Volume 7 - Issue 1
A Structural Model for Relationship between Web Pedagogic Content Knowledge and Technology Acceptance of Preservice TeachersSacide Güzin MAZMAN AKAR
The purpose of this study is to test the structural relationship between web pedagogic content knowledge and technology acceptance of preservice teachers. 235 preservice teachers from different programmes participated to study; a 4- year Bachelor of Education and a Pedagogic Formation Certificate Program. Data were collected by a questionnaire which comprised of three sections, 1) demographic characteristics, 2) Teacher Technology Acceptance Measure (T-TAM) and 3) Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey. Technology acceptance of teachers comprised of 6 subscales, while Web pedagogic content knowledge comprised of 5 subscales. The structural model was tested by structural equation modeling. The results showed that model was in a good fit. TPCK-W was found to be significantly determined by T-TAM. T-TAM explained the 76% of the variance of TPCK-W.View it in PDF
It is often argued that current generations use digital technologies in different ways than older ones do. In response to the need for research on how younger generations use new technologies, this paper surveys identifiable patterns of technology use in EFL (English as a foreign language) and ESL (English as a second language) learners in daily and academic contexts, with a focus on digital productivity. To collect data, 97 EFL learners and 30 ESL learners were given a survey developed by the researcher. The survey was validated using verbal probing as a cognitive validation strategy. The data were analysed using SPSS 18.0 through descriptive statistics, Welch–Satterthwaite test and correlation coefficients. The results revealed that access to technology is not a significant issue in both contexts. However, although ESL students are better at using technologies in daily life, they are no different from EFL students with respect to producing content for learning. The data also indicated that both EFL and ESL learners produced content using only well-established digital tools, and there is some individual variation within both cohort of students. The findings imply that it could be useful to introduce new technologies into educational context both at individual and instructional levelsView it in PDF
Development and Evaluation of Multi-frames Video Recorded Experiments as Self-learning Materials for Electricity TopicRazak Abd Samad Yahya Anis Nazihah Mat Daud Rosly Jaafar
The purpose of this study is to develop and evaluate Multi-frames Video Recorded Experiments (MFVREs) as self-learning materials for Electricity topic of the Malaysian Form Five Physics curriculum. The development of MFVREs consisted of eight steps; selecting topic, selecting related experiments, preparing apparatus and materials for experiments, testing experiments, setting up recording apparatus, recording experiments, editing MFVREs and testing MFVREs. The MFVREs comprised of four subtopics; electric field and charge flow, relationship between current and potential difference, series and parallel circuits and electromotive force and internal resistance. The compatibilities of MFVREs as self-learning materials were evaluated from their effectiveness’s towards students’ achievement and students’ perceptions towards MFVREs. The samples of this study consisted of 40 Form Five students of a secondary school in Slim River and they were equally and randomly divided into the experiment and control groups. The experiment group used MFVREs as self-learning materials together with a printed module while the control group used only the printed module. The findings showed that there was a significant difference in achievements between control and experiment groups and students of experiment group showed positive perceptions towards the design and content of MFVREs. Therefore, MFVREs are effective as self-learning materials to improve students’ achievements in learning Physics.View it in PDF
Parenting styles, which are known to have a significant impact on the development of adolescents, also play an important role in the use of the child's internet and accompanying technologies. One of these effects is the actions and behaviors of the adolescent in the technology-rich environments. In this context, the research was conducted to determine the effect of internet parenting style on online game addiction of adolescents. The study is a descriptive research and was designed as a correlational survey method. The sample group was formed by 1336 adolescents consisting of secondary and high school students. Research findings revealed that parents' internet styles were mostly considered as being laissez-faire and followed by authoritative, authoritarian and permissive parental styles respectively, and that 14.22% of adolescents had high levels of disruptions due to their online game habits and that the difference in gender context was in favor of men. Another finding of the study is that adolescents living in households with a high parental warmth, authoritative and authoritarian internet parenting style had lower levels of online game dependency than in other households with parents in other styles. While the differences between age of adolescents and education level of father and online game addiction were not found significant in the study, the differences between maternal education level, socio-economic level and playing time were turned up as significant.View it in PDF
While observing the rapid growth in the field of e-learning, the present research aims to provide an experiential insight into the use of e-books, documenting its benefits, issues and future prospects. For this purpose, the researchers used their own eBook "Education Technology: Foundations and Applications" as the research instrument and evaluate the perceptions, feelings, and views of the education technology course students in Saudi University, in order to understand the importance of using eBooks for educational purposes. The eBook was designed as an interactive app which was provided to 27 students who purchased it using a gift voucher. They were asked to study from the provided eBook throughout the semester. At the end of their semester, a discussion group was held. The discussion group concludes that almost all of the students found the use of eBook for an educational purpose quite beneficial as they believe it is much cheaper, portable and easily accessible from any place and at any point in time. Some of the participants may have found issues with the usage such as no copy paste options, etc.; however, the majority of them intended to use eBooks in future if the characteristics and features of the eBooks are same as this book.View it in PDF
The Effect of Digital Concept Maps in Online Learning Environments on Students’ Success and DisorientationŞeyhmus Aydoğdu Tolga Güyer
Concept and knowledge maps are used often in learning process as two dimensional learning materials. These maps are important in comprehending concepts of a subject and relationships between these concepts. Nowadays, concept maps can be used beyond student drawings as digital navigation tools in real life. The aim of this study is to investigate the impact of the use of digital concept maps as navigation tools in online learning environments on student success and disorientation. There are two subdimensions of the navigation tool: the concept map and the content tree. The achievement test designed by the researcher in order to determine success of the student is used in the research. To evaluate the level of the student’s disorientation, the disorientation scale and navigation data were used in hypermedia. Web navigation data were recorded in the database, while participants were doing their weekly tasks, and Needleman-Wunsch algorithm was used to determine the level of disorientation. As a result of the study, the success of students in both groups has a significant increase positively. Besides, students who used websites with a content tree are more successful than students who used websites with concept maps. There is not a significant difference in the perception of disorientation between groups according to the navigation tool that they used. Nevertheless, according to the results of analyses that are made with using web navigation data, it is seen that there is a difference in disorientation of students, considering the number of subjects or concepts in the navigation tool, the content of the task that has been given etc. Lastly, suggestions about what to pay attention to while using concept maps or concept maps in online learning sites have been given.View it in PDF
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.
Dr. Mübin KIYICI
Editor in chief