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

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Strudler, N., & Wetzel, K. (1999). Lessons from exemplary colleges of education: factors affecting technology integration in preservice programs. Educational Technology Research and Development, 47 (4), 63–81. Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413–424. Teo, T., Lee, C.B. & Chai, C.S. (2008). Understanding pre-service teachers’ computer attitudes: Applying and extending the Technology Acceptance Model (TAM). Journal of Computer-Assisted Learning, 24, 128–143. Tondeur, J., van Braak, J. & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart. British Journal of Educational Technology, 38(6), 962-976. Toprakci, E. (2006). Obstacles at integration of schools into information and communication technologies by taking into consideration the opinions of the teachers and principals of primary and secondary schools in Turkey. Journal of Instructional Science and Technology (e-JIST), 9(1), 1-16. Vacc, N. N., & Bright, G. W. (1999). Elementary preservice teachers' changing beliefs and instructional use of children's mathematical thinking. Journal for Research in Mathematics Education, 30(1), 89-110. Yıldırım, S. (2000). Effects of an educational computing course on preservice and inservice teachers: a discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32(2), 479–495. Wang, L., Ertmer, A.P., & Newby, J.T. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231–250. Ward, L., & Parr, J.M. (2010). Revisiting and Reframing use: Implications for the integration of ICT. Computers and Education, 54, 113-122. Warschauer, M. (2000). The changing global economy and the future of English teaching, TESOL Quarterly, 34 (3), 511-535. Warschauer, M. (2004). Technological change and the future of CALL. In Fotos, S., Brown, C. (eds.). New perspectives on CALL for second and foreign language classrooms (pp. 15-25). Mahwah, NJ: Lawrence Erlbaum Associates. Watson, G. (1997). Pre-service Teachers’ Views on Their Information Technology Education. Journal of Information Technology for Teacher Education, 6(3), 255–269. Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13(3), 235- 286. Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31, 307–320. World Bank (2007). 2007 world development indicator. Washington, D.C.: The World Bank. Retrieved on June 15, 2008 from: http://www.worldeconomy.org.cn/UploadFiles/2008351252658.pdf. 195
APPENDIX A. Questionnaire for Distant Students of English Language Teaching Department in Turkey With this survey, we hope to collect data about the perceptions of prospective EFL teachers at distance higher education context toward ICT integration. The questionnaire consists of two parts. In the first part, you are asked to fill in your personal details. In the second part, you are requested to read nine statements below and then rank the items between 1 (strongly disagree) to 5 (strongly agree). (1=totally disagree 2= disagree 3= no strong opinion 4= agree 5= strongly agree) Part I Age: ______ Gender: _______ Year of education ________ Can you use computers? ___________________________________________________ Have you taken any course related to ICT use? _________________________________ If yes, please specify these courses: __________________________________________ Part II Attitudes to Information and Communication Technology 1. I enjoy using Information and Communication Technology. 2. I think using ICT saves time in class. 3. I know that ICT can help me to learn many new things. 4. Using ICT does not intimidate or threaten me. 5. I feel very confident when it comes to working with technology in class. 6. I want to learn more about using ICT in class. 7. I believe that ICT can really improve my teaching practice. 8. Changing the curriculum to integrate ICT is possible. 9. ICT does not break down too often to be of very much use. Thank you very much for your collaboration. Murat Hismanoglu 1 2 3 4 5 196
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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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Figure 1 illustrates how the abovem
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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
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
Page 199: Ma, W., Anderson, R., & Streith, K.
Page 203 and 204: consistency with other ideas, and a
Page 205 and 206: conceptions, justifying their belie
Page 207 and 208: each group. The experimental group
Page 209 and 210: specifically, instructional approac
Page 211 and 212: Table 3 shows that the mean frequen
Page 213 and 214: previous Web-based instructional le
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
Page 221 and 222: teacher was not allowed to provide
Page 223 and 224: two coding schemes, as illustrated
Page 225 and 226: also very limited. Teachers and sof
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Page 229 and 230: 2009; Bernard & Cathryn, 2006) or p
Page 231 and 232: In this study, the focus of the ins
Page 233 and 234: The student’s degree of mastery i
Page 235 and 236: The questionnaire for the acceptanc
Page 237 and 238: the t-test result, it is found that
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
Page 247 and 248: Class Table 1. The survey questions
Page 249 and 250: “…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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