i-manager Publications

i-manager's Journal of Educational Technology (JET)

Current Issue Vol. 20 Issue 4

Most Cited

Volume 16 Issue 3 October - December 2019

Research Paper

Effective Communication in Online Courses: A Self-Assessment Guide for Instructors

Gina Cicco*

School of Education, Staten Island Campus, St. John's University, New York, USA.

Cicco, G., (2019). Effective Communication in Online Courses: A Self-Assessment Guide for Instructors. i-manager’s Journal of Educational Technology, 16(3), 1-6. https://doi.org/10.26634/jet.16.3.16499

Abstract

This article will review the importance of effective communication in fully online courses, to the extent that positive culture and climate are established, and healthy faculty-student relationships are cultivated. Online courses require instructors to utilize diverse pedagogical techniques in order to reach the student audience through diversified instructional stimuli, and to connect with students based on their learning preferences and needs. Effective communication is enhanced by regular exchanges of relevant information, such as assignment instructions, recommendations of supplementary resources for learning modules, and supportive feedback and commentary. The results of effective communication and interaction inevitably include improved rapport among course participants, higher course retention, better outcomes in achievement and mastery of learning objectives, and overall academic performance and course satisfaction. This article will propose a brief self-assessment guide for conscientious online instructors, who aim to deliver curricular objectives while implementing optimal communication practices and instructional methods. Utilizing best practices in online courses may impact both faculty and student perceptions of the overall online course experience.

References

[1]. Cicco, G. (2014). Building effective supervisory relationships in the online counseling course: Faculty and student responsibilities. i-manager's Journal on School Educational Technology, 10(2), 1-8.

[2]. Cicco, G. (2015). Virtual learning and instructional tools: Perfecting the weekly roadmap. i-manager's Journal of Educational Technology, 12(2), 1-6.

[3]. Cicco, G. (2016). Reflecting on online course evaluations: Five must do's for faculty and students. i-manager's Journal on School Educational Technology, 12(1), 1-7.

[4]. Cicco, G. (2017). Establishing positive culture and climate in the online classroom: Pathways for instructors. i-manager's Journal of Educational Technology, 14(2), 1-5.

[5]. Du, J., Fan, X., Xu, J., Wang, C., Sun, L., & Liu, F. (2019). Predictors for students' self-efficacy in online collaborative groupwork. Educational Technology Research & Development, 67(4), 767-791.

[6]. Grady, J. R. (2013). Improving student satisfaction with large-scale, compressed timeline online courses. Quarterly Review of Distance Education, 14(4), 195-208.

[7]. Gruenert, S., & Whitaker, T. (2015). School Culture Rewired: How to Define, Assess, and Transform it. Alexandria, VA: ASCD.

[8]. Haberstroh, S. (2010). College counselors' use of informal language online: Student perceptions of expertness, trustworthiness, and attractiveness. Cyber Psychology, Behavior & Social Networking, 13(4), 455-459.

[9]. LaBarbera, R. (2013). The relationship between students' perceived sense of connectedness to the instructor and satisfaction in online courses. Quarterly Review of Distance Education, 14(4), 209-220.

[10]. Kampwirth, T. J., & Powers, K. M. (2016). Collaborative consultation in the schools: Effective Practices for Students with Learning and Behavior Problems (5th ed.). New York: Pearson.

[11]. Negis-Isik, A., & Gursel, M. (2013). Organizational culture in a successful primary school: An ethnographic case study. Educational Sciences: Theory & Practice, 13(1), 221-228.

[12]. Wagler, A. (2019). Understanding of how communications students use interactive instructional technology from a user experience perspective. Journalism & Mass Communication Educator, 74(1), 79-91.

[13]. Watson, F., Castano Bishop, M., & Ferdinand-James, D. (2017). Instructional strategies to help online students learn: Feedback from online students. TechTrends: Linking Research & Practice to Improve Learning, 61(5), 420-427.

[14]. Zacharis, N. Z. (2011). The effect of learning style on preference for web-based courses and learning outcomes. British Journal of Educational Technology, 42(5), 790-800.

Full Article (HTML)

Pdf

Research Paper

Reflective Process of Pre-Service Teachers Who Watch Video Recordings of Lessons They Taught

Gila Cohen Zilka*

Department for Teaching Social Studies and Communication, Bar-Ilan University, Achva Academic College, Israel.

