Technology-supported Education Research Articles

Impact of Digital Literacy, Use of AI tools and Peer Collaboration on AI Assisted Learning- Perceptions of the University students

The technology-supported education systems seamlessly integrated throughout the globe in response to the challenges posed by the Covid-19 pandemic. The swift developments of the digital tools with Artificial Intelligence (AI) support are also readily diffused among the educational communities. This research paper investigates the synergistic impact of digital literacy, the incorporation of AI tools, and Peer Supported Collaborative Learning (PSCL) on the learning perceptions of university students. The research aims to discern the implications of these technological and social facets on students' attitudes towards AI assisted learning process. Structured questionnaire-based survey among the University students were done for this descriptive research. 409 responses collected were analysed with SPSS, Excel and Process Macro. It is found that the students’ Digital Literacy, Use of AI tools and PSCL on AI assisted learning were positively correlated. The partial mediatory path through the PSCL and AI tool usage has a significant positive influence on students learning process. The insights gathered from this study can inform educators, policymakers, and institutions on optimizing the amalgamation of digital literacy, AI tools and PSCL to enhance the contemporary learning environment. As universities navigate the digital age, this research provides a nuanced understanding of the dynamics shaping students' perceptions, offering valuable insights into the multifaceted aspects of AI influencing the educational landscape

An Overview of Dyscalculia from the Perspective of Mathematics Teachers

This study was conducted using the phenomenological research design to examine mathematics teachers’ common experiences who were aware of dyscalculia and who thought they had students with dyscalculia diagnosed with learning disabilities.The study also aimed to reveal the common perception. The participants were seven elementary mathematics teachers from public schools in the provinces Van and Urfa. Ethical permission was obtained from the Scientific Ethical Evaluation Committee of the Dean of the Faculty of Education of Yüzüncü Yıl University on: 24.03.2024 with the number: 21788. Semi-structured interview was used, supported by video and audio recordings. The data were analyzed using descriptive and content analyses. Reflecting on their experiences, the teachers said students with dyscalculia were mostly introverted and asocial and they had problems in many areas of mathematics like performing four operations, rhythmic counting, multiplication tables, reading clock and expressing place and direction. As the most appropriate teaching approach to be applied to students with dyscalculia, the teachers mentioned demonstrating and teaching how to do, teaching mathematics through games, individualized teaching, associating with daily life, applying activity-based and technology-supported teaching approaches. Moreover, the teachers reported they needed family and expert support regarding the interventions for the development of children's mathematical skills.

EVOLUTION OF PRE-SERVICE MATHEMATICS TEACHERS’ SPATIAL VISUALISATION SKILLS DURING A COGNITIVE LOAD THEORY-BASED EDUCATION

This study explores how pre-service mathematics teachers’ spatial visualisation skills evolved during a Cognitive Load Theory (CLT) based education. The study used the qualitative theory-testing case study method, which guided the identification of participants, the design of technology-supported education, and the data collection and analysis process. The four participants meeting specific criteria were selected as the study sample. A CLT-based education equipped with technology was provided to help participants overcome difficulties in spatial visualisation problems, improve their existing schemas, and build higher-order schemas. Various teaching approaches (e.g., worked examples) were applied to optimise participants’ learning in CLT-based education. The study data (e.g., transcripts of interviews) were analysed using the pattern-matching technique, in which the observed patterns were compared with the derived hypotheses from the theoretic models regarding the problem-solving process and novice-expert schemas. The study achieved remarkable results: In CLT-based education, where teaching approaches have an important role, the improvement in their spatial visualisation skills happened as the participants overcame their challenges in problem-solving steps throughout their cyclic problem-solving processes and gained more knowledge and skills. The participants’ acquisition of expertise in spatial visualisation skills went through various developmental stages. They strengthened their initial spatial problem-solving schemas by completing the deficiencies in their prior knowledge. They gained practicality in same-category tasks and constructed higher-order problem-solving schemas when dealing with high-category tasks by activating their assimilation and adaptation processes. Keywords: Cognitive Load Theory, the development of spatial visualisation skills, theory-testing method, acquiring an expert spatial problem-solving schema

Students’ expectations from mathematics teachers in the planning phase of the lesson study

PurposeThis study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.Design/methodology/approachThis study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.FindingsFour categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.Research limitations/implicationsThis study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.Practical implicationsThis study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.Social implicationsDue to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.Originality/valueThis study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.

