Pub Date : 2023-09-30DOI: 10.1080/1475939x.2023.2259914
Blake Cutler, Rebecca Cooper, Andrew Greville, Linda Su, Caitriona Dempsey, Megan Lowe
ABSTRACTRapidly changing and emotional times, such as the COVID-19 pandemic, can have drastic impacts on teachers’ well-being. Using data from an episode of the ‘Talking Teaching’ podcast, this study explores how three Australian early-career teachers (ECTs) critically reflected on their practice in light of the emotional roller coaster caused by COVID-19. Drawing on Brookfield’s theoretical lenses for critical reflection, important findings indicate that the podcasting process facilitated the ECTs’ critical reflection on the shifts in their practice and changes in power relations with parents during remote learning. The latter finding points to the possibility of extending Brookfield’s critical reflection lenses to include a ‘parental perspectives’ lens. It is argued that podcasting is a powerful critical reflection tool that supports ECTs’ identity development and self-directed learning. Moreover, this study demonstrates the unique potential for podcasting in the generation of rich and authentic educational data.KEYWORDS: Early-career teacherspodcastingcritical reflectionremote learningteacher identity AcknowledgmentsThe authors wish to acknowledge Professor Ange Fitzgerald for her constructive and insightful comments on an earlier version of this article. They also thank the two anonymous reviewers for their insightful and constructive comments.Disclosure statementThere are no financial or non-financial competing interests to declare.Additional informationNotes on contributorsBlake CutlerBlake Cutler is a PhD candidate and Research Assistant in the Faculty of Education at Monash University. Their doctoral study explores how educators’ social justice efforts to support queer young people are shaped and influenced by research use. Prior to this, Blake taught as a primary music teacher. Blake tweets at @blakeacutlerRebecca CooperRebecca Cooper is an Associate Professor and the Director of Initial Teacher Education in the Faculty of Education at Monash University. Her research on science teachers’ pedagogical content knowledge includes considering how teachers’ practice can be developed and articulated, especially the practice of highly accomplished teachers. Rebecca tweets at @BecCooper3Andrew GrevilleAndrew Greville is a graduate of the Faculty of Education at Monash University. He works as a secondary Maths and Science teacher in regional Victoria. In his work, he focuses on how issues of identity-making, values and relationships influence students’ success in STEM subjects.Linda SuLinda Su is a graduate of the Faculty of Education at Monash University. She works as a secondary English teacher in Melbourne’s south-eastern suburbs. In her teaching, she considers how to create an academically rigorous learning environment that prepares students to be innovating, resilient and global citizens.Caitriona DempseyCaitriona Dempsey is a graduate of the Faculty of Education at Monash University. She works as a primary generalist teacher in Melbourne’s e
{"title":"Podcasting as a critical reflection tool for early-career teachers during emotional times","authors":"Blake Cutler, Rebecca Cooper, Andrew Greville, Linda Su, Caitriona Dempsey, Megan Lowe","doi":"10.1080/1475939x.2023.2259914","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2259914","url":null,"abstract":"ABSTRACTRapidly changing and emotional times, such as the COVID-19 pandemic, can have drastic impacts on teachers’ well-being. Using data from an episode of the ‘Talking Teaching’ podcast, this study explores how three Australian early-career teachers (ECTs) critically reflected on their practice in light of the emotional roller coaster caused by COVID-19. Drawing on Brookfield’s theoretical lenses for critical reflection, important findings indicate that the podcasting process facilitated the ECTs’ critical reflection on the shifts in their practice and changes in power relations with parents during remote learning. The latter finding points to the possibility of extending Brookfield’s critical reflection lenses to include a ‘parental perspectives’ lens. It is argued that podcasting is a powerful critical reflection tool that supports ECTs’ identity development and self-directed learning. Moreover, this study demonstrates the unique potential for podcasting in the generation of rich and authentic educational data.KEYWORDS: Early-career teacherspodcastingcritical reflectionremote learningteacher identity AcknowledgmentsThe authors wish to acknowledge Professor Ange Fitzgerald for her constructive and insightful comments on an earlier version of this article. They also thank the two anonymous reviewers for their insightful and constructive comments.Disclosure statementThere are no financial or non-financial