Research Article
Betül Yıldızhan Bora, Cansu Şahin Kölemen
CONT ED TECHNOLOGY, Volume 17, Issue 3, Article No: ep583
ABSTRACT
This study investigates the impact of artificial intelligence (AI)-supported education in higher education, specifically examining its integration into a digital photography course and its effects on both students and instructors. A qualitative research methodology was employed, and participants were selected through purposive sampling. The study involved one instructor and 38 students, with data collected through semi-structured interviews and analyzed using content analysis within a qualitative case study design. The findings indicate that AI enhances educational processes by facilitating individualized learning, improving instructional effectiveness, supporting digital content development, and advancing academic language proficiency. Students demonstrated improvements in critical evaluation and technological adaptability. Additionally, the study revealed that AI-supported tools contributed to the development of students’ technical skills and promoted active engagement in learning processes. The immediate feedback provided by AI tools aided students’ understanding of fundamental photography principles. However, some students expressed concerns about potential risks associated with AI, including decreased engagement, learner passivity, and exposure to misinformation or contradictory content. The study highlights the importance of integrating AI within a sound pedagogical framework to ensure its effective application in educational contexts. Drawing on the experiences of both students and the instructor, the findings suggest that AI-supported educational models can enhance learning efficiency, while also emphasizing the need to bolster information reliability and foster critical thinking skills.
Keywords: artificial intelligence, education, integration, instructional design, higher education
Research Article
Ragad M. Tawafak, Waleed Mugahed Al-Rahmi, Abdulrahman Alshimai, Ibrahim Yaussef Alyoussef, Ayad Aldaijy
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep576
ABSTRACT
The importance of gameplay extends beyond mere entertainment, playing a crucial role in shaping behavioral intentions (BIs) in various contexts. This research aims to discover how digital gameplay influences students’ BIs, mainly in the context of technology adoption in education. The main objective is to investigate the impact of digital gameplay on students. This study is based on the technology acceptance model (TAM), which serves as the theoretical framework consisting of six hypotheses for research. This study aimed to assess the frequency and nature of engagement in digital gameplay while measuring students’ acceptance of technology adoption. This study was conducted during the first academic semester, from October 1, 2023, until January 18, 2024. The survey was distributed among 125 participants from two departments English and information technology students. Unlike previous studies that mostly focused on the entertainment value or reasoning benefits of gameplay, this research uniquely integrates digital gameplay within the framework of technology acceptance in an educational setting. By applying TAM, this study provides empirical evidence on how gameplay engagement can influence students’ readiness to adopt technology, offering new insights into the intersection of gaming, education, and technology adoption. The results highlight the potential of digital games as a leisure activity and a useful tool to promote technology acceptance were perceived usefulness (PU) R-squared (0.532) and the factors connected to PU also supported (technology integration PC = 0.402 and perceived ease of use PC = 0.446) effective integration in educational settings. This result suggests that incorporating digital gameplay into educational strategies may effectively promote more receptive attitudes toward technology among students.
Keywords: technology integration, digital gaming, behavior intention, TAM, risk-taking
Research Article
Sofía Rocha-Castillo, Cynthia Pasquel-López, Yolanda Heredia-Escorza
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep566
ABSTRACT
Evidence indicates that the integration of information and communication technologies (ICT) in education improves knowledge acquisition, reduces socioeconomic disparities, fosters autonomous learning, and develops problem-solving and collaboration skills. Teachers and their professional development play a crucial role in facilitating an effective process and redefining perceptions of ICT in education. The study aimed to examine the implementation of a technological integration initiative in rural, indigenous, bilingual, and multi-grade elementary schools in Chiapas. The study used an action research approach and considered a social intervention. The participants were 166 students from 1-6 grades of primary school, some in single grade, others in multi-grade, and six teachers. We use a variety of action research techniques: participant observation, active listening, in-depth interviews, and teacher surveys. The results suggest that the acceptance and application of educational technology vary among teachers, showing an inconsistent level of adoption at the pedagogical level. It was revealed that, although the integration of technological tools in pedagogical practices tends to be positively accepted, in this case, it has not been fully assimilated with the ease, naturalness, and enthusiasm expected in its daily application. The implementation of this initiative demonstrates the importance of adapting educational innovation projects to the specific needs and characteristics of communities to develop culturally relevant projects.
