Pub Date : 2013-08-07DOI: 10.1504/IJSMILE.2013.055745
Torrey Trust
Even though the availability of information and the ability to connect with educators around the world is increasing rapidly through the internet, many teachers continue to seek help for overcoming classroom challenges from within the confines of their schools. In this study, 14 K-12 teachers volunteered to participate in an online course about using professional learning network (PLNs) tools to solicit help from educators around the world. A pre-course survey and post-course survey were administered to determine whether the online course effectively helped teachers expand their help-seeking behaviours beyond their schools. Analysis of the data found that after completing the online course, the participants were more willing to use their PLN to ask for help from a global audience of educators and experts.
{"title":"Beyond school walls: teachers' use of professional learning networks to receive help on a global scale","authors":"Torrey Trust","doi":"10.1504/IJSMILE.2013.055745","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.055745","url":null,"abstract":"Even though the availability of information and the ability to connect with educators around the world is increasing rapidly through the internet, many teachers continue to seek help for overcoming classroom challenges from within the confines of their schools. In this study, 14 K-12 teachers volunteered to participate in an online course about using professional learning network (PLNs) tools to solicit help from educators around the world. A pre-course survey and post-course survey were administered to determine whether the online course effectively helped teachers expand their help-seeking behaviours beyond their schools. Analysis of the data found that after completing the online course, the participants were more willing to use their PLN to ask for help from a global audience of educators and experts.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126160958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-08-07DOI: 10.1504/IJSMILE.2013.055731
Shuzhuo Jiang, Qiyun Wang
There has been little research on using technology to support peer editing in primary schools, especially for Chinese composition writing. This study explores the use of Google Docs to support students peer editing when they were writing Chinese compositions in a primary school in Singapore. A class of 36 primary five pupils participated in this study. They wrote two compositions by following the peer editing approach without and with the tool of Google Docs respectively. Data were collected from pupils’ compositions together with teachers’ observation and informal interview with pupils. The result showed that pupils made significant improvement from the first drafts to the revised drafts in two compositions. The improvement was observed on four aspects: spelling, punctuation, grammar, and the use of good words and phrases. In addition, pupils were more engaged in the peer editing process and having greater improvement when they were using Google Docs to do peer editing.
{"title":"Improving Chinese composition writing through peer editing: an exploratory study on using Google Docs","authors":"Shuzhuo Jiang, Qiyun Wang","doi":"10.1504/IJSMILE.2013.055731","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.055731","url":null,"abstract":"There has been little research on using technology to support peer editing in primary schools, especially for Chinese composition writing. This study explores the use of Google Docs to support students peer editing when they were writing Chinese compositions in a primary school in Singapore. A class of 36 primary five pupils participated in this study. They wrote two compositions by following the peer editing approach without and with the tool of Google Docs respectively. Data were collected from pupils’ compositions together with teachers’ observation and informal interview with pupils. The result showed that pupils made significant improvement from the first drafts to the revised drafts in two compositions. The improvement was observed on four aspects: spelling, punctuation, grammar, and the use of good words and phrases. In addition, pupils were more engaged in the peer editing process and having greater improvement when they were using Google Docs to do peer editing.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131370955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-08-07DOI: 10.1504/IJSMILE.2013.055739
E. Wusk, K. Kingsley
The increased influx of online video conferencing continues to open unexplored avenues for educational connections. This paper describes a qualitative research study in which two practitioner researchers implement and examine cross-generational literacy pairings in the Midwest USA. While employing an inquiry stance (Cochran-Smith and Lytle, 2009), the practitioners’ intent was to increase connections and literacy skills within mentor pairings of third grade and senior high school students. The two classes, from different school districts, met via video voice over internet protocol (VoIP) calls during this five-month study. The research reveals a deeper understanding of student engagement, leadership, and connectedness within this learning community formed with the intent of increasing literacy practices and connectedness.
