Volume 8 - Issue 1

January 2020

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Examination of the Relationship Between Individual Innovativeness Levels and Professional Innovativeness Tendencies of Classroom Teacher Candidates

Asena AYVAZ CAN
Pages: 1-17

The aim of this study is to examine the level of individual innovation and the professional innovativeness tendencies of the classroom teacher candidates. Scanning model was used in the research. The population of the study consists of 192 pre-service teachers studying in the faculty of education. Kılıçer and Odabaşı’s (2010) Turkish adaptaion of "Individual Innovativeness Scale" and "Professional Innovativeness Tendencies Scale" developed by Yılmaz, Soğukçeşme, Ayhan, Tuncay, Sancar ve Deniz (2014) and personal data form is used as a data collection tool. The mean points of individual innovation of teacher candidates is found at low levels. While the individual innovation points of the classroom teachers differ according to the level of the father education, it is found that the professional innovation tendencies differ according to the grade level. It was concluded that there was a moderate, positive and significant relationship between the individual innovation points of the classroom teachers and the professional innovativeness tendencies. In this respect, the participation of classroom teacher candidates should be encouraged for scientific activities such as conferences, seminars and workshops on topics such as innovation, creativity, problem solving and critical thinking.

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Face-to-Face Tutorials, Learning Management System and WhatsApp Group: How Digital Immigrants Interact and Engage in E-learning?

Lay Kee Chng
Pages: 18-35

The advancement of educational technology enables universities to provide various online courses to fit the needs of different learners. However, the question is – how do adult learners learn in this digital age, especially for those who had learned and developed their digital skills through experience and by self-exploring at their workplace? As such, a case study in Malaysia was conducted to examine learning experiences exhibited by middle-aged learners, also known as digital immigrants, in an e-learning environment. Fourteen new students from the first semester of a first-year programme in a private university, with ages ranging from 40–55 years, participated in the study. Face-to-face interviews were conducted and observations were performed in Learning Management System (LMS) and WhatsApp groups for a semester. This study has pointed out that the digital immigrants require human-to-human interaction in e-learning. The forming of virtual groups using the WhatsApp application is also very important to digital immigrants. Conclusively, blended learning mode in the e-learning environment which still allows interaction between humans is still the best choice for these digital immigrants, while technology is an alternative tool for the learners to complete their studies.

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ICT Integration in Teaching and Learning Activities in Higher Education: A Case Study of Nepal’s Teacher Education

Kesh Rana Karna Rana
Pages: 36-47

This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers’ ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.

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Needs Analysis Of Infographic Media Using Technology for Learning Physics

Netty Apriyanti Mohd Shahril Nizam Shaharom Suzieleez Syrene Abdul Rahim Rafiza Abdul Razak
Pages: 48-62

In general, students still have problems in learning Physics, especially on the concept of kinematics of rectilinear motions. One way for students to easily understand the concept is with the help of learning media using technology. This study aims to analyze the needs of infographic media for physics learning of the concept kinematics of rectilinear motions, especially for the concept of uniform rectilinear motion and accelerated uniform motion in Senior High School. This research was conducted to teachers, students, and document analysis, namely syllabus and list of instructional media at Senior High School in Sambas district using interview technique, observation, and documentation study. Researcher use triangulation and membercheck to ensure the validity of the findings of this study. The results showed that based on document analysis showed the lack of supporting books and no instructional media for the kinematics of rectilinear motions concept in selected schools and based on interviews to teachers and students that they are very interested in infographic learning media and are in need of infographic as a medium of Physics learning, the concept of kinematics rectilinear motions. The intended infographic media will be well packaged and accessible via facebook social media and backed up using smartphones as a learning tool for learners.

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The application of game-based AR learning model in English sentence learning

Dan Wang MAS NIDA MD. KHAMBARI
Pages: 63-71

In recent years, the application of augmented reality (AR) technology has been explored in numerous disciplines. This research focused on English sentence learning and utilized the activity theory as the basis to structure the game-based AR learning model (GBARLM). The aim of the investigation was to describe the model and analyze the following questions: 1) How did the change of teacher’s role influence the effects of English sentence learning in this model? 2) How did the game-based AR learning environment affect English collaborative learning? The subjects of the research were seventy vocational college students. The results of the investigation revealed that the change of teacher’ role has a positive influence on the students' English learning outcomes. The game-based AR learning environment enhanced the effect of the collaborative learning. In addition to that, the change of teacher’ role and the game-based AR learning environment both boosted the learning enthusiasm among students.

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The Investigation of Pre-service English Teachers’ Information Searching and Commitment Strategies on the Web

Cihat Atar Hakkı Bağcı
Pages: 72-83

This study aims to designate pre-service English teachers’ information searching and commitment strategies on the web. In accordance with the 21st century skills, searching for information on the web has become a vital skill and it cannot simply be taken for granted. In the literature, there are no studies on Turkish pre-service English teachers’ strategies regarding searching information on the web and the commitment strategies they use. Accordingly, quantitative data in the form of a scale are collected from 131 pre-service teachers and a semi-structured interview is used to collect qualitative data from 16 (out of the 131) pre-service teachers studying English language teaching at a state university in Sakarya, Turkey. This study has a mixed method design and The Scale for Web Information Searching and Commitment Strategies which was developed by Wu and Tsai (2005) and adapted into Turkish by Geçer and İra (2014) has been used as a collection tool for the quantitative part and a semi-structured interview developed by the researchers has been undertaken to obtain qualitative data and improve the validity and reliability of the study. The findings suggest that pre-service English teachers in this context have a high level of competence (at I agree level) in four of the factors and they have a medium level competence in “technical properties and visuality” and “using a single source” factors. As for the effects of the variables, daily internet use and the sources used to acquire knowledge are observed to have no significant effect. However, gender (only on “checking formal and expert websites”) and grade (on “checking formal and expert websites” and “the appropriateness of the content for the goals”) are observed to have a significant effect. This study has implications for information searching and commitment strategies on the web, pre-service teachers and their use of technology for pedagogic purposes.

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