Keywords: technology-based learning, indigenous education, impact evaluation, technology integration
Research Article
Antony Musasa, Jameson Goto, Geoffrey Lautenbach
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep564
ABSTRACT
Educators must effectively integrate technology into their teaching practices in today’s technology-driven world. This study investigated factors influencing technology integration into teaching among mathematics educators in Gauteng secondary schools in South Africa. The unified theory of acceptance and use of technology, extended by adding the technological pedagogical content knowledge (TPACK) framed the study. Data was collected using an online questionnaire from 309 mathematics educators. Exploratory and confirmatory factor analyses were used to validate and verify the measurement model. The structural equation modelling analyses indicated that hedonic motivation (HM), performance expectancy (PE) and TPACK influenced behavioral intention (BI) to integrate technology. TPACK, facilitating conditions (FC), effort expectancy (EE), social influence (SIN), descriptive norms (SID) and habit (HT) influenced the behavioral use (BU) of technology integration. The second-order structural modelling indicated that all the constructs contributed to technology integration. Still, TPACK was the most important, with the highest explained variance of 64.4%, followed by EE, FC, HM and HT, which all had explained variances above 50%. BI and BU, PE and social influence contributed less than 50% of the explained variance. Our findings could provide insights into future interventions for effective technology integration for in-service educator training.
Keywords: TPACK, facilitating conditions, technology integration, effort expectancy, mathematics
Research Article
Ali Sharaf Al Musawi, Asma Al Suhi, Zainab Al Mamari
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep562
ABSTRACT
Virtual reality (VR) has fundamentally changed how students interact with their subjects and learn because it offers an immersive learning environment. This qualitative study aims at exploring Omani English as a foreign language (EFL) teachers’ perceptions of using VR. It employed semi-structured interviews with 20 schoolteachers working in Al-Dhahira Educational Governorate in Oman, 10 females and 10 males. The findings revealed positive perceptions towards VR integration into education. However, the study found key challenges hindering the implementation of VR in education, including time constraints, technological barriers, financial concerns, the need for professional training, content creation challenges, and the necessity for students to acclimate to VR technology. Further, it showed that the primary concerns related to VR focus on cultural considerations, hacking, privacy, data security, and potential addiction. It also illustrated teachers’ main recommendations of providing sufficient infrastructure, institutional support, and continuous research on such technology. This research fills a gap in literature regarding the effective integration of VR into the Omani educational system. By tackling the specific challenges related to this context, it provides valuable implications and recommendations for Omani policymakers and educators to introduce VR for students in public schools in Oman.
Keywords: virtual reality, Oman, EFL schoolteachers, perceptions, technology integration
Review Article
Ángela Novoa-Echaurren, Alejandra Canales-Tapia, Linda Molin-Karakoç
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep561
ABSTRACT
Rapid technological developments have heightened global interest in pedagogically sound uses of information and communication technologies (ICTs) in education. However, universal principles for ICT integration need to better align with the local realities of teachers and schools for optimal uptake. Using Chile and Finland as case studies, this research summarizes, appraises, and synthesizes literature on teachers’ ICT uses before and during the pandemic. Adopting a ‘glocal’ framework (Manca et al., 2021), the study identifies local and global trends in ICT uses, including potential research shifts that carry implications for both theory and practice. A systematic literature review was conducted to examine Finnish and Chilean teachers’ ICT uses as reported in studies across five databases. The search was limited to peer-reviewed, English-language publications over a thirteen-year period and yielded 26 high-quality papers that were analyzed using meta-aggregation. Findings reveal that the reported ICT uses depended on the research methods employed to study these where qualitative studies documented innovative uses and quantitative studies more traditional uses of ICT. During the pandemic, research shifted to focus more on teacher experiences with Finnish studies highlighting positive ICT-related experiences and Chilean studies negative experiences including teachers’ lack of training and practical issues. Based on the findings, recommendations are given to continue to enhance ICT integration both locally and globally.
Keywords: ICT integration, pedagogical uses of ICT, systematic literature review, COVID-19 pandemic, Finland, Chile
Research Article
Kusuma Pitukwong, Sasithida Saraiwang
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep519
ABSTRACT
Mastering writing in English is crucial for English as a foreign language (EFL) learners; nevertheless, they encounter numerous difficulties, such as idea development, grammar complexities, vocabulary range, or even the pressure from writing anxiety. Consequently, many educators employ digital writing tools to enhance EFL learners’ English writing skills. This study aimed to explore Thai EFL university students’ perceptions of two digital writing tools, Paragraph Punch and ProWritingAid, as well as to investigate students’ writing performance. Participants consisted of 53 undergraduate EFL students enrolled in English education at a university in Thailand. Three research instruments were utilized: a 30-item questionnaire investigating participants’ perceptions of writing problems, a pre- and post-writing test assessing students’ writing development, and a semi-structured interview exploring students’ views on integrating digital writing tools in writing classes. The questionnaire findings emphasized various challenges students encountered in writing, including difficulties with idea development, grammar, and paragraph organization. The research further indicated a significant enhancement in students’ writing abilities after using digital writing tools. Additionally, students perceived that the improvements in their writing proficiency were due to the supportive guidance and real-time feedback provided by these digital writing tools. Nevertheless, there were concerns regarding excessive dependency on digital tools, the need for supplementary teacher feedback, and technological barriers.
