Pub Date : 2023-02-22DOI: 10.1177/00472395231151443
K. Lyon, V. Walker, H. Smith, Jie Chen
Teacher preparation programs play an important role in preparing future special education teachers in the implementation of evidence-based interventions for students with disabilities. The purpose of this study was to examine the social validity and effects of two training strategies––video performance feedback and self-monitoring—on systematic instruction implementation of 51 pre-service special education teachers enrolled in a cross-categorical program. Systematic instruction implementation focused on two common response prompting systems––constant time delay and system of least prompts––across discrete and chained skills. Our findings indicate that, overall, both training strategies were effective in improving pre-service teachers’ systematic instruction implementation. Across both training strategies and response prompting systems, there were significant gains in implementation when used to teach chained skills. Additionally, pre-service teachers found both training strategies effective and feasible. We present implications for teacher preparation and future research directions.
{"title":"A Comparison of Video Performance Feedback and Self-Monitoring Strategies to Improve Pre-Service Teachers’ Implementation of Systematic Instruction","authors":"K. Lyon, V. Walker, H. Smith, Jie Chen","doi":"10.1177/00472395231151443","DOIUrl":"https://doi.org/10.1177/00472395231151443","url":null,"abstract":"Teacher preparation programs play an important role in preparing future special education teachers in the implementation of evidence-based interventions for students with disabilities. The purpose of this study was to examine the social validity and effects of two training strategies––video performance feedback and self-monitoring—on systematic instruction implementation of 51 pre-service special education teachers enrolled in a cross-categorical program. Systematic instruction implementation focused on two common response prompting systems––constant time delay and system of least prompts––across discrete and chained skills. Our findings indicate that, overall, both training strategies were effective in improving pre-service teachers’ systematic instruction implementation. Across both training strategies and response prompting systems, there were significant gains in implementation when used to teach chained skills. Additionally, pre-service teachers found both training strategies effective and feasible. We present implications for teacher preparation and future research directions.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114241719","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 : 2023-02-15DOI: 10.1177/00472395231155629
T. Liao
As we begin the 51 year of publishing research-based and peer review papers, we decided to review the themes of recently published papers. We were not surprised that many of the papers focused on blended and online learning systems to address the COVID-19 pandemic. However, we also discovered the lack of papers that dealt with the effectiveness and impact of new learning systems in real-world employment environments. In this issue of JETS, the first two papers focus on how well university programs for preparing future engineers and K–12 teachers serve their needs in work environments. The first paper provides a review of how the knowledge gained in undergraduate engineering laboratories was used by BS/ME graduates in industrial jobs. Specific examples are discussed to demonstrate how engineering concepts are used by nascent engineers in design projects. The second paper discusses a study that can be used to inform university faculty of teacher preparation programs need to improve their programs by better matching what is learned to what is needed in K–12 schools. The authors of this paper provide a report of a study that developed a framework for classifying educational technology systems used in K–12 schools. This study provides relevant information for designers of experiences for pre-service and in-service teachers. Using educational technology tools to promote active learning such as project-based programs is becoming an important instructional approach. In the next two papers, two specific examples are discussed to show the positive benefits of applying educational technology tools such as “Slack” [communication system] and other interactive systems. In both cases, students are more engaged in learning. In the third paper, the author reports on the effectiveness of an interactive communications software called “Slack”. Three insights about interactions between students and the instructor are provided. First, students are active using Slack throughout the semester. Second, students post messages in the private as well as the public channels. Third, many students follow conversations ensuring transparent and fair exchanges. The author also concludes with five recommendations for making more effective use of communications software such as Slack. Editorial
{"title":"Editorial Overview [JETS Vol. 51 No. 3]","authors":"T. Liao","doi":"10.1177/00472395231155629","DOIUrl":"https://doi.org/10.1177/00472395231155629","url":null,"abstract":"As we begin the 51 year of publishing research-based and peer review papers, we decided to review the themes of recently published papers. We were not surprised that many of the papers focused on blended and online learning systems to address the COVID-19 pandemic. However, we also discovered the lack of papers that dealt with the effectiveness and impact of new learning systems in real-world employment environments. In this issue of JETS, the first two papers focus on how well university programs for preparing future engineers and K–12 teachers serve their needs in work environments. The first paper provides a review of how the knowledge gained in undergraduate engineering laboratories was used by BS/ME graduates in industrial jobs. Specific examples are discussed to demonstrate how engineering concepts are used by nascent engineers in design projects. The second paper discusses a study that can be used to inform university faculty of teacher preparation programs need to improve their programs by better matching what is learned to what is needed in K–12 schools. The authors of this paper provide a report of a