Research Article
Kulthida Tuamsuk, Lan Thi Nguyen, Issara Kanjug, Grichawat Lowatcharin, Teeradej Manakul, Kornwipa Poonpon, Weerachai Sarakorn, Anucha Somabut, Niwat Srisawasdi, Saksuriya Traiyarach
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep408
ABSTRACT
This study aimed to investigate the success factors for transforming classrooms into learning communities in digital learning ecosystem (DLE) of Thailand’s secondary schools. Quantitative research was conducted by using a questionnaire as the research instrument to measure teachers’ evaluation of factors. Purposive sampling was applied to obtain a sample group of secondary schools. The questionnaires were sent to teachers at secondary schools in 20 provinces in Northeast Thailand that were employing the smart learning project for their teaching and learning. Data analysis was performed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis. The results revealed that learning support technologies, teachers, and learners were the three most important factors influencing the development of DLE (x =4.64, x =4.61, and x =4.49, respectively). The findings of this study have implications for educators, administrators, and teachers to review and discover appropriate ways to invest the necessary conditions that can enhance the quality of DLEs and improve teaching and learning activities in the digital environment at secondary schools.
Keywords: success factors, learning community, digital learning ecosystem, secondary schools, Thailand
Research Article
Gulzhana Kuzembayeva, Akmaral Umarova, Zhumagul Maydangalieva, Olga Gorbatenko, Elena Kalashnikova, Nadezhda Kalmazova, Oksana Chigisheva
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep362
ABSTRACT
A case study was initiated from the perspective of three research questions: 1) CLIL teachers’ practices at secondary schools of Aktobe during COVID-19 pandemic; 2) challenges for the teachers; 3) support provided for the teachers. The research methodology combined face-to-face personal interviews, and non-participant observation. Data analysis was conducted in line with Mayring’s (2020) approach to content analysis and by means of categorization into specific themes that emerge from teachers’ conceptualization of their CLIL practices. The analysis of teachers’ reflections on their experiences and challenges of using the CLIL approach during the pandemic, support provided to them and teachers’ attitudes towards the approach is presented in the paper. Research data on the secondary schools Science teachers’ CLIL practices in a remote learning setting was categorized related preparation to teaching, resources used by the teachers, students’ interaction during the lessons, and stakeholders’ attitudes and perceptions of the approach. The obtained data enables to understand Science teachers’ practices in terms of using the CLIL approach in Kazakhstani secondary schools in the period of COVID-19 pandemic, and will contribute to teacher development and preparation for successful CLIL realization in a non-traditional classroom.
Keywords: EFL, CLIL, science classroom, Kazakhstan, language policy, secondary school, pandemic, COVID-19, remote learning
Research Article
Aslıhan Saban
CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 111-129
ABSTRACT
YouTube is one of the social media tools that have become a part of our lives. It is used by many educators as a pedagogical instrument. To determine the perceptions and views students about YouTube can support the effective use of YouTube. For this purpose, metaphors and opinions of secondary school students about YouTube were tried to be determined. In this study, a phenomenological study have been used. Students’ expressions about metaphors and their reasons were coded with free coding and then categories and themes were created. Also, questionnaires were analyzed according to frequency. According to the research results, YouTube has been associated with a technological tool at the highest frequency. In reasons part, YouTube is shown as “everything” at most. Students often use YouTube. YouTube channels related to daily life, online games and entertainment are more followed. Participants want to use YouTube for educational purposes. Few students want to be YouTuber. Many families do not control the time and content of their children on YouTube. School and teacher need to be able to develop activities regarding effective usage of YouTube in the pedagogical context. Besides this, all partners should be informed and participate in training for digital harmony.
Keywords: YouTube, metaphors, secondary school students
Research Article
Charles Buabeng-Andoh
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 272-288
ABSTRACT
Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers’ ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers’ use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers’ ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers’ pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT.
Keywords: Public and private schools, Pedagogical use, Expectancy value model, Secondary school teachers