Pub Date : 2022-09-30DOI: 10.18844/wjet.v14i5.7860
Anna Berestova, T. Anisimova, Olga Morugina, L. Lobuteva, A. Lobuteva
The study focuses on improving e-learning effectiveness and its implementation during the COVID-19-induced lockdown. The study involved 328 students aged 20 to 24 years with an equal number of males and females. Research shows that e-learning is mostly used together with embedded pedagogical tools and technologies rather than single training programs to improve the quality of teaching based on a unified method. Constructivism is an effective approach for this purpose. The research results can be used in programs with embedded learning elements based on constructivist pedagogy in online and blended learning at higher educational institutions. Keywords: e-learning; constructivism; student-teacher interaction; problem-based learning; student-centered learning; individual learning path
{"title":"Constructivist pedagogy in E-learning: Solving problems of interaction with a student","authors":"Anna Berestova, T. Anisimova, Olga Morugina, L. Lobuteva, A. Lobuteva","doi":"10.18844/wjet.v14i5.7860","DOIUrl":"https://doi.org/10.18844/wjet.v14i5.7860","url":null,"abstract":"The study focuses on improving e-learning effectiveness and its implementation during the COVID-19-induced lockdown. The study involved 328 students aged 20 to 24 years with an equal number of males and females. Research shows that e-learning is mostly used together with embedded pedagogical tools and technologies rather than single training programs to improve the quality of teaching based on a unified method. Constructivism is an effective approach for this purpose. The research results can be used in programs with embedded learning elements based on constructivist pedagogy in online and blended learning at higher educational institutions. \u0000Keywords: e-learning; constructivism; student-teacher interaction; problem-based learning; student-centered learning; individual learning path","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"8 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72568907","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 : 2022-09-30DOI: 10.18844/wjet.v14i5.7777
Ridwan Daud Mahande, N. Abdal
This article reports on a study that aims to develop and empirically test a measurement model of several constructs of cognitive learning styles, HyFlex learning modalities, and equitable learning with the assumptions of the indicators that build them. A total of 451 students from state universities and private universities in South Sulawesi, Indonesia, with previous online study experience, participated in the online survey. To investigate the interaction between cognitive learning style constructs and equitable HyFlex learning modalities, each used a set of indicators/items developed from Kirton's adaptation-innovation theory constructs, Felder-Silverman Learning Style with three HyFlex learning modalities, and equity pedagogy. Analysis of the measurement model was conducted using Smart-PLS software. The results of the measurement model analysis reveal the indicators that build the constructs of cognitive learning styles, HyFlex learning, and equity meet validity and reliability. The results of this study present alternative instruments to explain HyFlex learning constructs and indicators based on cognitive learning styles to create equitable learning in higher education. Keywords: HyFlex learning, Kirton’s cognitive theory, Felder-Silverman learning styles, equity pedagogy
{"title":"A HyFlex learning measurement model based on students’ cognitive learning styles to create equitable learning","authors":"Ridwan Daud Mahande, N. Abdal","doi":"10.18844/wjet.v14i5.7777","DOIUrl":"https://doi.org/10.18844/wjet.v14i5.7777","url":null,"abstract":"This article reports on a study that aims to develop and empirically test a measurement model of several constructs of cognitive learning styles, HyFlex learning modalities, and equitable learning with the assumptions of the indicators that build them. A total of 451 students from state universities and private universities in South Sulawesi, Indonesia, with previous online study experience, participated in the online survey. To investigate the interaction between cognitive learning style constructs and equitable HyFlex learning modalities, each used a set of indicators/items developed from Kirton's adaptation-innovation theory constructs, Felder-Silverman Learning Style with three HyFlex learning modalities, and equity pedagogy. Analysis of the measurement model was conducted using Smart-PLS software. The results of the measurement model analysis reveal the indicators that build the constructs of cognitive learning styles, HyFlex learning, and equity meet validity and reliability. The results of this study present alternative instruments to explain HyFlex learning constructs and indicators based on cognitive learning styles to create equitable learning in higher education.\u0000Keywords: HyFlex learning, Kirton’s cognitive theory, Felder-Silverman learning styles, equity pedagogy","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81699575","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 : 2022-09-30DOI: 10.18844/wjet.v14i5.7671
M. F. R. Pratama, M. Dewi, Endang Susilowati
Due to the COVID-19 pandemic, face-to-face interactions are still not permitted for the teaching and learning process. This condition has led to changes to the existing learning method to willy-nilly switch from conventional classes to what is called distance learning. Distance learning is referred to as online learning as its implementation requires Internet media that accommodate lecturers to interact with students online. The success of implementing online learning contributes to the learner’s satisfaction within the process of teaching and learning. This study used three applications—Camtasia video creator, YouTube, and Google Classroom—to assess how learners perceive the synchronous and asynchronous learning they have received. This study used a hybrid technique, combining a Google Form online survey with qualitative analysis of the respondents' answers. 52 students from the English Literature Department's Intermediate English Grammar Class served as the research participants. The findings indicate that the majority of students react well to the adoption of asynchronous learning when those three programs are used. The flexibility of access and timing is the most important and beneficial benefit. The integration between those three applications in conducting asynchronous learning is expected to provide a new perspective on implementing technology in English language teaching. Keywords: English teaching, COVID-19 pandemic, asynchronous learning, Camtasia, YouTube, Google Classroom.
