January 2012 Volume 15 Number 1 - Educational Technology ...

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Kelleher, C., & Pausch, R. (2005). Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers. ACM Computing Surveys, 37(2), 83–137. Margolis, J., & Fisher, A. (2002). Unlocking the clubhouse: Women in computing. MIT Press. McDowell, C., Bullock, H., Fernald, J., & Werner, L. (2002). The effects of pair-programming on performance in an introductory programming course. Proceedings of 33rd ACM Technical Symposium on Computer Science Education (SIGCSE 2002), 38–42. Neuharth, D. (1998). If You Had Controlling Parents. New York: HarperCollins Publishers. Papert, S. (1993). Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books, 2nd edition. Papert, S. (1996). The Connected Family. Atlanta, GA: Longstreet Press. Perkins, D. N., & Martin, F. (1986). Fragile knowledge and neglected strategies in novice programmers. In E. Soloway & S. Lyengar (Eds.), Empirical Studies of programmers (pp.213–229). Hillsdale, NJ: Lawrence Erlbaum Associates. Valente, J. A. (1995). Logo as a Window into the Mind. Logo Update, 4(1). Retrieved January 31, 2010, from http://el.media.mit.edu/logo-foundation/pubs/logoupdate/v4n1.html. Williams, L. A., & Kessler, R. R. (2000). All I really need to know about programming I learned in kindergarten. Communications of the ACM, 43(5). 108–114. 173
Kuter, S., Altinay Gazi, Z., & Altinay Aksal, F. (2012). Examination of Co-construction of Knowledge in Videotaped Simulated Instruction. Educational Technology & Society, 15 (1), 174–184. Examination of Co-construction of Knowledge in Videotaped Simulated Instruction Sitkiye Kuter * , Zehra Altinay Gazi 1 and Fahriye Altinay Aksal 1 Department. of Educational Sciences, Faculty of Education, Eastern Mediterranean University, Northern Cyprus // 1 Faculty of Education, Near East University, Northern Cyprus // sitkiye.kuter@emu.edu.tr // zehaltinay@gmail.com // fahaltinay@gmail.com * Corresponding author ABSTRACT The aim of this study was to examine the impact of a videotaped simulated instructional model on prospective language teachers’ co-construction of knowledge with the help of their peers and their supervisor in microteaching sessions. Within the framework of action research, a three-phase collaborative coaching model (TCCM) was developed to encourage trainees’ reflection and instructional awareness regarding teaching and learning processes in videotaped simulated instruction. The implementation of the strategies of qualitative data and method triangulation and collaborative data analysis procedures helped the cross-examination and verification of the data which increased the credibility and objectivity of the research. The analysis of multiple data indicated that the three-phase videotaped simulated instruction is a viable model for trainees’ professional growth. Being involved in video-mediated collaborative teaching and dialogue provided trainees with invaluable opportunities for an in-depth analysis of instructional processes, which raised not only their reflective skills but also professional awareness and development. Keywords Microteaching, Videotaped instructional design, Action research, Collaboration, Construction of Knowledge Introduction Man is always man-in-the-world and his action cannot be studied adequately if it is separated from his life situation … we must approach and investigate man as integrated being … as a unique person who is embedded in culture, language, society, history and physical world (Lehtovaara, 2001:163). The realization of professional development using a collective interactive process can be examined within the realm of a constructivist paradigm, which considers learning in the light of situationality. The process of learning ‘how to learn’ and ‘change’ is largely influenced and shaped by the interplay between an individual and contextual variables since it is a shared socially-constructed meaning making process. For the experience to be transformational, one needs to be actively involved in the knowledge creation process (Kohonen, 2001), which requires the incorporation of social negotiation and mediation from multiple perspectives and through dialogue (Santrock, 2001) and learning tools (Borko et al., 2008). Cultural historical activity theory (CHAT) provides a contextual perspective for the significance of collective practical-critical activity because it helps one develop understandings of real world situations, draw meanings from that understanding, and create learning from those meanings (Fox, 2001). The individual could no longer be understood without his or her cultural means; and the society could no longer be understood without the agency of individuals who use and produce artifacts (Engeström, 2001:134). In educational settings, dialogue and activity also play a critical role in promoting learning abilities and facilitating instructional growth through co-construction of knowledge (Postholm, 2008). In initial teacher education, the means facilitating the development of prospective teachers’ instructional knowledge are considered critical from various dimensions. A review of the literature reveals various studies that emphasize the significance of the incorporation of technology in teacher education with respect to its merits and pitfalls (Goktas et al., 2009; Hixon and So, 2009) and trainees’ creation of knowledge (DiPietro, 2004). It is imperative to integrate current technology in instructional processes (Gulbahar, 2008) because it helps trainees evaluate their gained experiences and learning (Jensen et al., 1994; Kpanja, 2001; Wang and Hartley, 2003) and provides an experiencebased and effective learning context (Gomleksiz, 2004). Further, teacher education programs need reform by enhancing the attractiveness of the teaching profession through incorporating a global dimension into teaching practice (Jusuf, 2005). Such integration provides rich situated learning experiences by involving students in social, interactive and active learning processes where they gain skills, strategies and subject-matter knowledge (Ajayi, 2009). In the perspectives offered by CHAT, technology provides active engagement in the learning process, critical ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 174
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January 2012 Volume 15 Number 1
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Supporting Organizations Centre for
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Analyzing the Learning Process of a
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Angeli, C., & Valanides, N. (2012).