Keywords: EFL, digital writing tools, technology integration, Paragraph Punch, ProWritingAid, writing skills
Review Article
Kai Hu, Arumugam Raman
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep497
ABSTRACT
This systematic literature review (SLR) explores the integration of e-learning in universities, emphasizing a comprehensive approach that intertwines various mainstream perspectives. Despite numerous studies on e-learning implementation evaluation, few have holistically considered financial, human, technical, and policy factors. This review used PRISMA guidelines and sources from Scopus, Google Scholar, ERIC, SAGE, and ProQuest. Of 26 analyzed studies, seven core themes emerged: Policy, financial, technical, human, institutional factors, others, and an integrated perspective, further distilled into 13 sub-themes. Findings highlight the importance of an integrative framework for evaluating e-learning, underscoring the interplay between macro and institutional policies. Additionally, the authors recommend cross-national comparisons and data synthesis from stakeholders, including students, educators and directors, to fully grasp e-learning implementation dynamics. Distinctively, it adopts an integrated perspective, filling the research gap by emphasizing overlooked financial considerations and presenting a comprehensive view through an SLR. By drawing insights from human, finance, technical, and policy perspective, the study provides a multidimensional lens on e-learning. This forward-looking approach not only captures the current state of e-learning integration but also charts future research directions, establishing its originality and significance in higher education.
Keywords: an integrated perspective, holistic integration of e-learning, systematic literature review, universities
Research Article
Sri Gunawan, Chich-Jen Shieh
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep470
ABSTRACT
This research investigates the effect of multiple intelligences (MIs) teaching strategy with technology-enriched environments on business administration students’ self-efficacy, confidence, and learning outcomes. The study involved 276 participants from a university’s business administration department, undergoing an international business course. A range of technology-based activities incorporating MI strategies was employed, exploring key topics such as globalization, corporate social responsibility, and market segmentation. Hypothesis testing revealed that high expectations and changes in viewpoints positively impacted self-concept, ability, and motivation, contributing to improved learning outcomes. The integration of technology in teaching facilitated these transformations, demonstrating how digital tools like virtual reality, interactive platforms, and online tutorials can enhance learning experiences. However, the effect on learning gain varied when viewpoints changed, indicating a need for further research into the differential impact of technology on learning outcomes. Despite some limitations, the study offers compelling evidence supporting the integration of MIs teaching strategy with technology-enriched environments in business administration education. Future studies should further explore the role of emerging technologies in this context.
Keywords: multiple intelligences teaching strategy, technology-enriched environments, technology education, motivation in learning, technology integration in teaching
Research Article
Kate Tzu-Ching Chen
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep467
ABSTRACT
The present study aimed to examine the barriers faced by Taiwanese university English as a foreign language (EFL) instructors when incorporating mobile-assisted language learning (MALL) into their teaching, and to explore how these barriers are influenced by the instructors’ background characteristics. To assess the variables, a survey questionnaire was developed and administered to a sample of 350 university instructors. Additionally, interviews were conducted with a subset of instructors to complement and clarify the quantitative data. The findings indicated that university EFL instructors encountered moderate barriers when integrating MALL into their teaching practices. Furthermore, the study identified significant differences in the barriers experienced based on the amount of time instructors dedicated to MALL on a daily basis. Both quantitative and qualitative data highlighted the importance of time as a critical factor for successful MALL integration. As a recommendation, it is advised that university administrators consider reducing instructors’ workload to facilitate the seamless integration of MALL.