study that developed a framework for classifying educational technology systems used in K–12 schools. This study provides relevant information for designers of experiences for pre-service and in-service teachers. Using educational technology tools to promote active learning such as project-based programs is becoming an important instructional approach. In the next two papers, two specific examples are discussed to show the positive benefits of applying educational technology tools such as “Slack” [communication system] and other interactive systems. In both cases, students are more engaged in learning. In the third paper, the author reports on the effectiveness of an interactive communications software called “Slack”. Three insights about interactions between students and the instructor are provided. First, students are active using Slack throughout the semester. Second, students post messages in the private as well as the public channels. Third, many students follow conversations ensuring transparent and fair exchanges. The author also concludes with five recommendations for making more effective use of communications software such as Slack. Editorial","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122860632","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 : 2023-02-12DOI: 10.1177/00472395231155605
Julie Bacak, Jonathan Wagner, Florence Martin, E. Byker, Weichao Wang, Lynn Alhgrim-Delzell
K-12 schools utilize a growing number of technologies to operate effectively, ranging from technologies for learning to technologies that manage student and personnel data. We share findings from an analysis of 23 school district websites for technologies used in a number of K-12 school districts surrounding a public, research university in a southeast region of the United States. In addition, we also share findings on technologies used in K-12 school districts from interviews with 12 technology directors. We propose a technology classification framework including educational technologies, management technologies, support technologies, networking technologies, and security technologies in addition to identifying various technologies that are currently used by school districts based on this framework. This framework has implications for K-12 technology adoption and clarifying the roles of school technology personnel.
{"title":"Examining Technologies Used in K-12 School Districts: A Proposed Framework for Classifying Educational Technologies","authors":"Julie Bacak, Jonathan Wagner, Florence Martin, E. Byker, Weichao Wang, Lynn Alhgrim-Delzell","doi":"10.1177/00472395231155605","DOIUrl":"https://doi.org/10.1177/00472395231155605","url":null,"abstract":"K-12 schools utilize a growing number of technologies to operate effectively, ranging from technologies for learning to technologies that manage student and personnel data. We share findings from an analysis of 23 school district websites for technologies used in a number of K-12 school districts surrounding a public, research university in a southeast region of the United States. In addition, we also share findings on technologies used in K-12 school districts from interviews with 12 technology directors. We propose a technology classification framework including educational technologies, management technologies, support technologies, networking technologies, and security technologies in addition to identifying various technologies that are currently used by school districts based on this framework. This framework has implications for K-12 technology adoption and clarifying the roles of school technology personnel.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127366260","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 : 2023-02-05DOI: 10.1177/00472395231153957
Harry E. Pence
Despite the current interest in Open Science in the scientific community, it is not clear if Open Science will succeed in higher education. Open Science is based on three basic ideas: open data, open results, and open publication. If these principles can be successfully implemented, it will allow for much greater participation in the scientific process, including, perhaps, broad public participation. In order for Open Science to be successful, it must be compatible with the practices of higher education. This will require significant adjustment. This article will discuss the pluses and minuses of Open Science in higher education.
{"title":"Will Open Science Succeed in Higher Education?","authors":"Harry E. Pence","doi":"10.1177/00472395231153957","DOIUrl":"https://doi.org/10.1177/00472395231153957","url":null,"abstract":"Despite the current interest in Open Science in the scientific community, it is not clear if Open Science will succeed in higher education. Open Science is based on three basic ideas: open data, open results, and open publication. If these principles can be successfully implemented, it will allow for much greater participation in the scientific process, including, perhaps, broad public participation. In order for Open Science to be successful, it must be compatible with the practices of higher education. This will require significant adjustment. This article will discuss the pluses and minuses of Open Science in higher education.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130584378","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 : 2023-01-30DOI: 10.1177/00472395231153187
Fernando Almeida, Zoltán Buzády
Serious games are increasingly present in higher education and many researchers are reflecting on how to use them in the development and training of new skills. However, an unexplored area is the analysis of the impact that serious games have on students’ academic performance in an entrepreneurship course. In this sense, this study simultaneously seeks to explore the impact of the use of a serious game, titled FLIGBY, on the development of hard and soft skills through the use of a mixed methods approach, in which quantitative and qualitative methods are combined by adopting the convergent parallel design model. The findings did not allow us to establish a correlation between the parameters assessed in the FLIGBY and the students’ academic performance. However, it was possible to identify several benefits in the development of soft skills with potential impact on the students’ academic and professional careers.
