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

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Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story
The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study

Most Cited

Volume 9 Issue 1 April - June 2012

Article

Using Library Resources and Technology to Develop Global and Collaborative Workspaces

Sonya S. Shepherd*

Library Assessment Officer. Zach S. Henderson Library, Georgia Southern University.

Sonya S. Shepherd (2012). Using Library Resources And Technology To Develop Global And Collaborative. i-manager’s Journal of Educational Technology, 9(1), 1-5. https://doi.org/10.26634/jet.9.1.1807

Abstract

Information literacy is defined as a “set of skills needed to find, retrieve, analyze, and use information” (ACRL, 2011). Similarly, the “Big6®” consists of (i) defining the task, (ii) defining strategies for seeking information, (iii) locating and accessing information, (iv) knowing how to use the information found, (v) knowing how to synthesize the information found, and (vi) knowing how to evaluate the information found (Eisenberg, 2012). Regardless of whether we are talking about information literacy or the “Big6”, there are commonalities in what is being done and taught. Why should K-16 students, instructors, and researchers spend time navigating to find the library catalog or the databases they need to search? Why not provide direct resource links so more time can be spent finding, evaluating, and synthesizing the actual information? To address these questions, online tutorials explaining how to use persistent links to databases, journals, books, book lists, journal lists, subject lists, and Internet resources were created. This article will address how these tutorials can be used to i) Connect library resources within web pages and Learning Management Systems to support classroom instruction, and ii) Explain how the research process can also be expedited in global and collaborative workspaces (Bothma, Bothma, & Cronjé, 2008).

References

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[2]. Arafeh, S., Levin, D., Rainie, L., & Lenhart, A. (2002). The Digital Disconnect: The widening gap between Internetsavvy students and their schools.

[3]. Association of College and Research Libraries. (2011). Introduction to Information Literacy.

[4]. Badke, W. (2009). Professors and personal information literacy. Online (Jan/Feb 2009).

[5]. Bothma, P., Bothma, T. D., & Cronjé, J. C. (2008). Design Specifications of an Online Collaborative Workspace. Mousaion, 26(1), 150-174.

[6]. Eisenberg, M. B. (2003). Technology for a purpose: Technology for information problem-solving with the Big6®. Tech Trends, 47(1), 29-32.

[7]. Eisenberg, M. (2012). Big6 Skills Overview.

[8]. Ell, P. J. (2002). Latest Developments in Reference Linking in Medical Journals. European Journal of Nuclear Medicine & Molecular Imaging, 29(7), 839.

[9]. Fernekes, R., Skinner, D., & Shepherd, S. (2004). Library tools for connecting with the curriculum. Proceedings of the 2004 ASCUE Conference. Myrtle Beach, South Carolina.

[10]. Forbes, L. S. (2004). Using web-based bookmarks in k-8 settings: Linking the Internet to instruction. The Reading Teacher, 58(2), 148-153.

[11]. Grogg, J., & Ferguson, C. (2004). Oh, the places linking will go! A State of the Union report. Searcher, 12(2), 48-58.

[12]. Hauser, J. (2003). Media specialists – targeted for techtrends! TechTrends, 47(1), 29-32.

[13]. Hoffman, D. J. (2001). Think links: Full-text linking projects. Online, 25(1), 40-46.

[14]. Shepherd, S., Skinner, D., & Fernekes, R. (2007). Library tools for connecting with the curriculum: How to create a professional development workshop for teaching faculty. Georgia Library Quarterly, 44(1), 14-16.

[15]. Trainor, C., & Price, J. (2010). Rethinking library linking: Breathing new life into openurl. Library Technology Reports. Retrieved fro.

[16]. University System of Georgia Board of Regents (USG BOR). (2012). Steps in the research process. Online Learning Library Center.

[17]. Zach S. Henderson Library (2012). Linking library resources to online courses.

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Article

Teaching Language and Culture in a Digital Age

Carla Chamberlin - Quinlisk*

Associate Professor of Applied Linguistics/ Communication Arts & Sciences, The Pennsylvania State University, Abington College.

Carla Chamberlin-Quinlisk (2012). Teaching Language And Culture In A Digital Age. i-manager’s Journal of Educational Technology, 9(1), 11-18. https://doi.org/10.26634/jet.9.1.1808

Abstract

This article examines part of the complex relationship between linguistic and cultural diversity and the digital technologies that shape our social worlds. In particular, the author explores how digital media cultivate ideas about language practice in multicultural communities and simultaneously serve as a pedagogical tool for discussing controversial issues in a classroom setting. The author first discusses digital media as powerful storytellers about culture and language issues. The author then addresses the theoretical dimensions of media effects on audiences. Finally, she presents ways in which we can challenge all students to problematize their cultural and linguistic identities by using digital media in our classrooms.