由于新冠肺炎疫情，在教学过程中仍不允许面对面交流。这种情况导致了现有学习方法的变化，从传统的课堂学习到所谓的远程学习。远程学习被称为在线学习，因为它的实施需要网络媒体，以容纳讲师在线与学生互动。在线学习的成功实施有助于提高学习者在教学和学习过程中的满意度。这项研究使用了三个应用程序——camtasia视频创建者、YouTube和Google classroom——来评估学习者如何看待他们所接受的同步和异步学习。这项研究使用了一种混合技术，将谷歌表单在线调查与受访者答案的定性分析相结合。以英语文学系中级英语语法班52名学生为研究对象。研究结果表明，当使用这三个程序时，大多数学生对采用异步学习反应良好。访问和定时的灵活性是最重要和最有益的好处。这三种应用在异步学习中的整合有望为技术在英语教学中的应用提供新的视角。关键词:英语教学，新冠疫情，异步学习，Camtasia, YouTube, Google Classroom
{"title":"Integrating Camtasia, YouTube, and Google Classroom to create asynchronous learning environments","authors":"M. F. R. Pratama, M. Dewi, Endang Susilowati","doi":"10.18844/wjet.v14i5.7671","DOIUrl":"https://doi.org/10.18844/wjet.v14i5.7671","url":null,"abstract":"Due to the COVID-19 pandemic, face-to-face interactions are still not permitted for the teaching and learning process. This condition has led to changes to the existing learning method to willy-nilly switch from conventional classes to what is called distance learning. Distance learning is referred to as online learning as its implementation requires Internet media that accommodate lecturers to interact with students online. The success of implementing online learning contributes to the learner’s satisfaction within the process of teaching and learning. This study used three applications—Camtasia video creator, YouTube, and Google Classroom—to assess how learners perceive the synchronous and asynchronous learning they have received. This study used a hybrid technique, combining a Google Form online survey with qualitative analysis of the respondents' answers. 52 students from the English Literature Department's Intermediate English Grammar Class served as the research participants. The findings indicate that the majority of students react well to the adoption of asynchronous learning when those three programs are used. The flexibility of access and timing is the most important and beneficial benefit. The integration between those three applications in conducting asynchronous learning is expected to provide a new perspective on implementing technology in English language teaching.\u0000Keywords: English teaching, COVID-19 pandemic, asynchronous learning, Camtasia, YouTube, Google Classroom.","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90133253","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 : 2022-07-29DOI: 10.18844/wjet.v14i4.7743
A. Kurmanova, S. Kozhayeva, G. Ayupova, M. Aurenova, Bibianar Baizhumanova, Zhanat Aubakirova
The concept of digital natives is a frequently heard concept today. We live intertwined with technology. As in every field, technology has also taken its place in the fields of education. In addition to the advantages of technology products that facilitate the life of university students academically, physically, psychologically and socially, they also have negative effects in terms of physical, psychological and sociological aspects. Especially due to the misuse of smartphones, mobile Internet and social media, university students experience many problems such as technology addiction, nomophobia, netlessphobia and problematic social media use. In terms of socialisation, it is seen that university students are more affected by the psychological factors brought by technology, as they use it extensively in their academic studies and access to information. For this purpose, this study aims to determine the views of university students on the psychological effects of technology. Within the scope of this general purpose, a study was conducted with 84 university freshmen. In order to reach the aim of the research, five open-ended questions developed by the researcher were asked. As a result of the research, it has been revealed that university students have problems because they do not use technology correctly. This situation disrupts social relationships and affects communication. The use of technological tools by students may cause social phobia, communication problems, academic success, emotional turmoil and physical harm to physical health. For conscious use, it can be recommended to inform students by giving trainings. Keywords: University, digital natives, technology, psychology, education, media;
{"title":"University students’ relationship with technology: Psychological effects on students","authors":"A. Kurmanova, S. Kozhayeva, G. Ayupova, M. Aurenova, Bibianar Baizhumanova, Zhanat Aubakirova","doi":"10.18844/wjet.v14i4.7743","DOIUrl":"https://doi.org/10.18844/wjet.v14i4.7743","url":null,"abstract":"The concept of digital natives is a frequently heard concept today. We live intertwined with technology. As in every field, technology has also taken its place in the fields of education. In addition to the advantages of technology products that facilitate the life of university students academically, physically, psychologically and socially, they also have negative effects in terms of physical, psychological and sociological aspects. Especially due to the misuse of smartphones, mobile Internet and social media, university students experience many problems such as technology addiction, nomophobia, netlessphobia and problematic social media use. In terms of socialisation, it is seen that university students are more affected by the psychological factors brought by