在线视频会议的不断涌入继续为教育联系开辟了尚未开发的途径。本文描述了一项定性研究，其中两位实践性研究人员实施并检查了美国中西部地区的跨代扫盲配对。在采用探究性立场时(Cochran-Smith and Lytle, 2009)，实践者的意图是在三年级和高中学生的导师配对中增加联系和读写技能。在为期五个月的研究中，来自不同学区的两个班级通过互联网协议(VoIP)视频通话进行了交流。该研究揭示了对学生参与、领导力和连通性的更深入理解，该学习社区旨在提高读写能力和连通性。
{"title":"Inter-generational e-mentoring via voice over internet protocol video conferencing","authors":"E. Wusk, K. Kingsley","doi":"10.1504/IJSMILE.2013.055739","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.055739","url":null,"abstract":"The increased influx of online video conferencing continues to open unexplored avenues for educational connections. This paper describes a qualitative research study in which two practitioner researchers implement and examine cross-generational literacy pairings in the Midwest USA. While employing an inquiry stance (Cochran-Smith and Lytle, 2009), the practitioners’ intent was to increase connections and literacy skills within mentor pairings of third grade and senior high school students. The two classes, from different school districts, met via video voice over internet protocol (VoIP) calls during this five-month study. The research reveals a deeper understanding of student engagement, leadership, and connectedness within this learning community formed with the intent of increasing literacy practices and connectedness.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123930531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-08-07DOI: 10.1504/IJSMILE.2013.055730
Xinghua Wang
Research on the use of microblogs in education in mainland China is relatively a new field of study. Drawing on literature published during the period between September 2006 and September 2012, I review existing research studies about microblog’s application in the education in China. This literature review is organised into three topics: the settings in which research on microblog’s use was carried out, effects of microblogs on learners’ outcomes, and factors affecting the use of microblogs. The review shows that most of research studies were exploratory and done in higher education settings with only a small number being empirical, and that the disciplines in which research was conducted mainly fell into the category of humanities. The use of microblogs had a positive effect on students’ outcomes. Students’ use of microblogs was influenced by three key factors: microblog literacy, microblog usability and pedagogical issues. Some limitations of these studies were discussed. In the end, I conclude by offering recommendations for future research regarding the use of microblogs in education.
{"title":"A literature review on the use of microblogs in the education of mainland China","authors":"Xinghua Wang","doi":"10.1504/IJSMILE.2013.055730","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.055730","url":null,"abstract":"Research on the use of microblogs in education in mainland China is relatively a new field of study. Drawing on literature published during the period between September 2006 and September 2012, I review existing research studies about microblog’s application in the education in China. This literature review is organised into three topics: the settings in which research on microblog’s use was carried out, effects of microblogs on learners’ outcomes, and factors affecting the use of microblogs. The review shows that most of research studies were exploratory and done in higher education settings with only a small number being empirical, and that the disciplines in which research was conducted mainly fell into the category of humanities. The use of microblogs had a positive effect on students’ outcomes. Students’ use of microblogs was influenced by three key factors: microblog literacy, microblog usability and pedagogical issues. Some limitations of these studies were discussed. In the end, I conclude by offering recommendations for future research regarding the use of microblogs in education.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121959210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-08-07DOI: 10.1504/IJSMILE.2013.055738
Patricia D. Rafferty
This paper forms part of an exploration into how graduate business students in the USA experience group work within a part-time MBA programme. A single case, embedded study was conducted in 2011, which reveals new insight and understanding into the manner in which virtual team tools enhance the perception of positive group work outcomes for graduate business students. Study findings indicate the incorporation and teaching of virtual team tools enhances the perception of positive group work outcome for students. These benefits extended beyond the graduate classroom, with study participants reporting the value of these tools in relation to their world of work and professional life. Within this context, this paper also provides understanding into the manner in which educators can serve as facilitators of group work by the introduction of virtual team tools.
