Research Article
Chin Soon Cheah
CONTEMP EDUC TECHNOL, Volume 12, Issue 2, Article No: ep272
ABSTRACT
This paper reviews the literature relating to the factors that contribute to the difficulties in learning of computer programming. Programming has been a difficult subject to learn and master even at the early stage of education. It has been a global problem and continues to worsen at the local level. Although, there are many education tools available to complement the teaching and learning of computer programming. The problem persists until present day. Even at the initial stage of computer introduction courses, there were high failure rates and high drop out. One of the rationalism behind this scenario is from the students’ lack of problem solving abilities. However, the problem does not only lie within the students’ level of efficacy. It involves the effective use of teaching and learning material as well. Therefore, the focus of this review is on the factors concerning the students learning method and the effectiveness of the teaching material. Based on plethora of literature review, it is vital that these two aspects need to be consider simultaneously to overcome the difficulties of learning computer programming. A much more comprehensive, effective and universal teaching and learning tools need to be design to address the severity of this problem.
Keywords: computer programming, difficulties in programming, phases of programming, teaching materials
Research Article
Kashif Ali Sabiri
CONTEMP EDUC TECHNOL, Volume 11, Issue 2, pp. 177-195
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
Research Article
Marwan Abualrob, Safa Nazzal
CONTEMP EDUC TECHNOL, Volume 11, Issue 1, pp. 55-76
ABSTRACT
The aim of the study is to assess the extent to which WhatsApp Instant Messaging is used to teach chemistry and biology to the tenth-grade students. A mixed approach was used, whereby the authors drew on the content analysis model to analyze quantitative data. The sample consisted of 28 Palestinian tenth-grade students and their teachers, who used WhatsApp Instant Messaging for four months (the Spring semester of 2019). The collected data was divided into four categories: the nature of the message (instructional, organizational, or social); the form of the message (texts, pictures/graphs, voice recordings, videos, or link-sharing); the direction of communication flow (from a teacher to a student, from a student to a teacher, from a student to a student, or from a teacher to a teacher); and knowledge exchange. Our findings suggest that WhatsApp is used more for non-instructional purposes– particularly socialization– yet the portion of instruction-related messages was somehow enough to predict more effective future use of the application for teaching/learning purposes.
Keywords: WhatsApp, instant messaging, tenth grade, teaching/learning chemistry and biology
Research Article
Ahmet Coymak
CONTEMP EDUC TECHNOL, Volume 10, Issue 1, pp. 94-105
ABSTRACT
There is a growing interest in the use of computer-based learning environments to enhance learning in higher education, but the implications of this on the improvement of metacognition in higher education have yet to be adequately explored. In the current study, 175 students who enrolled in an introductory psychology course were randomly assigned to experimental and control groups (computer-assisted vs. self-managed). In the computer-assisted condition, besides the lecture delivered four hours per week and for three months in total, students took a set of assignments based on evidence-based teaching in a computer-based environment. The control group, however, took these assignments as in-and-out class activities without using a computer environment. An assessment based on Bloom’s taxonomy was utilized to obtain metacognitive and competency scores for both groups. The results of the study showed that the students who completed the structured learning assignments as computer-based, self-learning environment showed better metacognition performance than those in the self-managed group, who did not engage with the online platform, even though there was no significant difference between the groups regarding competence on the course’s learning objectives. The current experiment offers an empirical validation for why instructors should use technology as a self-regulatory tool that enhances students’ metacognitive performance and competence of learning outcomes.
Keywords: Metacognition, University teaching, Self-regulation in learning, Computer-based learning
Research Article
Osman Solmaz
CONTEMP EDUC TECHNOL, Volume 9, Issue 3, pp. 315-330
ABSTRACT
The current study aims to present a critical analysis of research on social networking sites (SNSs) in second language teaching and learning (L2TL) context. Twenty-two studies published from 2011 to 2017 were included in the analysis through the selection criteria devised by the researcher. The descriptive analysis reveals that Facebook was the most commonly explored medium, and more than half of the studies featured English language learners in various levels. Following the content analysis of the studies, the emerging aspects of the literature review are treated under five overarching themes: practicing multiple language areas and literacies; authenticity and negotiation of meaning through interaction; development of intercultural competence and socio-pragmatic awareness; membership in L2 communities; and (re)construction of identities. Following an account of pedagogical considerations such as the dynamics of classroom, technical features, and various cultural uses of the SNSs, the study concludes with suggestions and directions for future research in regards to the incorporation of SNSs such as Facebook and Twitter into L2 classrooms.
