Technology-mediated Teaching Research Articles

Affective affordances in technology-mediated language teaching and learning

This article focuses on the intersection of technology and pedagogy through the lens of affect/ emotion. It highlights why technology-mediated teaching and learning require new ways of thinking about emotionality in educational contexts. To develop a nuanced understanding of what technology can and cannot do, we can draw insights from the recent affective turn in humanities and the social sciences, which wants us to look at human emotions as socially constructed, biologically rooted, physically distributed, and agentically complex. Building on the recent scholarship on critical affect/ emotion studies, I advocate a view of human emotionality that rejects the idea of emotion as an individual’s internal property or as a total social force outside the individual. The goal of this discussion is to bring more attention to affective affordances that will hopefully provide some pedagogical implications for technology-mediated spaces.

The Effects of Educational Artificial Intelligence-Powered Applications on Teachers’ Perceived Autonomy, Professional Development for Online Teaching, and Digital Burnout

The transformative impact of advancements in educational technology, particularly those powered by artificial intelligence (AI), on the landscape of education and the teaching profession has been substantial. This study explores the repercussions of AI-powered technologies on teachers’ autonomous behavior, digital burnout, and professional development. The study involved a cohort of 320 high school teachers in China segregated into control and experimental groups. The experimental group received instructions on AI-integrated applications and how they might be used in education. However, the teachers assigned to the control group did not receive information on the use of AI educational applications. Three distinct questionnaires probing autonomous behaviors, digital burnout, and online professional development were administered, and the ensuing data were analyzed using independent sample t-tests. The findings elucidate a discernible positive impact of AI-integrated technology intervention on teachers’ professional development and autonomous behaviors. The incorporation of AI-enhanced tools facilitated an augmentation in teachers’ professional growth and bolstered their independent and self-directed instructional practices. Notably, using AI-integrated technology significantly reduced teachers’ susceptibility to digital burnout, signifying a potential alleviation of stressors associated with technology-mediated teaching. This research provides valuable insights into the multifaceted effects of AI-powered technologies on educators, shedding light on enhancing professional competencies and mitigating digital burnout. The implications extend beyond the confines of this study, resonating with the broader discourse on leveraging technology to augment the teaching profession and optimize the learning environment.

YouTube Tutorials as Moderator on Technology-Mediated Teaching Approach and Learners’ Inquisitiveness

The current study delves to evaluate whether YouTube Tutorials have significant moderating effect on the interaction between technology-mediated teaching approach and learners’ inquisitiveness. In this study, the researcher selected the 335 public elementary school teachers in New Corella District, Davao del Norte as the respondents of the study. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Partial Corelation, and Regression Analysis. Descriptive analysis showed that technology-mediated teaching approach and YouTube Tutorials were described as extensive, while, learners’ inquisitveness was rated as moderately extensive. Further, correlation analysis demonstrated that there is significant relationship technology-mediated teaching approach and learners’ inquisitiveness in New Corella District, Davao del Norte when moderated by YouTube Tutorials. Evidently, regression analysis proved that YouTube Tutorials have significant moderating effect on the interaction between technology-mediated teaching approach and learners’ inquisitiveness in New Corella District, Davao del Norte.

Development of a Website for Disseminating Knowledge About listening Effort for Professionals.

Introduction Permanent education in health aims to ensure that professionals are constantly learning in the workplace and in the last few years institutions resorted to the technology-mediated education modality and new teaching possibilities were explored. In Brazil, between 2017 and 2021, only six articles and five monographs were published about listening effort. Objective The objective of this study was to develop a website with scientific content on the topic listening effort for Speech -Language Therapist and Audiologist with free online access. Methods The study was carried out in five stages: Analysis, contemplating the search for scientific materials to prepare the material. Design, in which the writing and design of the website was carried out. Development, carrying out the adequacy of the online material. Implementation, a stage in which professionals in the area evaluated the quality of the material after consenting to participation through a free and informed consent term. Review, stage in which the researcher analyzed the evaluators' responses. Results The five stages of elaboration of the website were carried out, which was evaluated by professionals in the area. The average of responses to all applied questions rated the website as "superior". Conclusion The website development was validated for online availability.