References

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[5]. Chamberlin-Quinlisk, C. R. (2004). Communicator status and expectations in intercultural communication: Implications for language learning in a multicultural community. Communication Research Reports. 21 (1), 84- 91.

[6]. Chamberlin-Quinlisk, C. (2011). Critical Media Analysis in Language Teacher Education: Examining power, policy, and parity through media. Paper presentation. Research and Practice in Language Teacher Education, Center for Advanced Research on Language Acquisition, University of Minnesota, Minneapolis, MN.

[7]. Chamberlin-Quinlisk, C.R. (2012a). Media education in TESOL: Navigating our screen-saturated worlds. TESOL Quarterly, 46, 152- 164.

[8]. Chamberlin-Quinlisk, C.R. (2012b). Critical media analysis in teacher education: Exploring language learner identity through mediated images of a non-native speaker of English. TESL Canada Journal. Forthcoming.

[9]. Entman, R. (1998, March). Mass media and reconciliation. A report to the Advisory Board of the President's Initiative on Race. Washington DC: Author.

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[12]. Greenberg, B. S. (1988). Some uncommon television images and the drench hypothesis. In S. Oskamp (Ed.), Applied social psychology annual: Television as a social issue (vol. 8, pp. 88-102). Newbury Park, CA: Sage.

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[16]. Hall, B. J. (2005). Among cultures: The challenge of communication. Belmont, CA: Wadsworth.

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[19]. Hansen, C. H., & Hansen, R. D. (1988). Priming stereotypic appraisal of social interactions: How rock music videos can change what's seen when boy meets girl. Sex Roles, 19, 287-316.

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[21]. Johnson, E. (2005). Proposition 203: A Critical metaphor analysis. Bilingual Research Journal, 29, 69-84.

[22]. Johnson, K.E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.

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[24]. Kubota, R. (2009). Rethinking the superiority of the native speaker: Toward a relational understanding of power. In Neriko, M. Dorr (Ed.),"Native speakers” revisited: Multilingualism, standardization, and diversity in language education (pp. 233-247). Berlin: Mouton de Gruyter.

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[26]. Lee, A. & Mok, E. (2007) Media education in postcolonial Hong Kong: Cultivating critical young minds. In Nowak, A., Abel, S. & Ross, K. Rethinking media education: Critical pedagogy and identity politics. Cresskill, NJ: Hampton Press (179-202).

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[28]. Lind, R. A. (2010). Race/Gender/Media: Considering diversity across audiences, content, and producers. Boston: Allyn & Bacon.

[29]. Lippi-Green, R. (2011). English with an accent: ARTICLES 12 i-manager’s Journal of Educational Technology, Vol. 9 l No. 1 l April - June 2012 Language, ideology, and discrimination in the United States. New York: Routledge.

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[42]. Ruecker, T. (2011). Challenging the native speaker and nonnative English speaker hierarchy in ELT: New directions from race theory. Critical Issues in Language Studies, 8, 400-422.

[43]. Rideout, V. J., Foehr, U.G., & Robrts, D. F. (2010). Generation M2: Media in the lives of 8-18 year olds. Menlo Park, CA: Kaiser Family Foundation.

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Article

Tec Center: Linking Technology, Education and Cultural Diversity

Elaine Hoter* , Amiri Shonfeld, Asmaa, N. Ganayem*

* Talpiot College of Education, Holon.

Kibbutzim College of Education, Tel Aviv.

* Al-Qasemi College of Education, Baka al-Gharbiya, Israel.

Elaine Hoter, Amiri Shonfeld and Maa, N. Ganayem (2012). TEC Center: Linking Technology, Education And Cultural Diversity. i-manager’s Journal of Educational Technology, 9(1), 15-22. https://doi.org/10.26634/jet.9.1.1809

Abstract

To many people, "Israel" is perceived as a "high-tech" nation, but in the same breath, as a "nation in conflict". So why not apply Israel's technological advantage to battle the multicultural conflict within? In this article, we will review the multicultural segregation in Israel, the traditional attempts to bring conflicting groups together, and finally, we will conclude with the TOCE (Trust Building in Online Collaborative Environments) model developed by the TEC center founders, and its' implementation in various academic programs and projects. Research on the programs carried out by the TEC center indicate that structured Information & Communication Technology (ICT) intervention can reduce bias, stigmas, and ethnic prejudice among project participants, and turn them into major technology proficient agents of social change.