Keywords: Social networking cites, Facebook, Twitter, Language teaching, Social media
Research Article
Unal Cakiroglu, Fatih Erdogdu, Seyfullah Gokoglu
CONTEMP EDUC TECHNOL, Volume 9, Issue 2, pp. 171-185
ABSTRACT
Clickers as electronic response systems allow students to respond instantly to questions. The aim of this study is to compare the effects of using clickers on student participation during different periods of EFL courses. The intervention was implemented in question–response sessions of an EFL course at a secondary school. A quasi-experimental design was used in which twenty participants were assigned to two groups, Group A (n = 10) and Group B (n = 10). The implementation process is divided into three periods. In the preparation period, both of the groups did not use clickers, in the first period while the Group A used clickers, Group B continued without using clickers in the lessons. Then in the second period; in contrary, Group A and Group B students changed the roles in using the clickers; that is Group B started with clickers in the second period and Group A followed the lesson without clickers. When the clickers used the students’ participation rates were determined by clicker system records and an observation form is used when non-clickers strategies were used. As a result, even if they used clickers in different time periods both Groups A and B increased their participation rates while using clickers. Moreover, when the students in Group A were non-clickers, their correct answer rates were decreased. In contrast, when the students in Group B were non-clickers, their correct answer rates were increased. Results showed that even after students ceased to use clickers, positive effects on participation continued; however, the quality of the students’ answers declined. Along with the study findings, suggestions for clickers use in various periods of the courses are included.
Keywords: Participation, Clickers, Traditional response strategies, Language teaching
Research Article
Eylem Yalcin Incik, Cenk Akay
CONTEMP EDUC TECHNOL, Volume 8, Issue 3, pp. 232-248
ABSTRACT
The main purpose of this research is to identify the competency and the perceptions of pre-service teachers on technopedagogical education. While study group of quantitative dimension is composed of 626 pre-service teachers; study group of qualitative extent is composed of 67 pre-service teachers. The sample represents 35% of the population of 1778 students. The quantitative data were collected through Technopedagogical Education Competency (Tpack-Deep) Scale and Technology Perception Scale and the qualitative data were collected with an open ended-question form. It was concluded that pre-service teachers generally regard themselves at a moderate level in the sense of technopedogogical education competency, have positive perception towards technology and there is a positive correlation between pre-service teachers’ technopedogogical educational competency and perception towards technology. According to results of qualitative analysis of the study, pre-service teachers think that educational technologies have contributions to preparing information-communication technologies based upon presentations, developing technology-based materials, preparing homework, doing research, raising awareness about the importance of educational technology use in the learning and teaching process, acquiring information about their department, developing skill of using technology based on information-communication technologies and having positive attitude
Keywords: Educational technology, Technopedagogical competency education, Information technology, Preservice teacher, Teaching and learning
Research Article
Sacide Guzin Mazman Akar, Arif Altun
CONTEMP EDUC TECHNOL, Volume 8, Issue 3, pp. 195-213
ABSTRACT
The purpose of this study is to investigate and conceptualize the ranks of importance of social cognitive variables on university students’ computer programming performances. Spatial ability, working memory, self-efficacy, gender, prior knowledge and the universities students attend were taken as variables to be analyzed. The study has been conducted with 129 2nd year undergraduate students, who have taken Programming Languages-I course from three universities. Spatial ability has been measured through mental rotation and spatial visualization tests; working memory has been attained through the measurement of two sub-dimensions; visual-spatial and verbal working memory. Data were analyzed through Boosted Regression Trees and Random Forests, which are non-parametric predictive data mining techniques. The analyses yielded a user model that would predict students’ computer programming performance based on various social and cognitive variables. The results yielded that the variables, which contributed to the programming performance prediction significantly, were spatial orientation skill, spatial memory, mental orientation, self-efficacy perception and verbal memory with equal importance weights. Yet, the effect of prior knowledge and gender on programming performance has not been found to be significant. The importance of ranks of variables and the proportion of predicted variance of programming performance could be used as guidelines when designing instruction and developing curriculum.