Keywords: mobile-assisted language learning, English as a foreign language, barrier, technology integration
Research Article
Othman Abu Khurma, Nagla Ali, Myint Swe Khine
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep458
ABSTRACT
This study explored how students and teachers perceived the interdisciplinary integration of 3D printing technology in teaching and learning within the United Arab Emirates (UAE) elementary schools and its relation to students’ attitudes toward STEM careers. The study participants were 148 students and seven teachers from two elementary schools in the UAE. Technological, pedagogical, and content knowledge framework was used to guide the planning and integration of 3D printing into teaching and learning. Both quantitative and qualitative data collection tools were used to collect data from students and teachers. The data collection tools included a student’s survey, teachers’ interviews, and students’ focus group interviews. The study’s findings confirmed those of existing literature, which stressed the positive perceptions of students and teachers regarding the interdisciplinary integration of 3D printing technology in teaching and learning. Furthermore, students’ perception was positively correlated with students’ attitudes toward STEM careers. However, the study found that teachers were more likely to implement 3D printing in their classrooms when they receive proper training on the pedagogical and technical aspects of 3D printing, and hence addressing the possible challenges of integrating this technology in teaching and learning.
Keywords: 3D printing, STEM, interdisciplinary integration, teacher’s perception, student’s perception
Research Article
Atipat Boonmoh, Intrira Kulavichian
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep457
ABSTRACT
This study investigated how Thai EFL pre-service teachers (PSTs) use technology in their classrooms and the level of substitution, augmentation, modification, and redefinition (SAMR) they implement. Seven English education majors enrolled in the course “teaching internship 2” in their fourth year at a Thai university participated in the study. Due to COVID-19, the participants were trained to teach online, but during their teaching practicum, they were required to teach in a traditional on-site setting. Because of this novel arrangement, it was essential to investigate how these PSTs incorporate technology into the classroom. For the purpose of analyzing the process of educational technology integration, this study employed SAMR model. Observations and semi-structured interviews were used as data collection methods. Throughout the semester, observations were conducted twice. SAMR observation form was used to investigate how PSTs used technology in their teaching. Participants were asked to participate in an interview after each observation. The interviews included open-ended questions based on the conceptual framework of SAMR. Observation results show that technological tools were used to engage students, check comprehension, create teaching content, and evaluate students’ understanding. For the study, the participants were divided into three groups based on the extent of technological tools used. One participant was deemed to be in the substitution stage, five participants in the augmentation stage, and only one participant in the modification stage. The results of the interviews indicated that teacher motivation and the availability of ICT equipment, as well as familiarity with technological tools, played a significant role in PSTs’ integration of technology into the classroom. The study’s conclusions are helpful in developing PSTs’ technology integration in EFL classrooms. SAMR model should be introduced to PSTs to let them critically reflect on and develop their own technology integration.
Keywords: EFL, pre-service teachers, SAMR model, Thai students, technology integration
Research Article
Premika Farsawang, Noawanit Songkram
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep456
ABSTRACT
The COVID-19 pandemic led to a rapid transition to online learning, thereby significantly impacting higher education. This study examines the experiences of students, instructors, and university administrators from 22 Thai universities during the pandemic and explores the potential consequences for the future of higher education. Utilizing a mixed-methods approach, data were gathered through focus group discussions with 30 participants and a survey conducted with 510 undergraduate, graduate, and postgraduate students. The findings highlight the importance of flexibility, technology integration, and adaptability in curricula and instructional methods to enable effective online learning. Additionally, the study emphasizes the need for continuous improvement in the education sector, driven by the rapidly changing demands of the job market and the evolving nature of technology. Practical steps to be taken include prioritizing student learning outcomes, fostering digital literacy among instructors and students, and promoting collaboration across disciplines. Future research should examine the long-term impact of the pandemic on higher education and explore additional strategies for supporting students and instructors in the next normal.
Keywords: online learning, higher education, flexibility, technology integration, COVID-19, adaptability
Research Article
Ragad M. Tawafak, Liqaa Habeb Al-Obaydi, Blanka Klimova, Marcel Pikhart
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep452
ABSTRACT
This abstract presents a research study that investigates the effects of technology integration (TI) through digital gameplay on English as a foreign language (EFL) college students’ behavior intention. The study employs a mixed-methods research design, combining quantitative and qualitative data collection and analysis methods. The quantitative phase involves a pre- and post-test design, measuring the behavior intention of EFL college students before and after engaging in digital gameplay activities. The qualitative phase involves in-depth interviews and focus group discussions to gather students’ perceptions and experiences with using digital gameplay in their language learning process. The findings reveal that TI through digital gameplay positively influences EFL college students’ behavior intention, including their motivation, engagement, and self-efficacy in language learning. The qualitative data provide insights into students’ perceptions of the benefits and challenges of using digital gameplay, highlighting its potential for improving language skills, fostering social interaction, and promoting autonomous learning. The implications of the study suggest that incorporating digital gameplay in EFL college classrooms can be an effective approach to enhance students’ behavior intention and contribute to their language learning outcomes. This study contributes to the existing literature on TI in language education and provides practical recommendations for educators and policymakers to leverage digital gameplay for enhancing EFL college students’ behavior intention.