References

[1]. Abu-Nimer, M. (1999). Dialogue, conflict resolution, and change: Arab-Jewish encounters in Israel. New York: SUNY PressAddison-Wesley.

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[3]. Amichai-Hamburger, Y., & McKenna, K. Y. A. (2006). The contact hypothesis reconsidered: Interacting via the Internet. Journal of Computer-Mediated Communication, 11, 825-843.

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[8]. Ellis, D. G., & Moaz, I. (2007). Online argument between Israeli Jews and Palestinians. Human Communication Research, 33, 291-309.

[9]. Ganayem, A. (2005, 16-18 November). Internet use among the Arab society in Israel. Paper presented at the World Summit on the Information Society, Tunisia.

[10]. Ganayem, A., Shonfeld, M., & Hoter, E. (2007, February 20 Faculty gets connected to multiculturalism Paper presented at the Chais Conference on Instructional Technologies: Learning in the Technological Era, The Open University of Israel, Raanana (in Hebrew).

[11]. Hoter, E., Shonfeld, M., & Ganayem, A. (2009). ICT in the service of multiculturalism. The International Review of Research in Open and Distance Learning, Vol 10(2). Retrieved December 30, 2011, from: http://www.irrodl.org/index.php/irrodl/article/view/601/1207

[12]. Hoter, E., Ganayem, A., & Shonfeld, M. (2007). Building bridges between cultures in conflict Paper presented at WiAOC, 2007.

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[22]. Mollov, B. (2006). Results of Israeli and Palestinian student interactions in CMC: An analysis of attitude changes toward conflicting parties. Paper presented at the annual meeting of the International Communication Association, Dresden, Germany.

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Article

Technology Is an Embedded Agent of Cultural Impact

Dr. K. Nachimuthu *

Assistant Professor, Department of Education, Periyar University, Salem, Tamil Nadu.

K. Nachimuthu (2012). Technology Is An Embedded Agent Of Cultural Impact. i-manager’s Journal of Educational Technology, 9(1), 23-30. https://doi.org/10.26634/jet.9.1.1810

Abstract

We all watch Television, read newspapers and magazines, and we also go to see films, because of different means of communications. Because, beyond the physical requirements of food and shelter, man has now another fundamental need that is the need of communication. That communication will derive and cultivate out cultural heritages. Influences of Traditional Media for the rural cultural development, the communities and individuals have utilized a wide range of media local fares, puppet shows, street theatre folk songs and ballads for social purposes and schemes for health and family welfare campaigns, also political awareness. The Internet has the same revolutionary impact- individuals and businesses can overcome geographical, cultural and logistical barriers and improve the way they live and work. The life style of people has changed due to media exposes. One of the famous reports in 2011 says the 52 million active users in India used the Net facilities. IMAI and IMRB suggests that, more than 75% of Internet usage is still driven by youngsters that include young men, school and college going students. A crucial engine of cultural influence and transformation, Indian television programming now reaches 253 million households across the country. We share more things through Amazon, Google & Android, Micro-soft and maybe even Face book. People can book tickets via mobile, even pay bills through mobile and can transfer cash from one mobile to another mobile. Through books and magazines, radio and television programs, films, art and theatre, museums and historic sites, Indian culture helps us to understand and to celebrate our lives as Indians. This paper discusses the importance of cultural heritage of Indian activities and the detailed reports of influence of technology and act as a creative agent of cultural renaissance.

References

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Research Paper

Utilizing Technology to Meet the Needs of Nontraditional Students in South Texas

Elizabeth Ann* , Karen Furgerson, Glenda Holland, Mary G. Mayorga, Joseph Villarreal

-,* College of Education and Human Performance Texas A&M University, Kingsville.

** School of Education and Kinesiology, One University Way, Texas A&M University, San Antonio, San Antonio, Texas.

Elizabeth Ann Wardle, Karen Furgerson, Glenda Holland, Mary Mayorga and Joseph Villarreal (2012). Utilizing Technology to Meet the Needs of Nontraditional Students in South Texas. i-manager’s Journal of Educational Technology, 9(1), 31-34. https://doi.org/10.26634/jet.9.1.1811

Abstract

The purpose of this study was to understand the demographic and cultural factors that define the student population of the South Texas masters'-level counseling program and to understand students' perceptions of online, hybrid, and faceto- face courses, based on their experiences with these types of classes. This study was s survey research conducted online at the South Texas public university to identify and better meet the needs of a largely non-traditional population. This survey focused on multiple demographic, cultural and geographic challenges faced by students returning to school seeking training as counselors. Changes in the counseling programs were suggested based upon the results of the survey and the Council on Accreditation of Counseling and Related Educational Programs (CACREP) standards regarding instruction.