{"title":"Exploring the Impact of a Serious Game in the Academic Success of Entrepreneurship Students","authors":"Fernando Almeida, Zoltán Buzády","doi":"10.1177/00472395231153187","DOIUrl":"https://doi.org/10.1177/00472395231153187","url":null,"abstract":"Serious games are increasingly present in higher education and many researchers are reflecting on how to use them in the development and training of new skills. However, an unexplored area is the analysis of the impact that serious games have on students’ academic performance in an entrepreneurship course. In this sense, this study simultaneously seeks to explore the impact of the use of a serious game, titled FLIGBY, on the development of hard and soft skills through the use of a mixed methods approach, in which quantitative and qualitative methods are combined by adopting the convergent parallel design model. The findings did not allow us to establish a correlation between the parameters assessed in the FLIGBY and the students’ academic performance. However, it was possible to identify several benefits in the development of soft skills with potential impact on the students’ academic and professional careers.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123020754","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 : 2023-01-23DOI: 10.1177/00472395231151910
S. Müller
Lectures and seminars increasingly strive for continuous interactions between learners and the instructor. I study whether the communication program Slack contributes to these goals by analyzing daily activity statistics in methodological and project-based postgraduate courses at an Irish university. Both semester-long courses were taught online during the coronavirus pandemic (Covid-19) and in person. The quantitative analysis reveals three insights. First, students are active on Slack throughout the term. Second, students post messages in public channels and extensively use private channels and direct messages. Third, many students follow the conversations, ensuring transparent and fair communication between students and instructors. Open-ended responses suggest that Slack created “team spirit.” I conclude with five recommendations: students should sign up in the first week of term; create channels for different aspects of the module; explain when students can expect a response; encourage private conversations between students; and monitor activities regularly.
{"title":"How Slack Facilitates Communication and Collaboration in Seminars and Project-Based Courses","authors":"S. Müller","doi":"10.1177/00472395231151910","DOIUrl":"https://doi.org/10.1177/00472395231151910","url":null,"abstract":"Lectures and seminars increasingly strive for continuous interactions between learners and the instructor. I study whether the communication program Slack contributes to these goals by analyzing daily activity statistics in methodological and project-based postgraduate courses at an Irish university. Both semester-long courses were taught online during the coronavirus pandemic (Covid-19) and in person. The quantitative analysis reveals three insights. First, students are active on Slack throughout the term. Second, students post messages in public channels and extensively use private channels and direct messages. Third, many students follow the conversations, ensuring transparent and fair communication between students and instructors. Open-ended responses suggest that Slack created “team spirit.” I conclude with five recommendations: students should sign up in the first week of term; create channels for different aspects of the module; explain when students can expect a response; encourage private conversations between students; and monitor activities regularly.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133804371","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 : 2022-12-26DOI: 10.1177/00472395221148120
A. Javidinejad
Mainly, this paper is written to address an engineering educator pool that has limited firsthand knowledge of the industry work scope. Specifically, members that gain necessary academic credential and gain a faculty job without having professional industry work exposures. Transition of knowledge gained in the undergraduate engineering experimental laboratories into engineering graduate's job in the industry is examined here. The concept was examined by performing a survey of some random B.S. in Mechanical Engineering program graduates. The survey mainly summarizes and charts a) the applicability of the laboratory courses taken during the completion of the Mechanical Engineering program to their job function and b) the ranking of the relevant contents of the laboratory courses for their current job function. The review of the knowledge gained in the undergraduate engineering laboratories with the feedback from some of the B.S.M.E. graduates working in the industry, points to a specific direction; “design support”.