{"title":"Virtual team tools: a case study of graduate student experiences and their perceptions of positive group work outcomes","authors":"Patricia D. Rafferty","doi":"10.1504/IJSMILE.2013.055738","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.055738","url":null,"abstract":"This paper forms part of an exploration into how graduate business students in the USA experience group work within a part-time MBA programme. A single case, embedded study was conducted in 2011, which reveals new insight and understanding into the manner in which virtual team tools enhance the perception of positive group work outcomes for graduate business students. Study findings indicate the incorporation and teaching of virtual team tools enhances the perception of positive group work outcome for students. These benefits extended beyond the graduate classroom, with study participants reporting the value of these tools in relation to their world of work and professional life. Within this context, this paper also provides understanding into the manner in which educators can serve as facilitators of group work by the introduction of virtual team tools.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130925034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-03DOI: 10.1504/IJSMILE.2013.053602
L. Méndez, P. Lacasa, María García-Pernía
This study examines how innovative educational contexts facilitate the development of new literacies in a participatory culture. The study was carried out in a Spanish secondary education school, where students used online conversational environments and video games. The data were collected from a workshop carried out in an English class. It was conducted in two scenarios, inside and outside the classroom. While students were playing, they talked about the game, planned their actions and took decisions together. Moreover, they participated in a virtual conversational space to support the game’s sessions by facilitating reflective gaming among the participants. The results show that social relationships evolved from a social network, in which individual contributions are important, to an online community in which the group was predominant. Participation made it easier for students to approach the discourse and the rules of the game and enhance the new literacy training process.
{"title":"Digital communities and videogames as educational tools in participatory culture","authors":"L. Méndez, P. Lacasa, María García-Pernía","doi":"10.1504/IJSMILE.2013.053602","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.053602","url":null,"abstract":"This study examines how innovative educational contexts facilitate the development of new literacies in a participatory culture. The study was carried out in a Spanish secondary education school, where students used online conversational environments and video games. The data were collected from a workshop carried out in an English class. It was conducted in two scenarios, inside and outside the classroom. While students were playing, they talked about the game, planned their actions and took decisions together. Moreover, they participated in a virtual conversational space to support the game’s sessions by facilitating reflective gaming among the participants. The results show that social relationships evolved from a social network, in which individual contributions are important, to an online community in which the group was predominant. Participation made it easier for students to approach the discourse and the rules of the game and enhance the new literacy training process.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127507074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-03DOI: 10.1504/IJSMILE.2013.053600
Yi Zhan, Jianqiang Quan, Youqun Ren
Based on the research theories and methods of the TPACK model, an empirical research study was conducted in a normal university in Shanghai, China, to investigate how to improve pre-service teachers’ TPACK level. The subjects were pre-service mathematics teachers. The authors developed a learning-by-design micro-course and designed a TPACK Scale for the mathematics teachers, which aimed to test the change of their TPACK level before and after completing the micro-course. The result indicated that such a micro-course could effectively help the pre-service teachers improve their TPACK level. This paper describes the design and findings of the study, and provides suggestions for further improving the design of the micro-course to enhance pre-service teachers’ TPACK.
{"title":"An empirical study on the technological pedagogical content knowledge development of pre-service mathematics teachers in China","authors":"Yi Zhan, Jianqiang Quan, Youqun Ren","doi":"10.1504/IJSMILE.2013.053600","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.053600","url":null,"abstract":"Based on the research theories and methods of the TPACK model, an empirical research study was conducted in a normal university in Shanghai, China, to investigate how to improve pre-service teachers’ TPACK level. The subjects were pre-service mathematics teachers. The authors developed a learning-by-design micro-course and designed a TPACK Scale for the mathematics teachers, which aimed to test the change of their TPACK level before and after completing the micro-course. The result indicated that such a micro-course could effectively help the pre-service teachers improve their TPACK level. This paper describes the design and findings of the study, and provides suggestions for further improving the design of the micro-course to enhance pre-service teachers’ TPACK.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128260137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-03DOI: 10.1504/IJSMILE.2013.053597
Zahra Shahsavar
This study aims to determine if practicing Socratic questioning (SQ) can promote students’ critical thinking (CT). Participants were an intact class of undergraduate students enrolled in a course blog. To expand students’ understanding of using thoughtful questions, the researcher used a systematic step-by-step process to teach SQ in a blended learning environment. The main purpose of face-to-face sessions was to prepare students to practice Socratic discussions on the blog. The study employs a mixed-method design to integrate qualitative and quantitative data collection and analysis. Students’ questions in four Socratic discussions were collected and coded by using a content analysis approach. The Cornell Critical Thinking Test Level X (CCTT-X) was applied to assess students’ CT ability. The results indicate that practicing SQ in a blended learning environment was significantly effective in fostering students’ CT.