Interdisciplinary approaches and teaching models in English reading instruction

This paper explores interdisciplinary approaches and teaching models in English reading instruction, aiming to enhance students' reading proficiency and interdisciplinary literacy. By analyzing existing literature and practical experiences, the paper takes an interdisciplinary perspective and discusses the application of multidisciplinary knowledge such as linguistics, psychology, and education in English reading instruction. Regarding teaching models, the paper combines examples to analyze the implementation effects of problem-based teaching, cooperative learning, and technology-supported teaching. Finally, the paper summarizes the importance of interdisciplinary approaches and teaching models in improving the effectiveness of English reading instruction and proposes directions for future research.

INVESTIGATION OF SCIENCE TEACHERS' VIEWS ON KAHOOT, SOCRATIVE, QUIZIZZ AND MY QUIZ APPLICATIONS, WHICH ARE WEB 2.0 BASED ASSESSMENT AND EVALUATION TOOLS

In this study, it is aimed to examine the views of Science teachers about Kahoot, Socrative, Quizizz and My Quiz applications, which are Web 2.0 based assessment-evaluation tools. The study group of the research consists of 5 science teachers working in public schools in Karapınar district of Konya province in the 2022-2023 academic year. The study group was selected by convenience sampling method, which is one of the purposive sampling methods. The phenomenology design, which is one of the qualitative research methods, was used in the research. The data were obtained with a semi-structured interview form. The pilot study of the questions in the interview form was carried out with a total of 3 science students who were outside the study group and volunteered for the interview. After the pilot study, it was checked whether the interview form was clear, understandable and suitable for examining the research problem, and the semi-structured interview form was given its final form. After the semi-structured interview form applied to the study group, the data were evaluated by content analysis and the findings obtained in this context; It is gathered under three main themes as Cognitive Competence, Affective Competence and Technological Competence. Each theme is grouped into sub-themes. Science teachers stated that the Web 2.0-based assessment and evaluation tools Socrative, Kahoot, Quizizz, and My Quiz applications mostly attract attention, contribute to meaningful and permanent learning, and help in collecting motivation. In addition, science teachers stated that they carry out technology-supported education activities using Web 2.0-based activities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0075/a.php" alt="Hit counter" /></p>

An Investigation of Theses and Dissertations About the Statistics and Probability Learning Area in Turkey

A document analysis was used in this study to examine Turkish theses/dissertations on probability and statistics.126 graduate theses/dissertations were analyzed by subjecting them to both content and descriptive analysis. According to the findings, theses/dissertations were not distributed evenly by publication year. The majority of theses/dissertations were written in the learning area of statistics. There was a great deal of interest in the keyword "probability". Most of the theses/dissertations examined how teaching practices affected the development of components. A large amount of research was conducted using quantitative methods. Most of the students in the study were middle schoolers, with the sample group ranging from 0 to 100 people at most. There was greater use of technology-supported teaching environments than other teaching environments. Both students and teachers exhibited misconceptions and a lack of knowledge regarding statistics and probability. Because of the teaching practices that were fulfilled, students' performance increased significantly.