Zilka, G. C., (2019). Reflective Process of Pre-service Teachers who Watch Video Recordings of Lessons they Taught. i-manager’s Journal of Educational Technology, 16(3), 7-20. https://doi.org/10.26634/jet.16.3.16412

Abstract

Using video to record lessons conducted by pre-service teachers is easier today than it was in the past, opening the possibility opens for them to observe themselves and learn from their videotaped lessons. In this study, we examined how classroom video recording affected the reflective process, self-efficacy, and a sense of threat/challenge of pre-service teachers, from the point of view of social emotional learning (SEL). The sample of this mixed-method study included 300 Israeli pre-service teachers. Measurements were taken at two points. It was found that watching the video recording allowed many of the respondents to observe their behavior patterns. Respondents stated that it was difficult for them to ignore aspects they were not comfortable facing otherwise. Most respondents claimed that this was the best and most accurate method for them. We found that there was a positive change in the quality of social-emotional discourse of pre-service teachers and in their sense of ability to conduct such discourse. There is a change in awareness of their feelings and of the feelings of others. There has been a change in their self-confidence, sense of personal identity, and in their emerging professional identity. It is recommended that all teachers have the opportunity to watch a video recording of their lessons and experience a reflective process that may lead to a change in behavior patterns.

References

[1]. Bandura, A. (1977). Self-efficacy: Toward a unifying theory or behavioral change. Psychological Review, 84, 191-215.

[2]. Bandura, A. (1986). Social Foundations of Thought and action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.

[3]. Bandura, A. (1988). Self-regulation of motivation and action through goal systems. In Cognitive Perspectives on Emotion and Motivation (pp. 37-61). Springer, Dordrecht

[4]. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.

[5]. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

[6]. Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. International and Multidisciplinary Perspectives, 16, 123-141.

[7]. Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417‒436.

[8]. Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practicebased professional development programs. ZDM Mathematics Education, 43, 175‒187.

[9]. Branden, N. (1994). The Six Pillars of Self-Esteem. Bantam Books.

[10]. Branden, N. (1989). The Virtue of Selfishnes. New American Library.

[11]. Brophy, J. E. (2010). Motivating Students to Learn. Routledge.

[12]. Chittooran, M. M. (2015). Reading and writing for critical reflective thinking. New Directions for Teaching and Learning, 143, 79-95.

[13]. Emmons, R. A., McCullough, M. E. (2004). The Psychology of Gratitude. Oxford University Press.

[14]. Farr, F. (2010). The Discourse of Teaching Practice Feedback: A Corpus-based Investigation of Spoken and Written Modes. London: Routledge.

[15]. Hong, Y. C., & Choi, I. (2015). Assessing reflective thinking in solving design problems: The development of a questionnaire. British Journal of Educational Technology, 46(4), 848-863.

[16]. Husaj, S. (2016). Social Emotional Learning (SEL). European Journal of Multidisciplinary Studies, 1(3), 168- 171.

[17]. Korthagen, F. A. J. (2014). Promoting core reflection in teacher education: Deepening professional growth. International Teacher Education: Promising Pedagogies (Part A) Advances in Research on Teaching, 22, 73-89.

[18]. Lazarus, R. S. (2000). Toward better research on coping. American Psychologist, 55(6), 665-673.

[19]. Lazarus, R. S., & Folkman, S. (1988). Stress, Appraisal and Coping. New York: Springer.

[20]. Lefstein, A., & Snell, J. (2014). Better than Best Practice: Developing Dialogic Pedagogy. London: Routledge.

[21]. Lefstein, L., & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27, 505‒514.

[22]. Liu, K. (2015). Critical reflection as a framework for transformative learning in teacher education. Educational Review, 67 (2), 135-157.

[23]. Mathisen, G. E., & Bronnick, K. S. (2009). Creative self-efficacy: An intervention study. International Journal of Educational Research, 48, 21-29.

[24]. Maurice J.E., & Harriett A. (Ed.). (2006). The Educator's Guide to Emotional Intelligence and Academic Achievement Social-Emotional Learning in the Classroom. Saga Corwinpress, California.

[25]. Murray, M., & Kujundzic, M. (2005). Critical Reflection: A Textbook for Critical Thinking. Que'bec, Canada: McGill-Queen's University Press.

[26]. Nooreiny, M. (2007). Telling his or her story through reflective journals. International Education Journal, 8(1), 205-220.

[27]. Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Post-secondary Teaching and Learning.

[28]. Quinn, H., Schweingruber, H., Keller, T. Others. (2011). A Framework for K‒12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press.

[29]. Saperstein, A. K., Lilje, T., & Seibert, D. (2015). A model for teaching reflective practice. Military Medicine, 180(4), 142-146.

[30]. Schunk, D. H. (1983). Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75, 848-856.

[31]. Schunk, D. H. (1984). Enhancing self-efficacy and achievement through rewards and goals: Motivational and informational effects. Journal of Educational Research, 78, 29-34.

[32]. Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173- 208.

[33]. Sherin, M. (2004). New Perspectives on the role of video in teacher education. Using video in teacher education. Advances in Research on Teaching, 10, 1-27.

[34]. Sherin, M.G., & VanEs, E.A. (2009). Effects of Video Club Participation on Teachers' Professional Vision. Journal of Teacher Education, 60, 20-37.

[35]. Shoffner, M. (2009). The place of the personal: exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education: An International Journal of Research and Studies, 25(6), 783-789.

