Pub Date : 2021-01-13DOI: 10.1080/1554480X.2020.1870469
Susanna Pöntinen, Sinikka Räty-Záborszky
ABSTRACT The beginning of primary education is an important time to form a good basis for students to develop their digital competence. However, the use of digital technologies is seldom a part of everyday schoolwork during the first years of primary school education. Furthermore, instruction on digital competence is often loosely connected to the students’ own ideas. Since there is obviously a need to investigate student-initiated involvement, this case study examined six to seven-year-old children’s views and ideas of using digital technology in school lessons through drawings and interviews. The results show that some of the students did not share the idea of using digital technology in their school lessons but most of the students did. In particular, the students expected digital devices to be used for learning, not for entertainment. Furthermore, their ideas reflected teacher-centred and student-centred approaches to learning digital competence. The study demonstrates that young students’ drawings and interviews reflect a range of important aspects in respect to teaching and learning digital competence.
{"title":"Student-initiated aspects as starting points for teaching digital competence in the early years of primary education","authors":"Susanna Pöntinen, Sinikka Räty-Záborszky","doi":"10.1080/1554480X.2020.1870469","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1870469","url":null,"abstract":"ABSTRACT The beginning of primary education is an important time to form a good basis for students to develop their digital competence. However, the use of digital technologies is seldom a part of everyday schoolwork during the first years of primary school education. Furthermore, instruction on digital competence is often loosely connected to the students’ own ideas. Since there is obviously a need to investigate student-initiated involvement, this case study examined six to seven-year-old children’s views and ideas of using digital technology in school lessons through drawings and interviews. The results show that some of the students did not share the idea of using digital technology in their school lessons but most of the students did. In particular, the students expected digital devices to be used for learning, not for entertainment. Furthermore, their ideas reflected teacher-centred and student-centred approaches to learning digital competence. The study demonstrates that young students’ drawings and interviews reflect a range of important aspects in respect to teaching and learning digital competence.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1870469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46202509","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 : 2021-01-11DOI: 10.1080/1554480X.2020.1870470
E. Adams, Stacey Kerr
ABSTRACT While social studies is often referred to as either disciplinary or interdisciplinary, we explain why the term intra-disciplinary might be more appropriate. Specifically, we present new materialist definitions of the prefix intra- and theorize why it is productive to consider social studies concepts as simultaneously historic, geographic, economic, and civic, instead of discrete and separate disciplines. After presenting an overview of the field of social studies and concerns over disciplinary definitions and designations, we show how theory can be put into practice with descriptions of three activities we did with elementary and secondary-focused preservice teachers designed with an intra-disciplinary approach in mind. These activities include a walk through a local neighborhood, a trip to a nearby organic grocery store, and a field trip to the state art museum. Ultimately, we present an argument that the often separated social studies disciplines are always abundantly present in each other and that their continued separation narrows the scope of the field and restricts teachers' ability to create relevancy between classroom topics and the lives of students.
{"title":"Always already there: theorizing an intra-disciplinary social studies","authors":"E. Adams, Stacey Kerr","doi":"10.1080/1554480X.2020.1870470","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1870470","url":null,"abstract":"ABSTRACT While social studies is often referred to as either disciplinary or interdisciplinary, we explain why the term intra-disciplinary might be more appropriate. Specifically, we present new materialist definitions of the prefix intra- and theorize why it is productive to consider social studies concepts as simultaneously historic, geographic, economic, and civic, instead of discrete and separate disciplines. After presenting an overview of the field of social studies and concerns over disciplinary definitions and designations, we show how theory can be put into practice with descriptions of three activities we did with elementary and secondary-focused preservice teachers designed with an intra-disciplinary approach in mind. These activities include a walk through a local neighborhood, a trip to a nearby organic grocery store, and a field trip to the state art museum. Ultimately, we present an argument that the often separated social studies disciplines are always abundantly present in each other and that their continued separation narrows the scope of the field and restricts teachers' ability to create relevancy between classroom topics and the lives of students.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1870470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45488555","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 : 2021-01-10DOI: 10.1080/1554480X.2020.1870468
Melissa Mosley Wetzel, N. Batista-Morales, Erica Steinitz Holyoke
ABSTRACT This study examines the work of cooperating teachers (CTs) within a literacy leadership course to construct transgressive mentoring practices that work against the grain of what is typical in schools. Previous research on coaching preservice teachers has not focused on the work that inservice teachers do to provide mentoring towards transgressive teaching practices. We ask, how do CTs within literacy leadership courses construct transgressive mentoring practices? Through our qualitative analysis of primarily conversations about coaching, we document how seven CTs’ reflections, individual and in community, led them to inspection, reciprocity and hope in their practices as teachers and coaches. This study has implications for the teacher educators including the development of professional learning opportunities for CTs and for researchers who intend to study such learning communities across contexts.