competing interests to declare.Additional informationNotes on contributorsBlake CutlerBlake Cutler is a PhD candidate and Research Assistant in the Faculty of Education at Monash University. Their doctoral study explores how educators’ social justice efforts to support queer young people are shaped and influenced by research use. Prior to this, Blake taught as a primary music teacher. Blake tweets at @blakeacutlerRebecca CooperRebecca Cooper is an Associate Professor and the Director of Initial Teacher Education in the Faculty of Education at Monash University. Her research on science teachers’ pedagogical content knowledge includes considering how teachers’ practice can be developed and articulated, especially the practice of highly accomplished teachers. Rebecca tweets at @BecCooper3Andrew GrevilleAndrew Greville is a graduate of the Faculty of Education at Monash University. He works as a secondary Maths and Science teacher in regional Victoria. In his work, he focuses on how issues of identity-making, values and relationships influence students’ success in STEM subjects.Linda SuLinda Su is a graduate of the Faculty of Education at Monash University. She works as a secondary English teacher in Melbourne’s south-eastern suburbs. In her teaching, she considers how to create an academically rigorous learning environment that prepares students to be innovating, resilient and global citizens.Caitriona DempseyCaitriona Dempsey is a graduate of the Faculty of Education at Monash University. She works as a primary generalist teacher in Melbourne’s e","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136278745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1080/1475939x.2023.2254297
Anouschka van Leeuwen
Owing to the worldwide pandemic, use of technology and online education has increased. Studies into teachers' experiences in Higher Education indicated that teachers find it hard to monitor their students' progress during online education. Adequate teacher monitoring is essential, since it allows teachers to adapt their teaching strategies to student needs. Therefore, it was investigated what monitoring strategies teachers employed in online education and what challenges they experienced. Interviews were held with 10 teachers. The results showed that teachers primarily monitored students during online guided sessions. A difficulty was the lack of non-verbal and other observational cues that are normally available. To deal with this challenge, teachers created explicit monitoring opportunities by adjusting their course design. In the discussion, recommendations are given to stimulate teacher monitoring, and the potential role of automated analyses (learning analytics) to aid teacher monitoring is discussed.
{"title":"Teachers’ experiences of monitoring their students in online higher education: recommendations for course design and opportunities for learning analytics","authors":"Anouschka van Leeuwen","doi":"10.1080/1475939x.2023.2254297","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2254297","url":null,"abstract":"Owing to the worldwide pandemic, use of technology and online education has increased. Studies into teachers' experiences in Higher Education indicated that teachers find it hard to monitor their students' progress during online education. Adequate teacher monitoring is essential, since it allows teachers to adapt their teaching strategies to student needs. Therefore, it was investigated what monitoring strategies teachers employed in online education and what challenges they experienced. Interviews were held with 10 teachers. The results showed that teachers primarily monitored students during online guided sessions. A difficulty was the lack of non-verbal and other observational cues that are normally available. To deal with this challenge, teachers created explicit monitoring opportunities by adjusting their course design. In the discussion, recommendations are given to stimulate teacher monitoring, and the potential role of automated analyses (learning analytics) to aid teacher monitoring is discussed.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135718642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/1475939x.2023.2256348
Wenli Chen, Si Zhang, Zhongling Pi, Jesmine S. H. Tan, Yun Wen, Chee-Kit Looi, Jennifer Yeo, Qingtang Liu