[36]. Watson, D. (2002). Positive affectivity : The disposition to experience pleasurable emotional states. In, C. R. Snyder & S. J. Loper (Eds.), Handbook of Positive Psychology (pp. 106-119). Oxford University Press.

[37]. Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for Teaching: Teaching for Learning. Southbank, Victoria: Thomson Learning.

[38]. Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education 27, 454‒462.

[39]. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.

[40]. Zins, J. E. (Ed.). (2004). Building Academic Success on Social and Emotional Learning: What Does the Research Say? (The Series on Social Emotional Learning). Teachers College Press, New-York & London.

Full Article (HTML)

Pdf

Research Paper

The Integration of Mobile Technology into Curricula for Early Childhood Pre-service Teachers

Jale Aldemir* , Daisyane Barreto, Hengameh Kermani*

* Department of Early Childhood Education, New Jersey City University, USA.

Instructional Technology, University of North Carolina Wilmington, North Carolina, USA.

* Early Childhood Education, University of North Carolina Wilmington, North Carolina, USA.

Aldemir, J., Barreto, D., and Kermani, H. (2019). The Integration of Mobile Technology into Curricula For Early Childhood Pre-service Teachers. i-manager’s Journal of Educational Technology, 16(3), 21-33. https://doi.org/10.26634/jet.16.3.16464

Abstract

While technology integration has influenced and changed the preparation of teacher candidates at all levels for a long time, utilization of mobile devices such as tablets, is still relatively new to teacher training institutions. Research indicates that the issue of technology integration in early childhood should move beyond the discussion of whether technology use is appropriate, and rather focus on how to integrate this medium in Early Childhood Education (ECE) in a developmentally appropriate manner. This study provides significant and valuable insights for the early childhood teacher education community by identifying a process to train early childhood pre-service teachers to evaluate and select iPad applications that are developmentally appropriate, and exploring emerging patterns of ways in which early childhood preservice teachers integrate and implement tablet technology and related apps within prekindergarten children's education.

References

[1]. Ally, M., Grimus, M., & Ebner, M. (2014). Preparing teachers for a mobile world, to improve access to education. Prospects, 44(1), 43-59.

[2]. Anderson, S., Grifith, R., Crawford, L. (2017). TPACK in special education: Preservice decision making while integrating iPads into instruction. Contemporary Issues in Technology and Teacher Education, 17(1). 97-127.

[3]. Baran, E. (2014). A review of research on mobile learning in teacher education. Educational Technology & Society, 17 (4), 17-32.

[4]. Baran, E., Uygun, E., & Altan, T. (2017). Examining preservice teachers' criteria for evaluating educational mobile apps. Journal of Educational Computing Research, 54(8), 1117-1141.

[5]. Bergold, J., & Thomas, S. (2012). Participatory Research Methods: A Methodological Approach in Motion[110 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 13 (1). Art. 30.

[6]. Brown, C. P., & Englehardt, J. (2017). A case study of how a sample of preservice teachers made sense of incorporating iPads into their instruction with children. Journal of Early Childhood Teacher Education, 38(1), 19-38.

[7]. Clandinin, J. D., & Connelly, F. M. (1998). Personal experience methods. In N. K. Denzin and Yvonna S. Lincoln (Eds), Collecting and Interpreting Qualitative Materials (pp. 150-178). Thousands Oaks, CA: Sage.

[8]. Clark, W., & Lucking, R. (2013). What the research says: iPads in the classroom. London Knowledge Lab.

[9]. Division of Child Development and Early Education. (2019). NC Child Care Regulations.

[10]. Glaser, B. G., & Strauss, A. L. (1999). The Discovery of Grounded Theory For Qualitative Research. New Brunswick, NJ: AldineTransaction.

[11]. Harm, N., Linkens, J., & Nielsen, T. (n.d.). iPad education apps. Innovative Educator Consulting.

[12]. Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1999). Instructional Media and Technologies for Learning (6th Ed). Upper Saddle River, NJ: Prince Hall.

[13]. Herro, D., Kiger, D., & Owens, C. (2013). Mobile technology: Case-based suggestions for classroom integration and teacher educators. Journal of Digital Learning in Teacher Education, 30(1), 30-40.

[14]. Highfield, K., De Gioia, K., & Lane, R. (2016). Tablet technology and cloud storage as evidence of pedagogic development in pre-service teacher education. Australasian Journal of Early Childhood, 41(4) 44-51.

[15]. Hillman, M., & Marshall, J. (2010). Evaluation of digital media for emergent literacy. Computers in Schools, 25(4),256-270.

[16]. Huberman, A. M., &Miles, M. B. (1998). In N. K. Denzin and Yvonna S. Lincoln (Eds), Collecting and Interpreting Qualitative Materials (pp. 179-210). Thousands Oaks, CA: Sage.

[17]. Kabali, H., Irigoyen, M., Nunez-Davis, R., Budacki, J., Mohanty, S., Leister, K., & Bonner, R. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136 (6), 1044-1050.