{"title":"Mentoring to transgress: practicing inspection, reciprocity and hope in teacher education","authors":"Melissa Mosley Wetzel, N. Batista-Morales, Erica Steinitz Holyoke","doi":"10.1080/1554480X.2020.1870468","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1870468","url":null,"abstract":"ABSTRACT This study examines the work of cooperating teachers (CTs) within a literacy leadership course to construct transgressive mentoring practices that work against the grain of what is typical in schools. Previous research on coaching preservice teachers has not focused on the work that inservice teachers do to provide mentoring towards transgressive teaching practices. We ask, how do CTs within literacy leadership courses construct transgressive mentoring practices? Through our qualitative analysis of primarily conversations about coaching, we document how seven CTs’ reflections, individual and in community, led them to inspection, reciprocity and hope in their practices as teachers and coaches. This study has implications for the teacher educators including the development of professional learning opportunities for CTs and for researchers who intend to study such learning communities across contexts.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1870468","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43751351","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 : 2020-12-23DOI: 10.1080/1554480X.2020.1860060
R. Zaidi, D. El Chaar
ABSTRACT The growing number of international students studying at Canadian universities has exacerbated the need to address identity, cultural aspects of teaching, and the commonalities of different cultures through a transcultural lens. To explore these concepts, researchers conducted a qualitative study using a workshop format at a large university in western Canada with graduate students, postdoctoral students, and faculty members from multiethnic backgrounds (N = 9). Two questions were posed to precipitate the research: 1) What does being transcultural mean to you? 2) Have you experienced cultural dissonance as part of your professional life? In a series of three activities, participants explored how to use identity texts (written, spoken, visual, musical, or multimodal sociocultural artefacts produced by participants) as an intervention to foster transculturalism and reduce tension and dissonance in a cross-cultural educational setting. Results indicated that using identity texts increased self-awareness, built trust, enhanced belonging, and revealed common humanity, thus creating opportunities to develop a successful professional identity in a multiethnic milieu.
{"title":"Identity texts: an intervention to internationalise the classroom","authors":"R. Zaidi, D. El Chaar","doi":"10.1080/1554480X.2020.1860060","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1860060","url":null,"abstract":"ABSTRACT The growing number of international students studying at Canadian universities has exacerbated the need to address identity, cultural aspects of teaching, and the commonalities of different cultures through a transcultural lens. To explore these concepts, researchers conducted a qualitative study using a workshop format at a large university in western Canada with graduate students, postdoctoral students, and faculty members from multiethnic backgrounds (N = 9). Two questions were posed to precipitate the research: 1) What does being transcultural mean to you? 2) Have you experienced cultural dissonance as part of your professional life? In a series of three activities, participants explored how to use identity texts (written, spoken, visual, musical, or multimodal sociocultural artefacts produced by participants) as an intervention to foster transculturalism and reduce tension and dissonance in a cross-cultural educational setting. Results indicated that using identity texts increased self-awareness, built trust, enhanced belonging, and revealed common humanity, thus creating opportunities to develop a successful professional identity in a multiethnic milieu.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1860060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41437372","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 : 2020-12-18DOI: 10.1080/1554480X.2020.1860062
Xue Qiao, Lindsey Moses, L. Kelly
ABSTRACT This article examines students’ identities in teacher–student interactions during an eight-week comic unit within a fourth-grade literacy classroom. Though researchers have increasingly studied how teachers incorporated graphic novels and comics into the school literacy curriculum, few have documented the social interactions that students’ multimodal composing is embedded in. Using microethnographic discourse analysis, we traced the identity work of two case studies at different reading levels during whole-class discussions and writing conferences and how their teacher supported their positive identity development through discourse moves. In this article, we show that the teacher’s dialogic approach to teaching provided both students with opportunities to position themselves and be positioned as expert and comic author. We encourage educators to use multimodal literacy to create a supportive learning environment that transforms verbocentric school literacy and students’ identities.