Keywords: Improving classroom teaching, Social cognitive approach, Individual differences
Research Article
Donggil Song
CONTEMP EDUC TECHNOL, Volume 8, Issue 2, pp. 176-190
ABSTRACT
Learning-by-teaching has been identified as one of the more effective approaches to learning. Recently, educational researchers have investigated virtual environments in order to utilize the learning-by-teaching pedagogy. In a face-to-face learning-by-teaching situation, the role of the learners is to teach their peers or instructors. In virtual environments, learners take an active role by teaching a computer agent, which is referred to as Teachable Agent (TA). Although the current TA systems have shown their effectiveness on students’ learning, there are some challenges associated with learner-computer interaction methods. One of the most popular interaction methods between the learner and the system is a concept map approach. The learner teaches TA by creating information structures by drawing and editing their concept map. However, the learner can teach TA rather constrained topics, such as concept-related materials or causal effects. It is difficult for TA systems to be utilized in different types of learning along with concept-related areas. Therefore, new approaches or methods for communication between a human learner and TA systems are required. This project aims to suggest a virtual learning-by-teaching environment. A communication method (i.e., a symbol manipulation approach) was adopted in this system. The method facilitates the interaction between the learner and the computer agent, specifically for K-12 students’ mathematics learning. The design and development process is described, and future research areas are discussed.
Keywords: learning by teaching, teachable agent, pedagogical agent, intelligent system
Research Article
Ahmet Basal, Selahattin Yilmaz, Asli Tanriverdi, Lutfiye Sari
CONTEMP EDUC TECHNOL, Volume 7, Issue 1, pp. 47-59
ABSTRACT
Smartphones are increasingly becoming an ordinary part of our daily lives. With their remarkable capacity, applications used in these devices are extremely varied. In terms of language teaching, the use of these applications has opened new windows of opportunity, innovatively shaping the way instructors teach and students learn. This 4 week-long study aimed to investigate the effectiveness of a mobile application on teaching 40 figurative idioms from the Michigan Corpus of Academic Spoken English (MICASE) corpus compared to traditional activities. Quasi-experimental research design with pretest and posttest was employed to determine the differences between the scores of the control (n=25) and the experimental group (n=25) formed with convenience sampling. Results indicate that participants in the experimental group performed significantly better in the posttest, demonstrating the effectiveness of the mobile application used in this study on learning idioms. The study also provides recommendations towards the use of mobile applications in teaching vocabulary.
Keywords: English language teaching, Figurative idioms, Mobile learning, Mobile applications, Vocabulary teaching
Research Article
Hasan Karal, Mehmet Kokoc, Canan Colak, Yasin Yalcin
CONTEMP EDUC TECHNOL, Volume 6, Issue 4, pp. 319-337
ABSTRACT
The purpose of this study was to explore instructors’ perspectives on the effect of using pen-based technology in the online mathematics courses and understand instructors’ experiences in online mathematics teaching with pen-based technology. In this study, two instructors who taught online mathematics courses in fourteen weeks used digital pen as a pen-based technology. The data were obtained from semi-structured interviews and observation of online mathematics course records. The findings indicated that the use of digital pen in the online mathematics course was fairly beneficial in pedagogical and interaction aspects and it was necessary to use digital pen in online mathematics courses for displaying steps of problem solving process synchronously. It was concluded from the study that digital pen technology plays a positive role in the enhancement of interaction between the elements of an online learning environment by providing real-time feedback to students and permitting to digitize mathematical concepts. The observation findings also supported the statements of the instructors. The findings of the study have further provided some insight into how to use digital pen by an instructor in online mathematics course efficiently.
Keywords: Online mathematics course, Digital pen, Digital ink technology, Interaction in online learning, Teaching with digital ink
Research Article
Chokri Barhoumi
CONTEMP EDUC TECHNOL, Volume 6, Issue 3, pp. 221-238
ABSTRACT
This research paper explores the effectiveness of using mobile technologies to support a blended learning course titled Scientific Research Methods in Information Science. Specifically, it discusses the effects of WhatsApp mobile learning activities guided by activity theory on students' knowledge Management (KM). During the 2014 academic year, the researcher adopted an experimental approach-based comparison between an experimental group (34 students) and a control group (34 students). The learning process of the experimental group was based on continuity between 2 hours of in-class learning and 1 hour of learning activities that were mediated by WhatsApp instant messaging each week. The control group’s experience was 100% in-class with no app mediation. The researcher used the t-test to compare the means of the control and experimental groups in the test and the students’ attitudes at 0.05 alpha levels. This research paper is useful for exploring the effectiveness of mobile technologies in supporting blended learning courses.