References

[1]. Association of Nontraditional Students in Higher Education. (n.d.). Are You a Nontrad? Retrieved August 31, 2011, fro.

[2]. Berger, J. (2007). Nontraditional Students. Online Workshop Series. Retrieved from Western Kentucky University Faculty Center for Excellence in Teaching. December 27, 2010.http://www.wku.edu/teaching/retention/nontraditionallearners3.htm.

[3]. Dickel, C. T. (1988). Computer competency: Future agenda for Counselor Educators. Paper presented at First National Conference of the Association of Counselor Educators and Supervisors, St. Louis, MO.

[4]. El Mansour, B., & Mupinga, D. M. (2007). Students' positive and negative experiences in hybrid and online classes. College Student Journal, 41, 242-248. Retrieved December 27, 2010 from http://0webebscohost.com.oasis.lib.tamuik.edu

[5]. National Center for Education Statistics, (2002a). Nontraditional undergraduates: Definition of nontraditional students. Retrieved August 31, 2011, from http://nces.ed.gov/programs/coe/analysis/2002a-sa01.asp

[6]. Northern Illinois University, (2012). Off-Campus & Non- Traditional Student Services. Retrieved February 10, 2012, fro. http://www.niu.edu/comnontrad/aboutus/mission.shtml

[7]. Renfro-Michel, E.L., O'Halloran, K.C., Delaney, M.E. (2010). Using technology to enhance adult learning in the counselor education classroom. Adultspan Journal. 9(1),12-26. Retrieved February 23, 2011 from http://0-proquest.umi.com.oasis.lib.tamuk.edu

[8]. Wranker, R. (2006). The South Teas Area. Retrieved August 31, 2011 from http://www.taliesyn.com/ralph/stex.htm

[9]. Zafft, C. (2006). Supporting the non-traditional students. AccessEd. Women in Government's Access to Higher Policy Research Center. Retrieved December 27, 2010 from http://www.womeningovernment.org/highered.

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Research Paper

Racist Facebook Event against Native Americans: Preservice Teachers Explore Ethical And Critical Multicultural Implications

Antonette Aragon* , Karen Kaminski**

Antonette Aragon* Karen Kaminski**
*-** Assistant Professor, Colorado State University.

Antonette Aragon and Karen Kaminski (2012). Racist Facebook Event Against Native Americans: Preservice Teachers Explore Ethical And Critical Multicultural Implications. i-manager’s Journal of Educational Technology, 9(1), 35-43. https://doi.org/10.26634/jet.9.1.1812

Abstract

This exploratory case study sought to analyze data from Collaborative Learning Modalities (Brantmeier, Aragon & Folkestad, 2011) on-line threaded discussions in a teacher education course where pre-service teachers examined the nature of a Facebook event revealing unethical and racist notions against Native Americans. In 2010 a university student posted a Facebook event titled, “Cowboys vs. Indians” inviting fellow students to wear “Indian headdress” to rouse team spirit for a rival basketball game. This Facebook event stimulated commentary from many university students decrying Native Americans. Participants in this study believed unethical racism was present in this event because of the prolific nature of on-line communication where offensive statements and ideas were cruelly exposed about Native Americans. Such offensive ideas asserted against Native Americans were performed under a false sense of anonymity or autonomy.Yet anonymity was revealed by the media and such information was exposed displaying unethical behavior to a large unanticipated audience.

References

[1]. Brantmeier, E. J., Aragon, A., & Folkestad, J. (2011). Examining collaborative learning modalities (CLM): Critical multicultural education on-line. Multicultural Education & Technology Journal 5 (1), 5-18.

[2]. Carspecken, P. (1996). Critical ethnography in educational research: A Theoretical and Practical guide. London, Routledge.

[3]. Christopherson, K. (2007). The positive and negative implications of anonymity in Internet social interactions: ''On the Internet, Nobody Knows You're a Dog.'' Computers in Human Behavior, 23, 3038–3056.

[4]. Coffey, B., & Woolworth, S. (2004). Destroy the scum, and then neuter their families: the web forum as a vehicle for community discourse? The Social Science Journal, 41, 1–14.