technology, as they use it extensively in their academic studies and access to information. For this purpose, this study aims to determine the views of university students on the psychological effects of technology. Within the scope of this general purpose, a study was conducted with 84 university freshmen. In order to reach the aim of the research, five open-ended questions developed by the researcher were asked. As a result of the research, it has been revealed that university students have problems because they do not use technology correctly. This situation disrupts social relationships and affects communication. The use of technological tools by students may cause social phobia, communication problems, academic success, emotional turmoil and physical harm to physical health. For conscious use, it can be recommended to inform students by giving trainings. \u0000 \u0000 \u0000Keywords: University, digital natives, technology, psychology, education, media;","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83576798","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 : 2022-07-29DOI: 10.18844/wjet.v14i4.7707
O. Zholymbayev, A. Zhumykbayeva, Ontagarova Dinar, Kanysh Bibekov, Sapakova Aigul, Primbetova Gulzhan
The trainings given to produce from learning methods and techniques to problem-solving provide permanence in learning. There is a need for regulations so that they can develop the necessary knowledge and skills regarding science, technology, engineering, arts and mathematics (STEAM) education and increase the STEAM workforce in the country. In order for the education to be supported by technology, the teachers who provide education should have the qualification for these technologies. In this study, it is aimed to determine the opinions of prospective teachers studying in the science department, who are important stakeholders of the learning–teaching process, about STEAM education, which attracts great attention in the world. It is a prerequisite for this study for them to have taken the STEAM application in their courses. It is thought that this study, which deals with an up-to-date teaching approach, will be important for programme developers and science educators and to determine the opinions of prospective teachers who will give education in the future about this technology. The study is a case study from the qualitative research method design. For the research data, open-ended questions were prepared by the researchers, after obtaining expert opinions. The study group of the research consisted of 45 senior students studying science teaching at a private university. As a result of the research, it was concluded that the STEAM application was effective in teaching. It was stated that positive gains were achieved in students with the inclusion of art in the science, technology, engineering and mathematic activity. It was concluded that some preparations should be made before and during the implementation of the STEAM activity. Keywords: Technology, STEAM education, science, pre-service teacher, teaching;
{"title":"Training teachers in science subjects through STEAM technologies","authors":"O. Zholymbayev, A. Zhumykbayeva, Ontagarova Dinar, Kanysh Bibekov, Sapakova Aigul, Primbetova Gulzhan","doi":"10.18844/wjet.v14i4.7707","DOIUrl":"https://doi.org/10.18844/wjet.v14i4.7707","url":null,"abstract":"The trainings given to produce from learning methods and techniques to problem-solving provide permanence in learning. There is a need for regulations so that they can develop the necessary knowledge and skills regarding science, technology, engineering, arts and mathematics (STEAM) education and increase the STEAM workforce in the country. In order for the education to be supported by technology, the teachers who provide education should have the qualification for these technologies. In this study, it is aimed to determine the opinions of prospective teachers studying in the science department, who are important stakeholders of the learning–teaching process, about STEAM education, which attracts great attention in the world. It is a prerequisite for this study for them to have taken the STEAM application in their courses. It is thought that this study, which deals with an up-to-date teaching approach, will be important for programme developers and science educators and to determine the opinions of prospective teachers who will give education in the future about this technology. The study is a case study from the qualitative research method design. For the research data, open-ended questions were prepared by the researchers, after obtaining expert opinions. The study group of the research consisted of 45 senior students studying science teaching at a private university. As a result of the research, it was concluded that the STEAM application was effective in teaching. It was stated that positive gains were achieved in students with the inclusion of art in the science, technology, engineering and mathematic activity. It was concluded that some preparations should be made before and during the implementation of the STEAM activity. \u0000 \u0000Keywords: Technology, STEAM education, science, pre-service teacher, teaching; \u0000 \u0000 ","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86776908","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}