Use of Technology-Supported Educational Tools in General Music Education and Its Contribution to the Process of Music Education

Abstract Introduction: In our current century, technology continues to exist in almost all domains of human life. In this day and age, technological changes and developments make a great contribution to the rapid production of information and easy access to it. As a result of rapidly developing and changing needs, it is considered essential to organize education in line with these needs and to incorporate technology within the education system. In the present study, it was aimed to identify the use of technology supported educational tools in general music education and their contribution to the process of music education. Methods: The convergent parallel design, which is one of the mixed research methods, was used in this study. Based on this particular point in mind, it was attempted in this study to establish the opinions of music teachers about the level of use of technology-supported educational tools in general music education through both closed-ended and open-ended questions. In this study, homogeneous sampling was used and it was attempted to reach out the teachers who taught general music knowledge in Turkey. The study group of the research was formed with 59 music teachers teaching at different institutions who agreed to participate in the study on a voluntary basis. Results: In line with the data obtained, it was concluded that teachers found themselves partially sufficient and willing to improve themselves in terms of using the technology-supported educational materials more effectively and efficiently in the process. Discussion: From the results of the research, it is seen that technology-supported applications are used especially in the listening and expression stages of the teacher, and it is preferred in the sampling, song teaching and showing and telling stages. In addition, it was determined that these applications were used by only 1 participant during the evaluation phase. It has been determined that technology-supported applications contribute positively to learning speed, permanent learning and the realization of more effective lessons. Throughout the music education process, which includes abstract concepts, the students' acquisition of the knowledge and making sense of this knowledge will contribute positively to their academic success. It is believed that it is essential to draw students' attention and include them effectively within the education process by getting them to gain new experiences. In this sense, it is crucially significant that teachers have the competence to use different applications in today's age of technology. Limitations: The research was limited to 59 music teachers who voluntarily agreed to work during the data collection process. The research was carried out in the spring term of the 2020-2021 academic year. Conclusions: In accordance with the findings obtained from the study, it was found that the participants utilized the technology-supported teaching tools especially in listening and lecturing, and they did not use these tools throughout the process. It was revealed that these tools had positive effects such as increasing students’ attention and contributing to their permanent learning, as well as negative effects such as the tendency (to expect everything to be handed to one on a silver plate) and reducing the teacher's remedial role.

Use of Technology in Enhancing Learning Among Nurses in Saudi Arabia; a Systematic Review.

The landscape of teaching and learning, particularly in the realm of technology-supported education, is being transformed by the ongoing presence of portable digital assistant devices and other technological tools. Such technologies have become an integral aspect of learning these days. The use of Virtual Reality, Augmented Reality, cloud computing, and social media through platforms such as Twitter, Dropbox, Google Apps, and YouTube has become the norm in modern education and has greatly enhanced the quality of higher nursing education. Therefore, this study aims to synthesize evidence on the effectiveness of technology in nursing education in Saudi Arabia. The study used a systematic review methodology to extract relevant studies from databases and reference lists of related literature reviews. Two independent reviewers screened the title, abstract, and full texts based on predefined eligibility criteria. The review identified four themes from the data retrieved from 15 published articles. The themes include attitude towards e-learning, challenges and quality related to e-learning, social media and smart phones usage, virtual reality and simulation experience. Mixed attitudes have been identified among the participants of the selected studies. Various challenges linked with e-learning, social media usage, smart phones, and simulation have been identified inclusive of technical issues, lack of awareness, lack of training, etc. The findings have also stated that awareness level should be increased related to e-learning for better outcomes in Saudi Arabia. The findings suggest that technology has the potential to improve learning outcomes for nurses, including those involved in research. Therefore, it is crucial to ensure that both educators and students receive adequate training on how to effectively use the upcoming technology in Saudi Arabia.

Understanding Chinese students’ online learning experiences with emergency remote teaching: a case study

ABSTRACT Despite the growing body of research on college students’ online learning experiences during the COVID-19 pandemic, little is known about how individual students perceive and experience emergency remote teaching in China. To fill this gap, this study seeks to explore college students’ perceptions of emergency remote teaching as well as the factors deemed favourable and unfavourable to online learning. This study, adopting a photo elicitation method, investigated four college students’ online learning experiences in an emergency remote instruction context. Our study revealed that students went through three stages of online learning and their perceptions of emergency remote teaching changed from one stage to another. Additionally, student-content interaction, strong teacher support and a high-level of digital inclusion were three factors that facilitated effective online learning, whereas lack of interaction with teachers and peers and dormitory confinement were two factors perceived as hindrance. The study explored possible explanations of the findings and made pedagogical recommendations to foster online learning success. The study bears significance for teachers and administrators practicing technology-supported teaching activities amid and beyond the pandemic.

Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching: an exploratory analysis of influencing factors

In this exploratory study, we evaluated which factors are predictive of technology-supported teaching, conceptualised as Technological Pedagogical Content Knowledge (TPACK) competences and related professional development needs, and teachers’ mental health in terms of job satisfaction, work-life balance, and teacher stress during COVID-19’s first period of emergency remote teaching (ERT). In spring 2020, an online questionnaire was administered to gauge factors relevant to (1) shifting to ERT, (2) teachers’ well-being, and (3) teacher characteristics. Data from 309 Dutch teachers across educational sectors were analysed using Structural Equation Modelling in two models. We further explored the results of the model predicting technology-supporting teaching as this showed the most optimal fit. Our analyses show that factors from all three categories contributed to technology-supported teaching during the first educational lockdown, but that competence-related aspects were the strongest predictors. Our results offer directions to strengthen the teaching context to support teachers navigating challenging ERT-periods.

Students’ Reflections on Knowledge Building Process and Scaffolding

Collaborative learning environments such as “knowledge building community” and “online learning community” have gained importance with the inclusion of new technologies in the education process. In order to provide active participation expected in these learning environments, scaffolds such as sentence openers and role assignments are used in order to support, guide and enrich students' knowledge building processes. In this study, it is aimed to examine the pre-service teachers' opinions about online collaborative knowledge building process and the scaffolds used in this process. Seventy-seven pre-service teachers participating in the study participated in the knowledge building process in four different groups, using different scaffolds and no scaffolds. In this process, students were asked to complete the knowledge building questionnaire consisting of 12 questions of five likert types and a semi-structured interview form consisting of 10 questions reflecting their own experiences. Qualitative research method was used in the research and the data were analyzed by content analysis. In addition, some descriptive statistics such as percentage frequency are included. It was observed that the opinions of the students about their experiences in the collaborative knowledge building process were mostly positive. The students mostly stated that “it is important to determine our goals and to plan our progress”. The students defined their contributions in the knowledge building process as the most “providing diversity of opinions”. In addition, the scaffolds used by pre-service teachers in the online collaborative knowledge building process and their reflections on the better quality knowledge building process were included and interpreted in the context of technology-supported education.

Community College Teachers’ Perceptions and Practices of ICT Integrated Teaching

In the present pedagogical context of higher education in Nepal, Information and Communication Technology (ICT) integration in classroom pedagogy has become an evolving phenomenon. The community college teachers of Chitwan district are gradually shifting to technology-enhanced classroom pedagogy from the conventional mode of instruction for better teaching and learning outcomes. Although the stakeholders have emphasized ICT integrated pedagogy, teachers have experienced several barriers to its effective integration in the regular classroom activities. In this context, the present study examined community college teachers' perceptions and practices of integrating ICT in the community colleges in Chitwan, the perceived barriers to its effective integration, and ways of overcoming such barriers. The study was carried out employing a quantitative research approach and survey design. The researcher used the Convenience Sampling Method to purposively collect responses from forty teachers from nine community colleges teaching at bachelor’s and master’s levels. The data collected through the questionnaire were analyzed using percentage and frequency distribution statistical tools. The analysis of responses revealed that the status of ICT integration in the classroom did not seem satisfactory, although the teachers had positive perceptions of technology-supported teaching. The perceived major barriers were lack of enough ICT-friendly infrastructures and resources, insufficient ICT-based professional development opportunities, and the lack of students’ digital literacy. The findings of the research imply that community colleges and faculties need more ICT-based teacher development programs, well-equipped ICT infrastructure, budgetary support, increased digital competence and accessibility of students, and an inculcation of ICT-based pedagogical culture to enhance its effectiveness for better teaching-learning outcomes.

