Volume 5 - Issue 4

October 2017

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A Personalized Study Method for Learning University Physics

Vasudeva Rao Aravind Kevin Croyle
Pages: 1-13

Abstract Students learn scientific concepts and mathematical calculations relating to scientific principles by repetition and reinforcement. Teachers and instructors cannot practically spend the long times required with students to patiently tutor the calculations. Usually, teachers assign homework to provide practice to students, hoping that spending time on the task and providing appropriate feedback will make students stronger in the concepts. However, these assignments don't provide insights about how the students approached a problem, or which part of the problem the students had trouble with. To provide fine-grained details about how students interacted with physics problems, a tutor was designed with state of the art software tools provided by Carnegie Mellon University's CTAT (Cognitive Tutor Authoring Tools). In this article, the results of deploying computer based tutor that was implemented, and the lessons learned from about 2000 fine grained instances of student interactions with the tutoring software is presented.

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Analysis of Teaching Materials Developed by Prospective Mathematics Teachers and Their Views on Material Development

Timur Koparan
Pages: 14-34

This study was conducted with the aim of exploring the quality of teaching materials developed by prospective mathematics teachers and their viewpoints on developing teaching materials. The study was carried out with 170 prospective teachers from 4 classes in the Fall Semester of 2014-2015 Academic Year. During the first 8 weeks of the 14-week-long study, the theoretical parts and teaching technologies of the course were introduced. In the next 6 weeks, the prospective teachers were expected to present the materials they developed in a classroom environment. The data in this study were collected through the materials prepared by the prospective teachers, classroom observations, and survey questions. The data gained went under content and descriptive analysis. Findings indicate that prospective teachers can use the teaching technologies on a satisfactory level and prepare materials in accordance with the attainments. It also became evident that they believed they gained the necessary knowledge, skills, and attitudes in this course to develop and use teaching materials, and they would like to take advantage of these knowledge and skills in their teaching profession. In accordance with the findings, it is concluded that prospective teachers have positive views and attitudes to general teaching technologies and material development.

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Perceptions of Prospective Teachers on Digital Literacy

Emre Çam Mübin Kıyıcı
Pages: 35-50

The aim of the study is to identify the digital literacy levels of prospective teachers in terms of several variables. The study used quantitative model. The study group of research was constituted while 354 prospective teachers studying in different departments of Sakarya University College of Education. In order to gather the data of the research, 30 items of “Digital Literacy Scale” was developed and used by the researchers. The developed scale was composed of 5 different factors under the name of information literacy, visual literacy, software literacy, technology literacy and computer literacy. With regard to the research result, in terms of gender variable digital literacy levels of male prospective teachers and in terms of department variable digital literacy levels of computer education and instructional technology teaching department were found high. Besides, the digital literacy levels of prospective teachers having continuous internet connection or a computer that they can continuously use were found high. In addition to that, it was analyzed in the research that prospective teachers’ personal income levels had no effect on the digital literacy levels of prospective teachers. In the analysis of data gathered, Exploratory Factor Analysis, Cronbach Alpha, t-test and Anova analysis were used.

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Teachers Beliefs in Problem Solving in Rural Malaysian Secondary Schools

Shalini Palraj Dorothy DeWitt Norlidah Alias
Pages: 51-63

Problem solving is the highest level of cognitive skill. However, this skill seems to be lacking among secondary school students. Teachers’ beliefs influence the instructional strategies used for students’ learning. Hence, it is important to understand teachers’ beliefs so as to improve the processes for teaching problem solving. The purpose of this study is to investigate beliefs of secondary school teachers in rural schools on problem solving in teaching. The sample were teachers selected from secondary schools in two rural districts in Malaysia. A survey of 75 secondary school teachers was done using the Learning Skills Questionnaire formulated for this purpose. The findings indicate that rural school teachers are aware of the usefulness of problem solving but still emphasize memorization of facts and concepts for learning. These might be because they are unaware of how to teach problem solving. Hence, further research is required in developing instructional strategies for teaching problem solving skills among rural school teachers. Further research could be done to determine whether there was a difference in beliefs among urban school teachers.

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The Relationship Between Smartphone Use and Academic Performance: A Case of Students in a Malaysian Tertiary Institution

Nur Ain Abdul Malek Siew Foen Ng Nor Syamimi Iliani Che Hassan Nor Hairunnisa Mohammad Nor
Pages: 64-76

This study examined the extent to which students in one Malaysian university use smartphones to support their school-related learning and how these activities relate to CGPA. For seven consecutive days, 176 students from three academic programs recorded their daily smartphone use for learning. Significant differences were found in uses of smartphones depending on academic program. Further, it was found that the more students utilized their smartphone for university learning activities, the lower their CGPA. The outcome of this study suggests a need to evaluate and better understand the instructional uses of smartphones for tertiary students.

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Malaysian Online Journal of Educational Technology (MOJET) highlights the current issues in educational technology. MOJET is an international, professional referred journal in the interdisciplinary fields sponsored by Faculty of Education, University of Malaya.  This journal serves as a platform for presenting and discussing the emerging issues on educational technology for readers who share common interests in understanding the developments of the integration of technology in education. The journal is committed to providing access to quality researches raging from original research, theoretical articles and concept papers in educational technology.

In order to produce high quality journal, extensive effort has been put in selecting valuable researches that contribute to the journal. I would like to take this opportunity to express my appreciation to editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.

Professor Dr. Saedah Siraj

October 2017

Editor in chief