Technology-mediated education for marginalized populations: financial literacy gap

A person's financial attitude includes thoughts, attitudes, and confidence in managing money. A positive financial attitude is crucial for responsible financial behavior and long-term well-being. Financial literacy includes behavior and financial consequences, not just information and abilities. The themes above are linked to financial behavior, including saving, spending, debt management, and investment choices. Technology in financial education may reduce financial literacy gaps in emerging nations. Technology-mediated financial education is scalable, cost-effective, adaptable, and can reach populations with inadequate financial services, according to this study. Financial literacy research should provide empirically supported distribution strategies based on target population characteristics and contextual needs. Computer literacy, language, and cultural appropriateness issues require more research. Evaluating digital inclusion and divide reduction efforts is crucial. However, this system has unique challenges. An extensive literature review over the previous decade was conducted using "ABIInform," "EBSO Host," "Emerald," "Google Scholar," "Science Direct," "ProQuest," "Web of Science," and "ERIC." The study used "financial literacy," "technology-mediated," "financial education," and "developing countries." Insufficient infrastructure, access, linguistic and cultural barriers, and community alienation are the impediments. Insignificant. This study critically reviews technology-mediated financial education literature in developing nations. A complete assessment of long-term consequences, a comparative examination of distribution techniques, and a research methodology are needed. This study focuses on how the digital divide affects underprivileged communities' financial literacy. Due to the need for more knowledge, more research is needed on how limited technological access affects financial understanding. Addressing this deficit requires more investigation.

Análisis del concepto de Competencia Digital Docente: una revisión sistemática de la literatura

The technological revolution experienced in today’s society has led educational organisations to assume the responsibility of training skills and abilities for this new context. Despite the high degree of complexity within technology-mediated ecosystems, the scientific literature seems to agree that the development of teachers' digital competence is identified to be a key variable of success. The definition of digital competence is however not clearly delineated. Moreover, direct and indirect interactions within this technology-mediated teaching and learning process are not clearly identified. The objective of this study is to define the concept of Digital Teaching Competence through a Systematic Literature Review published between 2017 and 2022, using the Scopus and Dialnet databases. A total of 316 references in English and Spanish were identified, of which 32 were selected for the final analysis, following the PRISMA protocol guidelines. The results confirm the existence of a high degree of conceptual fragmentation, as well as the lack of agreement on the terminology to be used. There is a need to reach a consensus on a taxonomy that facilitates, on one hand, the analysis of the elements that make up Digital Teaching Competence, and on the other hand, the improvement of the capacity to analyse specific contextual variables that contribute to enhancing technology-mediated teaching and learning processes.

Technology-mediated teaching vocabulary: exploring EFL learners’ depth and breadth of lexical knowledge

Drawing on Mayer’s Cognitive Theory of Multimedia Learning, the present study aims to examine the effectiveness of technology-mediated teaching vocabulary in the form of multimedia glosses on EFL learners’ depth and breadth of lexical knowledge. The study was conducted with 91 male and female undergraduate students at a lower-intermediate level of English proficiency in Iran. Participants of the study were randomly assigned into two-variable group contrasts, experimental (text + visual) and control (text-only) groups. They attended 16 reading sessions once a week during which the experimental group practiced computerized reading texts with pop-up text and picture glosses and the control group practiced reading similar texts with pop-up text only. The relative efficacy of teaching activities in vocabulary learning was assessed by using the Word Associates Test for measuring lexical depth and the Updated Vocabulary Levels Test for measuring the lexical breadth before and after the intervention program. To scrutinize the data, ANCOVA and t-test have been done. Results of ANCOVA revealed that the experimental group outperformed the control group in both tests, and the result of the t-test specified that participants kept the scores in the Vocabulary Levels Test significantly higher than the Word Associates Test in the outperforming group. This means that using multimedia glosses in teaching vocabulary has a significant effect on improving both the breadth and depth of lexical knowledge of EFL learners. However, the effect is more significant on breadth than depth of lexical knowledge. The study by analyzing separate measurements of the breadth and depth of vocabulary knowledge of EFL learners provided original research in vocabulary teaching and learning and offered pedagogical implications for language teaching.