[18]. Laffey, J. (2004). Appropriation, mastery and resistance to technology in early childhood preservice teacher education. Journal of Research on Technology in Education, 36(4), 361-382.

[19]. Maher, D. (2013). Pre-service primary teachers' use of iPads to support teaching: Implications for teaching. Educational Research for Social Change, 1(2), 48-63.

[20]. Martin, E., Roldan-Alvarez, D., Haya, P. A., Fernandez-Gaulles, C., Guzman, C., & Quintanar, H. (2018). Impact of using interactive devices in Spanish early childhood education public schools. Journal of Assisted Learning, 35, 1-12.

[21]. Moore, H. C., & Adair, K. J. (2015). “I'm Just Playing iPad”: Comparing Prekindergarteners' and Preservice Teachers' Social Interactions While Using Tablets for Learning. Journal of Early Childhood Teacher Education, 36(4).

[22]. National Association for the Education of Young Children (2014). Technology and Interactive Media as tools in Early Childhood Programs Serving Children from Birth through Age 8. Washington, D. C.: NAEYC.

[23]. Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37, 335-343.

[24]. Ralph, R. (2018). Media and technology in preschool classrooms: manifesting prosocial sharing behaviours when using iPads. Tech Know Learn, 23, 199-221.

[25]. Reese, J. A., Biecheler, R., & Robinson, C. (2016). Field experiences using iPads: Impact of experience on preservice teachers' beliefs. Journal of Music Teacher Education, 26(1), 96-111.

[26]. Schmidt, M., Saban, Y., & P. Ho, C. (2013). Fact or fiction?; Taking the iPad hype in education to task with project MODS (Mobile online devices for success in education). Paper Presented at the Annual Convention of Association for Educational Communications and Technology, Retrieved June 2017 from http://www.aect.org/publications/proceedings/2013.asp?id=1

[27]. Stake, R. E. (1995). The Art of Case Study Research. Thousands Oaks, CA: Sage Publications.

[28]. Taylor, S. J., Bogdan, R., & DeVault, M. (2016). Introduction to Qualitative Research Methods (4th Ed.).

[29]. Vatalaro, A., & Hahs-Vaoughn, D. L., & Barnes, A. C. (2018). A quiasi-experiment examining expressive and receptive vocabulary knowledge of preschool Head Start children using mobile media apps. Early Childhood Education Journal, 46, 451-466.

[30]. Vaughan, N., & Lawrence, K. (2013). Investigating the role of mobile devices in a blended pre-service teacher education program. Canadian Journal of Higher Education, 43(3), 56-77.

[31]. Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69-83.

[32]. Xei, H., Peng, J., Quin, M., Huang, X., Tian, F., & Zhou, Z. (2018). Can touchscreen devices be used to facilitate young children's learning? A meta-analysis of touch screen learning effect. Frontiers in Psychology, 9, 2580.

Full Article (HTML)

Pdf

Research Paper

The Impact of Safe Internet Intervention Programs on Pupils

Orit Zeichner*

Department of Education, Kibbutzim College of Education, Technology and the Arts, Tel-Aviv, Israel.

Zeichner, O., (2019). The Impact of Safe Internet Intervention Programs on Pupils. i-manager’s Journal of Educational Technology, 16(3), 34-43. https://doi.org/10.26634/jet.16.3.16572

Abstract

The centrality of the internet in contemporary society as well as its advantages and dangers reinforce the need for safe internet education in a formal school setting. One hundred and eight school pupils tried out educational programs for intelligent use of the internet in one focused seminar day. This study examines the impact on attitudes of pupils towards intervention programs developed by students at the College of Teacher Training in Israel for intelligent internet use. The study related to four subjects: Online Privacy, Knowledge of Intelligent Internet Use Policy, Reporting and Sharing Information about Online Dangers, Exercising Discretion in Using Internet. It was found that safe internet intervention programs had a positive impact on respondents' attitudes. The girls, more than the boys, indicated that the educational program influenced their behavioral patterns. It was also found that in light of programs on "Detecting and Dealing with Internet Dangers" and "Reporting and Sharing Dangers in the Network”, instruction that does not necessarily contain positive content and does not put emphasis on correct use of the internet may prove more effective. The study findings show that it is of great importance to have system-wide education that encourages safe internet use among pupils.

References

[1]. Anastasiades, P. S., & Vitalaki, E. (2011). Promoting internet safety in Greek primary schools: The teacher'srole. Educational Technology & Society, 14 (2), 71-80.

[2]. Blau, I. (2011). Findings from a survey on Internet applications, behavior and learning on the Web among children and teens: "Yes" to safe browsing, "No" to compulsive use. In J. Eshet-Alcalai, A. Caspi, S. Eden, Y. Yair (Eds.), The Chais Conference for the Study of Innovation and Learning Technology Studies 2011: Homo Sapiens in the Technological Age. Raanana: The Open University. (Hebrew)

[3]. Byron, T. (2008). Safer children in a digital world: The report of the Byron, Review.

