7,890 research outputs found
Pre-Service Teachers Awareness of Using WhatsApp as a Pedagogical Tool for The Practicum Program During Coved-19 Pandemic
This study explored the extent to which pre-service teachers were aware of using WhatsApp effectively as a pedagogical tool for educational purposes during the Covid-19 pandemic. Due to the COVID-19 pandemic outbreak, Saudi Arabias education system switched to distance learning; accordingly, there was a growing reliance on information and communication technology (ICT) for online teaching and learning. Furthermore, the increased use of social networks such as WhatsApp could have many benefits and consequences on students’ learning. Twenty-six female preservice teachers (PSTs) made a WhatsApp group to collaborate with their peers for eight weeks during the Covid-19 pandemic. Each week, the PSTs were required to share a minimum of three posts for a total of twenty-four posts. The instructions given to the PSTs focused on sharing useful posts related to their practicum program. A mixed-method research design was used for this study. First, quantitative data were collected by recording the frequency and range of posts to determine the amount of participation. Second, the qualitative data were gathered by conducting focus group interviews to understand the reasons behind each PST’s participation. Findings revealed that the contribution rate of the entire group was high (77%), with 20 PSTs meeting the minimum required number of posts. Remarkably, these 20 PSTs formed a unique norm of the learning community by regulating their own and other peers’ works as well. Only six pre-service teachers did not meet the required number of useful posts. The reasons behind the contributions, more findings, and further research suggestions and recommendations for educational settings are discussed
Are Leader Behavior and Emotional Intelligence related to Teacher Efficacy?
There is general agreement and the research supports the contention that school leadership is related to student learning/achievement (Hallinger & Heck, 1996; Ross & Gray, 2006; Francera & Bliss, 2011; Shatzer, Caldarella, Hallam, & Brown, 2014). However, the nature and strength of that relationship is still uncertain. Identifying the effects, whether direct or indirect, leaders have on student learning/achievement is imperative to the further development of school leadership theory. Direct leader effects on student achievement/learning may be identified at some point. However, given that a leader impacts many factors related to student achievement/learning indirectly, the identification of indirect leader effects on student achievement/learning seems more likely. This study examined the relationships between and among school leader behaviors, leader emotional intelligence, and teacher efficacy.
The findings revealed that leader behaviors were found to be inversely correlated to general teaching efficacy but that leadership behaviors and leader emotional intelligence were positively correlated. Also, leader emotional intelligence was found to be positively correlated (though weakly or moderately) to general teaching efficacy, and/or personal teacher efficacy
Improving Digital Literacy Through A 1:1 Digital Device Implementation: An Applied Study
The purpose of this applied study was to solve the problem of the need to improve digital literacy for students on an urban middle school campus in South Texas and to design a solution to address this problem. I collected data using both qualitative and quantitative approaches. Teachers and instructional coaches were interviewed via the Zoom video conferencing online platform to explore how teachers and instructional coaches described the relationship between the deployment of a 1:1 digital device program and the improvement of students\u27 digital literacy on their middle school campus. I collected quantitative and qualitative survey data from teachers on the South Texas middle school campus being researched to inform the problem of improving students’ digital through a 1:1 digital device deployment on their middle school campus. All surveys were designed using the Google Forms online platform and then distributed electronically. I then combined all data retrieved from participants to devise research-based guidance and developed a solution to address this problem. Based on the findings, this applied study identified several recommendations for solving the problem of improving the digital literacy skills for students. These recommendations included providing a better 1:1 digital device, stronger Wi-Fi connections, and robust digital training for students and teachers
EFFECTIVENESS OF SMARTPHONE ON EFL READING: LEARNERS’ PERCEPTION IN ASIAN COUNTRIES
COVID-19, the deadly and infectious virus, is a devastating blow for the world. Every single person in the world today has been impaired by Coronavirus in a variety of ways. The educational system across the globe has thundered this new phenomenon. Many institutions have moved their programs from offline to online mode. This pandemic left no other option for the academy but to adopt a new method of pedagogy. Smartphones would be a better way to promote online education. Smartphone users have been rising excessively in Asia in recent years. The purpose of this study is to explore and describe the learners' perception in Asian countries concerning the effectiveness of smartphone on EFL reading. This research is a systematic analysis of a qualitative nature. Altogether, 39 studies were selected on the learning perception of the smartphone for EFL reading. The studies included the following countries: Bangladesh, Indonesia, Iran, the Kingdom of Saudi Arabia, Malaysia, Nepal, Sri Lanka, Taiwan, and Thailand. These nine countries have been chosen from countries in Asia whose official language is different from English. The findings indicate that the reading habit of Asian EFL learners is less and is slowly decreasing, as conventional classrooms may not fulfill learners' needs at times, as printed books are not fun. Using a smartphone for an EFL-reading can be a better choice because the smartphone is accessible and affordable. Leaners spend a significant amount of time on smartphones, especially on social networking sites. Learners use smartphone apps to read vocabulary. The learners stress that smartphones help you find out what to learn and, most importantly, how to learn. Learners accept that using smartphones to learn English enhances their critical thinking, innovative thinking, questionability, problem-solving, communication, and teamwork to some degree. Specifically, the use of smartphone guides them to a lifelong learner who is self-reliant. The common problem with smartphones is interrupted Wi-Fi connectivity. Using a smartphone can contribute to several health issues. The learners' critical issue is the irritation of the eyes caused by the brightness of the screen. Some apps have a few pedagogical elements for reading. Nevertheless, learners agree that a smartphone cannot substitute a good teacher. They need guidance from teachers to decide what to learn and how to learn. Overall, reading smartphones in English has a positive effect in Asia.
