Pub Date : 2021-10-12DOI: 10.1080/07380569.2021.1988316
Debra R. Sprague, Michelle K. Wilbern
Abstract Using an online survey, this mixed-method study was designed to understand how college students responded to the transition at mid-semester to online learning from face-to-face courses due to a global pandemic. The student responses indicated that the transition was not successful. Students mentioned issues with the limitations of the online format, personal struggles with time management or motivation, and diminishing quality of instruction. A summary of the study findings and recommendations for future studies are discussed.
{"title":"Going Online during a National Emergency: What College Students Have to Say","authors":"Debra R. Sprague, Michelle K. Wilbern","doi":"10.1080/07380569.2021.1988316","DOIUrl":"https://doi.org/10.1080/07380569.2021.1988316","url":null,"abstract":"Abstract Using an online survey, this mixed-method study was designed to understand how college students responded to the transition at mid-semester to online learning from face-to-face courses due to a global pandemic. The student responses indicated that the transition was not successful. Students mentioned issues with the limitations of the online format, personal struggles with time management or motivation, and diminishing quality of instruction. A summary of the study findings and recommendations for future studies are discussed.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"256 - 280"},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44423728","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 : 2021-07-03DOI: 10.1080/07380569.2021.1953951
M. Graham, G. Stols, Ruan Kapp
Abstract Studies have shown that when mathematics teachers integrate technology in their classrooms, the applications tend to be routine rather than transformational. Since limited research has been undertaken on integrating technology in teaching mathematics in developing countries, this study investigates which technologies South African teachers are integrating in their classrooms and how. This quantitative study showed that, although the most commonly used technology was a laptop/computer, the use of data projectors as teaching aids was most effective. Further investigation indicated that 72% of participants used a data projector as a substitute for the chalkboard or overhead projector and did not change their teaching when integrating technology. This study found that it is important to create professional development programs that focus on training teachers to make fundamental pedagogical shifts when integrating technology in their classrooms.
{"title":"Integrating Classroom Technology: South African Mathematics Teachers","authors":"M. Graham, G. Stols, Ruan Kapp","doi":"10.1080/07380569.2021.1953951","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953951","url":null,"abstract":"Abstract Studies have shown that when mathematics teachers integrate technology in their classrooms, the applications tend to be routine rather than transformational. Since limited research has been undertaken on integrating technology in teaching mathematics in developing countries, this study investigates which technologies South African teachers are integrating in their classrooms and how. This quantitative study showed that, although the most commonly used technology was a laptop/computer, the use of data projectors as teaching aids was most effective. Further investigation indicated that 72% of participants used a data projector as a substitute for the chalkboard or overhead projector and did not change their teaching when integrating technology. This study found that it is important to create professional development programs that focus on training teachers to make fundamental pedagogical shifts when integrating technology in their classrooms.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"189 - 213"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41962123","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 : 2021-07-03DOI: 10.1080/07380569.2021.1953362
David A. Brunow, T. Cullen
Abstract Students with learning disabilities in reading often have difficulty with comprehension. Four participants with learning disabilities, ages 16 and 17, were assessed in listening comprehension to determine the effects of two treatments, text-to-speech and human reader. Results of this single subject, alternating treatments study indicate that student mean scores on excerpts and multiple-choice listening comprehension quizzes from a required grade level reading were greater during the human reader treatment. Implications and conclusions of this study revealed that text-to-speech may benefit students with learning disabilities who struggle with reading and comprehension when used as a supplement to explicit teacher instruction; however, the text-to-speech was not as effective as a human reader on listening comprehension for students with learning disabilities.