[5]. Green, T., Bailey, B. (2010). Academic uses of Facebook: Endless possibilities or endless perils? TechTrends, 54(3), 20-22.

[6]. Howard, G. (2006). We can't teach what we don't know: white teachers, multiracial schools, 2nd Edition. New York: Teachers College Press.

[7]. Johnson, A.G. (2005). Privilege, oppression, and difference. In Johnson, A.G. Privilege, Power, and Difference, 2nd Edition, New York: McGraw Hill Higher Education, pp. 12-40.

[8]. Kang, J. (2000). Cyber-race. Harvard Law Review, These preservice teachers believe they have the potential to stop unethical social networking behavior in the future, and hopefully produce classroom environments where Native Americans and Students of Color thrive. 113,(5), 1130-1208.

[9]. Ladson-Billings, G. (2006). "Yes, but how do we do it?" Practicing culturally relevant pedagogy. In J. Landsman and C. L. Sterling, (Eds.), White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism. Herndon, VA: Stylus Publishing, LLC, 29-42.

[10]. Landman, et al., (2010). Guidelines for maintaining a professional compass in the era of social networking. Professional Paper.

[11]. Nieto, S., & Patty B. (2012). Affirming diversity: The sociopolitical context of multicultural education, 6th Edition. Boston: Allyn & Bacon.

[12]. Paris, C., Lee, W., & Seery, P. (2010). The role of social media in promoting special events: Acceptance of Facebook 'events.' In Information and Communication Technologies in Tourism 2010: Proceedings of the International Conference in Lugano, Switzerland, February 10–12, 14, 531-541.

[13]. Patchin, J. & Hindaju, S. (2010) Changes in adolescent on-line social networking behaviors from 2006 to 2009. Computers in Human Behavior, 26, 1818-1821.

[14]. Pempek, T. A., et al. (2009). College students' social networking experiences on facebook. Journal of Applied Developmental Psychology, 30, 227-238.

[15]. Robson, C. (2002). Real World Research, 2nd Edition. Oxford, Blackwell Publishers.

[16]. Scheurich, J. J., and Young, M. D. (1997). Coloring epistemologies: Are our research epistemologies racially biased? Educational Researcher, 26, No. 4, 4-16.

[17]. Spring, J. (2010). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States, 6th edition. New York: McGraw- Hill.

[18]. Tynes, B., et al. (2004). Adolescence, race, and ethnicity on the Internet: A comparison of discourse in monitored vs. unmonitored chat rooms. Applied Developmental Psychology, 25, 667–684.

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Research Paper

A Diagnostic Study of the Difficulties of Using Web Based Instruction (Wbi) At College Level

Abdulkarim A. Al Saif*

Assistant Professor, Qassim University, Saudi Arabia.

Abdulkarim A. Al Saif (2012). A Diagnostic Study Of The Difficulties Of Using Web Based Instruction (WBI) At College Level. i-manager’s Journal of Educational Technology, 9(1), 44-55. https://doi.org/10.26634/jet.9.1.1813

Abstract

The aim of this study is to diagnose the difficulties and discouraging factors impinging upon the use of distance education practically Web Based Instruction (WBI) by students at Qassim University, Saudi Arabia. 442 students from seven university colleges interested in WBI were asked about how far a set of factors outlined in the study discourage them from the use of distance education in general and web-based instruction (WBI) in particular as a supplement to the traditional classroom lecture/lab approach. Apparently if such difficulties or discouraging factors are neutralized, the students will be better motivated to use distance education and web-based instruction. The research used questionnaires to determine the influence of the factors in question upon student's use of distance education and (WBI). The major findings of the study indicate that the difficulties or factors discouraging students from using distance education and (WBI) were negatively correlated with technology skills and use. the participants have good to very good computer and Internet skills. Thus, it was found that the computer and Internet skills and use were correlated with age, the technology skills and use were correlated with gender, and the technology skills and use correlated with colleges.

References

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[2]. Al-Hussein. (2004, July 18). Distance Education and Web Training(2004, July 18). Al Riyadh Newspaper, p 13-16

[3]. Al-Saif, A. A. (2005). The Motivating and Inhibiting Factors Affecting the Use of Web-Based Instruction (WBI) at Qassim University. Unpublished Doctoral Dissertation. Wayne State University, Detroit.

[4]. Arbaugh, J.B. (2001). How instructor immediacy behaviors affect student satisfaction and learning in webbased courses. Business Communication Quarterly, 64(4), 42-54.