{"title":"Transition of Knowledge Gained in the Undergraduate Engineering Experimental Laboratories into Engineering Graduate's Job in the Industry","authors":"A. Javidinejad","doi":"10.1177/00472395221148120","DOIUrl":"https://doi.org/10.1177/00472395221148120","url":null,"abstract":"Mainly, this paper is written to address an engineering educator pool that has limited firsthand knowledge of the industry work scope. Specifically, members that gain necessary academic credential and gain a faculty job without having professional industry work exposures. Transition of knowledge gained in the undergraduate engineering experimental laboratories into engineering graduate's job in the industry is examined here. The concept was examined by performing a survey of some random B.S. in Mechanical Engineering program graduates. The survey mainly summarizes and charts a) the applicability of the laboratory courses taken during the completion of the Mechanical Engineering program to their job function and b) the ranking of the relevant contents of the laboratory courses for their current job function. The review of the knowledge gained in the undergraduate engineering laboratories with the feedback from some of the B.S.M.E. graduates working in the industry, points to a specific direction; “design support”.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"689 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122959080","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 : 2022-12-12DOI: 10.1177/00472395221143969
P. Barbetta
Higher education (HE) faculty are increasingly teaching online. For many faculty, this represents a new instructional mode that comes with its own set of challenges but also with new instructional possibilities. One challenge is identifying innovative and effective active learning methods that academically engage online students. Along with other benefits, students learn more with instruction that includes active learning opportunities rather than simply passively attending, whether learning face-to-face or online. Fortunately, HE faculty have at their disposal numerous technology tools to increase active learning in their synchronous, asynchronous, and hybrid online courses. This technology presents several active learning technologies organized under these online instructional methods: content presentations, game-based and gamification activities, peer collaboration, and multimedia. Mostly, the technologies reviewed are free or relatively low-cost and easy to use, with some available within typical HE learning management systems.
{"title":"Technologies as Tools to Increase Active Learning During Online Higher-Education Instruction","authors":"P. Barbetta","doi":"10.1177/00472395221143969","DOIUrl":"https://doi.org/10.1177/00472395221143969","url":null,"abstract":"Higher education (HE) faculty are increasingly teaching online. For many faculty, this represents a new instructional mode that comes with its own set of challenges but also with new instructional possibilities. One challenge is identifying innovative and effective active learning methods that academically engage online students. Along with other benefits, students learn more with instruction that includes active learning opportunities rather than simply passively attending, whether learning face-to-face or online. Fortunately, HE faculty have at their disposal numerous technology tools to increase active learning in their synchronous, asynchronous, and hybrid online courses. This technology presents several active learning technologies organized under these online instructional methods: content presentations, game-based and gamification activities, peer collaboration, and multimedia. Mostly, the technologies reviewed are free or relatively low-cost and easy to use, with some available within typical HE learning management systems.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127700852","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 : 2022-12-01DOI: 10.1177/00472395221139905
Lori L. Scarlatos
From chalk boards to smart boards, and from textbooks to eBooks, technology has always been integral to education. Yet until recently, it was assumed that if a technology was good in one educational context, then it would be good for all. Today we are coming to realize that context is important when designing educational technology systems. For example, technologies that enhance learning in higher education will not necessarily be appropriate for children in elementary school. Likewise, technologies that help students to understand history may not translate well to learning mathematics. This is the theme of the current issue of JETS: different technologies for different contexts. Our issue begins with the middle school context. The first paper focuses on problem-based learning in middle school science. The authors have implemented and tested various versions of a system for helping students with scaffolded learning using the ACT-R theoretical framework. Their description of the system is complete and easy to follow, and could readily be replicated in other schools. The second paper examines the impact of virtual reality, both immersive and nonimmersive, on 9th-grade social studies classes. The novel study described in this paper offers important insights that are likely to make teachers of social studies, both in and out of the classroom (including museums), want to try virtual reality. In the third paper, the authors describe how 3D printing has been used to increase engagement and understanding in middle school math classes. A side benefit is apparently that the teachers who participated in the program were afterwards more eager to experiment with other new technologies in the classroom. With the fourth paper we shift our focus to higher education. This paper examines the impact of moving college classes online during the pandemic, specifically on undergraduate STEM (science, technology, engineering and mathematics) recitation courses at a research university. The authors note which aspects of these courses were retained, and what else was either added or lost. They also claim that, as might be expected, some of the changes will persist even as we migrate back to the classroom. Changes due to the pandemic are also the subject of the next paper. Specifically, the paper focuses on ICT (information and communications technology) competencies that are developed when a college math class is delivered in a blended manner. Although the paper is about a teaching experience at an African university, the lessons learned are important for any university in the developing world. Editorial
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Pub Date : 2022-12-01DOI: 10.1177/00472395221143057
{"title":"Erratum to Educational Technology Systems issue 51:1-9","authors":"","doi":"10.1177/00472395221143057","DOIUrl":"https://doi.org/10.1177/00472395221143057","url":null,"abstract":"","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130591110","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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