{"title":"Literate identity negotiations and supportive teacher discourse moves in a comic writing workshop","authors":"Xue Qiao, Lindsey Moses, L. Kelly","doi":"10.1080/1554480X.2020.1860062","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1860062","url":null,"abstract":"ABSTRACT This article examines students’ identities in teacher–student interactions during an eight-week comic unit within a fourth-grade literacy classroom. Though researchers have increasingly studied how teachers incorporated graphic novels and comics into the school literacy curriculum, few have documented the social interactions that students’ multimodal composing is embedded in. Using microethnographic discourse analysis, we traced the identity work of two case studies at different reading levels during whole-class discussions and writing conferences and how their teacher supported their positive identity development through discourse moves. In this article, we show that the teacher’s dialogic approach to teaching provided both students with opportunities to position themselves and be positioned as expert and comic author. We encourage educators to use multimodal literacy to create a supportive learning environment that transforms verbocentric school literacy and students’ identities.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1860062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44129038","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 : 2020-12-17DOI: 10.1080/1554480X.2020.1860061
G. Matthews, Olivia Djawoto
ABSTRACT This article argues that in order to encourage English graduates to expand their horizons, educators should diversify the range of assessments and offer greater opportunities for public engagement. Through a detailed analysis of the final-year elective, Literature & Medicine, the authors explore the ways in which the design and implementation of innovative assessment methods – concept mapping, graphic medicine, and creative projects – can result in diverse and vibrant work that demonstrates our students’ ability to contribute in a meaningful way to societal issues. We then show the ways in which collaboration with external partners such as hospitals, charities, and arts organisations can establish a sustainable public-engagement agenda and develop further opportunities for both research and teaching. Crucially, the assessment methods and pathways to public engagement are not limited to a particular discipline and can be adopted in a variety of international contexts.
{"title":"Innovative assessment methods as a pathway to public engagement: A case study of Literature & Medicine","authors":"G. Matthews, Olivia Djawoto","doi":"10.1080/1554480X.2020.1860061","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1860061","url":null,"abstract":"ABSTRACT This article argues that in order to encourage English graduates to expand their horizons, educators should diversify the range of assessments and offer greater opportunities for public engagement. Through a detailed analysis of the final-year elective, Literature & Medicine, the authors explore the ways in which the design and implementation of innovative assessment methods – concept mapping, graphic medicine, and creative projects – can result in diverse and vibrant work that demonstrates our students’ ability to contribute in a meaningful way to societal issues. We then show the ways in which collaboration with external partners such as hospitals, charities, and arts organisations can establish a sustainable public-engagement agenda and develop further opportunities for both research and teaching. Crucially, the assessment methods and pathways to public engagement are not limited to a particular discipline and can be adopted in a variety of international contexts.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1860061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49002795","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 : 2020-10-27DOI: 10.1080/1554480X.2020.1826949
Anamika Devi
ABSTRACT There are some studies indicating that parents make a significant contribution to children’s conceptual learning through play, whereas very few studies have been done to identify parents’ pedagogical positioning in children’s imaginative play for supporting their learning and development. This paper is seeking how Indian-Australian immigrant parents involve themselves and support the development of abstract concepts by taking on their children’s perspectives in imaginative play. Vygotsky’s cultural-historical theory was used to analyse the data to answer the research question. The data have been collected through video, audio and semi-structured interviews from four Indian-Australian immigrant families. Approximately 17 hours of data were collected from four focus children’s families. The finding of this study show how to extend the play that the parent and child develop from an individual perspective by moving between inside and outside of the imaginative play. However, the study also reveals that the play participants might miss the opportunity to understand each other’s perspectives by only being outside of the play. The paper suggests that future research should concentrate on studying the pedagogical positioning of the adult, which is an important dimension for understanding adults’ involvement in children’s imaginative play for supporting learning and development.