ABSTRACTThis study investigates the role of a collaboration script, the Funnel Model, in supporting students’ computer-supported collaborative scientific argumentation, and how the students appropriated the collaboration script in scientific argumentation. In this exploratory case study, a class of 33 Secondary grade four students went through four phases of computer-supported collaborative argumentation activity scripted by the Funnel Model: individual ideation, intra-group synergy, inter-group critique and intra-group refinement. Multiple sources of data were collected including student-generated artefacts online at different phases of collaboration, and the post-intervention interviews with the students. The results show that the Funnel Model facilitated students’ computer-supported collaborative argumentation. The students’ levels of content mastery, motivation, classroom culture and time allocated for classroom participation affect students’ appropriation of the script for effective collaborative argumentation.KEYWORDS: Computer-supported collaborative learningcollaboration argumentationcollaboration scriptsappropriation AcknowledgmentsThis study was funded by Singapore Ministry of Education (MOE) under the Education Research Funding Programme (OER 07/17 CWL and OER 17/19 CWL) and administered by National Institute of Education (NIE), Nanyang Technological University, Singapore. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE and NIE. Consent from participants of this research was obtained based on ethics approval by Nanyang Technological University, IRB ref: IRB-2018-07-108.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Ministry of Education Singapore [OER 07/17 CWL].Notes on contributorsWenli ChenDr Wenli Chen is an associate professor at the National Institute of Education (NIE) at Nanyang Technological University (NTU). Her research interests include collaborative learning and learning science.Si ZhangDr Si Zhang is an associate professor in the School of Educational Informational Technology (SEIT) at Central China Normal University. His research interests include learning analysis and teacher education.Zhongling PiDr Zhongling Pi is a research associate professor in the Key Laboratory of Modern Teaching Technology at Shaanxi Normal University China. Her research interests include educational psychology and collaborative learning.Jesmine S. H. TanDr Jesmine S. H. Tan is a staff developer at Singapore Chinese Girls’ School. Her research interests include collaborative learning and learning science.Yun WenDr Yun Wen is an assistant professor in NIE, NTU. Her research interests include collaborative learning and educational technology.Chee-Kit LooiDr Chee-Kit Looi is a research Chair Professor at the Education University o
摘要本研究探讨了协作脚本漏斗模型在支持学生计算机协同科学论证中的作用，以及学生如何在科学论证中使用协作脚本。在这个探索性的案例研究中，一个班级的33名中学四年级学生通过漏斗模型编写了四个阶段的计算机支持的协作论证活动:个人创意、小组内协同、小组间批评和小组内改进。我们收集了多种来源的数据，包括学生在不同合作阶段生成的在线人工制品，以及干预后对学生的访谈。结果表明，漏斗模型促进了学生在计算机支持下的协同论证。学生的内容掌握水平、动机、课堂文化和课堂参与分配的时间都会影响学生对有效合作论证脚本的占用。本研究由新加坡教育部(MOE)根据教育研究资助计划(OER 07/17 CWL和OER 17/19 CWL)资助，由新加坡南洋理工大学国立教育研究所(NIE)管理。本材料中表达的任何意见、发现、结论或建议均为作者的观点，并不一定反映新加坡教育部和新加坡国家统计局的观点。本研究的参与者已通过南洋理工大学的伦理批准获得同意，IRB ref: IRB-2018-07-108。披露声明作者未报告潜在的利益冲突。本研究得到了新加坡教育部的支持[OER 07/17 CWL]。作者简介陈文丽博士，南洋理工大学国家教育研究院副教授。主要研究方向为协作学习和学习科学。张思博士，华中师范大学教育信息技术学院副教授。主要研究方向为学习分析和教师教育。皮仲玲，陕西师范大学现代教学技术重点实验室研究员。她的研究兴趣包括教育心理学和协作学习。jenmine S. H. Tan是新加坡华人女子学校的一名开发人员。主要研究方向为协作学习和学习科学。温云文，南洋理工大学聂学院助理教授。她的研究兴趣包括协作学习和教育技术。吕志杰吕志杰是香港教育大学研究讲座教授。他的研究兴趣包括移动学习、无缝学习、技术创新、利用移动技术促进儿童学习。Jennifer Yeo是新加坡社会科学大学的副教授。她的研究兴趣包括表征在科学解释和论证中的作用。刘庆堂刘庆堂，中国师范大学工商管理学院教授。主要研究方向为学习分析和教师教育。
{"title":"Students’ appropriation of collaboration script in a networked class: an exploratory study","authors":"Wenli Chen, Si Zhang, Zhongling Pi, Jesmine S. H. Tan, Yun Wen, Chee-Kit Looi, Jennifer Yeo, Qingtang Liu","doi":"10.1080/1475939x.2023.2256348","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2256348","url":null,"abstract":"ABSTRACTThis study investigates the role of a collaboration script, the Funnel Model, in supporting students’ computer-supported collaborative scientific argumentation, and how the students appropriated the collaboration script in scientific argumentation. In this exploratory case study, a class of 33 Secondary grade four students went through four phases of computer-supported collaborative argumentation activity scripted by the Funnel Model: individual ideation, intra-group synergy, inter-group critique and intra-group refinement. Multiple sources of data were collected including student-generated artefacts online at different phases of collaboration, and the post-intervention interviews with the students. The results show that the Funnel Model facilitated students’ computer-supported collaborative argumentation. The students’ levels of content mastery, motivation, classroom culture and time allocated for classroom participation affect students’ appropriation of the script for effective collaborative argumentation.KEYWORDS: Computer-supported collaborative learningcollaboration argumentationcollaboration scriptsappropriation AcknowledgmentsThis study was funded by Singapore Ministry of Education (MOE) under the Education Research Funding Programme (OER 07/17 CWL and OER 17/19 CWL) and administered by National Institute of Education (NIE), Nanyang Technological University, Singapore. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE and NIE. Consent from participants of this research was obtained based on ethics approval by Nanyang Technological University, IRB ref: IRB-2018-07-108.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Ministry of Education Singapore [OER 07/17 CWL].Notes on contributorsWenli ChenDr Wenli Chen is an associate professor at the National Institute of Education (NIE) at Nanyang Technological University (NTU). Her research interests include collaborative learning and learning science.Si ZhangDr Si Zhang is an associate professor in the School of Educational Informational Technology (SEIT) at Central China Normal University. His research interests include learning analysis and teacher education.Zhongling PiDr Zhongling Pi is a research associate professor in the Key Laboratory of Modern Teaching Technology at Shaanxi Normal University China. Her research interests include educational psychology and collaborative learning.Jesmine S. H. TanDr Jesmine S. H. Tan is a staff developer at Singapore Chinese Girls’ School. Her research interests include collaborative learning and learning science.Yun WenDr Yun Wen is an assistant professor in NIE, NTU. Her research interests include collaborative learning and educational technology.Chee-Kit LooiDr Chee-Kit Looi is a research Chair Professor at the Education University o","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135859151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1080/1475939x.2023.2258134
Anne-Line Bjerknes, Lars Opdal, Esther T. Canrinus
This study explores the impact of screencast feedback on maths tests for junior and high school students. While prior research emphasises the influence of feedback on learning, its effectiveness varies with type and delivery. Although studies in higher education observe improved precision and emotional connections through screencast feedback, its applicability in secondary education remains understudied. The authors surveyed 99 students, collecting responses via an 11-item questionnaire after the students had received feedback. Through thematic analysis, they found 72% favoured video feedback due to its clarity, depth and personal touch. Conversely, 17% preferred written feedback for efficiency. These findings underscore the benefits of screencasting feedback, highlighting its comprehensibility and individualised nature. Given the rise of digital learning, educators are encouraged to adopt screencasting as a valuable tool for enhancing feedback in academic settings.
{"title":"‘I finally understand my mistakes’ – the benefits of screencast feedback","authors":"Anne-Line Bjerknes, Lars Opdal, Esther T. Canrinus","doi":"10.1080/1475939x.2023.2258134","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2258134","url":null,"abstract":"This study explores the impact of screencast feedback on maths tests for junior and high school students. While prior research emphasises the influence of feedback on learning, its effectiveness varies with type and delivery. Although studies in higher education observe improved precision and emotional connections through screencast feedback, its applicability in secondary education remains understudied. The authors surveyed 99 students, collecting responses via an 11-item questionnaire after the students had received feedback. Through thematic analysis, they found 72% favoured video feedback due to its clarity, depth and personal touch. Conversely, 17% preferred written feedback for efficiency. These findings underscore the benefits of screencasting feedback, highlighting its comprehensibility and individualised nature. Given the rise of digital learning, educators are encouraged to adopt screencasting as a valuable tool for enhancing feedback in academic settings.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136313543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1080/1475939x.2023.2246981
Ruiqi Deng
Video lectures in massive open online courses (MOOCs) provide an opportunity to not only deliver instructional content but also engage learners. While there are many different styles of video lectures, it is not clear how video styles affect learner engagement. This study analysed and critiqued different typologies of video styles and classified MOOC video styles on a speaker-centric to media-centric spectrum. A total of 1372 survey responses were used for data analysis. The findings indicated that the ‘media-centric’ and ‘balanced’ video styles enhanced learner engagement to varying degrees in MOOCs of different study areas. In contrast, the ‘speaker-centric’ video style offered no advantages for promoting engagement in any MOOC study area. Effect sizes ranged from .03 to .07, indicating that video styles had a small to medium effect on engagement. These findings can provide new insights into the design of video lectures for different study areas in MOOCs.
