Research Article
Denise Pauline-Graf, Susan E. Mandel, Heather W. Allen, Lynne E. Devnew
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep316
ABSTRACT
Technology-enhanced learning (TEL) is a broad term to denote the incorporation of digital technology to mediate activities that support education. Educational researchers need to validate critical assumptions about any new system that involves TEL early and throughout its development course to make quick, informed, de-risked decisions about the progress of TEL. We introduce an assumption validation process for educational researchers to consider utilizing when evolving ideas or prototypes of TEL. We present a preliminary study conducted in Russia of a knowledge sharing (KS) training program using digital games to illustrate the proposed four-stage process. The first stage is listing the assumptions that apply to initiatives of TEL. The second is identifying the methods most useful for testing those assumptions. The third is executing tests on each of those assumptions. The last stage is determining assumption validity. In the illustrative study, a single pilot trial was considered the appropriate approach to validate the assumptions selected in the first stage. We found that determining assumption validity requires testing many of the assumptions individually and in aggregate. Educational researchers can use this assumption validation process to assess the potential of TEL in a variety of settings before investing resources into its further development.
Keywords: instructional digital games, assumption validation, knowledge sharing, pilot trial, self-efficacy, technology-enhanced learning
Research Article
Héctor Galindo-Domínguez, María-José Bezanilla
CONT ED TECHNOLOGY, Volume 13, Issue 2, Article No: ep294
ABSTRACT
It is though that those students who better manage their time and perceive themselves to be more effective in the tasks they perform are thought to be due, in part, to a stronger understanding and command of digital competence. This competence allows students to know and use a greater number of tools and techniques to respond to the problems that arise in their academic career, favouring the reduction of perceived stress. To test this hypothesis, a total of 200 students from different degrees of Education and universities participated in the study, who answered the Digital Competence Questionnaire in University Students, the Spanish version of Time Management Behaviour Questionnaire, the Scale of Perceived Self-efficacy in academic situations, and the Scale of Global Perception of Stress. The results show how the starting hypothesis is fulfilled in that time management and academic self-efficacy function as mediators between digital competence and types of positive or negative stressors. Finally, these findings implications are discussed.
Keywords: digital competence, self-efficacy, time management, stress, university, higher education, technology, ICT
Research Article
Gulden Gursoy, Derya Orhan Goksun
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 338-357
ABSTRACT
The present study aimed to improve the experiences of pre-service science teachers in content development using Web 2.0 tools and to determine the effects of these experiences on their self-efficacy beliefs in content development via Web 2.0 tools. The present study was conducted with a mixed design that included empirical and phenomenological methods. Forty-two pre-service science teachers participated in the study. During the implementation, pre-service teachers developed content using Web 2.0 tools such as Kahoot, Quizizz, Powtoon, Emaze, MindMeister and Toondoo and shared the content with the class using Edmodo. “Self-Efficacy Belief Scale on Fast Content Development via Web 2.0” was used as pre- and post-tests. Findings demonstrated that pre-service teachers’ self-efficacy beliefs and all sub-dimensions of content development via Web 2.0 tools improved as a result of the implementation. The views of them were grouped under seven themes; prejudice, satisfaction, awareness, fun, infrastructure problems, language problems and tool problems. Additionally, when the mean of item responses were examined, it was seen that the highest one was about preparing worksheet self-efficacy belief. Furthermore, it was determined that pre-service teachers were happy to participate in the implementation, recognized ways to integrate technology in their fields, and had fun while developing content.
Keywords: Educational technologies, Web 2.0 tools, Self-efficacy, Content development, Teacher education
Research Article
Omer Simsek, Taha Yazar
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 289-308
ABSTRACT
The purpose of this study is to examine prospective teachers’ TPACK self-efficacy and variables affecting their training to integrate technology in education according to their subject areas. The survey research, a quantitative research method, was used in the study. The sample of the study is composed of senior prospective teachers (n=3553) from 19 different departments of 18 state universities in Turkey. The departments were gathered into nine subject areas by taking into consideration the criteria of prospective teachers’ subject areas. Mann-Whitney U and Kruskall-Wallis H tests were used for the comparisons of the groups. The results of the study show that TPACK is perceived differently according to the subject areas. Prospective teachers think that teacher educators do not sufficiently exhibit technology integration behaviors in their lessons and participants think that they somewhat have authentic experiences in using technology in education. While both scores of TPACK self-efficacy and variables affecting prospective teachers’ training to integrate technology in education are higher in favor of Foreign Languages subject area; prospective teachers in Mathematics and Turkish language have lower scores than other subject areas in the study. As a result, the self-efficacy of prospective teachers’ technology integration significantly differentiates.