{"title":"Effect of Text-to-Speech and Human Reader on Listening Comprehension for Students with Learning Disabilities","authors":"David A. Brunow, T. Cullen","doi":"10.1080/07380569.2021.1953362","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953362","url":null,"abstract":"Abstract Students with learning disabilities in reading often have difficulty with comprehension. Four participants with learning disabilities, ages 16 and 17, were assessed in listening comprehension to determine the effects of two treatments, text-to-speech and human reader. Results of this single subject, alternating treatments study indicate that student mean scores on excerpts and multiple-choice listening comprehension quizzes from a required grade level reading were greater during the human reader treatment. Implications and conclusions of this study revealed that text-to-speech may benefit students with learning disabilities who struggle with reading and comprehension when used as a supplement to explicit teacher instruction; however, the text-to-speech was not as effective as a human reader on listening comprehension for students with learning disabilities.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"214 - 231"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48021543","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 : 2021-07-03DOI: 10.1080/07380569.2021.1953367
Adria Patthoff, J. Castillo, Alejandra Treviño
Abstract Teachers’ beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers’ use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional contexts of teachers, especially those working in less common settings, may enhance our knowledge of how technology shapes teachers’ instruction and, subsequently, student learning. This case study highlights three teachers’ beliefs and practices of incorporating technology to enhance mathematics learning and mathematical discourse in public dual-language elementary schools. Through interviews, video-recorded lessons, and workshop discussions, researchers examined why and how teachers leveraged technology to enhance mathematics learning in a bilingual program. The analysis indicates that teachers’ reasoning and technology use sought to increase opportunities for discourse, a significant component of the mathematical practices (National Governors Association Center for Best Practices, 2010), strengthening their bilingual students’ understanding and application of mathematical concepts, processes, and proficiencies.
教师的信念、专业发展、获得硬件/软件和教学环境都会影响教师对技术的使用(Ertmer et al.， 2012;González-Carriedo & Esprívalo Harrell, 2018;Ottenbreit-Leftwich et al.， 2010)。前三个因素已经得到了广泛的研究，但是对教师的教学环境，特别是那些在不太常见的环境中工作的教师的教学环境的额外研究，可能会增强我们对技术如何影响教师教学以及随后影响学生学习的认识。本个案研究着重介绍了三位教师在公立双语小学中运用科技来加强数学学习和数学话语的信念和实践。通过访谈、视频录制课程和研讨会讨论，研究人员调查了教师为什么以及如何利用技术来提高双语课程中的数学学习。分析表明，教师的推理和技术使用寻求增加话语的机会，话语是数学实践的重要组成部分(国家州长协会最佳实践中心，2010年)，加强双语学生对数学概念、过程和熟练程度的理解和应用。
{"title":"Dual-Language Teachers’ Use of Technology to Facilitate Mathematical Discourse","authors":"Adria Patthoff, J. Castillo, Alejandra Treviño","doi":"10.1080/07380569.2021.1953367","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953367","url":null,"abstract":"Abstract Teachers’ beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers’ use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional contexts of teachers, especially those working in less common settings, may enhance our knowledge of how technology shapes teachers’ instruction and, subsequently, student learning. This case study highlights three teachers’ beliefs and practices of incorporating technology to enhance mathematics learning and mathematical discourse in public dual-language elementary schools. Through interviews, video-recorded lessons, and workshop discussions, researchers examined why and how teachers leveraged technology to enhance mathematics learning in a bilingual program. The analysis indicates that teachers’ reasoning and technology use sought to increase opportunities for discourse, a significant component of the mathematical practices (National Governors Association Center for Best Practices, 2010), strengthening their bilingual students’ understanding and application of mathematical concepts, processes, and proficiencies.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"161 - 188"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43941613","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 : 2021-07-03DOI: 10.1080/07380569.2021.1953654
Erik Kormos
Abstract This research explored teacher in-school educational technology use for middle grades instruction. A quantitative investigation examined adoption of technology, sources of acquired skills, use frequencies, perceived effectiveness, and barriers to integration. A total of 796 participants employed across a Mid-Atlantic state from various demographic backgrounds responded to the researcher-developed questionnaire. Findings revealed document creation and presentation programs were most commonly used and perceived as the most effective tools to enhance student learning. Teachers voiced displeasure for video and audio-editing software, as well as social networking. Participants indicated personal trial and error as the most likely way to acquire new knowledge. Teacher perspectives offer unique insight and provide an opportunity to further discussion of educational technologies. By better understanding educators’ use of technology in the middle grades, current teachers and administrators, as well as teacher preparation instructors, may design more reflective curricula. It is recommended that future research be performed on a multi-state or regional basis to investigate technology integration at the elementary and young adult grade levels to best prepare future teachers and keep current professionals abreast of research-based best practices.
