, the small to medium effect sizes may merit a replication of this study with a larger sample. (Keywords: flipped model of instruction, teacher education, TPACK, first principles of instruction)