[5]. Carey, S,& Crittenden, E (2000). Using technology to foster authentic communication for second language students, Proceedings of the technological and national development conference .(ERIC Document Reproduction Service No. Ed447277).

[6]. Chan and Russell, (2007). Factors Affecting Student Participation in the Online Learning Environment at the Open University of Hong Kong. Journal of Distance Education . Spring 2007. Vol. 21, No. 3, 23-38.

[7]. Central Department of Statistics and Information, (2012). Retrieved on January,15,2012, from http://www.cdsi.gov.sa/

[8]. Cole, R S, Todd, J B, Fedosky, E W , & Moore, J W (2000). Using WebCT to re-design a large freshman class. th Proceedings of the 16 Annual Conference on Distance Teaching & Learning ,USA, 113-118.

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[12]. Distance Education and Web Training (2004). Al Riyadh Newspaper, p 13-16,July 18.

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[17]. Hong, K-S., & Koh, C-K. (2002). Computer anxiety and attitudes toward computers among rural secondary school teachers : A Malaysian perspective. Journal of Research on Technology on Education, 35(1), 27-48.

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[20]. Khan, B. (Ed.). (1997). Web-based instruction. Englewood Cliffs,NJ: Educational Technology Publications, Inc.

[21]. Khine, M. S. (2001). Attitudes toward computers among teacher education students in Brunei Darussalam. International Journal of Instructional Media, 28(2), 147-152.

[22]. Lindner, J. R., Murphy, T. H., & Dooley K.E. (2001). Factors affecting faculty adoption of distance education: competency, value and educational technology support. th Proceedings of the 20 Annual Western Region Agricultural Education Research Meeting, Carmel, California.

[23]. Litchfield, R. E., Oakland ,M. J., and Anderson, J.A. (2002). Relationship between intern characteristics, computer attitudes and use of online instruction in a dietetic training program. The American Journal of Distance Education ,16(1), 23-36.

[24]. McDonald, J., & Reushle, S. (2000). Engagement in Web-based Education: Designing for Models of Student Learning. Indian Journal of Open Learning, 9(3), 287-297.

[25]. Murray, B. (2001). What makes students stay. eLearning Magazine.

[26]. Perdue, K. J., & Valentine, T. (2000). Deterrents to participation in Web-based continuing professional education. The American Journal of Distance Education, 14(1), 7-26.

[27]. Perris, K., Zhang, W.Y., & Poon, T. (2004). An investigation of distance learners' preferences for and barriers to online learning in Hong Kong. Indian Journal of Open Learning, 13(2), 139-149.

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[29]. Simonson, M. (1997). Distance education: review of the literature. Washington, D.C: Association for Educational Communication and Technology (AECT).

[30]. Selwyn, N., Marriott, N., & Marriott, P. (2000). Net gains or net pains? Business students; use of the Internet. Higher Education Quarterly, 54(2), 166-186.

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Tarbin, S., & Trevitt, C. (2001). Try, try again! In D. Murphy, R. Walker & G. Webb (Eds.), Online Learning and Teaching with Technology: Case studies, Experience and Practice (pp.63-72). London: Kogan Page.

[34]. Wernet, S. P., Olliges, R. H., & Delicath, T. A. (2000). Postcourse evaluation of WebCT (Web Course Tools) classes by social work students. Research on Social Work Practice, 10(4), 487-504.

[35]. White, C. (2000). Learn Online. Journal of Technological Horizons in Education, 27(9), 66-69.

[36]. Zacharis, Nick Z. (2010). The Impact of Learning Styles on Students a Achievement in a Web-Based versus an Equivalent Face-to-Face Course. College Student Journal, Sep 2010, Vol. 44, Issue 3.

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Research Paper

Internet Diffusion and Adoption within Arab-Palestinian Society in Israel

Asmaa, N. Ganayem*

Al-Qasemi College of Education (ISRAEL)

Asmaa N.Ganayem (2012). Internet Diffusion And Adoption Within Arab-Palestinian Society In Israel. i-manager’s Journal of Educational Technology, 9(1), 56-67. https://doi.org/10.26634/jet.9.1.1814