{"title":"An Exploration of Educators’ Technology Integration in the Middle Grades","authors":"Erik Kormos","doi":"10.1080/07380569.2021.1953654","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953654","url":null,"abstract":"Abstract This research explored teacher in-school educational technology use for middle grades instruction. A quantitative investigation examined adoption of technology, sources of acquired skills, use frequencies, perceived effectiveness, and barriers to integration. A total of 796 participants employed across a Mid-Atlantic state from various demographic backgrounds responded to the researcher-developed questionnaire. Findings revealed document creation and presentation programs were most commonly used and perceived as the most effective tools to enhance student learning. Teachers voiced displeasure for video and audio-editing software, as well as social networking. Participants indicated personal trial and error as the most likely way to acquire new knowledge. Teacher perspectives offer unique insight and provide an opportunity to further discussion of educational technologies. By better understanding educators’ use of technology in the middle grades, current teachers and administrators, as well as teacher preparation instructors, may design more reflective curricula. It is recommended that future research be performed on a multi-state or regional basis to investigate technology integration at the elementary and young adult grade levels to best prepare future teachers and keep current professionals abreast of research-based best practices.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"232 - 248"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43271259","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 : 2021-04-19DOI: 10.1080/07380569.2021.1882209
Mete Akcaoglu, J. Rosenberg, Charles B. Hodges, J. Hilpert
Abstract Computer programming is becoming an essential skill for young students regardless of their education or career goals. Therefore, for students to develop and for educators and researchers to accurately measure self-efficacy in and value for programming is important. Although student motivation in subject matter can be measured using self-report surveys, these types of instruments are prone to error due to inherent biases. In this quasi-experimental and cross-sectional study, we examined whether using a computer programming pretest before taking a perception survey (i.e., providing examples of the key concept in the survey beforehand) had an impact on students’ self-reported self-efficacy and utility value, thus helping collect more accurate data. Results showed no significant difference on self-efficacy and value scores between those who received a pretest and those who did not. In further analysis, however, it was found that pretest performance was positively correlated with self-efficacy and value. In addition, boys reported significantly higher self-efficacy and value than girls, confirming gender disparity outlined in previous research. An exploratory, but important, finding was that there was an interaction between gender and test performance for the self-efficacy and utility value. While boys’ who had high pretest scores also reported higher levels of self-efficacy and utility value, it was the opposite for girls.
{"title":"An Exploration of Factors Impacting Middle School Students’ Attitudes Toward Computer Programming","authors":"Mete Akcaoglu, J. Rosenberg, Charles B. Hodges, J. Hilpert","doi":"10.1080/07380569.2021.1882209","DOIUrl":"https://doi.org/10.1080/07380569.2021.1882209","url":null,"abstract":"Abstract Computer programming is becoming an essential skill for young students regardless of their education or career goals. Therefore, for students to develop and for educators and researchers to accurately measure self-efficacy in and value for programming is important. Although student motivation in subject matter can be measured using self-report surveys, these types of instruments are prone to error due to inherent biases. In this quasi-experimental and cross-sectional study, we examined whether using a computer programming pretest before taking a perception survey (i.e., providing examples of the key concept in the survey beforehand) had an impact on students’ self-reported self-efficacy and utility value, thus helping collect more accurate data. Results showed no significant difference on self-efficacy and value scores between those who received a pretest and those who did not. In further analysis, however, it was found that pretest performance was positively correlated with self-efficacy and value. In addition, boys reported significantly higher self-efficacy and value than girls, confirming gender disparity outlined in previous research. An exploratory, but important, finding was that there was an interaction between gender and test performance for the self-efficacy and utility value. While boys’ who had high pretest scores also reported higher levels of self-efficacy and utility value, it was the opposite for girls.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"19 - 35"},"PeriodicalIF":0.9,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1882209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44786195","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 : 2021-04-19DOI: 10.1080/07380569.2021.1882203
Joanna C. Zimmerle
Abstract In an effort to slow the spread of the highly infectious disease coronavirus (COVID-19), school districts around the world closed school buildings, thrusting educators into emergency remote teaching. Although many vendors were quick to release tutorial guides and free trials for their online learning resources, the growing concern over student data protection intensified. A lack of transparency or disregard for privacy in the privacy policies of many apps and websites used by students may allow third parties to generate detailed profiles of students to be used for behavioral advertising, which could cause unforeseen consequences. This article highlights existing federal laws that aim to protect student data, explains the importance of vetting apps and websites used by students, offers guidance to assist schools with the vetting process, and concludes with resources to teach about digital citizenship, including lessons in which students learn how to protect their own data.