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ased on an integration and evaluati
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ased on the assumption that no sing
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Diagram type D thinking (shown in F
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collaborative task in terms of inte
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Table 4. Descriptive statistics for
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Hong, N. S., Jonassen, D. H., & McG
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commercial off-the-shelf digital ga
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The post-questionnaire was used aft
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Phase Table 1. Phases and activitie
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Research results Describing student
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Assessment results for each one of
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References Annetta, L.A., Minogue,
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Huang, T.-W. (2012). Aberrance Dete
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Detection power Typically, the rela
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Results Detection rates As seen in
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2 .00 .05 3 .02 .10 1 .60 .40 ECI 4
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their easily understandable devices
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Ifenthaler, D. (2012). Determining
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activities is assumed to be reflect
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that the problem representations (i
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deductive reasoning inventory (33 m
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HIMATT structural measures The part
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outcomes, r = .297, p < .01. Accord
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Azevedo, R. (2009). Theoretical, co
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Seel, N. M. (1999b). Educational se
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Initially this paper explores defin
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gamers were boys, and 35% were girl
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Teachers underwent eight hours of p
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A correlation analysis was used to
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playing the game. This would mean P
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Yu, F. Y. (2012). Any Effects of Di
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Considering that identity concealme
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In the nickname group, the student
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Attitudes toward assessors Percepti
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Liu, Z. F., Chiu, C. H., Lin, S. S.
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Appendix A: Attitudes toward Peer-A
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Appendix C: Perception toward the I
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Han, H., & Johnson, S. D. (2012). R
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Research participants The target po
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that its value of cross-loading is
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The canonical variable for the emot
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Literature in the field of online l
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Cornelius, R. R. (1996). The scienc
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Shih, W.-C., Tseng, S.-S., Yang, C.
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To provide personalized (e-)learnin
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Figure 3. An illustrative example o
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elementary schools. Thus they are b
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Table 5. Descriptive statistics for
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References Abowd, G. D., & Atkeson,
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Tseng, K.-H., Chang, C.-C., Lou, S.
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Figure 1. The five stages of KT (Gi
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The use of learning strategies, mon
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Additionally, the above two scales
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Figure 3. Canonical structure betwe
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highly positive perception of CM an
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Langan-Fox, J., Platania-Phung, C.,
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Gömleksiz, M. N. (2012). Elementar
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any statistically significant diffe
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consideration in an educational set
Page 127 and 128: conditions of a learning environmen
Page 129 and 130: Kahle, J. B. (1983). The disadvanta
Page 131 and 132: Appendix A Science and Technology S
Page 133 and 134: (Guuawardena, Nola, Wilson, Lopez-I
Page 135 and 136: Questionnaire on student satisfacti
Page 137 and 138: G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
Page 139 and 140: across the five levels of knowledge
Page 141 and 142: Santhanam, R., Sasidharan, S., Webs
Page 143 and 144: This paper reports only the early e
Page 145 and 146: Figure 1 illustrates how the abovem
Page 147 and 148: teacher/instructor continues to dom
Page 149 and 150: The instructor plays a significant
Page 151 and 152: Data collection and data sources Fi
Page 153 and 154: y turning over the responsibility t
Page 155 and 156: Brophy, J. (1999). Toward a model o
Page 157 and 158: Lawanto, O., Santoso, H. B., & Liu,
Page 159 and 160: such as grades and evaluation by ot
Page 161 and 162: students’ interest, expectancy fo
Page 163 and 164: constructs that measure students’
Page 165 and 166: Bandura, A. (1978). Reflections on
Page 167 and 168: Lin, J. M.-C., & Liu, S.-F. (2012).