The importance of gamification in education is supported by the studies conducted. It is very important to teach our students to use technology effectively during the trainings. Technology is just as important in teaching one to use it in the right direction. This study aimed to determine the current situation in the research process and the opinions of teachers and students in its implementation. The main purpose of the research is to determine the importance of game technology in primary schools affiliated to the state institution. In order to achieve the purpose of this study, interviews were conducted with 32 students and 4 teachers. The universe was selected on a voluntary basis. Research questions were created by taking the expert opinions from the researcher. The findings obtained from the research were explained using the content analysis method by thematisation. It has been concluded that students and teachers have positive opinions about game technology. It has been concluded that they want to use game technology in all courses. They noted that students and teachers sometimes have problems caused by a lack of information in a negative way. In this case, it can be corrected with in-service trainings being given. Keywords: Technology, learning, elementary school, student, teacher, game technology;
{"title":"The importance of game technology in primary education","authors":"Uaidullakyzy Elmira, Duisenbayev Abay, Dosbenbetova Anara Shaimahanovna, Mankesh Aksaule Erzhenbaikyzy, Akhmetova Aigul, Kenzhebekova Rabikha","doi":"10.18844/wjet.v14i4.7652","DOIUrl":"https://doi.org/10.18844/wjet.v14i4.7652","url":null,"abstract":"The importance of gamification in education is supported by the studies conducted. It is very important to teach our students to use technology effectively during the trainings. Technology is just as important in teaching one to use it in the right direction. This study aimed to determine the current situation in the research process and the opinions of teachers and students in its implementation. The main purpose of the research is to determine the importance of game technology in primary schools affiliated to the state institution. In order to achieve the purpose of this study, interviews were conducted with 32 students and 4 teachers. The universe was selected on a voluntary basis. Research questions were created by taking the expert opinions from the researcher. The findings obtained from the research were explained using the content analysis method by thematisation. It has been concluded that students and teachers have positive opinions about game technology. It has been concluded that they want to use game technology in all courses. They noted that students and teachers sometimes have problems caused by a lack of information in a negative way. In this case, it can be corrected with in-service trainings being given. \u0000 \u0000Keywords: Technology, learning, elementary school, student, teacher, game technology;","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83295921","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 : 2022-07-29DOI: 10.18844/wjet.v14i4.7615
Emerson D. Peteros
This research investigated the teacher education students’ assessment of modular distance learning (MDL) during the coronavirus disease 2019 pandemic using a descriptive comparative research design. There were 295 respondents who are taking up Bachelor of Secondary Education major in Mathematics in a state university. The respondents were identified using stratified random sampling. They answered a four-part survey questionnaire that assessed their profile, perception, benefits and challenges they encountered while learning through MDL. The results showed that they have a positive perception of MDL. At the same time, they found this modality to be beneficial. However, they often encountered the challenges that MDL brings. Moreover, there is a significant difference in the students’ perception, benefits and challenges that MDL brings when grouped according to their year level. Thus, it is recommended that school administrators and teachers consider students’ diversity relative to their needs and provide other instructional support while students are engaging in MDL. Keywords: Benefits, challenges, modular distance learning, perception, teacher education students
{"title":"Teacher education students’ assessment of modular distance learning during the COVID-19 pandemic","authors":"Emerson D. Peteros","doi":"10.18844/wjet.v14i4.7615","DOIUrl":"https://doi.org/10.18844/wjet.v14i4.7615","url":null,"abstract":"This research investigated the teacher education students’ assessment of modular distance learning (MDL) during the coronavirus disease 2019 pandemic using a descriptive comparative research design. There were 295 respondents who are taking up Bachelor of Secondary Education major in Mathematics in a state university. The respondents were identified using stratified random sampling. They answered a four-part survey questionnaire that assessed their profile, perception, benefits and challenges they encountered while learning through MDL. The results showed that they have a positive perception of MDL. At the same time, they found this modality to be beneficial. However, they often encountered the challenges that MDL brings. Moreover, there is a significant difference in the students’ perception, benefits and challenges that MDL brings when grouped according to their year level. Thus, it is recommended that school administrators and teachers consider students’ diversity relative to their needs and provide other instructional support while students are engaging in MDL. \u0000 \u0000Keywords: Benefits, challenges, modular distance learning, perception, teacher education students","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91389483","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 : 2022-07-29DOI: 10.18844/wjet.v14i4.7729