{"title":"Practicing Socratic questioning in a blended learning environment: an innovative strategy to promote critical thinking","authors":"Zahra Shahsavar","doi":"10.1504/IJSMILE.2013.053597","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.053597","url":null,"abstract":"This study aims to determine if practicing Socratic questioning (SQ) can promote students’ critical thinking (CT). Participants were an intact class of undergraduate students enrolled in a course blog. To expand students’ understanding of using thoughtful questions, the researcher used a systematic step-by-step process to teach SQ in a blended learning environment. The main purpose of face-to-face sessions was to prepare students to practice Socratic discussions on the blog. The study employs a mixed-method design to integrate qualitative and quantitative data collection and analysis. Students’ questions in four Socratic discussions were collected and coded by using a content analysis approach. The Cornell Critical Thinking Test Level X (CCTT-X) was applied to assess students’ CT ability. The results indicate that practicing SQ in a blended learning environment was significantly effective in fostering students’ CT.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125902980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-03DOI: 10.1504/IJSMILE.2013.053598
Penny Thompson
Although online video sharing sites are often viewed as contributors to a decline in students’ reading, these sites may also have the potential to enhance learning. Content sharing sites that contain viewer comments along with thought-provoking video lecture may provide a particularly rich source of instructional materials. To explore this potential, four discussion forums from the TED website were analysed at two levels. The first level provided a description of the types of comments that were prevalent in the discussion and indicated that clarifications, interpretations, and question were the most common types of substantive posts. The second level used Cognitive Flexibility Theory as a framework, and found that these forums contained open, expansive comments that could counteract common categories of oversimplification. These results suggest that freely available websites such as TED contain materials that could facilitate learning while capitalising on the intrinsic appeal of videos and social media.
{"title":"Viewer comments as educational annotation in video content sharing sites","authors":"Penny Thompson","doi":"10.1504/IJSMILE.2013.053598","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.053598","url":null,"abstract":"Although online video sharing sites are often viewed as contributors to a decline in students’ reading, these sites may also have the potential to enhance learning. Content sharing sites that contain viewer comments along with thought-provoking video lecture may provide a particularly rich source of instructional materials. To explore this potential, four discussion forums from the TED website were analysed at two levels. The first level provided a description of the types of comments that were prevalent in the discussion and indicated that clarifications, interpretations, and question were the most common types of substantive posts. The second level used Cognitive Flexibility Theory as a framework, and found that these forums contained open, expansive comments that could counteract common categories of oversimplification. These results suggest that freely available websites such as TED contain materials that could facilitate learning while capitalising on the intrinsic appeal of videos and social media.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131072036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-03DOI: 10.1504/IJSMILE.2013.053599
T. Plomp
21st century skills become increasingly important in the information society. This article elaborates on the curricular challenges faced when 21st century skills are integrated into the school curriculum. It starts with a summary of the KSAVE model presented in the first article (Plomp, forthcoming), and then presents the various appearances of the curriculum (e.g., intended curriculum, implemented curriculum, and attained curriculum) at different levels with an emphasis on two key aspects of the curriculum at the school and classroom level. These key aspects include the interactive character of teaching and learning processes and the interdependent components of a curriculum. Both aspects would affect the integration of 21st century skills into the process of teaching and learning. Next, this article describes the emerging pedagogical practices that are suitable for the information society and some thoughts about using ICT as a lever for educational change.
{"title":"Preparing education for the information society: curricular challenges","authors":"T. Plomp","doi":"10.1504/IJSMILE.2013.053599","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.053599","url":null,"abstract":"21st century skills become increasingly important in the information society. This article elaborates on the curricular challenges faced when 21st century skills are integrated into the school curriculum. It starts with a summary of the KSAVE model presented in the first article (Plomp, forthcoming), and then presents the various appearances of the curriculum (e.g., intended curriculum, implemented curriculum, and attained curriculum) at different levels with an emphasis on two key aspects of the curriculum at the school and classroom level. These key aspects include the interactive character of teaching and learning processes and the interdependent components of a curriculum. Both aspects would affect the integration of 21st century skills into the process of teaching and learning. Next, this article describes the emerging pedagogical practices that are suitable for the information society and some thoughts about using ICT as a lever for educational change.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128130552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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