[4]. Dayan, R., Harari, L., Magen-Nagar, N. (2013). Dangers of networking for appropriate teaching strategies. In J. Eshet-Alcalai, A. Caspi, S. Eden, N. Gerry, J. Kalman, Y. Yair (Eds.), The Chais Conference for the Study of Innovation and Learning Technology Studies 2013: Homo sapiens in the technological age. Raanana: The Open University. (Hebrew)

[5]. Edwards, S., Nolan, A., Henderson, M., Mantilla, A., Plowman, L., & Skouteris, H. (2018). Young children's everyday concepts of the internet: A platform for cybersafety education in the early years. British Journal of Educational Technology, 49(1), 45-55.

[6]. Erdur-Baker, Ö. (2010). Cyberbullying and its correlation to traditional bullying, gender and frequent and risky usage of internet-mediated communication tools. New Media & Society, 12(1), 109-125.

[7]. Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111-133.

[8]. Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). EU kids Online: Final Report. EU Kids Online, London School of Economics & Political Science, London, UK.

[9]. Hayes, D., Carr, J., & Hancock, M. (2017). E-safety and online safeguarding. Children & Young People Now, 2017(13), 43-46.

[10]. Hicks, J., Jennings, L., Jennings, S., Berry, S., & Green, D. A. (2018). Middle school bullying: Student reported perceptions and prevalence. Journal of Child and Adolescent Counseling, 4,1-14. 10.1080/ 23727810.2017.1422645

[11]. Khosrow-Pour, M. (2018). Encyclopedia of Information Science and Technology (4th ed.). Hershey, PA: IGI Global.

[12]. Kumar, P., Naik, S. M., Devkar, U. R., Chetty, M., Clegg, T. L., & Vitak, J. (2017). 'No telling passcodes out because they're private': Understanding children's mental models of privacy and security online. Proceedings of the ACM on Human-Computer Interaction, 1(CSCW), 64.

[13]. Law, D. M., Shapka, J. D., & Olson, B. F. (2010). To control or not to control? Parenting behaviours and adolescent online aggression. Computers in Human Behavior, 26(6), 1651-1656.

[14]. Lenhart, A. (2009). Teens and sexting. Pew Internet & American Life Project, 1, 1-26. Washington, DC: Pew Research Center.

[15]. Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the internet:The perspective of European children: Full findings and policy implications from the EU Kids Online survey of, 9-16.

[16]. Livingstone, S., Cagiltay, K., & Ólafsson, K. (2015). EU Kids Online II Dataset: A cross-national study of children's use of the Internet and its associated opportunities and risks. British Journal of Educational Technology, 46(5), 988-992.

[17]. Livingstone, S., Davidson, J., Bryce, J., Batool, S., Haughton, C., & Nandi, A. (2017). Children's online activities, risks and safety: A literature review by the UKCCIS evidence group.

[18]. Livingstone, S., Mascheroni, G., & Staksrud, E. (2015). Developing a framework for researching children's online risks and opportunities in Europe.

[19]. Livingstone, S., Mascheroni, G., & Staksrud, E. (2018). European research on children's internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103-1122.

[20]. Mark, L. K., & Nguyen, T. T. T. (2017). An invitation to Internet safety and ethics: School and family collaboration. Journal of Invitational Theory & Practice, 23, 62-75.

[21]. Mishna, F., Cook, C., Gadalla, T., Daciuk, J., & Solomon, S. (2010). Cyber bullying behaviors among middle and high school students. American Journal of Orthopsychiatry, 80(3), 362-374.

[22]. Stafford, L. (2005). Maintaining Long-distance And Cross Residential Relationships. Mahwah, NJ: Lawrence Eribaum.

[23]. Phippen, A. (2016). Children's Online Behaviour and Safety: Policy and Rights Challenges. Springer.

[24]. Tennakoon, H., Saridakis, G., & Mohammed, A. M. (2018). Child online safety and parental intervention: A study of Sri Lankan internet users. Information Technology & People, 31(3), 770-790.

[25]. Third, A., Bellerose, D., Oliveira, J. D. D., Lala, G., & Theakstone, G. (2017). Young and online: Children's perspectives on life in the digital age (The State of the World's Children 2017 Companion Report).

[26]. Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277-287.

[27]. Wadmany, R., Zeichner, O., & Melamed, O. (2013). Educating for Intelligent Use of the Web: Opportunities and Challenges in Teacher Education. Journal of Technology and Teacher Education, 21(4), 485-510.

[28]. Wadmany, R., Zeichner, O., & Melamed, O. (2014). Students in a Teacher College of Education develop Educational Programs and Activities related to Intelligent use of the web: Cultivating New Knowledge. Journal of Educational Technology, 10(4), 18-28.