Article visualizations
EFL Teachers' Attitudes toward E-learning Platforms during the Covid-19 Pandemic
This study investigates the features of three e-learning platforms: Moodle, Google Classroom, and Zoom. It provides an in-depth examination of the digital learning media efficacy during the COVID-19 pandemic. It outlines the advantages and disadvantages of e-learning platforms for English language teaching. The research highlights the potential of authentic e-learning platforms to motivate EFL teachers and students to step up to the challenge. A digital survey which consisted of 36 items, was distributed to determine EFL teachers' impressions of the effectiveness of these platforms. The researchers distributed three questionnaires for each e-learning platform. Each questionnaire consisted of six sections: availability and accessibility, efficiency, information exchange, teacher perception, teacher satisfaction, and E-learning insight during COVID-19. The researchers utilized the Minitab 16 Statistical software to analyze the elicited data and the Cronbach's Alpha values to assess the survey questions content validity. Other statistical techniques, such as mean, standard deviation, and agreeable level (AR), were used to depict the effectiveness of each platform. Google Classroom (Ave. AR = 72.92 percent and Ave. Mean = 3.887) was the most efficient e-learning platform based on the survey responses. The next platforms were Moodle (Ave. AR = 68.09 percent, Ave. Mean = 3.694) and Zoom (Ave. AR = 61.85 percent, Ave. Mean = 3.544). The findings should motivate language learners to act and assist instructors and policy-makers in constructing e-learning environments that support learning during the global health crisis
ICT Integrated in Higher Education: The Activities, Context and Effects
Accompanying with the development and advancement of ICT integrated in higher education, it enabled the progressive changes in centered pedagogies and practices. This study attempts to explore the context in ICT integrated education with student perspective and to propose a research model combining with readiness and activity theory to exam the effects of ICT integrated in higher education and the learning performance. 603 questionnaires were collected from the universities in Taiwan and analyzed with AMOS. The results indicate that informational-based readiness has positive effect on user’s readiness, user’s readiness and schools’ ICT support both have positive effects on ICT actual use, and ICT actual use also has positive effect on their perceived satisfaction (performance). The findings could enrich the research of ICT integrated education with different perspectives, and would be helpful to extend to the long-term development in academics and practical ICT application
“It’s teaching Jim, but not as we know it”: An examination of the beliefs and attitudes of teachers to the use of technology in Further & Vocational Education from a teacher’s perspective.
This study sought to understand the beliefs and attitudes of teachers in Further and Vocational
Education regarding the use and usefulness of technology in their teaching practice.
Policymakers and advocates view increased access to, but continued under-utilisation of
technology as indicative of how the sector is failing to meet the expectations and demands
from industry. This study examined the underlying perceptions of teachers and identified the
barriers and enablers that presented themselves to technology integration. I wanted to gain an
understanding in what ways and how often teachers were using technology in their teaching
practices. Additionally, teacher's perceptions about the potential contribution that technology
could make to their teaching practice would be explored. The study was completed in three
phases; the first was an online questionnaire distributed through the college intranet networks
and yielded 229 responses. The second phase was another online questionnaire; and this one
was distributed directly to teachers that had confirmed that they would be prepared to continue
with the study and was sent to 31 teacher’s work email addresses resulting in 21 completed
surveys. Eleven one-to-one interviews completed the third phase of the study. The interviews
used photo-elicitation to examine the beliefs of the teachers from the Further Education (FE)
colleges across a range of subject areas. Each phase of the research was designed to elicit
information relating to teacher’s perceptions of the utility and value of technology in their
teaching. The results presented in this thesis reflect many of the findings from previous
research from other education sectors, namely schools and universities; however other
perceptions reflected the uniqueness of the Further and Vocational Education sector and are
perhaps a reflection of the demographics of the sector. The main findings of the study were
that several barriers existed to the integration and use of technology, a perceived lack of time
along with lack of training and support in how to teach effectively using technology. Insufficient
provision and access to technology within colleges meant that there was a reliance on students
using personal devices to supplement lack of provision in the college, raising issues in low
socioeconomic areas. Additionally, there was a perception that technology integration had
been superseded in recent years by other CPD mandated for external audits and inspection
How Do Vocational Students Perceive the Use of Telegram for their Online Reading Comprehension?
