Postingan

Journal Summary 15

Pre-service training and ICT implementation in the classroom: ELT teachers’ perceptions Hicham Zyad International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2016, Vol. 12, Issue 3, pp. 4-18. The paper has an objective to find out teacher’s perceptions of their training programs regarding the use of educational technology. The study also explores to what extent the teachers apply technology, as what they learned from the training programs they have carried out. The result of the study, as shown from the questionnaire, revealed that they didn’t really feel satisfied with the training program. They reported that the blend between technology and pedagogy was lacking. The majority of the participants said that they were not introduced nor given examples on how to use ICT to achieve pedagogical goals in the classrooms. The modeling teachers didn’t give teaching demo integrating the use of ICT over the training period. Asses...
Posting Komentar
Baca selengkapnya

Journal Summary 14

Pre-service teachers’ perceptions on TPACK Development after Designing Educational games Hatice Sancar Tokmaka Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2014.939611 Computer games are very popular among young learners. Modern educational policies expect that Early Childhood Education (ECE) pre-service teachers bring technology integration skills to their teaching and learning process. Haktanır (2008) has pointed out that ECE educators should bear responsibility for pre-service teachers’ competencies using Information and communication technologies (ICT) when teaching. Such skills are the main concerns of TPACK – technological, pedagogical, content knowledge – which Mishra and Kohler (2006) have described as an emergent form of the three knowledge types, technological, pedagogical, and content knowledge focused around teachers’ technology integration skills. For this reason, the author held a qualitative case study aimed to investigate Early Child...
Posting Komentar
Baca selengkapnya

Journal Summary 13

Using Wikis and Collaborative Learning for Science Teachers' Professional Development Chen, Y-H.; Jang, S-J.; Chen, P-J. Journal of Computer Assisted Learning , v31 n4 p330-344 Aug 2015 Many tools, such as Blog, RSS or wiki, have been widely used in this digital era to support teachers’ technology capability, instructional novelty as well as their ongoing professional development. Wiki, among other tools, stands out as an ideal technology to flip traditional classrooms (Fu, Chu, & Kang, 2013). Wiki offers great technological affordances for both students and teachers. It enables individuals to create and edit Web content on their own. Wiki also enhances fast publishing and sharing of information. The most highlighted benefit of wiki is its capacity of collaborative editing. Past studies have shown that wikis can facilitate numerous authentic, collaborative and reflective learning activities, which result in improved motivation and better achievement among students and ...
Posting Komentar
Baca selengkapnya

Journal Summary 12

The Role of the TPACK in Game-Based Teaching: Does Instructional Sequence Matter? Article (PDF Available)  in The Asia-Pacific Education Researcher24(3):463-470 • September 2015 with 160 Reads . DOI: 10.1007/s40299-014-0221-2 Understanding the relationships among TPACK constructs plays an important in teachers’ TPACK development process. All of the constructs that include TK, PK, and CT are important predictors of teachers’ TPACK. The concerns that educators have is which type of knowledge should be acquired first. Based on the concern, the author, through this study, tries to find out whether the sequence of TPAC constructs matter in affecting the teachers’ TPACK in Game-Based Teaching. There are three types of knowledge teachers should learn regarding TPACK. 1.     Game Knowledge (GK): The knowledge of knowing the game itself including the features and how to use it. 2.     Game Pedagogical Knowledge (GPK): the knowledge of using digital ga...
Posting Komentar
Baca selengkapnya

Journal Summary 11

Probing in-service Teachers’ Perceptions on TPACK-G and Acceptance of GBL Chung-Yuan HSU , Jyh-Chong LIANG, Ching Sing CHAI & Chin-Chung TSAI Chen, W. et al. (Eds.) (2017). Proceedings of the 25 th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education The development of technology has influenced the way material is given in the classroom including games. Previously traditional games were used. Nowadays, teachers try to take advantages on the use of digital games to support their teaching and learning process. The use of digital games has been receiving growing attention. It positively affect students’ learning motivation and outcomes, and also improve students’ critical thinking skill and problem solving ability through appropriate pedagogical design (Akcaoglu, 2014). However, most games studies investigated the impacts of games on students’ knowledge acquisition and motivation, and very few have examin...
Posting Komentar
Baca selengkapnya

Journal Summary 10

Influencing Factors and Integration of ICT into Teaching Practices of Pre-service and Starting Teachers Aydın Aslan, Chang Zhu International Journal of Research in Education and Science Volume 2, Issue 2, Summer 2016 ISSN: 2148-9955 The study is aimed at investigating pre-service teachers’ perception on the use of ICT in teaching and learning process with regard to their integration of ICT into teaching practice. The perception is focused on several variables related to ICT such as perceived ICT competence, attitudes towards ICT, perceived competence in ICT integration, anxiety around ICT usage, ICT related course, pedagogical knowledge, external barriers to ICT integration, and prior experience concerning the use of ICT. The result revealed that perceived competence in ICT integration, computer anxiety, perceived ICT competence and pedagogical knowledge variables significantly influenced the teachers’ integration of ICT into teaching practices. The stu...
Posting Komentar
Baca selengkapnya

Journal Summary 9

Blended Learning Approach to Develop the Teachers’ TPACK Arwa Ahmed Abdo Qasem Gandla Viswanathappa Recently, blended learning has attracted considerable attention in teacher training programs. Blended learning, according to Owston et all (2008) is a combination of face-to-face and online experiences where learners do not need to be in the same locations. There are some characteristics of blended learning as proposed by Bonk and Graham (2003). In blended learning, various instructional modalities and technologies are used. There is also the combination of learning theories, methods, and pedagogical dimension. Blended learning is being adopted at all levels of education system. The writer of this journal thinks that blended learning approach can be used in professional development to help teachers explore various ways to facilitate learning with a media-rich environment. The curriculum itself requires teachers to integrate technology into their classroom. The study is to fi...
Posting Komentar
Baca selengkapnya