Abstract

This study aims to explore the nature of Internet access and use within Arab-Palestinian society in Israel. The research focuses on two points: (i) examining the pace of Internet growth during the last decade and studying the nature of the digital gaps within the studied society in a specific time, (ii) studying the extend of the effect of cultural factors in comparison to demographic factors on Internet diffusion and adoption. Measuring the digital gaps uses a new tool to measure different facets of Internet diffusion and adoption: nature of Internet access (duration of access, use locations) and nature of use (frequency, variety of use, type of use and language/s used when surfing). Arab-Palestinian society in Israel is a minority that has been distanced from the Israeli mainstream because of ongoing Israeli-Palestinian tensions. Wide gaps exist between Arabs and Jews in Israel in different socio-economic aspects. These gaps exist also in the diffusion of the Internet. This study examines the effect of various demographic (such as age and gender) and cultural (such as residency and religion) factors on Internet use and the position of cultural factors among all these factors. This study used data from the CBS (the Israeli Central Bureau of Statistics) to track the development of Internet diffusion in the Israeli society, while for studying the digital gaps within the Arab society the study used data provided to the researcher by the Rikaz Center, which carried out the most exhaustive and representative interview survey of Arab- Palestinians in Israel in 2007 (Rikaz data, 2008). This study can be considered an important representation of the state of Internet diffusion and adoption at a specific time and can serve as a reference for researchers and policymakers regarding the development of Internet diffusion and adoption within Arab-Palestinian society in Israel. In addition, studying the effect of various demographic and cultural factors can contribute to the understanding the digital divide and the information society in general. Moreover, the studied population is known for its complex and unique socio-political situation, which makes it of special interest with respect to indigenous minorities.

References

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[2]. Al-Haj, M. (2004). Israeli Society: A Background. Immigration and Ethnic Formation in Deeply Divided Society: The Case of the 1990 Immigrants from the Former Soviet Union in Israel. In T. Lumumba-Kasongo, R. Patterson & M. Sasaki (Eds.), International Studies in Sociology and Social Anthropology (Vol. 14, pp. 35-67): Leiden: Brill.

[3]. Ali, N. (2006, January 9-11). The Unpredictable Status of Palestinian Woman in Israel: Actual Versus Desirable. Paper presented at the Religion, Gender and Politics: an International Dialogue, The Van Leer Jerusalem Institute.

[4]. Barzilai-Nahon, K. (2006). Gaps and Bits: Conceptualizing Measurements for Digital Divide/s. The Information Society, 22(5), 269 – 278.

[5]. Barzilai-Nahon, K., & Rafaeli, S. (2004). Measuring Gaps in Cyberspace: Constructing a Comprehensive Digital Divide Index. Paper presented at the AOIR-5, England, Sussex, September 19-22.

[6]. Carrier, R. (1998). Training the Information Poor in an Age of Unequal Access. In B. Ebo (Ed.), Cyberghetto or Cybertopia? Race, Class, and Gender on the Internet. NY: Praeger.

[7]. CBS. The Israeli Central Bureau of Statistics.

[8]. Chen, W., & Wellman, B. (2004). The Global Digital Divide - Within and Between Countries. IT & Society, 1(7), 39- 45.

[9]. Cooper, M. N., & Kimmelman, G. (2001). The Digital Divide Confronts the Telecommunications Act of 1996: Economic Reality versus Public Policy. In B. M. Compaine (Ed.), The Digital Divide: Facing a Crisis or Creating a Myth? (pp. 199 - 221). Cambridge, MA: MIT Press.

[10]. Dijk, J. V. (2005). Deepening Divide, Inequality in the Information Society. ThousandOaks CA/London/New Delhi: SAGE Publications.

[11]. Dijk, J. V., & Hacker, K. (2003). The Digital Divide as a Complex and Dynamic Phenomenon Special Issue: Remapping the Digital Divide. The Information Society, 19(4), 315 - 326.

[12]. DiMaggio, P., Hargittai, E., Celeste, C., & Shafer, S. (2004). Digital Inequality: From Unequal Access to Differentiated Use. In K. M. Neckerman (Ed.), Social Inequality (pp. 355–400). New York: Russell Sage Foundation.

[13]. Fichman, R. G. (1992). Information Technology Diffusion: A Review of Empirical Research. Paper presented at the Proceedings of the International Conference on Information Systems, USA.

[14]. Ganayem, A. N. (2007). Digital Gaps between Arabs and Jews in Israel (Arabic). Jamiaa, 11, 1-2.

[15]. Ganayem, A. N. (2008). Technology Usage within Arabs in Israel (Arabic). Shefa-Amr: The Galilee Society.

[16]. Ganayem, A. N., Rafaeli, S., & Azaiza, F. (2009). Digital Divide: Internet Usage within Israeli Arab Society (Hebrew). Megamot, 46(1-2), 164-196.