Keywords: technology integration, digital gaming, behavior intention, EFL college students
Research Article
Shonn Cheng, Mary Parker
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep422
ABSTRACT
This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)–educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, first-order and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if first-order barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.
Keywords: technology integration, first-order barriers, second-order barriers, school SES, equity
Review Article
Miguel Angel Paidican, Pamela Alejandra Arredondo
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep370
ABSTRACT
This article presents the results of a scientific literature analysis based on Kitchenham’s (2004) proposal, regarding the technological-pedagogical knowledge of the content under the TPACK model. Research studies containing data-driven information in primary education were revised. The selection of the 622 articles was conducted in Scopus, WoS (Web of Science), ERIC (Educational Resources Information Center), and Google Scholar databases; considering the period from which this model was initially described to May 2019. The following criteria were also observed: open access sources, referring to social sciences, and full text available. To conclude, there is limited scientific production regarding TPACK model in primary education, with 3,05% of the articles reviewed in this systematic literature review. An increase in using the TPACK model in terms of teacher knowledge and enriched environments with information and communication technology has also been observed. Participation of other members of the school community as students, parents and managers is also recommended.
Keywords: knowledge of teachers, educational technology, knowledge of technological pedagogical content (TPACK), primary school teachers, teacher training, Integration of technology
Research Article
Mehmet Haldun Kaya, Tufan Adiguzel
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep323
ABSTRACT
For technology integration to achieve intended instructional objectives, professional development is of paramount importance for in-service instructors. Technology enhanced reflection providing multimodality and evidence-based data has the potential of helping instructors achieve technology integration in their teaching. Thus, this study addressed the lack of professional development programs for in-service English language instructors aiming at technology integration through evidence-based multimodal reflective practices. By following the developmental research methodology, an instrumental case study was conducted using mixed-methods design including both qualitative and quantitative data. The professional training was carried out with eight English language instructors at tertiary level who aimed to integrate technology into their English classes by being involved in evidence-based multimodal reflective practice. In this study, there were five different data sources (instructors’ opinions, recorded lessons, video annotations, face-to-face interaction notes and pages in the learning management system) and seven data collection tools (interviews, tutor reflection template, self-reflection template, peer-reflection template, technology integration questionnaire, online discussion forums and evaluation criteria form). As a result, this professional training particularly designed and implemented for the in-service English language instructors at tertiary level did make a change in their both technology integration and evidence-based multimodal reflective practice. Apart from the change in the instructors’ technology integration, this study had an impact on their understanding, practice and quality of reflective practice involving evidence-based multimodal reflection tools as it helped the instructors to increase depth in their evidence-based multimodal reflective practice.
Keywords: technology integration, reflection, professional development, teacher training
Research Article
Olgun Sadik
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep285
ABSTRACT
This research was designed and conducted considering the theoretical and practical suggestions of design-based research (DBR) methodology and aimed to identify and address problems in a one-semester technology integration course at a Midwest university in the US. Community of practice (CoP) was used as the theoretical framework in this research to design and implement interventions, and improve the quality of the course. The researcher observed a community of teacher educators and aimed to make suggestions for building successful strategies for communities of practice in similar contexts. The study results showcased the connection between pedagogy, content and technology as an important theme for preparing future teachers in technology integration courses but also in all the teacher education courses. Furthermore, aligned with the previous literature, pre-service teachers’ beliefs and confidence were identified as important conditions for effective technology integration. CoP was found as a challenging but helpful model when all the members share ideas in a supportive and balanced environment. An experienced member of the community acting as a moderator and facilitating the discussions was helpful to address the communication issues in a community of teacher educators.
Keywords: community of practice, design-based research, teacher education, technology integration
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
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
Cem Cuhadar
CONT ED TECHNOLOGY, Volume 9, Issue 1, pp. 61-75
ABSTRACT
This study aims to expose the training and experience that pre-service teachers acquire in the course of their study at schools of education in regard to the use of information and communication technology (ICT). The study adopts the survey model and its sampling is comprised of 832 pre-service teachers who attend four different faculty of education in Turkey. The data were collected by means of a scale developed by Tondeur, van Braak, Siddiq and Scherer (2016) on the basis of SQD (Synthesis of Qualitative Evidence) model. It was basically found that pre-service teachers do not receive adequate training and support in regard to the use of ICT in education during the courses of their study at faculty of educations. This situation varies statistically according to gender and the faculty of education variables. In the process of technology integration in teacher education, it is important in terms of effectiveness and efficiency that resources other than human and human power are handled in a more realistic way. So, it is considered that the findings of the present study may help in the processes of planning and implementing the technology integration in teacher education.