{"title":"Understanding play participants’ perspectives in play-based learning: a cultural-historical analysis in a home context","authors":"Anamika Devi","doi":"10.1080/1554480X.2020.1826949","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1826949","url":null,"abstract":"ABSTRACT There are some studies indicating that parents make a significant contribution to children’s conceptual learning through play, whereas very few studies have been done to identify parents’ pedagogical positioning in children’s imaginative play for supporting their learning and development. This paper is seeking how Indian-Australian immigrant parents involve themselves and support the development of abstract concepts by taking on their children’s perspectives in imaginative play. Vygotsky’s cultural-historical theory was used to analyse the data to answer the research question. The data have been collected through video, audio and semi-structured interviews from four Indian-Australian immigrant families. Approximately 17 hours of data were collected from four focus children’s families. The finding of this study show how to extend the play that the parent and child develop from an individual perspective by moving between inside and outside of the imaginative play. However, the study also reveals that the play participants might miss the opportunity to understand each other’s perspectives by only being outside of the play. The paper suggests that future research should concentrate on studying the pedagogical positioning of the adult, which is an important dimension for understanding adults’ involvement in children’s imaginative play for supporting learning and development.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1826949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47212114","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 : 2020-10-15DOI: 10.1080/1554480X.2020.1826948
V. Lee, Eiko Gyogi
ABSTRACT The purpose of this study is to analyse how translation can be used to foster multiliteracies. It looks at a multimodal-focused approach to translation, which is one of the two important focuses of the pedagogy of multiliteracies. The approach was applied to two different classroom settings: a Korean into English translation classroom at a university in Seoul, South Korea, and a beginner Japanese language class at a university in London, England. In particular, it will examine how a focus on the multimodal dimensions of text facilitates students’ understanding and how this in turn influences their decision-making in translation tasks across classroom contexts. The study uses thematic analysis to examine students’ learning journals submitted after the lesson. Despite two different classroom settings and differences in students’ language proficiency, data show the role such an approach played in enabling students to make decisions for their text output while contemplating the available modes. The approach allowed students to be explicitly aware of the context surrounding the media and helped them to make informed decisions regarding which translations to use.
{"title":"Translation for multiliteracies: case studies of EFL and JFL classrooms","authors":"V. Lee, Eiko Gyogi","doi":"10.1080/1554480X.2020.1826948","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1826948","url":null,"abstract":"ABSTRACT The purpose of this study is to analyse how translation can be used to foster multiliteracies. It looks at a multimodal-focused approach to translation, which is one of the two important focuses of the pedagogy of multiliteracies. The approach was applied to two different classroom settings: a Korean into English translation classroom at a university in Seoul, South Korea, and a beginner Japanese language class at a university in London, England. In particular, it will examine how a focus on the multimodal dimensions of text facilitates students’ understanding and how this in turn influences their decision-making in translation tasks across classroom contexts. The study uses thematic analysis to examine students’ learning journals submitted after the lesson. Despite two different classroom settings and differences in students’ language proficiency, data show the role such an approach played in enabling students to make decisions for their text output while contemplating the available modes. The approach allowed students to be explicitly aware of the context surrounding the media and helped them to make informed decisions regarding which translations to use.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1826948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45829912","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 : 2020-10-12DOI: 10.1080/1554480X.2020.1826947
Aijuan Cun, Mary B. Mcvee
ABSTRACT Research has shown that international students experience challenges in the United States. This study explored how ten Chinese students drew upon their funds of knowledge to deal with challenges within higher education and analyzed how these students studying abroad positioned themselves within their experiences in the United States. Theoretical perspectives included funds of knowledge and positioning theory. Data sources included twenty interviews with ten participants. Findings showed how participants drew upon their funds of knowledge such as first language and social networks to deal with challenges. Findings also showed (a) how these participants positioned themselves within the storyline of challenges in their early years in college, and (b) how these participants repositioned themselves within the storyline of future plans.