The advancement of technology encourages English teachers to use online platforms and applications in their English teaching and learning process. There are many apps that can be employed, one of which is Telegram. This study investigates how students perceive the use of Telegram on their reading comprehension and the correlation between the perception and their reading comprehension. For this purpose, 104 students from an Indonesian vocational school from various majors completed an online questionnaire about the use of Telegram for learning English. Besides, a reading test was used to measure the students' reading comprehension. The results portray that the students across departments positively perceived the use of Telegram on their reading comprehension. Furthermore, this study reveals a weak correlation between how the students perceive the use of Telegram and their reading comprehension. It is signified by the correlation between the two variables of interest, .364, which is significant at the .000 level. It indicates that the student's perception and reading comprehension for this set of data were significant but had a weak relationship. This may be caused by the reading strategies instructions as the teacher did not provide guidance before the treatment. It yields the pedagogical implication that teachers should train their students to use reading strategies effectively for their online reading comprehension
Recommended from our members
The use of mobile phones in improving continuous professional development among teachers in Indonesia
This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonIn light of the omnipresent nature of mobile technology, communities are challenged to rethink the advantages of mobile technologies, in particular within the field of education. When considering the freedom of communication in terms of time, space and subject that mobile technologies provide, governments need to rethink how this ever-present technology can be exploited to enhance teachers’ professional development. The central theme of this thesis is the role of mobile phones as a support system for continuous professional development (CPD) in Indonesia’s national educational framework. As a developing country, these issues are less researched. In this thesis, the methodology uses a qualitative approach to explore teachers’ knowledge as they work in teacher working groups (TWGs), and their use of mobile phones. Twenty teachers participated in this case study by integrating a qualitative data analysis in their design. An in-depth analysis was conducted on seven out of these 20 teachers to examine the deep learning of teachers regarding higher-order thinking skills subjects. Data was collected using semi-structured interviews, observation techniques, along with digital media records to provide detailed portrayals of teachers’ mobile phone use during extended periods of CPD. Six themes emerged to support the key questions, which were implemented from the conceptual framework. The results show that mobile phones clearly offer several major affordances for teachers’ professional development, particularly within the national framework and in rural areas. While the major elements of the CPD were rolled out nationally through a government internet-based learning platform, individuals and groups found mobile phones to be indispensable in navigating the requirements placed upon them. The findings have implications for education theory and practice since they provide evidence to support the incorporation of mobile phone technology into continuous professional development for teachers. This research contributes novelty into education systems and to the educational community with an increased understanding of the ways mobile phones can affect teachers in being more professional
QUICK RESPONSE CODES IN IMPROVING STUDENTS’ VOCABULARY MASTERY : classroom action research in one vocational high school in Cimahi
Penelitian ini bertujuan untuk mengetahui apakah penerapan Quick Response Codes bermanfaat bagi siswa dalam meningkatkan kosa kata bahasa Inggris mereka. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (Classroom Action Research / CAR) dimana peneliti bekerja sama dengan seorang pengamat di kelas. CAR terdiri dari dua siklus dengan langkah-langkah perencanaan, akting, pengamatan dan refleksi dalam setiap siklus. Data dikumpulkan melalui beberapa prosedur, yaitu observasi, kuesioner, wawancara, dan tes. Hasil penelitian ini menunjukkan bahwa ada peningkatan pemenuhan kriteria penguasaan minimum dari 0% sebelum perlakuan menjadi 14,28% setelah siklus 1 dan 77,14% setelah siklus 2. Dengan demikian, kriteria keberhasilan tercapai. Sama pentingnya, hasil kuesioner menunjukkan bahwa siswa merespon positif terhadap penggunaan Quick Response Codes dalam pengajaran kosa kata. Demikian juga, hasil observasi menunjukkan bahwa siswa secara aktif berpartisipasi dalam proses pembelajaran dengan menggunakan Quick Response Codes dalam pembelajaran kosa kata dan mendukung keterlibatan mereka di kelas. Kedua hasil tersebut didukung oleh tanggapan positif dari siswa terhadap penggunaan Quick Response Codes, seperti yang diungkapkan melalui kuesioner, dan pendapat positif kolaborator mengenai penggunaan media pembelajaran, sebagaimana dibuktikan dalam wawancara.;--- This study was aimed to investigate whether the implementation of Quick Response Codes is useful for the students in improving their English vocabulary. This study employed a Classroom Action Research (CAR) design in which the researcher worked collaboratively with an observer in the class. The CAR consisted of two cycles with the steps of planning, acting, observing and reflecting in each cycle. The data were gathered through several procedures, i.e. observation, questionnaire, interview, and tests. The result of this study showed that there was an increase in the students’ fulfillment of minimum mastery criterion from 0% before the treatment to 14.28 % after cycle 1 and 77.14 % after cycle 2. Accordingly, the criterion of success was achieved. Equally important, the result of the questionnaire showed that the students responded positively towards the use of Quick Response Codes in teaching vocabulary. Likewise, the results of observation revealed that the students actively participated in the learning process by using the Quick Response Codes in the vocabulary learning and it supported their engagement in the class. The two results were supported by the positive responses from the students to the use of Quick Response Codes, as revealed through the questionnaire, and the positive collaborator’s opinion on the use of the instructional media, as evidenced in the interview
- …