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

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utilize the potential of ICT to maximize the quality of learning environments, although they value this potential quite significantly. At this point, it should be emphasized that prospective teachers’ beliefs are one step toward developing effective professional development (Mueller et al, 2008) since their beliefs about the role of ICT for learning and teaching are important in teachers’ pedagogical reasoning and they influence teachers’ behaviour (Webb and Cox, 2004) and their beliefs often limit their efforts to integrate ICT into classroom practices (Pelgrum, 2001). Finally, it is obvious that unless teachers perceive the new technologies as valuable, they will be unwilling or unable to use them meaningfully. Accordingly, the importance of professional development for successful infusion of ICT in the classroom is strongly endorsed in the literature (e.g., O’Brien et al., 1999). Baylor and Ritchie (2002) found that support for professional development and the level of technology are embraced in the classroom. As a last remark, given participating prospective teachers’ limited experience in employing educational ICT and their lack of exposure to ICT-infused teaching methods, the points they made seem commonplace when compared with those from other findings (e.g., Alvine, 2000; Pope and Golub, 2000). Implications, limitations and conclusion The educational implications of the study Distance EFL teacher training programs should reevaluate their teaching methods and give importance to training specific to methodologies and practices of ICT integration, ICT-integrated sample lessons conducted in face-to-face classroom environments by educational technology specialists and providing computer laboratories in central cities of our country to increase prospective EFL teachers’ self- efficacy and decrease their anxiety about using ICT skills. Limitations and future directions This study has three main limitations which are as follows: 1. This study contains prospective EFL teachers who are in distance English teacher training departments. Because of this reason, the results of this study cannot be generalized to include prospective EFL teachers in formal education contexts or prospective teachers in other departments of OEF. 2. There are approximately 7,500 prospective EFL teachers in the DELT program. However, we were able to reach only 85 of these prospective EFL teachers. Hence, the results that we obtained cannot be generalized to the whole population. 3. The data gathered through interviews is limited to the respondents who voluntarily participated in these interviews. It is likely that interviewing with more respondents could help us gain more insights related to this subject. Accordingly, more qualitative studies should be directed to explore how prospective language teachers perceive ICT integration in language instruction. Furthermore, studies that compare and contrast perceptions of prospective EFL teachers in formal education contexts with those of prospective EFL teachers in distance education can be done. Conclusion ICT presents a powerful learning environment for learners in the classroom. Many countries make investments in ICT integration as ICT is viewed as an effective tool for renewing educational practice in any field. Because teachers are the main characters to employ ICT in educational contexts, they should be trained in how ICT can be integrated into the teaching process. In the present study, almost all of the respondents expressed their preference for face-toface training instead of distance training of ICT use in the language teaching process and most future language teachers are very traditional in that they are less enthusiastic about learning ICT skills. Unfortunately, many higher education institutions cannot provide pre-service teachers with positive technological experiences. Thus, pre-service teachers with negative ICT perceptions cannot transfer their ICT skills to their students and stimulate them to deploy ICT when they start teaching. However, if we aim to make future language 191
teachers deploy ICT tools in language instruction, we should investigate pre-service teachers’ perceptions of ICT integration since perceptions are good indicators of intentions and future behaviors in future language teaching and diagnose pre-service EFL teachers’ needs in relation to the integration of ICT into instruction. As teacher training is at the first zenith and as ‘the heat is on’ for those who prepare educators for effective use of ICT (Knierzinger et al., 2002), for more effective solutions, special attention should be paid to revising and updating the curricula, equipment and educational materials on a permanent basis in the faculties of education. As to distance higher education in Turkey, it is to be noted that ICT can create a better teaching and learning environment in schools (Akkoyunlu and Orhan, 2001) as long as prospective teachers are trained well through a curriculum rescued from traditional behaviorist approach domination and the curricula, equipment and educational materials are designed with a more internationally accepted and fast-growing educational model based on practicing and experiencing. Unfortunately, achieving this aim in a distance education setting is rather difficult as the students live in separate places. Considering the time and place independency feature of distance education, we suggest two major ideas: 1. The course related to ICT integration, Instructional Technology and Material Design, should be offered within the first two years of the program, during which prospective teachers can come to central cities to join the partially face-to-face sessions. Thus, prospective EFL teachers may decide on what facets of ICT they need to explore and learn them by doing in the classroom. 2. If the above-mentioned course is offered in the last year of the program (as is the case in the current system), computer laboratories should be established in big cities, if possible in all the cities of the country, so that distance learners can attend face-to-face sessions at least once a month. To supplement this continuous training, prospective EFL teachers can be required to prepare ICT-integrated lesson plans and then present them in their practice schools, whereby they can get feedback from their supervisors. In doing so, certain problems should be solved such as lack of computer laboratories for distance learners, insufficient staff in the area of ICT training, insufficent access to ICT tools and lack of research in this field. As Altun (2007) suggests, there is an urgent need for relevant empirical research in line with the integration process in Turkey. References Ajzen, I. (2007). Constructing a TpB Questionnaire: conceptual and methodological considerations. Retrieved January 10, 2009 from http://people.umass.edu/ajzen/pdf/tpb.measurement.pdf. Akkoyunlu, B., & Orhan, F. (2001). The use of computers in K-12 Schools in Turkey. TechTrends, 45(6), 29-31. Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47, 373–398. Alkan, C. (1987). Open Education: A Contrastive Study of Distance Education Systems. Ankara: Ankara University Educational Sciences Faculty Publications, No: 157. Altun, T. (2007). Information and Communications Technology (ICT) in Initial Teacher Education: What Can Turkey Learn from Range of International Perspectives? Journal of Turkish Science Education, 4, (2), 45-60. Alvine, L. (2000). A 20th century english teacher educator enters the 21st century: a response to Pope and Golub. Contemporary issues in technology and teacher education. 1(1). Retrieved from February 15, 2010 from http://www.citejournal.org/vol1/iss1/currentissues/english/article3.htm. Aydın, S. (2007). Attitudes of EFL learners towards the Internet. The Turkish Online Journal of Educational Technology – TOJET, 6(3), 18-26. Balanskat, A., Blamire, R., & Kefala, S. (2006). A review of studies of ICT impact on schools in Europe: European Schoolnet. Bates, A., & W. Bates. (2000). Managing technological change: Strategies for college and university leaders. Jossey-Bass Inc. Publishers, USA. Baylor, A.L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?. Computers & Education, 39, 395–414. 192
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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
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conditions of a learning environmen
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Kahle, J. B. (1983). The disadvanta
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Appendix A Science and Technology S
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(Guuawardena, Nola, Wilson, Lopez-I
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Questionnaire on student satisfacti
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G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
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across the five levels of knowledge
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Santhanam, R., Sasidharan, S., Webs
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This paper reports only the early e
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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 and 178: Table 5 successfully, it took four
Page 179 and 180: Kuter, S., Altinay Gazi, Z., & Alti
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
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Page 195: “Raising our computer skills in C
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Page 201 and 202: APPENDIX A. Questionnaire for Dista
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Page 215 and 216: Millar, R., & Osborne, J.F. (1998).
Page 217 and 218: Several studies explore the roles t
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Page 233 and 234: The student’s degree of mastery i
Page 235 and 236: The questionnaire for the acceptanc
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Page 239 and 240: Scale Questionnaire item Mean S.D.
Page 241 and 242: Hwang, G. J. (2003). A conceptual m
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Page 245 and 246: 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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