Page 169 and 170: Table 1. The MSWLogo commands learn
Page 171 and 172: other words, we had prepared a set
Page 173 and 174: lab. When she returned and found th
Page 175 and 176: Attitudes toward Programming and Co
Page 177: Table 5 successfully, it took four
Page 181 and 182: not only the means for trainees’
Page 183 and 184: Data Collection Techniques and Anal
Page 185 and 186: organizations was highlighted by on
Page 187 and 188: provides the means for professional
Page 189 and 190: Kohonen, V. (2001). Towards experie
Page 191 and 192: As Rogers (1995) postulates in his
Page 193 and 194: Instrument and data collection Afte
Page 195 and 196: “Raising our computer skills in C
Page 197 and 198: teachers deploy ICT tools in langua
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Page 201 and 202: APPENDIX A. Questionnaire for Dista
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Page 211 and 212: Table 3 shows that the mean frequen
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Page 215 and 216: Millar, R., & Osborne, J.F. (1998).
Page 217 and 218: Several studies explore the roles t
Page 219 and 220: understand the content structures o
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Page 223 and 224: two coding schemes, as illustrated
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2009; Bernard & Cathryn, 2006) or p
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In this study, the focus of the ins
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The student’s degree of mastery i
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The questionnaire for the acceptanc
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the t-test result, it is found that
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Scale Questionnaire item Mean S.D.
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Hwang, G. J. (2003). A conceptual m
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sharing, problem solving, and achie
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Virtual learning environment In the
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Class Table 1. The survey questions
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“…the distance and the lack of
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collaboration within EVS, thus prev
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Huang, T.-H., Liu, Y.-C., & Chang,
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y personalised context examples in
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Students’ Problem-Solving Guidanc
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Research Method Figure 8. The scree
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Table 4. Abstract of Pairwise Compa
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questions designed for the system h
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Lee, J. (2012). Patterns of Interac
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This study focused on online fora i
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Results and Discussion Due date-cen
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In addition, all groups developed 8
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future. Therefore, they had an oppo
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surprising that most interaction wa
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Pawan, F., Paulus, T. M., Yalcin, S
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systems by using 18 personalization
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Short-Term Sensory Memory is a temp
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with respect to articles by using a
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system also computes a review value
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DFL. d ( yi ) is the degree of mem
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the experimental group can understa
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Finally, Figure 10(A) and Figure 10
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Appendix # Question Description Par
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mental models, are cognitive struct
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Based on the theoretical implicatio
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Data analysis To test the model fit
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may be considered an effective inte
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Hsu, I.-C. (2012). Intelligent Disc
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(Gradinarova, Zhelezov et al. 2006)
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RLO denotes a remote learning objec
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Figure 2. The flow-oriented LOFinde
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if x include with y, and y include
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Similarly, the relation metadata of
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(defrule student-advisor (triple (p
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References ADL. (2006). Sharable Co
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determinants of how people think, b
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Mediating effect of learning flow A
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The instrument used to measure lear
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addition, the cross-loadings of the
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and ease of use had significant eff
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Connell, J. P., Spencer, M. B., & A
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Despotović-Zrakić, M., Marković,
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Learning is a cognitive activity th
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The survey consisted of 30 question
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Created data mining model needs to
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dealt with the matter taught at the
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Conclusion Conducted research showe
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Romero, C., Ventura S., García E.,
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prompts as scaffolding strategy to
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Reflection Types This study attempt
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All the three groups completed the
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Results Learning Outcomes Pre- and
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Map Analysis in Transfer Test Figur
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Generic Prompts and Specific Prompt
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Biswas, G., Schwartz, D., Bransford
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Chen, Y.-H., Looi, C.-K., Lin, C.-P
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of correct response, answer until c
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Figure 7 shows a screenshot of one
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Collaboration Questionnaire results
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following diagrams. The double-arro
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“Most students were encouraged to
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Bangert-Drowns, R.L., Kulick, C. C.
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primary research questions. First,
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Individual learning Figure 2. Scree
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Experimental Tools This study emplo
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Table 3 shows that almost all items
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I usually engaged myself in listeni
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References Bloom, B. S. (Ed.). (195
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APPENDIX 2. Taxonomy for Informatio
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understand how we can effectively u
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5. Is there a relationship between
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correlation between teachers’ IWB
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Q7. IWB provides advantages to me t
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training regarding this topic. This
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Conclusion This study provides a so
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Smith, H. J., Higgins, S., Wall, K.
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