Keywords: Technology integration, Teacher education, Preservice teachers
Research Article
Jamaal Young, Christina Hamilton, Marti Cason
CONT ED TECHNOLOGY, Volume 8, Issue 4, pp. 303-318
ABSTRACT
The purpose of this study was to examine the effects of integrating Interactive Whiteboard (IWB) technology on middle school mathematics achievement in an urban school. Propensity score matching was used to create a comparable control group in order to isolate the effects of IWB technology on mathematics achievement. An initial experimental group (n = 716) of ethnically diverse urban students receiving IWB instruction was matched to a control population (n = 856) based on propensity scores generated from demographic and ability data. Student achievement data were analyzed with 2 × 4 ANOVA to access treatment main effects and the effects of demographic variables such as gender, ethnicity, and ability. Ethnicity was a significant moderator of the effects. Specifically, a positive effect size was observed for White students, and the achievement gap was also reduced for Hispanic students. Implications for mathematics pedagogy with an IWB are provided based on these conclusions.
Keywords: Technology integration, Interactive whiteboard
Research Article
Arwa Ahmad Abdo Qasem, Gandla Viswanathappa
CONT ED TECHNOLOGY, Volume 7, Issue 3, pp. 264-276
ABSTRACT
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
Keywords: Blended learning, Technological pedagogical content knowledge (TPACK), Professional development, ICT integration, In-service teachers
Research Article
Sinem Vatanartiran, Sirin Karadeniz
CONT ED TECHNOLOGY, Volume 6, Issue 3, pp. 206-220
ABSTRACT
Lack of technology leadership and technology integration plans are important obstacles for using technology effectively in schools. We carried out a large-scale study to be able to design a technology integration plan for one of the pilot provinces that Fatih Project was initiated. The purpose of this research is to examine the perceived challenges and needs of K12 teachers when integrating technology into their classes, which would be used as the needs analysis data of the technology integration plan. A mixed design was used and 844 teachers participated in the study. An online survey was used to gather both the quantitative and qualitative data. The findings showed that there are three major issues for teachers to integrate technology into their instruction: Executive, infrastructural, and instructional. Executive issues are mostly related to managerial and financial challenges, Infrastructural issues include technological and physical challenges, and instructional issues consist of challenges related with instructional materials, students’ readiness, and teacher competencies.
Keywords: FATİH project, Technology integration plan, Needs analysis, Teacher training, Change management
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
Ann-Louise Petersen
CONT ED TECHNOLOGY, Volume 5, Issue 4, pp. 302-315
ABSTRACT
This article focuses on the leadership used by the principal in a collaborative ICT project. The case study chosen was a school project conducted within the NCCE project (Nordic Cross Country Education). The EU funded project ran for three years in grades 5-9 in Sweden, Denmark and Norway. The goal of the project was to develop cross-border education models between the national education systems in the three countries. The project was based on virtual communication using digital technology. The study focuses on how the Swedish teachers from two schools involved in the NCCE project experienced the leadership of the principals in ICT related matters. A qualitative method was used by interviewing the teachers in order to inquire about what kind of support they had received from the school leadership on pedagogical issues, technical equipment and ICT competence. The ICT leadership was analyzed by Dexter’s three basic features: setting direction, developing people and making the organization work. The result showed two kinds of leadership. The first one resembled a distributed leadership, where the principal worked closely with teachers and ICT managers, almost like being one of the team. The second one resembled more a formal leadership where principals had a positive attitude towards ICT development but did not participate personally in the project work.
Keywords: ICT integration, ICT leadership, Distributed leadership, School development
Research Article
Susan Troncoso Skidmore, Linda Reichwein Zientek, D. Patrick Saxon, Stacey L. Edmonson
CONT ED TECHNOLOGY, Volume 5, Issue 3, pp. 179-197
ABSTRACT
Although the majority of colleges and universities are equipped with the latest instructional technologies, an appreciable integration of technology has not been observed in instructional practices (Flavin, 2013; Garrison & Akyol, 2009; Salinas, 2008). The purpose of this research is to understand the impact that generational differences can have on developmental education faculty members’ self-reported familiarity, use, and challenges with instructional technology as measured by the Developmental Education Technology Survey (DETS; Skidmore, Saxon, Zientek, & Edmonson, 2012). The DETS was developed to examine the level of technology integration in developmental education programs across Texas higher education institutions. Responses from 753 developmental education faculty members from 68 institutions (69% institutional response rate) are the focus of this study. Findings suggest that generational classification serves as a statistically significant predictor of familiarity with instructional technology. A statistically significantly larger proportion of the faculty of the Silent generation also identified their own skill level as a challenge compared to other generations. Developing an understanding of faculty members’ proclivity to use instructional technology through the lens of generational classification can lead to more targeted professional development, which can help faculty members move towards using instructional technology as a resource to improve teaching and learning.