M. Ilyas, Herwin Herwin, M. Ma’rufi, Aprilia Tina Lidyasari, Augusto da Costa
The post-pandemic period in the education sector is marked by government policies to carry out face-to-face education processes in schools. This situation has the potential to show various changes in learning management in elementary schools, especially with the integration of technology. This study aims to analyse the integration of technology in learning management in elementary schools during the post-pandemic period. This study uses a qualitative approach to the type of phenomenology. The research subjects were elementary school teachers who had been selected through a convenience technique based on the availability of subjects in the field. Data were collected through interviews and documentation. Data were analysed using qualitative analysis through data condensation, data presentation, verification and drawing conclusions. The study’s findings show that the integration of technology in learning management tends to decrease during the post-pandemic period. Some habits of using technology in learning during the pandemic are no longer applied during the pandemic. However, some uses of technology are still maintained, such as the use of the WhatsApp group application in the delivery of learning information and the use of mobile-based assessment applications in learning assessment. Keywords: Technology integration, learning management, post-pandemic.
{"title":"Technology integration in learning management: A post-pandemic phenomenological study in elementary schools","authors":"M. Ilyas, Herwin Herwin, M. Ma’rufi, Aprilia Tina Lidyasari, Augusto da Costa","doi":"10.18844/wjet.v14i4.7729","DOIUrl":"https://doi.org/10.18844/wjet.v14i4.7729","url":null,"abstract":"The post-pandemic period in the education sector is marked by government policies to carry out face-to-face education processes in schools. This situation has the potential to show various changes in learning management in elementary schools, especially with the integration of technology. This study aims to analyse the integration of technology in learning management in elementary schools during the post-pandemic period. This study uses a qualitative approach to the type of phenomenology. The research subjects were elementary school teachers who had been selected through a convenience technique based on the availability of subjects in the field. Data were collected through interviews and documentation. Data were analysed using qualitative analysis through data condensation, data presentation, verification and drawing conclusions. The study’s findings show that the integration of technology in learning management tends to decrease during the post-pandemic period. Some habits of using technology in learning during the pandemic are no longer applied during the pandemic. However, some uses of technology are still maintained, such as the use of the WhatsApp group application in the delivery of learning information and the use of mobile-based assessment applications in learning assessment. \u0000 \u0000Keywords: Technology integration, learning management, post-pandemic. ","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87107642","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 : 2022-07-29DOI: 10.18844/wjet.v14i4.7608
M. Sakarneh, A. Alramamneh, A. Zyadat
This study aimed to identify the degree to which resource room teachers use modern educational technological means in teaching students with learning disabilities in Al-Salt city and to identify the obstacles facing the application of EdTech in schools. The study sample consisted of (48) resource room teachers who were chosen purposefully. The findings indicated that there were no statistically significant differences in the degree of using modern technological means attributed to the scientific qualification variable, and there were statistically significant differences attributed to the variable practical experience and in favour of the variable "experience category" (10 years and more). The results showed that the obstacles to using modern technology in all fields were of a (moderate) degree. The study recommends enhancing the use of technological means in teaching students with learning disabilities in resource rooms and finding effective solutions for the obstacles that hinder the use of these methods. Keywords: modern educational technology, resources rooms' teachers, students with learning disabilities.