[29]. Waller, M. (2017). The role of schools in children's online safety. In: Online Risk to Children: Impact, Protection and Prevention, 217-230. 10.1002/ 9781118977545.ch12

[30]. Watson, L. (2017). Storytelling and role play to increase younger children's autonomy within research. What younger children really think and understand about online safety. TACTYC Annual Conference, 2017, ICC Birmingham. (Unpublished).

[31]. Weisblai, Ettie (2011). Children on online social networks. Jerusalem: The Knesset, Research and Information Center. (Hebrew) www.softforyou.com/csindex.html ( 15.3.11 :כניסה תאריך )www.surfingintime.com( 15.3.11 :כניסה תאריך )

[32]. Zeichner, O., Wadmany, R., & Melamed, O. (2013, March). College Relations field, Students in a Teachers Training College Develop Educational Programs and Activities Related to Intelligent Use of the Internet. In Society for Information Technology & Teacher Education International Conference (pp. 3639-3640). Association for the Advancement of Computing in Education (AACE).

[33]. Zilka, G. C. (2017). Awareness of eSafety and potential online dangers among children and teenagers. Journal of Information Technology Education: Research, 16, 319-338.

[34]. Zilka, G. C. (2018). Always with them: smartphone use by children, adolescents, and young adultscharacteristics, habits of use, sharing, and satisfaction of needs. Universal Access in the Information Society, 1-11.

[35]. Zych, I., Baldry, A. C., & Farrington, D. P. (2017). School bullying and cyberbullying: Prevalence, characteristics, outcomes, and prevention. In V. B. Van Hasselt, & M. L. Bourke (Eds.), Handbook of Behavioral Criminology: Contemporary Strategies and Issues. New York: Springer.

Full Article (HTML)

Pdf

Research Paper

The Effects of Quizlet on Foreign Language Learners’ Vocabulary Learning Success and Perceptions

Fatih Toy* , Kagan Buyukkarci**

* Department of English, Isparta Provincial Directorate of Education, Isparta, Turkey.

** Department of English Language Teaching, Süleyman Demirel University, Isparta, Turkey.

Toy, F., and Buyukkarci, K. (2019). The Effects of Quizlet on Foreign Language Learners’ Vocabulary Learning Success and Perceptions. i-manager’s Journal of Educational Technology, 16(3), 44-60. https://doi.org/10.26634/jet.16.3.16450

Abstract

The current study aims to examine the effects of using Quizlet on foreign language learners' vocabulary learning success. Another aim of this study is to investigate the possible effects of Quizlet on learners' perceptions about vocabulary learning. The study implemented a mixed method research design. The study involved eighth grade students as participants (n=200). The study was conducted in an 8 week period. Both groups (experimental and control) received an achievement test on vocabulary as pre-test and post-test. Additionally, experimental group students were also given a survey to determine the perceptions about Quizlet use for vocabulary learning. The results indicated that the use of Quizlet for vocabulary learning revealed a significant difference between two groups. Quizlet was found to increase the students' achievement for vocabulary learning particularly regarding word recognition. The surveys showed the students' positive perceptions towards Quizlet while vocabulary learning.

References

[1]. Allum, P. (2002). CALL and the classroom: The case for comparative research. ReCALL, 14(1), 146-166.

[2]. Alshammari, A. N. (2013). A quantitative study of the impact of immersive game-based learning on enhancing vocabulary instruction and acquisition for English language learners. (Unpublished MA Thesis, Western Illinois University).

[3]. Anderson, R & B. Speck. (2001). Using Technology in K- 8 Literacy Classrooms. Upper Saddle River, N: J: Prentice Hall.

[4]. Bakla, A., & Çekiç, A. (2017). Using an online vocabular y memorization tool versus traditional vocabulary exercises. Ana Dili Eğitimi Dergisi, 5(4), 948- 966.

[5]. Baturay, H. M., Daloğlu, A., & Yıldırım, i.s., (2007). Web-Tabanlı İngilizce Kelime Öğretimi ve Tekrar Modeli. Politeknik Dergisi, 10(3), 241-245.

[6]. Blachowicz, C. L., Fisher, P. J., Ogle, D., & Watts-Taffe, S. (2006). Vocabulary: Questions from the classroom. Reading Research Quar terly, 41(4), 524-539.

[7]. Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The Impact of Teaching Strategies on Intrinsic Motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

[8]. Boyce, A. D. (2016). The effect of the video game quizlet on the acquisiton of science vocabulary for children with learning disabilities (Unpublished MA Thesis), Accessed from ProQuest Dissertations. (UMI No. 10165260)

[9]. Browne, C., & Culligan, B. (2008). Combining technology and IRT testing to build student knowledge of high frequency vocabulary. The JALT CALL Journal, 4(2), 3-16.

[10]. Capple, L., & A. Curtis. (2000). Content-based instruction in Hong Kong, Student responses to film. System, 28, 419-433.

[11]. Carvalho, M. M. C. (2013). Vocabulary teaching and learning strategies in a foreign/second language (Unpublished MA Thesis). Accessed November 20, 2018, from ProQuest Dissertations. (UMI No. 1549464).