Adapting OER: Addressing the Challenges of Reuse When Designing for HE Capacity Development

Changes in learning and teaching due to COVID-19 have prompted higher education (HE) institutions to develop strategies and skills related to technology-supported education, creating development opportunities that help staff teach and support students in online or blended situations. Using open educational resources (OER) meant training could be developed and localised quickly. However, there has been little research into the use of OER to meet urgent, unanticipated teaching needs. This paper provides a critical reflective account of learning design for the use of OER in a national capacity development initiative in Kenya as part of the Foreign, Commonwealth and Development Office (FCDO) funded Skills for Prosperity Kenya project. Development of this OER was led by The Open University in partnership with 37 Kenyan universities. The initiative was designed to develop the knowledge and skills of educators, educational leaders, and support staff. The contribution of this paper is that it identifies challenges encountered when adapting OER for use in a technologically low-resourced context, showing how these can be addressed successfully at different learning design stages. Challenges were identified using the 7Cs of Learning Design (Conole, 2014): conceptualise, create, communicate, collaborate, consider, combine and consolidate. The paper concludes with recommendations for design practice and creating and remixing OER.

Students' perception of digital tools used with online teaching methodologies in a pandemic context: a case study in Northern Chile

In 2020, in the context of the COVID-19 pandemic, it is of interest to understand how students perceived the access, use, and utility of digital tools in online teaching. This study provides an insight into the needs of students in adjusting to online teaching.This study presents the methodological design of the course “Industrial Hygiene I,” part of a technology-based engineering bachelor’s degree from Universidad Católica del Norte (Chile). Once the theoretical framework was established, three surveys were designed throughout the course to measure students’ perceptions of the access, use, and utility of digital tools used in online teaching during the pandemic. Thirty-five students participated in this quantitative study.Following a data analysis, it was observed that 46% of students use their cell phones to access virtual classes and more than 50% are dissatisfied with the internet connection; therefore, it was necessary to adapt the learning methodology. After that, more than 50% of the students said that they preferred a flipped classroom over traditional methodology. In addition, the quality of the course was not affected by using the internet (60%), and the methodology generates advantages in terms of learning (72%).These findings have several implications in both the design of different subjects in the engineering degree and the practice of different learning methods. Future hybrid teaching designs require taking up the challenges of both improving technology-supported teaching and assessing competence in the same context.

Which is More Effective in Teaching Energy Transformations: Technology-Based or Inquiry-Based Science Teaching?

This research aimed to compare the short and long-term effects of technology-supported and inquiry-based teaching prepared within the scope of energy transformation on students’ academic achievement. It was designed as an exploratory action research case study. The research group consisted of forty-three students studying at the seventh grade (between thirteen-fourteen ages) of a public middle school in Turkey during the fall semester of the 2017 year. One of the classes with a similar academic background in the school where the researcher also worked as a science teacher was assigned as the experimental group and the other as the control group. The activities in the experimental group were carried out in a technology-supported manner using PhET simulations supported by also worksheets, while the control group was taught based on inquiry-based hands-on laboratory activities by worksheets. The data were collected through an achievement test consisting of open-ended questions and scoring with a rubric. The test was implemented twice, after the interventions, and in the following sixth month for both groups. Normally distributed data were compared with interdependent and paired-samples t-tests. The results showed that although the achievement scores for the technology-supported teaching group were significantly higher in the post test, no difference between the scores at the end of the sixth months, and significant information losses were experienced in both groups, with the most technology-supported science teaching.