Keywords: WhatsApp, Mobile teaching, Mobile learning, Mobile tools, Activity theory
Research Article
Serkan Sendag, Osman Erol, Sezan Sezgin, Nihal Dulkadir
CONTEMP EDUC TECHNOL, Volume 6, Issue 3, pp. 172-187
ABSTRACT
The aim of this study was to investigate the associations between preservice teachers’ Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD –I) and a Web 2.0 competency questionnaire including items related to Web 2.0 awareness, Web 2.0 use, and educational use of Web 2.0 tools. Five different Web 2.0 tools included in the study: (a) blogs, (b) wikis, (c) social networking websites, (d) YouTube, (e) podcasts. A total of 1335 preservice teachers completed the survey. Findings indicated that participants had a medium level internet use, Web 2.0 awareness, Web 2.0 use and Web 2.0 skills while their educational Web 2.0 use level was low. In terms of competencies on certain Web 2.0 tools, their blog, wiki and podcast competencies were at a very low level, whereas their social networking and YouTube competency levels were high. Findings also showed that there were significant relationships between preservice teachers' Web 2.0 competencies and their critical thinking disposition. The results highlighted that the use of different Web 2.0 tools can be complementary to each other during certain instructional activities to improve different dimensions of critical thinking disposition.
Keywords: Critical thinking, Higher order cognitive skills, Teaching-learning strategies, Web 2.0 awareness, Web 2.0 competencies, Preservice teacher education
Research Article
Jill E. Stefaniak, Monica W. Tracey
CONTEMP EDUC TECHNOL, Volume 6, Issue 2, pp. 95-112
ABSTRACT
In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were observed. Three faculty members participated in a cognitive apprenticeship where they were taught how to implement learner-centered instructional strategies into their coursework. Participants were 109 students who were enrolled in an introductory public speaking course. Data was collected by means of classroom observations, interviews, and the administration of a survey. Our findings indicated that students who were engaged in learner-centered activities within the communications course demonstrate higher levels of motivation towards the course and are more actively engaged in their learning.
Keywords: Learner-centered instruction, Instructional sequencing, Teaching strategies, Student motivation
Research Article
Richard Vickers, James Field, Cai Melakoski
CONTEMP EDUC TECHNOL, Volume 6, Issue 1, pp. 62-73
ABSTRACT
In 2013 five universities from across Europe undertook an innovative project ‘Media Culture 2020’, combining skills and forces to develop new practices that would face the challenge of the convergence of digital media, taking full advantage of social media and cloud-based technologies. The aim of the Media Culture 2020 project was to demonstrate what 21st century converged and interactive European Media Culture could be in comparison to the broadcasting based one-way 20th century model. The main objective of the project was to break down classroom and campus walls by creating open virtual learning environments where students from different countries and fields could explore and learn together. Media Culture 2020 developed innovative digital learning environments that consider new forms of production, transmission and representation of knowledge. The project utilized a range of online platforms, social media and cloud-based technologies including Facebook, Google+ Google Hangout, Google Docs and Blogger in the collaborative development, management and delivery of the project
Keywords: Media culture, Collaborative teaching, Blended learning, Social Media, Cloudbased technologies
Research Article
Chokri Barhoumi, Pier Giuseppe Rossi
CONTEMP EDUC TECHNOL, Volume 4, Issue 4, pp. 281-308
ABSTRACT
The use of hypertext systems for learning and teaching complex and ill-structured domain of knowledge has been attracting attention in design of instruction. In this context, an experimental research has been conducted to explore the effectiveness of instructional design oriented hypertext systems. Cognitive flexibility hypertext theory is compared to direct instruction course design without hypertext systems for teaching and learning Flash online course in e-learning environment. Researchers used an experimental approach conducted in the academic year 2010 with independent sample of students of an experimental group (73 students) compared to a control group (73 students) from a university class. The results show the effectiveness of the hypertext systems course design compared to direct online course design. Indeed, the results of cognitive performance have demonstrated that the average time to answer achievement tests is lower for flexible instruction compared to average time for direct instruction. The number of students’ accesses to learning resources in the e-learning platform is higher in case of flexible instruction compared to direct instruction. Results of the experimentation also demonstrate that there are significant differences between the experimental group and the control group, regarding the attitudes of students toward using flexible online course design based cognitive flexibility hypertext theory and direct online course design.
