Contemporary Educational Technology (CET) is an internationally peer-reviewed journal. It is published quarterly in January, April, July and October. All submissions go through a strictly double-blind review process. CET is a truly open-access journal. There is no handling charge or publication fee for authors.

2020, Volume 11, Issue 2

Current Issue

Research Article

Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses

Tufan Adiguzel, Tayfun Kamit, Bulent Ertas

CONTEMP EDUC TECHNOL, Volume 11, Issue 2, pp. 143-158

DOI: https://doi.org/10.30935/cet.660725

Abstract Article (PDF)

ABSTRACT

This study focuses on understanding the implementation of three interactive digital products in the first-year foundational courses (General Chemistry, Physics I & II, Calculus I & II) at the Faculty of Engineering, and the perceptions of teaching and learning experiences with those products. The data were gathered from the instructors, students and Distance Education Unit Coordinator through in-depth interview of purposeful sample of the academics, student online survey and product platform usage data. The study reveals the nuances of the institutional change prompted by the initiatives for advancing teaching and learning through the integration of technology. The study findings are discussed through themes that address the benefits of integrating digital products as well as challenges experienced by the instructors, students, and by the institution during this period of transition to digital technologies. The findings assisted in identifying the related set of recommended actions for improving the implementation of digital products and strengthening their integration into academic programs.

Keywords: blended learning, e-books, engineering education, math, science

Research Article

The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar

Win Thinzarkyaw

CONTEMP EDUC TECHNOL, Volume 11, Issue 2, pp. 159-176

DOI: https://doi.org/10.30935/cet.660829

Abstract Article (PDF)

ABSTRACT

The purpose of this study was to investigate the practice of technological pedagogical content knowledge (TPACK) of teacher educators (N=108) in three Education Colleges in Myanmar. A quantitative survey research design focusing on a set of questionnaire was used. The results showed that there were no significant differences in the TPACK-based practices of teacher educators in terms of their Education College, experience, degree, rank, department and gender. However, significant differences were unearthed in their practices of technological knowledge according to their experience and degree. Besides, by their ranks, significant differences were found in the practice of technological and content knowledge.

Keywords: teacher educators, technological pedagogical content knowledge, education colleges

Research Article

ICT in EFL Teaching and Learning: A Systematic Literature Review

Kashif Ali Sabiri

CONTEMP EDUC TECHNOL, Volume 11, Issue 2, pp. 177-195

DOI: https://doi.org/10.30935/cet.665350

Abstract Article (PDF)

ABSTRACT

This literature review focuses the research conducted on Information and Communication Technology in English as a Foreign Language Teaching and Learning. It reviews various aspects of ICT integration, ICT tools, barriers and challenges to ICT integration, teachers’ perceptions and views about ICT and advantages and benefits of ICT integration in education. The factors effecting pre-service and in-service teachers and student teachers’ perceptions, views and confidence about ICT integration are also discussed and analyzed. This review further discusses the gaps in the studies and establishes a theoretical background for further studies specifically in Oman.

Keywords: ICT, EFL teaching, barriers and solutions of ICT use, teachers’ attitudes and beliefs on ICT use

Editorial notice of 10th year anniversary

To our valued readers,

Contemporary Educational Technology was launched in 2010 with an aim to become one of the most prestigious journals in the field of educational technology. It has made a big progress over the years and is currently included in many major scientific indexes such as ERIC and SCOPUS.

For all these and countless other accomplishments, we are grateful to all our board members, reviewers, and authors. We especially would like to thank our past editor-in-chief, Professor Ali Simsek, who was retired on October 2019 and who has sustained his leadership and guidance during the most challenging years of the journal. As a past editor-in-chief, he will remain on our editorial board as the honorable founding editor.

Our careful readers would notice that we have recently modified our web site. The change is not simply a cosmetic one. In our 10th year, we decided to set ourselves different and higher goals for new 10 years to come. We intend to be the leading journal in our field. For this vision, we are now seeking applications for our Editorial Board Membership positions who will shape the future of the journal by recommending suitable reviewers, suggesting special issues, etc. You can apply to be a member of our Editorial Board by sending your CV and a one-page statement of your research expertise. All enquiries should be directed to e-mail: editor@cedtech.net.

Lastly, we would like to assure our authors that Contemporary Educational Technology will continue to operate using double-blind review process. It will continue to be a truly open-access journal. It will continue to charge no article processing fee from authors. It will continue to sincerely adhere to highest publication ethical standards.

Best wishes,
Dr. Mert Bastas,
Managing Editor