Keywords: Technology integration, TPACK, Self-efficacy, Prospective teachers
Research Article
Hatice Yildiz Durak, Fatma Gizem Karaoglan Yilmaz, Ramazan Yilmaz
CONT ED TECHNOLOGY, Volume 10, Issue 2, pp. 173-197
ABSTRACT
The purpose of this study was to determine the skill levels of secondary school students regarding computational thinking, programming self-efficacy and reflective thinking aimed at problem solving and examine their experiences in the programming training process on robotic activities. Toward this purpose, a 10-week application was conducted with 55 students from 6th and 7th grades who received education at a secondary school in Western Black Sea region of Turkey during the school year of 2017-2018. The study was conducted using the mixed model and various scales in the quantitative dimension. On the other hand, a semi-structured interview form developed by the researchers was applied in the qualitative dimension. As a result, it was found out that students’ computational thinking skills, programming self-efficacy and reflective thinking aimed at problem solving were moderate. Students’ levels of computational thinking and programming self-efficacy were observed to differ depending on their grade levels. In addition, a positive and moderate relationship was found among the levels of computational thinking, programming self-efficacy and reflective thinking aimed at problem solving.
Keywords: Robotics, Computational thinking, Programming self-efficacy, Reflective thinking, Programming
Research Article
Ozcan Ozgur Dursun
CONT ED TECHNOLOGY, Volume 10, Issue 2, pp. 137-155
ABSTRACT
This study investigates the changes in self-efficacy perceptions, professional self-esteem, and attitudes towards the teaching profession of pre-service information technology teachers in accordance with their academic achievement and career choices. A longitudinal research was conducted over a four-year time period with participation of 40 pre-service teachers. The data were collected through three separate scales at five different data collection points (entrance, freshman, sophomore, junior and senior years) corresponding to their initial states and their states at the end of each academic year. Findings indicated an improvement in terms of attitude towards the teaching profession and teaching self-efficacy through the time period. However, change in professional self-esteem did not follow such a clear pattern. While grade point averages (GPA) did not show significant relationships with attitude, self-efficacy or self-esteem in earlier states, as the participants gained experience, significant relationships arose among GPA, attitude and self-efficacy. Career choices of pre-service teachers were examined under three categories: teaching, coding and design. Preference for teaching was relatively high at the initial state and continuously increased over time. As the participants progressed in the program, their preference for coding and design increased as well. The increase in career choices of pre-service teachers accords with the courses in the program.
Keywords: Teacher training, Information technology education, Self-efficacy, Attitude, Self-esteem, Longitidunal study
Research Article
Salih Birisci, Emin Kul
CONT ED TECHNOLOGY, Volume 10, Issue 1, pp. 75-93
ABSTRACT
This correlational study aimed to investigate the prediction levels of technopedagogical education competency for technology integration self-efficacy beliefs of pre-service teachers. The study group comprised 174 pre-service teachers at the Faculty of Education of a university located in the Eastern Black Sea region of Turkey. Both “Technopedagogical Education Competency Scale” and “Technology Integration Self-Efficacy Perception Scale” were administered as data collection tools. The results of the study showed that pre-service teachers had high levels of technology integration self-efficacy beliefs, with a high-level positive correlation with technopedagogical education competency. In addition, the dimensions of technopedagogical education competency such as ethics, design, exertion and proficiency were revealed as the predictors of technology integration self-efficacy; moreover, predictive effects of exertion and proficiency dimensions are insignificant. The findings obtained from the present study are thought to be helpful for the development of pre-service teachers' technology integration self-efficacy beliefs.