Keywords: E-learning, Online teaching, Flexible online course design, Direct online course design, Cognitive flexibility, Hypertext systems
Research Article
Nuri Kara, Nese Sevim
CONTEMP EDUC TECHNOL, Volume 4, Issue 2, pp. 108-120
ABSTRACT
Since 1950s, teaching machines have changed a lot. Today, we have different ideas about how people learn, what instructor should do to help students during their learning process. We have adaptive learning technologies that can create much more student oriented learning environments. The purpose of this article is to present these changes and its effects on learning environment. First, after explaining the concepts of teaching machines and adaptive learning systems including their main features as well as integral components, similarities and differences between these technologies are discussed briefly. Then, following the discussion on weaknesses and strengths of adaptive learning systems, what instructional designers should consider in developing and using them are mentioned.
Keywords: Adaptive learning, Adaptive learning systems, Teaching machines, Instructional design, Instructional technology
Research Article
Ann-Louise Petersen, Leona Bunting
CONTEMP EDUC TECHNOL, Volume 3, Issue 4, pp. 249-264
ABSTRACT
This article focuses on computing in teaching. It focuses on the differences between a traditional view of teaching and a view where the teacher no longer is the knowledge broker but more of a coordinator or a coach. The empirical examples stem from a research project called “One computer one pupil”, a study of two classes in year three with children aged 9 and two classes in year five with children aged 11 in a Swedish primary school. When the project started the pupils had been using the computers for about 2,5 years. In contrast to the teacher in grade five, the classes in year three had teachers with a great interest in developing ICT. The children became very skilled in using ICT and working with the laptop was very popular. According to the theoretical model of Voogt (2008), features of a “traditional pedagogy”, like prescriptions of the activities, were mixed with elements of an “emerging pedagogy”, where the pupils in collaboration performed their tasks in a creative way. However, some of the classroom work was quite unfocused relative to the goals of the subject. Instead of using the technology to reach the goals of the subject, the technology more or less became a goal in itself. To follow up ten Brummelhuis’ and Kuiper’s (2008) terms technology push and educational pull, we have added the term “technology pull.”
Keywords: Teaching design, Computer use, Technology push, Technology pull, Primary school, One–to-one learning environment.
Research Article
Adrie A. Koehler, Minchi C. Kim
CONTEMP EDUC TECHNOL, Volume 3, Issue 3, pp. 212-233
ABSTRACT
Teachers are faced with many barriers during their first few years of teaching, and they desire support to help them through this challenging time. Unfortunately, many beginning teachers rarely receive this assistance. Lack of support can create barriers that grow into to overall job dissatisfaction and lead to the failure of teacher retention. In the past, state departments of education and school administrators have focused on the use of mentoring programs to help address these concerns. However, much inconsistency exists among these programs’ duration, structure, and intensity, with many beginning teachers changing schools or leaving the profession all together. The purposes of this paper are to discuss key problems and concerns faced by beginning educators, to explore current professional development practices created for assisting beginning teachers, and to examine new ways to support beginning teachers through the use of educational technologies. Specifically, this article proposes principles to guide the design and improvement of beginning teacher induction programs through the incorporation of distance education technologies
Keywords: Beginning teacher induction, Distance education, Barriers to teaching, Guidelines for the use educational technology in teacher training
Research Article
Sirous Hadadnia, Norouz Hadadnia, Nina Shahidi
CONTEMP EDUC TECHNOL, Volume 3, Issue 1, pp. 50-59
ABSTRACT
This study was conducted with the purpose of comparing the effect of teaching of the online teacher with that of the real teacher on the students' learning in the university classroom. The study was conducted in the academic year 2009-2010. The sample of the study consisted of 80 students working either in control group or experimental group, 40 in each. The subjects were chosen and assigned by cluster sampling method. For data gathering, a 40 item test was administered in given time intervals to measure prior knowledge, achievement and retention of learning. Research methodology is of empirical, applied, and prospective nature. For data analysis, a t-test for comparing the differences between mean scores was employed. Based on the findings of this study, it appears that to overcome the lack of skilled university instructors, one could use online teachers. The quality of learning provided by the online teacher is the same as the one provided by the real teacher. In the university classrooms, one can use online teachers instead of the real teacher for a number of reasons. Finally, the degree of learning retention in both types of instruction (online versus traditional) is the same.