Keywords: Generational status, Developmental education, Integration of technology, Technology usage
Research Article
Atef Abuhmaid
CONT ED TECHNOLOGY, Volume 5, Issue 1, pp. 73-89
ABSTRACT
Cutting edge technologies are one of the main areas in which private schools compete so they can showcase themselves as pioneers In Jordan, as it is in other education contexts worldwide. The Interactive Whiteboard (IWB) is becoming one of the rapidly adopted educational technologies everywhere. However, while moving too fast to adopt new technologies, often decision is made without taking teachers’ perceptions into account. The current study focuses on teachers’ perspectives on two main aspects of the integration of IWBs in four Jordanian private schools: First, teachers’ perceptions of IWBs as instructional tools, and second, the presence of various supporting factors identified by the literature for the success of integrating IWB into schools. The study used a 26-item Likert scale which was administered to 200 teachers in the participating schools. The results showed that the participating schools spend extensive efforts and resources in integrating IWBs into their contexts; however, some supporting factors for the effective implementation might have been overlooked. In addition, in contrast to what some professionals might expect and some vendors might try to promote, IWBs did not make teachers’ job “easier” in terms of relieving teachers’ workloads, despite their values as reported by teachers.
Keywords: Interactive whiteboard, IWB, Instructional technologies, Technology integration in education, ICT, Educational technologies in Jordan
Research Article
Mehmet Akif Ocak, Şahin Gökçearslan, Ebru Solmaz
CONT ED TECHNOLOGY, Volume 5, Issue 1, pp. 22-38
ABSTRACT
This study aimed to investigate pre-service teachers’ perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers’ perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Keywords: Blogs, FATIH project, Tablet computers, Technology use in education, Technology integration
Research Article
Betul C. Czerkawski
CONT ED TECHNOLOGY, Volume 4, Issue 4, pp. 309-321
ABSTRACT
Emerging technologies do not necessarily facilitate or advance learning processes; teaching strategies that are used in the learning process, integration and incorporation methods do. In online instruction, research shows that “effective distance education depends on the provision of pedagogical excellence” (Bernard et al., 2004, p.413). From this perspective, a case study was conducted as a means of preliminary evaluation in a graduate program so that the effectiveness of emerging technologies and their impact on student learning could be understood. The article starts with a description of a case where emerging technologies are integrated throughout the curriculum of an online educational technology master’s program. It then discusses concerns related to the integration practices and whether these practices are in line with the foundational pillars of educational technology as described by Spector (2012). Finally, a set of suggestions are proposed for those graduate programs incorporating emerging technologies in online learning on a regular basis. The analysis of this case study would benefit others in two major ways. First, faculty members can conceptualize emerging technology integration using a recent framework. Second, such a conceptualization would set the stage for deeper analysis of learning effectiveness and program evaluation.
Keywords: Technology integration, Emerging technologies, Online master’s programs, Program evaluation, Learning effectiveness.
Research Article
Zeynel A. Misirli, Yavuz Akbulut
CONT ED TECHNOLOGY, Volume 4, Issue 4, pp. 249-262
ABSTRACT
The use of emerging technologies shape learners’ knowledge creation and transformation processes. In this regard, this study aimed to develop a scale to investigate 8th graders’ competencies regarding the educational technology standards based on ISTE-NETS. After a review of relevant literature, an item pool was prepared. The pool was improved through expert opinions and pilot implementations. The items were administered to 620 Turkish students from six different cities for the exploratory factor analysis (EFA). A four-factor structure with a total of 21 items emerged and explained 51 percent of the total variance. Factors were named technical proficiency, creativity, digital citizenship and participation, and innovativeness. Each factor had acceptable internal consistency coefficients. For the confirmatory factor analysis (CFA), the scale was administered to 210 new participants from a different city in Turkey. A few modification indices led to acceptable fit values. Thus, the suggested factor structure was considered plausible. Implications of the study were provided, followed by the recommendations for further research.