Marketing communication education in developing countries: Post-pandemic insights from India and South Africa

ABSTRACT In two developing nations, technology enhanced marketing communication education in the classroom, both during and after the COVID-19 pandemic. However, in what ways did enhancement occur, and to what ends? This research examines the reasons for and impacts of digitalisation on academic delivery of marketing communication education across two BRICS nations: South Africa and India. We use a comparative, narrative-based approach that challenges the ways that marketing communication educators often describe the significant teaching and learning agencies and incidents involving the place of technology in classroom learning. We show how the concepts of technological augmentation and paradox, the `TikTok effect´, and symbiotic pedagogies explain and help present a post-pandemic theory of marketing communication education in developing nations. We highlight the active learning and student-centred learning styles as symbiotic pedagogies that were regarded as best practice. Our findings show that educators were able to skilfully move across both styles depending on student need and skills required. We discuss how educators’ flexibility across contexts allowed them to maintain best practice technology-mediated teaching and learning strategies during the pandemic.

Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review

Purpose By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners’ literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs’ reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.

Privacy Orientation during Online Teaching-Learning Activities: Practices Adopted and Lessons Learned

The COVID-19 pandemic has shifted from traditional face-to-face teaching to technology-mediated distance learning, creating significant new challenges for teachers and students. The rapid integration of new technologies into the teaching and learning process can give rise to privacy issues. This study investigates how teachers and students of undergraduate and graduate courses in Information and Communication Technology (ICT) have been educated about protecting their privacy during online course activities. An exploratory qualitative-quantitative study was conducted, and 91 participants were interviewed to determine how they were guided to protect their privacy during online course activities. The study found that 75% of teachers consider teaching about privacy in ICT courses to be “very important”. However, these teachers still lack guidance, as 66% have not communicated privacy-related rights to their students. Furthermore, 80% have yet to communicate about websites or the location of privacy information from the educational institution. Despite some positive results identified in the study, such as 93% of teachers reporting that they are recording activities and 91% of students stating that they were informed about the recording of activities, challenges still need to be addressed regarding privacy issues during online teaching and learning activities. Therefore, the study proposes some good privacy practices that can be adopted by educational institutions, teachers, and students in the context of technology-mediated education.

Beyond asynchrony: Evaluating hybrid and live online teaching

The research and advice in Evaluating Online Teaching (2015) covered the range of then-possible online instructional scenarios — what we might nowadays call ‘traditional’ online spaces such as learning management system (LMS) shells that afforded a highly mediated and structured range of possible interactions among instructors, learners and the tool sets within those spaces. Largely asynchronous, online teaching left a clear trail of observable phenomena. Announcement posts, discussion threads and comments on student work were all captured in the LMS space. At the time of publication, we worried that such a cornucopia of observable data points would lead to ‘analysis paralysis’, and we advised observers of online teaching to limit their observations to one unit or online session, much as an on-ground observer might observe only one or two class periods of live class time. We now find ourselves in an instructional world where the bounded environment of the LMS seems almost simple. Especially as a result of the emergency remote instruction during the COVID-19 pandemic, the possible permutations and definitions of ‘online teaching’ have exploded. For those of us tasked with observing, evaluating, crediting and critiquing the teaching that happens at our institutions, we can no longer assume that looking in one ‘place’ — whether that is a classroom, an LMS shell or a Zoom recording of a live remote session — will afford us a representative sample of the teaching practices and behaviours that instructors exhibit. This best-practice paper outlines what has changed in technology-supported and technology-mediated teaching and offers ways to observe and assess online teaching that are consistent, equitable and fair.

(Re‐)Discoveries in a time of disruption

(Re‐)Discoveries in a time of disruption

Languages and technologies in education at school and outside of school: Perspectives from young people in low-resource countries in Africa and Asia

Disadvantaged young people in low-resource countries are less likely to complete their education or to progress to higher levels, which means that their upward mobility can be severely constrained. Versatile technologies such as smartphones, when combined with an ability to use the English language, can facilitate access to learning resources, thereby helping to support young people's education where the school facilities and local teaching resources are often insufficient and may reinforce existing inequalities. However, technology access and usage vary, and linguistic or other barriers to effective engagement are multifaceted. To gain a deeper understanding of the role of languages and technologies, our research project collected first-hand accounts of the educational experiences of marginalized young people aged 13–15, their parents and teachers in harder-to-reach urban and rural settings, in four low-income countries in Africa and Asia. The research investigated perspectives on the English language and use of technology in education in school and outside of school. Our findings provide original insights into local cultures of technology use and English language use in the context of young people's lived experiences. The paper covers young people's use of English and attitudes toward English alongside other languages in their local settings, and how they are learning with mobile digital devices at school, at home, outdoors, and in the homes of relatives, friends and neighbors. Relationships between languages and technologies are discussed, as well as the sustainability of English- and technology-mediated education in the countries in question, which will have broader applicability in other low-resource settings.