{"title":"Experiences of Chinese international students within higher education: a narrative study","authors":"Aijuan Cun, Mary B. Mcvee","doi":"10.1080/1554480X.2020.1826947","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1826947","url":null,"abstract":"ABSTRACT Research has shown that international students experience challenges in the United States. This study explored how ten Chinese students drew upon their funds of knowledge to deal with challenges within higher education and analyzed how these students studying abroad positioned themselves within their experiences in the United States. Theoretical perspectives included funds of knowledge and positioning theory. Data sources included twenty interviews with ten participants. Findings showed how participants drew upon their funds of knowledge such as first language and social networks to deal with challenges. Findings also showed (a) how these participants positioned themselves within the storyline of challenges in their early years in college, and (b) how these participants repositioned themselves within the storyline of future plans.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1826947","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41453282","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 : 2020-10-01DOI: 10.1080/1554480x.2019.1706522
Ümit Demir
ABSTRACT This research was conducted to determine the effects of the using negative knowledge-based Intelligent Teaching System (ITS) evaluator software in the assessment and evaluation processes of English Teaching as a Foreign language. Experimental design with the pretest-posttest control group was used in this study. The study group consists of 67 students who are studying at the Vocational College of Technical Sciences located in Canakkale/Turkey. In this study, educational evaluator software based on correcting misconceptions developed by the researcher was used within the education process only in the experimental group. At the end of the fifth week following the 4-week experimental procedure, the academic achievement of the students was determined by a posttest. As a result, it was found to be a significant difference [t(33) = −7.13, p < .05] between the pretest-posttest academic achievement of the experimental group. In addition, there was no significant difference [t(65) = −1.15, p > .05] between the pretest scores of the experimental and control groups. There was a significant difference [t(65) = −2.25, p < .05] in posttest scores’ of control and experimental group students. As a result, using knowledge-based ITS evaluator software increased academic achievement much more than traditional education.
{"title":"The effect of using negative knowledge based intelligent tutoring system evaluator software to the academic success in English language education","authors":"Ümit Demir","doi":"10.1080/1554480x.2019.1706522","DOIUrl":"https://doi.org/10.1080/1554480x.2019.1706522","url":null,"abstract":"ABSTRACT This research was conducted to determine the effects of the using negative knowledge-based Intelligent Teaching System (ITS) evaluator software in the assessment and evaluation processes of English Teaching as a Foreign language. Experimental design with the pretest-posttest control group was used in this study. The study group consists of 67 students who are studying at the Vocational College of Technical Sciences located in Canakkale/Turkey. In this study, educational evaluator software based on correcting misconceptions developed by the researcher was used within the education process only in the experimental group. At the end of the fifth week following the 4-week experimental procedure, the academic achievement of the students was determined by a posttest. As a result, it was found to be a significant difference [t(33) = −7.13, p < .05] between the pretest-posttest academic achievement of the experimental group. In addition, there was no significant difference [t(65) = −1.15, p > .05] between the pretest scores of the experimental and control groups. There was a significant difference [t(65) = −2.25, p < .05] in posttest scores’ of control and experimental group students. As a result, using knowledge-based ITS evaluator software increased academic achievement much more than traditional education.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480x.2019.1706522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48876020","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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