{"title":"The usage of modern educational technology among resource room teachers in Jordan","authors":"M. Sakarneh, A. Alramamneh, A. Zyadat","doi":"10.18844/wjet.v14i4.7608","DOIUrl":"https://doi.org/10.18844/wjet.v14i4.7608","url":null,"abstract":"This study aimed to identify the degree to which resource room teachers use modern educational technological means in teaching students with learning disabilities in Al-Salt city and to identify the obstacles facing the application of EdTech in schools. The study sample consisted of (48) resource room teachers who were chosen purposefully. The findings indicated that there were no statistically significant differences in the degree of using modern technological means attributed to the scientific qualification variable, and there were statistically significant differences attributed to the variable practical experience and in favour of the variable \"experience category\" (10 years and more). The results showed that the obstacles to using modern technology in all fields were of a (moderate) degree. The study recommends enhancing the use of technological means in teaching students with learning disabilities in resource rooms and finding effective solutions for the obstacles that hinder the use of these methods. \u0000 \u0000Keywords: modern educational technology, resources rooms' teachers, students with learning disabilities.","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82222245","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 : 2022-07-29DOI: 10.18844/wjet.v14i4.7709
Lazzat Tulepova, Zhamiliya Namazbayeva, A. Autaeva, Gulnaz Kulnazarova, A. Moldabayeva
The definition of inclusion or the concept of integrating the concept of universal education has recently become increasingly important to prepare an environment that facilitates access to information for all individuals, especially those with special needs. Technological developments provide great changes and innovations in the field of education, as well as in all areas of our age. Especially computer and internet-centred technologies are used in education and enable to be processed with efficient and different methods. The aim of this research is to address the perspectives of future special education teachers on assistive technologies with a competency-oriented approach. For this purpose, 41 senior teacher candidates studying in the special education department of education faculties of 3 universities were interviewed in the fall term of 2020–2021. In order to reach the aim of the research, three semi-structured questions prepared by the researcher by taking expert opinions were asked. As a result of the research, it has been found that assistive technologies are beneficial for both students and teachers. As a result of the examples given by the senior pre-service teachers about assistive technologies, it was concluded that they knew a limited number of assistive technologies. Keywords: Technology, special education, competency-oriented, education;
{"title":"Perspectives of future special education teachers towards assistive technologies through the application of a competency-oriented approach","authors":"Lazzat Tulepova, Zhamiliya Namazbayeva, A. Autaeva, Gulnaz Kulnazarova, A. Moldabayeva","doi":"10.18844/wjet.v14i4.7709","DOIUrl":"https://doi.org/10.18844/wjet.v14i4.7709","url":null,"abstract":"The definition of inclusion or the concept of integrating the concept of universal education has recently become increasingly important to prepare an environment that facilitates access to information for all individuals, especially those with special needs. Technological developments provide great changes and innovations in the field of education, as well as in all areas of our age. Especially computer and internet-centred technologies are used in education and enable to be processed with efficient and different methods. The aim of this research is to address the perspectives of future special education teachers on assistive technologies with a competency-oriented approach. For this purpose, 41 senior teacher candidates studying in the special education department of education faculties of 3 universities were interviewed in the fall term of 2020–2021. In order to reach the aim of the research, three semi-structured questions prepared by the researcher by taking expert opinions were asked. As a result of the research, it has been found that assistive technologies are beneficial for both students and teachers. As a result of the examples given by the senior pre-service teachers about assistive technologies, it was concluded that they knew a limited number of assistive technologies. \u0000 \u0000Keywords: Technology, special education, competency-oriented, education;","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82231210","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：