Research Article
Olga V. Sergeeva, Marina R. Zheltukhina, Goliya I. Bikbulatova, Ekaterina G. Sokolova, Olesya Yu Digtyar, Alexey I. Prokopyev, Zhanna M. Sizova
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep483
ABSTRACT
This study aimed to explore the impact of different dimensions of communication skills, namely competence (COMP), self-esteem (SELF), social communication challenge (SCC), and listening-speaking (LI-S) on the utilization of information and communication technology (ICT) for student support (SS) and instructional design (ID). This study implemented inferential statistical methods to explore the impact of different dimensions of communication skills on the utilization of ICT among pre-service teachers. A sample of 324 pre-service teachers from Kazan Federal University was examined, utilizing validated scales adapted to the Russian context, with data analyzed using structural equation modeling to identify complex relationships between variables and to ascertain potential differences according to gender and department. The results demonstrated a significant positive relationship between participants’ perceived COMP in communication skills and their information and communication technology competencies (ICTCs), both in SS and ID. This suggests the need for targeted training to enhance educators’ communication competencies for optimal ICT utilization. Conversely, SELF and LI-S communication skills did not significantly influence ICTCs, indicating that these elements do not necessarily result in more effective ICT use in educational contexts. However, handling SCCs was positively associated with ICTCs in ID but not for SS, indicating a nuanced relationship between different communication skills and areas of ICT utilization. The study findings provide implications for professional development programs and underline the importance of certain dimensions of communication skills in leveraging ICT in education. Further research is recommended to verify these findings across different populations and educational settings.
Keywords: information and communication technology competency, communication skills, pre-service teacher, structural equation modeling
Research Article
Emanuel Fokides
CONT ED TECHNOLOGY, Volume 7, Issue 3, pp. 190-205
ABSTRACT
When coming to school for the first time, children might face a number of adjustment problems. The study presents the results of a project which used digital storytelling for helping first-grade primary school students during this transitional period. It was examined whether, through the development of the digital stories, students could understand how the school functions and whether this process helped them to change their attitudes and behaviors, thus achieving a smoother adaptation to the school environment. Students’ active participation and behavioral modeling to enhance positive behaviors provided the theoretical basis. Due to the students' young age, their teachers functioned as their "hands", executing their instructions when developing the stories. At the same time, however, they indirectly guided them to certain key-points that had to be highlighted, without openly lecturing them. Observations and interviews with the classes' teachers and with the students that presented significant adaptation problems were used for data collection purposes. The results are considered satisfactory. Adaptation issues ceased to pose a significant problem and the overall classes' climate was improved. Finally, due to the project's short duration, it can be applied relatively easily, without altering the school’s timetable.
Keywords: Digital storytelling, School readiness, School adjustment, Modeling, Constructivism
Research Article
Dabae Lee, Yeol Huh
CONT ED TECHNOLOGY, Volume 5, Issue 4, pp. 286-301
ABSTRACT
Effort to determine teachers’ effects on student has been continuously made with national data. However, paucity of research has been conducted on how teachers’ instructional strategies impact on student learning with national data, although instructional theories suggest a direct relationship between instructional strategies and learning outcomes. Therefore, the relationship between teachers’ use of instructional strategies and learning outcomes should be examined with national data. This study investigates how much teacher’s instructional strategies explain student learning in mathematics and what instructional strategies are positively related to student learning outcomes. Revised Bloom’s taxonomy was used to define instructional strategies that support different levels of cognitive processes. The U.S. 8th grade mathematics data from the 2007 Trends in International Mathematics and Science Study was analyzed using multilevel modeling. As results, teachers’ instructional strategies explained approximately 12% at the individual level and 17% at the teacher level of the learning outcome. Also, asking student to write equations and functions to represent relationships and to decide on their own procedures for solving complex problems were positively and significantly related to student learning outcomes.
Keywords: Instructional strategies, TIMSS, Mathematics education, Academic achievement, Multilevel modeling
Research Article
Yavuz Akbulut
CONT ED TECHNOLOGY, Volume 1, Issue 4, pp. 322-334
ABSTRACT
A recent survey study with 2515 pre-service teachers suggested an underlying structure to shelter ICT integration indicators. Eleven indicators were extracted, which were Teaching-Learning Methods, E-learning, E-interaction, Learning Communities, Infrastructure, Access, Ease of Use, Technical Assistance, Policy, Special Education and Health. In addition, the study provided interrelationships among variables which could lead to an ICT integration model for teacher training institutions. The current study administered the survey to 255 pre-service teachers to confirm the suggested factor structure. Based on the relationships among constructs that were provided in the previous study, second-order analyses were conducted revealing a potential pathway to an ICT integration model. The model indicated that the Policy of the institutions was at the center predicting Infrastructure, Special Education, Health and Teaching-Learning Methods. Infrastructure predicted Access, Ease of Use and Technical Assistance; whereas Teaching-Learning Methods predicted E-interaction, E-learning and Learning Communities. Implications and recommendations for further research are provided.
Keywords: Country-specific developments, Post-secondary education, Teacher training, ICT integration, Structural equation modeling