[12]. Case, C., & Truscott, D., (1999). The lure of bells and whistles; choosing the best software to support reading instruction reading and writing quarterly. Overcoming Learning Difficulties.15-19.

[13]. Cassidy, J., & Cassidy, D. (2005/2006). What's hot, what's not for 2006. Reading Today, 23(3),1, 8-9.

[14]. Chamot, A. U. (1999). Learning strategy instruction in the English classroom. Retrieved January 15, 2018, from http://www.Jaltpublications.org/tlt/article/1999/Chamot/

[15]. Chieh, S. T. (2006). A study of the effectiveness of interactive multimedia, using a teacher guided mutimediacd-rom program, for teaching English vocabulary to EFL learners among college junior students in Taiwan (Unpublished MA Thesis). Accessed February 20, 2017, from ProQuest Dissertations. (UMI No. 3209108).

[16]. Chien, C. F. (2015). Analysis the effectiveness of three online vocabulary flashcard websites on L2 learners' level of lexical knowledge. English Language Teaching, 8(5), 111-121.

[17]. Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.

[18]. Devi, V. A. (2005). Using animation for teaching phrasal verbs: A brief Indian experiment. Language In India, 5(8). Accessed May 25, 2017, from http://www.languageinindia.com/aug2005/animationanitha1.html

[19]. Dunked, P. (1990). Implications of the CAI effectiveness research for limit English proficient learners. Computers in the Schools, 7(1-2), 31-52.

[20].Ellinger, B., Sandler, S., Chayen, D., Goldfrad, K., & Yarosky, J. (2001, April). Weaving the web into an EAP reading program. In English Teaching Forum (Vol. 39, No. 2, pp. 22-25).

[21]. Esit, Ö. (2011). Your verbal zone: an intelligent computer-assisted language learning program in support of Turkish learners' vocabular y learning. Computer Assisted Language Learning, 24(3), 211-232.

[22]. Fidan, O. B. (2003). The Effects of using different strategies in computerised media on the quantity of learned vocabulary, time spent to learn and retention of learning English vocabulary (Unpublished M.A Thesis. Ankara University, Ankara).

[23]. Folse, K. S. (2010). Is explicit vocabulary focus the reading teacher's job? Reading in a Foreign Language, 22(1), 139-160.

[24]. Groot, P. J. M. (2000). Computer assisted second language vocabulary acquisition. Language Learning and Technology, 4(1), 60-81. Retrieved January 4, 2017, from http://llt.msu.edu/vol4numl/gtoot/

[25]. Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-79.

[26]. Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15(3), 309-334.

[27]. Horst, M., Cobb, T., & Nicolae, I. (2005). Expanding academic vocabulary with an interactive online database. Language Learning & Technology, 9(2), 90-110

[28]. Ilter, G. B. (2009). Effect of technology on motivation in EFL classrooms. Turkish Online Journal of Distance Education, 10(4), 136-158.

[29]. Kiliçkaya, F., & Krajka, J. (2010). Comparative usefulness of online and traditional vocabulary learning. The Turkish Online Journal of Educational Technology, 9(2), 55-63.

[30]. Kung, S. C. (2003). Using web resources in public speaking class. English Teaching Forum. April.

[31]. Küçük, T. (2009). University preparatory school students' and teachers' perceptions of computerassisted language learning (CALL) environment (Unpublished MA Thesis), METU, Ankara. Turkey.

[32]. Lee, K. (2000). English teachers' barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12). Accessed 20 December, 2018, from http://iteslj.org/Articles/Lee-CALLbarriers.html

[33]. Li, J. (2010). Learning vocabulary via computerassisted scaffolding for text processing. Computer Assisted Language Learning, 23(3), 253-275.

[34]. Liu, M., Moore, Z., Graham, L., & Lee, S. (2003). A Look at the Research on Computer-Based Technology Use in Second Language Learning: Review of Literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250- 273.

[35]. Ma, Q. & Kelly, P. (2006). Computer assisted vocabulary learning: design and evaluation. Computer Assisted Language Learning, 19 (1), 15-45.

[36]. MEB 2023 Eğitim Vizyonu (2018). Accessed December 15, 2018, from http://2023vizyonu.meb.gov.tr/

[37]. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.

[38]. Nation, P. (2005). Teaching Vocabulary. Asian EFL Journal, 7(3).

[39]. Nomass, B. B. (2013). The impact of using technology in teaching English as a second language. English Language and Literature Studies, 3(1), 111-116.

[40]. Quizlet. (2019). Accessed January 15, 2019, from https://quizlet.com/mission

[41]. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 2-3.

[42]. Rashidi, N., & Omid, A. (2011). A survey on Iranian EFL learners' beliefs on the role of rote memorization in learning vocabulary and its effect on vocabulary achievement. Journal of Pan-Pacific Association of Applied Linguistics, 15(1), 139-161.