{"title":"Effect of video styles on learner engagement in MOOCs","authors":"Ruiqi Deng","doi":"10.1080/1475939x.2023.2246981","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2246981","url":null,"abstract":"Video lectures in massive open online courses (MOOCs) provide an opportunity to not only deliver instructional content but also engage learners. While there are many different styles of video lectures, it is not clear how video styles affect learner engagement. This study analysed and critiqued different typologies of video styles and classified MOOC video styles on a speaker-centric to media-centric spectrum. A total of 1372 survey responses were used for data analysis. The findings indicated that the ‘media-centric’ and ‘balanced’ video styles enhanced learner engagement to varying degrees in MOOCs of different study areas. In contrast, the ‘speaker-centric’ video style offered no advantages for promoting engagement in any MOOC study area. Effect sizes ranged from .03 to .07, indicating that video styles had a small to medium effect on engagement. These findings can provide new insights into the design of video lectures for different study areas in MOOCs.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.1080/1475939x.2023.2246983
L. Eutsler, Chrystine Mitchell
{"title":"A self-study of an inter-university partnership to integrate technology into instruction","authors":"L. Eutsler, Chrystine Mitchell","doi":"10.1080/1475939x.2023.2246983","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2246983","url":null,"abstract":"","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41915378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.1080/1475939x.2023.2248134
Ahmed Taher
{"title":"Stakeholders’ opinions support the people-process-technology framework for implementing digital transformation in higher education","authors":"Ahmed Taher","doi":"10.1080/1475939x.2023.2248134","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2248134","url":null,"abstract":"","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48930819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1080/1475939x.2023.2240332
Cristóbal Suárez-Guerrero, Pablo Rivera-Vargas, J. Raffaghelli
{"title":"EdTech myths: towards a critical digital educational agenda","authors":"Cristóbal Suárez-Guerrero, Pablo Rivera-Vargas, J. Raffaghelli","doi":"10.1080/1475939x.2023.2240332","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2240332","url":null,"abstract":"","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46657267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.1080/1475939X.2023.2230230
Nkosinomusa Mabaso, C. Tiba, J. Condy, L. Meda
ABSTRACT This study explores pre-service teachers’ perspectives about the use of WhatsApp as an educational tool. This is a qualitative project set within an interpretive paradigm. Sixteen pre-service teachers at a University of Technology voluntarily agreed to be part of this study. These pre-service teachers were divided into two groups of eight participants each to take part in a focus group discussion. The data collected were analysed deductively, linking it to literature and the Community of Inquiry theoretical framework. The results show that despite challenges, pre-service teachers used WhatsApp because of its benefits, which include cost-effectiveness, quick dissemination of information, supporting learning and relieving stress among preservice teachers. The researchers concluded that lecturers and pre-service teachers should adopt and adapt WhatsApp for teaching and learning as a tool that supplements the learning management system in order to meet the contextual and diverse learning needs of students.
{"title":"WhatsApp as an educational tool: perspectives of pre-service teachers","authors":"Nkosinomusa Mabaso, C. Tiba, J. Condy, L. Meda","doi":"10.1080/1475939X.2023.2230230","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2230230","url":null,"abstract":"ABSTRACT This study explores pre-service teachers’ perspectives about the use of WhatsApp as an educational tool. This is a qualitative project set within an interpretive paradigm. Sixteen pre-service teachers at a University of Technology voluntarily agreed to be part of this study. These pre-service teachers were divided into two groups of eight participants each to take part in a focus group discussion. The data collected were analysed deductively, linking it to literature and the Community of Inquiry theoretical framework. The results show that despite challenges, pre-service teachers used WhatsApp because of its benefits, which include cost-effectiveness, quick dissemination of information, supporting learning and relieving stress among preservice teachers. The researchers concluded that lecturers and pre-service teachers should adopt and adapt WhatsApp for teaching and learning as a tool that supplements the learning management system in order to meet the contextual and diverse learning needs of students.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45128156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.1080/1475939X.2023.2237037
Yujung Ko, W. Shin
ABSTRACT The present study compared teachers’ acceptance of online and augmented reality (AR)/virtual reality (VR) technology in instruction, employing an extended technology acceptance model (eTAM). The authors included four influencing factors for teachers’ technology integration (teachers’ technological pedagogical and content knowledge [TPACK], self-efficacy, constructivist beliefs and motivational support) and investigated their impact on teachers’ acceptance of online- and AR/VR-based instruction. The results confirmed that self-efficacy and motivational support impacted perceived ease of use for both technologies. The most salient difference when comparing influencing factors was that constructivist beliefs influenced perceived usefulness in online-based instruction, whereas TPACK did in AR/VR-based instruction.
{"title":"Exploring teachers’ intention to integrate technology: a comparison between online- and AR/VR-based instruction","authors":"Yujung Ko, W. Shin","doi":"10.1080/1475939X.2023.2237037","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2237037","url":null,"abstract":"ABSTRACT The present study compared teachers’ acceptance of online and augmented reality (AR)/virtual reality (VR) technology in instruction, employing an extended technology acceptance model (eTAM). The authors included four influencing factors for teachers’ technology integration (teachers’ technological pedagogical and content knowledge [TPACK], self-efficacy, constructivist beliefs and motivational support) and investigated their impact on teachers’ acceptance of online- and AR/VR-based instruction. The results confirmed that self-efficacy and motivational support impacted perceived ease of use for both technologies. The most salient difference when comparing influencing factors was that constructivist beliefs influenced perceived usefulness in online-based instruction, whereas TPACK did in AR/VR-based instruction.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45755008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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