{"title":"Safe, Sound, and Private: Promoting Data Protection for Students","authors":"Joanna C. Zimmerle","doi":"10.1080/07380569.2021.1882203","DOIUrl":"https://doi.org/10.1080/07380569.2021.1882203","url":null,"abstract":"Abstract In an effort to slow the spread of the highly infectious disease coronavirus (COVID-19), school districts around the world closed school buildings, thrusting educators into emergency remote teaching. Although many vendors were quick to release tutorial guides and free trials for their online learning resources, the growing concern over student data protection intensified. A lack of transparency or disregard for privacy in the privacy policies of many apps and websites used by students may allow third parties to generate detailed profiles of students to be used for behavioral advertising, which could cause unforeseen consequences. This article highlights existing federal laws that aim to protect student data, explains the importance of vetting apps and websites used by students, offers guidance to assist schools with the vetting process, and concludes with resources to teach about digital citizenship, including lessons in which students learn how to protect their own data.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"1 - 18"},"PeriodicalIF":0.9,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1882203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43473367","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 : 2021-04-19DOI: 10.1080/07380569.2021.1882211
José María Gavilán-Izquierdo, Mercedes García, V. Martín-Molina
Abstract A current research problem in mathematics education is the characterization of the role of teachers in the processes of technology integration in mathematics classrooms. This article shows how two secondary mathematics teachers taught the concept of derivative of a function at a point and the concept of derivative function, one of them using digital technology and the other one without using it. Their teaching was characterized by describing their hypothetical learning trajectories (learning goals, learning activities and the hypothetical learning processes). APOS theory (which stands for Action, Process, Object and Schema) was used to describe the hypothetical learning processes. The results showed that the use of digital technology in class may promote reflection among students without excessive computations, thus helping them to construct the concept of derivative.
摘要当前数学教育研究的一个问题是数学课堂技术整合过程中教师角色的表征。本文介绍了两位中学数学教师是如何在教学中使用数字技术和不使用数字技术的情况下，对函数的一点导数概念和导数函数的概念进行教学的。他们的教学特点是描述他们假设的学习轨迹(学习目标、学习活动和假设的学习过程)。APOS理论(即Action, Process, Object and Schema)被用来描述假设的学习过程。结果表明，在课堂上使用数字技术可以促进学生的反思，而不需要过多的计算，从而帮助他们构建导数的概念。
{"title":"Characterizing the Role of Technology in Mathematics Teachers’ Practices When Teaching About the Derivative","authors":"José María Gavilán-Izquierdo, Mercedes García, V. Martín-Molina","doi":"10.1080/07380569.2021.1882211","DOIUrl":"https://doi.org/10.1080/07380569.2021.1882211","url":null,"abstract":"Abstract A current research problem in mathematics education is the characterization of the role of teachers in the processes of technology integration in mathematics classrooms. This article shows how two secondary mathematics teachers taught the concept of derivative of a function at a point and the concept of derivative function, one of them using digital technology and the other one without using it. Their teaching was characterized by describing their hypothetical learning trajectories (learning goals, learning activities and the hypothetical learning processes). APOS theory (which stands for Action, Process, Object and Schema) was used to describe the hypothetical learning processes. The results showed that the use of digital technology in class may promote reflection among students without excessive computations, thus helping them to construct the concept of derivative.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"36 - 56"},"PeriodicalIF":0.9,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1882211","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43063375","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 : 2021-04-19DOI: 10.1080/07380569.2021.1882206
Kaan Bati, Mehmet İkbal Yetişir
Abstract Over the past two decades, the integration of computational thinking, as well as information and communications technology within educational programs, has gained importance. A primary obstacle to integrating computational thinking into teaching and learning is the level of teachers' knowledge, skills, and perceptions related to this topic. This study aimed to determine the views of science, technology, engineering, and math (STEM) teachers regarding using information and communications technology within their teaching, emphasizing computational thinking within lessons, and conceptually developing levels of computational thinking skills. Another aim was to examine whether these variables differed according to educational discipline, teaching experience, and graduation factors. Data collection was conducted via an online questionnaire completed by participating teachers. One hundred twenty-one (121) teachers from 38 middle schools (34 public and 4 private) in seven different cities in the Republic of Turkey participated. An F test was used to determine whether selected scales, translated from an ICILS 2018 Teacher Questionnaire, differentiated according to educational discipline, teaching experience, and/or graduation factors. Pearson correlation coefficients were calculated to determine relationships between variables used in data collection. Results indicated that teachers need a sufficient level of education and guidance regarding incorporating information and communications technology into their lessons as well as how to consistently use these tools within their classrooms.