[43]. Sayır, M. F. (2014). Students' and teachers' attitudes towards interactive whiteboards used in English courses via FATIH project and the effects of IWBs on speaking skill (Unpublished MA Thesis. Çağ University, Mersin). Retrieved October 20, 2018, from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp

[44]. Spencer, C. (2008). Academic listening realities of second language university students. University of New Brunswick (Canada).

[45]. Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning and Technology,165-180.

[46]. Şimşek, Sağın, Ç. S. (2008). Students' attitudes towards integration of ICTs in a reading course: A case study in Turkey. Computers & Education, 51(1), 200-211.

[47]. Tunçok, B. (2010). A case study: Students' attitudes towards computer assisted learning, computer assisted language learning, and foreign language learning (Unpublished MA Thesis. METU. Ankara).

[48]. Weiss, B., Gridling, G., Trödhandl, C., & Elmenreich, W. (2006). Embedded systems exams with true/false questions: A Case Study (Research Report No. 5). Vienna: Faculty of Informatics, Vienna University of Technology o. Document Number).

[49]. Wilkins, D. A. (1972). Linguistics in Language Teaching. London: Arnold.

[50]. Yousefzadeh, M. (2011). Computer-based glosses vs. traditional paper-based glosses and L2 learners vocabulary learning. International Journal on New Trends in Education and Their Implications, 2(3), 99-102.

[51]. Zengin, R. (2007). A research about the English language teachers' use of instructional technologies in Turkey. Journal of the Hasan Ali Yücel Faculty of Education. October, 79-102.

i-manager's Journal of Educational Technology (JET)

Current Issue Vol. 20 Issue 4

Most Read

Most Cited

Volume 16 Issue 3 October - December 2019

Effective Communication in Online Courses: A Self-Assessment Guide for Instructors

Gina Cicco*

School of Education, Staten Island Campus, St. John's University, New York, USA.

Cicco, G., (2019). Effective Communication in Online Courses: A Self-Assessment Guide for Instructors. i-manager’s Journal of Educational Technology, 16(3), 1-6. https://doi.org/10.26634/jet.16.3.16499

Abstract

References

Full Article (HTML)

Pdf

Reflective Process of Pre-Service Teachers Who Watch Video Recordings of Lessons They Taught

Gila Cohen Zilka*

Department for Teaching Social Studies and Communication, Bar-Ilan University, Achva Academic College, Israel.

Zilka, G. C., (2019). Reflective Process of Pre-service Teachers who Watch Video Recordings of Lessons they Taught. i-manager’s Journal of Educational Technology, 16(3), 7-20. https://doi.org/10.26634/jet.16.3.16412

Abstract

References

Full Article (HTML)

Pdf

The Integration of Mobile Technology into Curricula for Early Childhood Pre-service Teachers

Jale Aldemir* , Daisyane Barreto**, Hengameh Kermani***

* Department of Early Childhood Education, New Jersey City University, USA. ** Instructional Technology, University of North Carolina Wilmington, North Carolina, USA. *** Early Childhood Education, University of North Carolina Wilmington, North Carolina, USA.

Aldemir, J., Barreto, D., and Kermani, H. (2019). The Integration of Mobile Technology into Curricula For Early Childhood Pre-service Teachers. i-manager’s Journal of Educational Technology, 16(3), 21-33. https://doi.org/10.26634/jet.16.3.16464

Abstract

References

Full Article (HTML)

Pdf

The Impact of Safe Internet Intervention Programs on Pupils

Orit Zeichner*

Department of Education, Kibbutzim College of Education, Technology and the Arts, Tel-Aviv, Israel.

Zeichner, O., (2019). The Impact of Safe Internet Intervention Programs on Pupils. i-manager’s Journal of Educational Technology, 16(3), 34-43. https://doi.org/10.26634/jet.16.3.16572

Abstract

References

Full Article (HTML)

Pdf

The Effects of Quizlet on Foreign Language Learners’ Vocabulary Learning Success and Perceptions

Fatih Toy* , Kagan Buyukkarci**

* Department of English, Isparta Provincial Directorate of Education, Isparta, Turkey. ** Department of English Language Teaching, Süleyman Demirel University, Isparta, Turkey.

Toy, F., and Buyukkarci, K. (2019). The Effects of Quizlet on Foreign Language Learners’ Vocabulary Learning Success and Perceptions. i-manager’s Journal of Educational Technology, 16(3), 44-60. https://doi.org/10.26634/jet.16.3.16450

Abstract

References

Full Article (HTML)

Pdf

Jale Aldemir* , Daisyane Barreto, Hengameh Kermani*

* Department of Early Childhood Education, New Jersey City University, USA.

Instructional Technology, University of North Carolina Wilmington, North Carolina, USA.

* Early Childhood Education, University of North Carolina Wilmington, North Carolina, USA.

* Department of English, Isparta Provincial Directorate of Education, Isparta, Turkey.

** Department of English Language Teaching, Süleyman Demirel University, Isparta, Turkey.