Predicting behavioural intention among graduate students in emergency remote teaching: evidence from a transition country

Emergency remote teaching (ERT) is a new concept that describes the context in which instructional delivery is switched entirely online due to crisis circumstances. Recent research in such a context has been focused either on exploring the unique learning environment and enabling factors or on instructors’ intended behavior, with few studies exploring the students’ perspective. This study aims to contribute to the literature on technology-mediated teaching and learning by deepening the knowledge of the factors determining students’ behavioral intentions (BI) in ERT settings, using a survey of 487 graduate students attending public and non-public universities in Albania conducted during the COVID-19 pandemic lockdown period. The Technology Acceptance Model (TAM) was employed to explore the chain relationship between ease of use (EASYUSE), expected efficiency (EE), attitudes (ATT), and BI. We expand the TAM model and increase its explanatory power by introducing new variables, such as co-presence (CP), and emergent variables, such as lack of learning materials and time constraints. Variance-based partial least squares techniques were used to validate our conceptual model. As hypothesized, EE and EASYUSE have a direct, positive effect on BI and an indirect effect via ATT. CP does not influence the BI directly but only indirectly via ATT and EE. Finally, the lack of learning materials is shown to negatively affect EE. While some of the findings have limited generalizability the specific research setting provides a unique opportunity to investigate the critical role of interactive teaching methods and learning barriers on students’ intentions and ATT. The fresh insights gained from the extended TAM model have important implications concerning the effective and systematic use of online modalities in similar settings.Supplementary InformationThe online version of this article (10.1007/s40692-022-00239-7) contains supplementary material, which is available to authorized users.

Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency

This study explores teachers' reflections on the competences that come into play in technology-mediated teaching activities. Underpinned by educational design research, the collaboration between researchers and teachers followed a methodological design involving three iterative phases: (1) workshops in which teachers and researchers collaborated to develop instructional scenarios involving digital technologies, (2) lessons enacting instructional scenarios, and (3) reflective discussions based on video sequences from the instructional scenarios. The researchers selected video clips of instructional sequences involving so-called critical incidents where the teachers encountered some kind of challenge in the technology-mediated teaching activities. The unit of analysis comprised transitional episodes identified in the reflective discussions, where temporal shifts took place as the teachers elaborated on challenges and oriented towards future actions. Theoretically, the study is based on sociocultural perspectives, acknowledging social interaction as collective thinking. To analytically scrutinise temporal shifts in the interaction, interaction analysis was employed. The findings show that while the elicited video clips supported retrospective reflections, the collaborative context with colleagues and researchers interacting supported prospective reflections. These findings are discussed in terms of how the temporal shifts in the reflections can analytically be understood as teachers' envisioned or enacted transformative agency.

The impact of technology-mediated scaffolding on the development of EFL learners’ speaking components. El impacto del andamiaje mediado por tecnología en el desarrollo de los componentes de habla de los estudiantes de inglés como lengua extranjera

The present study attempted to survey the effect of technology-mediated scaffolding on the development of second language speaking components (fluency, coherence, lexical resources, grammatical range, and accuracy, and pronunciation) among Iranian intermediate EFL adult learners. To do so, 60 intermediate level female students with the age range of 18 to 25 in the EFL research center in Tehran were selected from among 90 intermediate students according to their performance in a standard version of the Preliminary English Test (PET). The selected participants were divided into two groups, namely the experimental group (EG) in which the learners received technology-mediated teaching through Telegram application, and the control group (CG), who followed the conventional teaching/learning methods of L2 speaking. The participants went through the process of pre-testing, intervention, and post-testing. Then, the data collected were analyzed, and multivariate ANOVA (MANOVA) was run to probe the null-hypotheses. The outcome of the post-test data analyses clarified that technology-mediated scaffolding had a statistically significant effect on the speaking sub-skills such as fluency, lexical resource, grammatical range and accuracy, and pronunciation of Iranian EFL learners.