Keywords: Online learning, Virtual teaching, Face-to-face instruction, Online teacher, Distance education
Research Article
Hatice Sancar Tokmak, Turkan Karakus
CONTEMP EDUC TECHNOL, Volume 2, Issue 4, pp. 319-332
ABSTRACT
The purpose of this qualitative study is to investigate how well initial teacher training in ICT prepare pre-service teachers to teaching profession. Eight pre-service teachers attending to the “School Experience” course from the Computer Education and Instructional Technology Department at the Middle East Technical University took part in this case study. Observation and interview methods were employed to gather data. Moreover, pre-service teachers’ lesson plans prepared for teaching activity were analyzed. The results showed that initial teacher training courses provided several affective teaching skills such as developing awareness about the importance of being well-prepared for each class, being calm for unexpected situations, and understanding the reasons of students’ misbehaviors in the class. However, according to ICT pre-service teachers, practical aspect of these courses was not enough. Most of them stated that they could not apply different strategies in different contexts. In addition, due to the lack of experience on classroom management they had difficulty in completing subjects although they left extra time for each activity in their lesson plans.
Keywords: Teaching practice, Initial teacher training, Case study, ICT pre-service teachers.
Research Article
Alireza Badeleh, G. Sheela
CONTEMP EDUC TECHNOL, Volume 2, Issue 3, pp. 213-237
ABSTRACT
The purpose of the present study was to investigate the effectiveness of the Information and Communication Technology (ICT) based approach and the Laboratory Training Model of Teaching (LTM) chemistry. It strived to determine whether the ICT or the LTM would be more effective with respect to the male and female students’ overall as well as component-based achievement in chemistry and their retention of learning. The sample of the study consisted of 120 seventh standard students from two English-medium elementary schools in Mysore city, India. Four homogenous groups were formed randomly for the study and the effects of independent variables were tested under experimental conditions. The Test of Higher Mental Ability in Science (THMAS) was used to determine the homogeneity of the participants. After one month, the delayed posttest for achievement in chemistry was administered to determine the retention level of the students. The statistical techniques used to analyze the data were the independent sample t-test and two-way analysis of variance (ANOVA). The findings indicated that as far as the overall achievement in chemistry, component-based achievement, and retention of knowledge, comprehension, application, and skills are concerned, the ICT-based method of teaching chemistry was more effective than the LTM of teaching. The effects of gender varied according to comparisons.
Keywords: Information and communication technology, Laboratory training model of teaching, Achievement in chemistry, Retention of learning
Research Article
Frank W. K. Amenyedzi, Mary N. Lartey, Beloved M. Dzomeku
CONTEMP EDUC TECHNOL, Volume 2, Issue 2, pp. 151-162
ABSTRACT
This study was conducted to assess the computer and Internet usage as supplementary educational material to enhance quality education; help improve educational management and planning; how students use the computers and internet to facilitate their learning; how teachers in the Tema Senior High Schools use the computers and Internet to teach and guide students. Stratified sampling method was used to select students and teachers. The results showed that a significantly high percentage of respondent teachers (92%) were computer literate and 78% of respondent students also had basic knowledge in computer. However, less than 15% of these teachers used the internet as an innovative way of improving teaching and learning. Over 30% of the teachers used the computer mainly for research work. Less than 40% of student respondents used the computer and the Internet facility for entertainment, whereas less than 25% used it for research and learning. Less than 40% of respondent students used the Internet for e-mail and browsing. It was revealed that Internet and computers have helped students to achieve new things such as finishing assignments, solving problems, learning history of other countries, improving typing skills, and chatting with friends. There is no clear interaction between teachers and students through the use of Internet facilities. The Internet was not used for guidance. Despite the limited use of computers by teachers in their teaching, many agree that the computer has changed the way students learn. One fourth of teachers have received some form of training in the use of computers, with quite minimal training in the pedagogical integration of ICT. It appears that integration of ICT in Ghanaian school systems is a major step in promoting innovation.
Keywords: Computer, Internet, Teaching, Learning, Guidance
Research Article
Vibha Chawla, Praveen Thukral
CONTEMP EDUC TECHNOL, Volume 2, Issue 1, pp. 77-87
ABSTRACT
This study is an attempt to evaluate the effects of student feedback in developing teaching competence among student teachers. The study was conducted on ten student-teachers of one of the reputed colleges of Panjab University using single-group pretest-posttest design. The efficiency of employing all the selected skills has been calculated by using observation schedule cum rating scale for each skill. The efficiency has been found to be greater than 83% in case of all the student-teachers trained through student feedback. The coefficient of correlation between Efficiency of Using Five Selected Teaching Skills and Posttest Baroda General Teaching Competence Scale Score has been found to be 0.260. Also, 10% of the student-teachers move from average to high performance category on Stanine scale. In brief, student feedback has been found to be effective in improving the general teaching competence of student-teachers.
Keywords: Student feedback, Teaching competence, Teaching skills, Microteaching