Keywords: Technology integration, Technology literacy, Educational technology standards, NETS-S, Scale development
Research Article
Hersh C. Waxman, Anna Witt Boriack, Yuan-Hsuan Lee, Angus MacNeil
CONT ED TECHNOLOGY, Volume 4, Issue 3, pp. 187-196
ABSTRACT
A sample of 311 principals from a large metropolitan area in the southwest region of the U. S. responded to a questionnaire that addressed public school principals’ perceptions related to the major functions of technology in their schools. Principals reported that the major functions of technology were: (a) communication, (b) instruction, (c) data sharing and management, (d) a resource, (e) administrative tasks, and (f) student learning. Male principals felt that technology was used as a resource and for administrative tasks more than female principals. Furthermore, principals with 12 or more years of experience perceived that technology was used for instruction, data sharing and management, and administrative tasks more than principals with less than 12 years of experience. These results indicate that both gender and years of experience influence how principals perceive the functions of technology in their schools. This could affect the technology leadership of principals, which may influence the success of technology implementation in schools.
Keywords: Technology use, Principals’ use of technology, Educational technology, ICT in schools, Technology integration
Research Article
Charles Buabeng-Andoh
CONT ED TECHNOLOGY, Volume 3, Issue 1, pp. 36-49
ABSTRACT
This study was conducted to explore teachers’ skills, perceptions, and practices about ICT in second-cycle institutions in Ghana. Questionnaires were distributed to 273 teachers in different departments, 241 were returned, and 231 were valid for data analysis, representing a response rate of 85%. The validity of the questionnaire was approved by a panel of experts in the field. The Cronbach’s alpha reliability coefficient was 0.91. Descriptive statistics and correlation were used to analyze data. Of the 231 teachers, 66% were males and 34% were females. Majority of the respondents were between the ages 30-39. The correlation analysis revealed positive correlation between ICT use and teachers’ competences. Further, teachers’ perceptions in terms of using ICT were found to be positive but not statistically significant. Finally, the study revealed inverse correlations among ICT use, age, and teaching experience. The descriptive results indicated that teachers’ knowledge in basic ICT applications as well as integrating ICT into teaching and learning processes was low. These results provide evidence that the introduction of ICT in teaching and learning has not brought any change in the delivery of education in second-cycle schools in Ghana. This also implies that teachers have not shifted from teacher-centered instruction to student-centered learning. From the findings of the study, it is recommended that courses such as computer supported learning, ICTs and designing instructional materials should be introduced in initial teacher training programs to improve teachers’ level of confidence and perceptions towards the use of ICT.
Keywords: Technology integration in schools, Teachers’ perceptions of ICT, Student-centered learning, Information and communication technologies, Teacher education
Research Article
Nuray Parlak Yilmaz
CONT ED TECHNOLOGY, Volume 2, Issue 1, pp. 37-54
ABSTRACT
Twenty-six years have passed since computers entered the Turkish Education System. Studies regarding the evaluation of the integration process reveal that the technology use has not yet been reflected into classroom activities sufficiently. This article aims to evaluate studies conducted from the beginning of the process to determine problems with regard to the integration process, especially by focusing on the elementary education. The article carefully examined the relevant literature, short-term action plans, circulars, regulations, project documents, and research studies. It appears that all the investments and projects carried out so far regarding the generalization of the use of ICT in education have remained mostly at macro level. More concrete policies and practices taking all the dimensions into consideration were put into practice only in the last period of the technology integration process. There are still problems at present situation particularly in the dimensions of infrastructure, teacher education, instructional materials, and software. Micro-level studies, which are carried out at the level of individual school, should be supported. Then, there will be better chances to convert the results of studies into policies for effective reform.
Keywords: Technology integration, Educational reform, K-8, Turkish education system
Research Article
Bahar Baran
CONT ED TECHNOLOGY, Volume 1, Issue 4, pp. 367-380
ABSTRACT
This study investigates university level students’ experiences of designing lessons with an interactive whiteboard as an instructional medium. The sample consisted of 40 students who will be both moderator of technological resources in schools and computer teachers after graduation from university. In the design of a lesson process, the ASSURE instructional design model was their roadmap. The results showed that none of the students had used interactive whiteboards before the course. However, most of them knew interactive whiteboards from other courses, seminars, or the Internet. Nearly half of the participants had some hesitations when they first learned that they were going to use interactive whiteboards in the course. After using it during a lesson, however, their opinions became positive. In addition, ASSURE instructional design model let them to progress systematically and step-by-step. Most of them had problems to find educational software to use with interactive white board. That is, their primary problem was with the “select instructional methods, media, and materials” step of the ASSURE model.
Keywords: Interactive whiteboard, Instructional design, ASSURE, Technology integration
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