Technology accessibility: How U.S. K-12 schools are enacting policy and addressing the equity imperative

Over 7 million disabled students attend K-12 schools in the U.S. (U.S. Department of Education, 2020a). But many of those students do not have equitable access to learning because the technologies that mediate K-12 education often prohibit the forms of digital movement and interaction disabled students employ. To facilitate technology-mediated education that is equitable to disabled youth and to comply with the law, Local Education Agencies (LEAs) need to enact technology accessibility policy. However, the current research literature does not address how, or if, LEAs in the U.S. are enacting technology accessibility policy today. This gap in the literature inhibits K-12 stakeholders from making research-informed decisions about how to enact the crucial policy and helps perpetuate the unjust status quo. Accordingly, this study examined how five LEAs enacted technology accessibility policy and contributes to the literature a substantive theory—the Five Elements of Technology Accessibility Policy Enactment—that explains the complex process in which LEAs were engaged and offers insight the field can use to move forward. To enact the policy, LEA stakeholders continually navigated the turbulent waters of opposing local interests as they gradually moved towards their policy ideal—100% accessibility. I argue that to facilitate the enactment of technology accessibility policy in K-12 and begin to dismantle the oppression disabled students face, accessibility advocates must collaboratively develop resources, supports, and knowledge that will help LEAs chart a course through the turbulent waters and persist as they strive for their technology accessibility policy ideal.

Technology-Mediated Education Caused by the COVID-19 Pandemic Reflected in Students and Teachers’ Stories Via the Application of Storytelling Techniques

The article focuses on stories, revealing personal experiences related to the technology-mediated education caused by the COVID-19 pandemic and storytelling as a tool in qualitative research. Stories and storytelling may play an important part in qualitative research through presenting a unique, subjective view, which may contribute to the universal perspective. The transition to online teaching has been related to the pandemic, that constitutes a traumatic experience, generating further difficult experiences of an individual nature, which need to be told and shared. That is why, the research through storytelling in the context of the transition to online reality, caused by the pandemic seems to be adequate. Stories as natural phenomena to the human psyche and everyday existence may provide an interesting insight into online teaching, which might have been lost in the limitations of other research tools.

How can the Charter for 21st century literacies support technology-mediated teaching and learning?

This work presents a critical review of pedagogical practices regarding the use of technologies. Hence, the practices that can make a positive contribution to children’s literacy learning are identified. The study sets out to explore the pedagogical strategies that can be applied through the use of portable devices and other technologies in teaching and learning. It draws on an empirical study in two classrooms of a Maltese state school that I conducted between February and June 2016. The key findings indicated a number of pedagogical affordances which promoted multiliteracies, engagement with a range of modes and media, and collaboration. However, the study also identified that some areas were less well developed, such as the use of playful pedagogies, innovation and experimentation, and critical thinking. The implications for teacher education in Malta are considered.

COVID-19 Pandemic and the Shift to Digital Learning: Experiences of Students in a Community College in Ghana

ABSTRACT The novel coronavirus (COVID-19) pandemic has impelled many countries all over the world to institute sweeping measures to help reduce infection rates and ultimately its utter elimination. One of the many measures is the closure of schools which concomitantly implied that other innovative strategies to the delivery of subject matter to students while they remain at home be employed in order to avert the likely disruption to the academic calendar of schools. In Ghana, many higher education institutions have turned to the use of digital tools to facilitate teaching and learning. While this was an inevitable move given the prevailing circumstances, it represents a major shift in the teaching and learning experiences of many students in the country due to their familiarization with the traditional face-to-face classroom sessions. This present study explored the unique experiences of 15 conveniently selected students from a two-year college in the country with regard to the sudden shift to digital learning necessitated by the pandemic. This paper identified three main experiences: 1. the use of unregulated social media platforms for learning; 2. high data costs for surfing the internet coupled with instability of internet; and 3. empathy from the lecturers contributed to students’ online learning engagement. These findings serve as an invitation for profound reflection on the unique place of technology-mediated teaching and learning in higher education in current and future pandemics.