Volume 7 - Issue 2

April 2019

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Changing Attitudes towards Educational Technology Usage in Classroom: Web 2.0 Tools

Zeynep Tatlı Hava İpek Akbulut Derya Altınışık
Pages: 1-19

The purpose of this study is to investigate the effects of using Web 2.0 tools in teaching on teacher candidates' attitudes towards using technology and instructional materials in the classroom environment, within the context of Technology Acceptance Model (TAM). To this end, a training program was given to 46 teacher candidates in various departments. This study employs an interrupted time series model which is a quasi-experimental research design. “Technological Attitude Scale” developed by Erdemir, Bakırcı and Eyduran (2009), “Attitude Scale for Material Use in Classroom Environment” developed by İpek Akbulut and Haliloğlu Tatlı (2013) and semi-structured interviews were used as data collection tools. The quantitative data obtained were analyzed using a paired sample t-test with SPSS 15.00, while the qualitative data were subjected to content analysis. The attitudes of the teacher candidates towards the use of technology and the use of instructional materials in the classroom environment showed a statistically significant difference before and after the training course. Additionally, at the end of the training program, all the participant teacher candidates pointed out that the use of technology in the classroom environment is a necessity

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Design and Facilitation Strategies Used in Asynchronous Online Discussions

Funda Ergulec
Pages: 20-36

This study employed interviews and document analysis to achieve a better understanding of the design and facilitation strategies used by online instructors in educational technology at a large university. Some distinctions were found with the literature about what strategies and activities can be used in online asynchronous discussions. Some of the suggestions such as facilitating online collaborative teams, considering self-regulation strategies, creating a discussion rubric that evaluate cognitive, teaching, and social presence, having optimal level of instructor presence in the discussion forum, and setting specified time parameters still need consideration, as they were not implemented in some of courses examined in this study. These areas may be studied more to generate better understanding of their effects on student participation and to provide clear suggestions to online instructors on their use.

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Developing Students’ Critical Thinking through Online Discussions: A Literature Review

Soon Yen Foo Choon Lang Quek
Pages: 37-58

Critical thinking (CT) is being recognized as an essential skill for students to master in the 21st century. Previous studies have suggested that teaching CT through asynchronous online discussions (AODs) can be one of the effective ways to equip students with such 21st skill in the educational settings. The purpose of this article is to review of the empirical literature related to the use of AOD forums for development of CT. Forty-seven articles published from 2000 to the present day are included in the review. The content of the individual study was analysed through the lens of revised Community of Inquiry framework in order to get an up-to-date understanding of the issues pertaining to using AODs as a method for developing CT. By drawing on the review of the existing literature, the research on how social presence could serve a critical role in affecting the development of students’ CT is relatively few as compared to teaching presence. Therefore, the dearth of empirical evidence needs more research to make the social presence more dominant in the future studies. This article closes with a discussion on current research gaps and possible areas for future research in this field of study.

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Smartphone Use of University Students: Patterns, Purposes, and Situations

Amine Hatun Ataş Berkan Çelik
Pages: 54-70

In order to integrate smartphones into educational settings effectively, there is need to describe routine use of smartphones by university students in detail. This study aimed to describe smartphone use of university students in a developing country, focusing on the purpose, the patterns and the situations of smartphone use. The participants of this study were 842 university students studying in 101 different universities. A cross-sectional survey method was employed in the study. Regarding use patterns, majority of university students have been using their smartphones for about 3 years, mostly at nights and/or in the evenings, and approximately 5 hours a day. Also, they connect to the Internet about 4 hours via their smartphones a day, and check their smartphones about 32 times a day. The results indicated that the most frequent smartphone use purpose is texting and talking with someone, followed by checking social media and doing Internet search while the less frequent purpose is shopping. Smartphones are mostly used by university students to spend free time when bored, alone, and/or waiting for someone. Educational implications and recommendations are provided.

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The Effects of ICT on Achievement: Criticizing the Exclusion of ICT from World Bank’s Education Sector Strategy 2020

Budi Waluyo
Pages: 71-87

If there are areas that have received significant impacts of ICTs, education is one of them as ICTs have stimulated major differences in the teaching approaches and the ways students learn (Yuen, Law, & Wong, 2003); however, World Bank unexpectedly excludes ICT from the key focus areas in their ESS 2020, a guideline that may be adopted by developing countries for improving national education policies and agendas. Thus, by using hierarchical linear modeling and the latest PISA results, the present study examines the effects of student’s use of ICT and school’s resources on achievement in the third world countries. The analyses disclosed that (1) students’ frequencies of ICT use outside of school as well as at home were negatively related to student achievement, (2) school’s resources were positively related to student achievement on science at school level and cross‐level interactions, (3) the availability of ICT for students to use at school was also significantly associated with student achievement. The exclusion of ICT from World Bank ESS 2020 does not show that ICT no longer plays significant role in student learning process and no longer has a positive effect on student achievement; rather, ICT is probably falling out of favor because of the litigation surrounding it nowadays (McGrath, 2012).

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The moderating effect of logic in the learning of C++ computer programming using screencasting

Cheah Chin Soon Lai‐Mei Leong
Pages: 88-96

Difficulties in the learning of computer programming have been a universal problem. One of the main contributors of this problem is due to the teaching material used in guiding the students. Traditional teaching method using books and PowerPoints slides are not effective enough to support the dynamic nature of computer programming. Hence, a more effective teaching material such as screencasting is required to support the learning of computer programming. This study examined the moderating effect of logic in the learning of C++ computer programming using screencasting among undergraduates. A true experimental pre-test and post-test research design was conducted and the experiment involved 65 first-year undergraduate students (aged 19-22) who have never attended any formal computer programming course prior to the study. They were randomly assigned to two groups: the screencast and narration (SN) mode group and the screencast, text, and narration (STN) mode group. Results showed that the different levels of logic and the two treatment modes did not have any effect in the learning of C++ computer programming.

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Variables Predicting Video Development Process in Teacher Training

Mehmet Şahin Solak Kevser Hava Can Meşe
Pages: 97-112

It is very important for pre-service teachers to use digital technology effectively and productively during their education and in the educational institutions that they would work in the future. Thus, video development process is an effective learning environment in improving the digital skills of students and acquisition of new skills by the students. The present study aimed to determine the factors that predict the use of video development activity in the instruction process. Freshmen pre-service teachers attending different departments participated in the study. During the three-week application period, students developed videos on social responsibility issues. In the study, which was designed with single group experimental design, video development score was determined as the predicted variable, and emotion, motivation, personal innovativeness, and self-efficacy beliefs on educational internet use were determined as the predicting variables. Multivariate regression analysis findings demonstrated that only the emotion variable was a significant predictor of the video development score, while other variables were not significant predictors of video development score.

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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.