Https://www.centerprode.com/ojer/ojer0601/coas.ojer.0601.07089e.html

In this study, a technology-supported teaching module was designed to support the advancement of critical thinking as determined by Facione (1990). The lesson plans of the designed teaching module were applied to future mathematics teachers in primary schools. In the study, worksheets constitute teaching model applications lesson plans and it is aimed to evaluate the statements of the pre-service teachers on the worksheets regarding solutions, suggestions and results within the framework of critical thinking skills. During the fall term of the 2019-2020 educational year, we carried out the research study with fourth-graders enrolled at the Faculty of Education, Primary Mathematics Education of a state university in the Marmara Region in Turkey for one semester. This study utilized a case study design, also known as qualitative research. Worksheets that constitute the designed lesson plans served as instruments for collecting data. Using descriptive analysis and content analysis, we analyzed the answers provided by prospective teachers on the worksheets. The previous study concluded that the designed lesson plans were compatible with the critical thinking sub-skills determined by Facione, and contributed to the critical thinking skills of future teachers.

Primary school teachers’ acceptance levels of educational technologies (Aida)

The purpose of this research is to determine the acceptance level of primary school teachers about educational technologies. The research was designed in accordance with the qualitative research method. The study group of the research consists of 40 primary school teachers teaching in the city of Almaty, Kazakhstan, in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. The research data were converted into findings using the content analysis method. As a result of the research, it has been revealed that the majority of primary school teachers find themselves sufficient to benefit from educational technologies. However, the majority of the teachers who participated in the research stated that they sometimes use technology in education. The majority of primary school teachers participating in the research stated that technology-supported education is effective on students’ success. In this direction, in order to increase primary school teachers’ use of technology in education, it is recommended to establish infrastructures that will provide technology-supported education in schools and to organise in-service programmes for teachers.
 
 Keywords: Educational technologies, primary school, teacher opinions;

University Instructors’ Views on Courses Delivered Online

The health emergency is compelling us to adopt new habits, including education-related practices. Therefore, it may be worth considering targeted teaching strategies and their future development. Current research in e-learning and technology-supported teaching has recently developed in an attempt to identify possible future transformations at all levels of education.This paper focuses on tertiary-level education and describes a study on educators’ views on courses delivered via Moodle during the pandemic and on the most commonly used pedagogical models.Using a case study on methodology, the author analyses some possible forms of online education, from the most basic, to those implemented through a combination of digital activities and resources, and their application at the University of Urbino (Italy). Data were collected by means of a questionnaire administered to 231 university teachers during the first year of the pandemic.The findings suggest that there is a good basic tendency to use technology but also inevitable stress that is however combined with an underlying sense of satisfaction. The educators’ technological skills, their tools, and the advice offered by the institution appear satisfactory, while students seem to have found some basic difficulties in accessing online lessons. The most commonly used didactic practices are sharing files via Moodle, using web conferencing software and text chats during lessons. Finally, future developments are to be expected as lecturers express their willingness to continue using the same technological resources that they have found most effective during the COVID-19 emergency.

The Effect of Teachers' Cognitive Flexibility on Attitudes towards Compulsory Distance Education during the COVID-19 Pandemic

The period when education services were tried to be provided remotely due to the COVID-19 epidemic enabled teachers to be intertwined with technology-supported teaching platforms. The acquisition of the technology required to use the platform, adaptation of the existing teaching strategies, methods, and techniques to the platform, and the need to stay in touch with all stakeholders related to education in this process have led to new experiences for teachers and many challenging situations. During this process, it was predicted that teachers frequently use their cognitive flexibility, which enables them to think about different solutions and make functional changes for different or problematic situations. The research is a survey study. Data were collected from teachers with the Cognitive Flexibility Inventory and the Attitude Scale towards Compulsory Distance Education. Their validity and reliability were retested within this research's scope. The results of this study, in which the data were analyzed with descriptive statistics, show that the cognitive flexibility of the teachers participating in the research was high during the epidemic period. They had attitudes that could not be evaluated positively or negatively regarding compulsory distance education. Although there is a relationship between teachers' cognitive flexibility levels and their attitudes towards compulsory distance education, it is low.