Keywords: Technopedagogical education competency, Technology integration, Self-efficacy belief, Pre-service teachers
Research Article
Emmanuel Fokides
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 56-75
ABSTRACT
The study examines the factors affecting Greek pre-service teachers’ intention to use
computers when they become practicing teachers. Four variables (perceived usefulness,
perceived ease of use, self-efficacy, and attitude toward use) as well as behavioral intention
to use computers were used so as to build a research model that extended the Technology
Acceptance Model (TAM) and structural equation modeling was used for parameter
estimation and model testing. Self-reported data were gathered from 487 pre-service
teachers studying at the Departments of Primary School Education in Greece. Results
revealed a good model fit and of the nine hypotheses formulated, seven were supported.
Overall, the TAM, with the addition of computer self-efficacy beliefs, adequately
represented the relationships among the factors. It also possesses the explanatory power
to predict pre-service teachers’ intention to use computers when they become practicing
teachers since a high percentage (68%) of the variance in behavioral intention to use
computers was explained, while the most influential factors were perceived usefulness and
attitude toward computers. Implications for practice are also discussed.
Keywords: attitudes toward computers, perceived ease of use, pre-srvice teachers, self-efficacy, structural equation modelling, technology acceptance model
Research Article
Joanne Blannin
CONT ED TECHNOLOGY, Volume 6, Issue 3, pp. 188-205
ABSTRACT
Information and communication technologies (ICTs) have become ubiquitous in our society. In particular, 10-12 year old (primary school aged) children report that they increasingly rely upon ICTs for social interaction and for learning (ACMA, 2013). In spite of the large number of students reporting high ICT use, research indicates that many primary school teachers are not making effective use of online resources in the classroom. Influencing this lower level use is a lack of specifically focused research that considers the vital role of the primary school teacher in the integration of ICTs into the classroom program. To identify where research is most needed and might be most useful to support teachers to increase the use of ICTs in the classroom, this paper draws on research conducted in primary, secondary and tertiary education. It defines three core areas in which research is needed. These areas are teachers’ internal (personal) and external (socio-cultural) barriers as well as the students’ role in, and expectations of, pedagogical changes to classroom learning.
Keywords: Online learning, Self-efficacy, Teacher professional learning, Primary schooling, ICT integration, Increasing ICT use
Research Article
Harun Cigdem
CONT ED TECHNOLOGY, Volume 6, Issue 1, pp. 19-37
ABSTRACT
This study focuses on learners’ self-regulation which is one of the essential skills for student achievement in blended courses. Research on learners’ self-regulation skills in blended learning environments has gained popularity in recent years however only a few studies investigating the correlation between self-regulation skills and student achievement in blended learning environments exist. Self-regulation is related to self-efficacy, anxiety, interactivity, satisfaction with and usefulness of the system. Self-regulated learners are more likely to accomplish at online learning. In this study, a total of 267 military vocational college students were taught computer programming during a 15-week-long semester in a blended learning context, which involved using both face to face teaching and online learning through MOODLE over intranet. Participants were the graduates of vocational high schools and the students at the departments of Computer Technologies and Electronics & Communication Technologies and were all male. Liaw and Huang’s Self-Regulation Scale with six subscales was used to collect the data during the last two weeks of instruction. Regression analyses were conducted to analyze the data. The results revealed that self-regulation was affected by perceived anxiety, interactivity in the online learning environment, and perceived self-efficacy. Learners’ academic achievement has been affected only by perceived self-efficacy
Keywords: Blended learning, Computer programming course, Course achievement, Interactivity, Self-regulation, Perceived self-efficacy
Research Article
Ali Simsek
CONT ED TECHNOLOGY, Volume 2, Issue 3, pp. 177-187
ABSTRACT
This study examined the relationship between computer anxiety and computer self-efficacy of students and teachers in elementary and secondary schools. The sample included a total of 845 subjects from two private school systems in Turkey. The Oetting’s Computer Anxiety Scale was used to measure computer anxiety whereas the Murphy’s Computer Self-Efficacy Scale was used to measure computer self-efficacy of subjects. The results demonstrated that elementary students were less-anxious than secondary students; males had lower anxiety scores than females; and the difference between anxiety scores of students and teachers was not significant. However, students had higher self-efficacy scores than their teachers; elementary students were more self-efficient than secondary students; and males had higher computer self-efficacy scores than females. The correlation between the variables of computer anxiety and computer self-efficacy was moderate, negative, and significant.
Keywords: Computer anxiety, Computer self-efficacy, Attitudes toward computers, Beliefs about computers, Elementary education, Secondary education