{"title":"Examination of Turkish Middle School STEM Teachers' Knowledge about Computational Thinking and Views Regarding Information and Communications Technology","authors":"Kaan Bati, Mehmet İkbal Yetişir","doi":"10.1080/07380569.2021.1882206","DOIUrl":"https://doi.org/10.1080/07380569.2021.1882206","url":null,"abstract":"Abstract Over the past two decades, the integration of computational thinking, as well as information and communications technology within educational programs, has gained importance. A primary obstacle to integrating computational thinking into teaching and learning is the level of teachers' knowledge, skills, and perceptions related to this topic. This study aimed to determine the views of science, technology, engineering, and math (STEM) teachers regarding using information and communications technology within their teaching, emphasizing computational thinking within lessons, and conceptually developing levels of computational thinking skills. Another aim was to examine whether these variables differed according to educational discipline, teaching experience, and graduation factors. Data collection was conducted via an online questionnaire completed by participating teachers. One hundred twenty-one (121) teachers from 38 middle schools (34 public and 4 private) in seven different cities in the Republic of Turkey participated. An F test was used to determine whether selected scales, translated from an ICILS 2018 Teacher Questionnaire, differentiated according to educational discipline, teaching experience, and/or graduation factors. Pearson correlation coefficients were calculated to determine relationships between variables used in data collection. Results indicated that teachers need a sufficient level of education and guidance regarding incorporating information and communications technology into their lessons as well as how to consistently use these tools within their classrooms.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"57 - 73"},"PeriodicalIF":0.9,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1882206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49345791","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 : 2021-04-03DOI: 10.1080/07380569.2021.1911555
Murat Çoban, Alperen Kayserili
Abstract This study aimed to investigate the perception of “presence” of 43 prospective teachers participating in a virtual reality (VR) environment with an immersion function and to describe their opinions and experiences regarding the implementation process. The case study model, a qualitative research approach, was used. Participants experienced the VR environment using an HTC Vive device with an immersive feature. Qualitative data were collected through a structured interview form at the end of the application. Findings indicated that most participants provided positive perceptions regarding their VR experience. Additionally, the perceptions of participants were categorized into three main areas: technology, design, and individual characteristics. These categories and the participants’ experiences may contribute to the process of integrating VR systems into educational environments and developing novel VR applications.
{"title":"Exploring the “Presence” of Prospective Teachers in the Virtual Reality Environment: A Qualitative Study","authors":"Murat Çoban, Alperen Kayserili","doi":"10.1080/07380569.2021.1911555","DOIUrl":"https://doi.org/10.1080/07380569.2021.1911555","url":null,"abstract":"Abstract This study aimed to investigate the perception of “presence” of 43 prospective teachers participating in a virtual reality (VR) environment with an immersion function and to describe their opinions and experiences regarding the implementation process. The case study model, a qualitative research approach, was used. Participants experienced the VR environment using an HTC Vive device with an immersive feature. Qualitative data were collected through a structured interview form at the end of the application. Findings indicated that most participants provided positive perceptions regarding their VR experience. Additionally, the perceptions of participants were categorized into three main areas: technology, design, and individual characteristics. These categories and the participants’ experiences may contribute to the process of integrating VR systems into educational environments and developing novel VR applications.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"142 - 159"},"PeriodicalIF":0.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1911555","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42567192","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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