[17]. Ganayem, A.N. (2012). Arab Women in the Net. Presentation at the Marketing Association Conference: Million and a half Arabs want to be your Friends. Jaffa-Tel Aviv, 11 June 2012.

[18]. Ghanem, A. (2001). The Palestinian-Arab Minority in Israel, 1948-2000: A Political Study. Albany, New York: SUNY Press.

[19]. Grigorovici, D. M., Constantin, C., Jayakar, K., Taylor, R. D., & Schement, J. R. (2004). InfoMetrics: a Structural Equation Modeling Approach to Information Indicators and “e-readiness” Measurement. Paper presented at the The 15th Biennial Conference of the International Telecommunication Society.

[20]. Haas, H., Katz, E., & Schiff, M. (2000). Leisure Patterns in the Arab Sector. In E. Katz, H. Haas & e. al. (Eds.), Leisure Patterns in Israel: Changes in Cultural Activity (pp. 285-306). Ramat-Aviv: The Open University of Israel.

[21]. Haythonthraite (Eds.), The Internet in Everyday Life (pp. 46-73). USA: Blackwell Publishers.

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[24]. Husing, T., & Selhofer, H. (2004). DIDIX: A Digital Divide Index for Measuring Inequality in IT Diffusion. IT & Society, 1(7), 21-38.

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[30]. Mesch, G. S., & Talmud, I. (2007). Similarity and the Quality of Online and Offline Social Relationships Among Adolescents in Israel. Journal of Research on Adolescence, 17(2), 455-466.

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[33]. NTIA (2001). Falling through the Net: Defining the Digital Divide. In B. M. Compaine (Ed.), The Digital Divide: Facing a Crisis or Creating a Myth? (pp. 17-46). Cambridge, MA, USA: MIT Press.

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Article

Education, Technology and Cultural Diversity in a Global Era

Nektaria Palaiologou*

Nektaria Palaiologou (2012). Education, Technology and Cultural Diversity in a Global Era. i-manager’s Journal of Educational Technology, 9(1). https://doi.org/10.26634/jet.9.1.1840

Abstract

This special issue of the i-manager’s Journal of Educational Technology entitled "Technology, Education and Cultural Diversity", presents challenging aspects for the development and implementation of Information and Communication Technologies in Education, highlighting one of the main purposes of ICT in Education nowadays that is to find the means to implement the ICT equipment and tools during teaching and learning process, with appropriate educational approaches and methodology that incorporate different cultural dimensions, addressed to diverse student populations with various cultural needs.

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

Current Issue Vol. 21 Issue 2

Most Read

Most Cited

Volume 9 Issue 1 April - June 2012

Sonya S. Shepherd*

Library Assessment Officer. Zach S. Henderson Library, Georgia Southern University.

Sonya S. Shepherd (2012). Using Library Resources And Technology To Develop Global And Collaborative. i-manager’s Journal of Educational Technology, 9(1), 1-5. https://doi.org/10.26634/jet.9.1.1807

Abstract

References

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Carla Chamberlin - Quinlisk*

Associate Professor of Applied Linguistics/ Communication Arts & Sciences, The Pennsylvania State University, Abington College.

Carla Chamberlin-Quinlisk (2012). Teaching Language And Culture In A Digital Age. i-manager’s Journal of Educational Technology, 9(1), 11-18. https://doi.org/10.26634/jet.9.1.1808

Abstract

References

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Elaine Hoter* , Amiri Shonfeld**, Asmaa, N. Ganayem***

* Talpiot College of Education, Holon. ** Kibbutzim College of Education, Tel Aviv. *** Al-Qasemi College of Education, Baka al-Gharbiya, Israel.

Elaine Hoter, Amiri Shonfeld and Maa, N. Ganayem (2012). TEC Center: Linking Technology, Education And Cultural Diversity. i-manager’s Journal of Educational Technology, 9(1), 15-22. https://doi.org/10.26634/jet.9.1.1809

Abstract

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Dr. K. Nachimuthu *

Assistant Professor, Department of Education, Periyar University, Salem, Tamil Nadu.

K. Nachimuthu (2012). Technology Is An Embedded Agent Of Cultural Impact. i-manager’s Journal of Educational Technology, 9(1), 23-30. https://doi.org/10.26634/jet.9.1.1810

Abstract

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Elizabeth Ann* , Karen Furgerson**, Glenda Holland***, Mary G. Mayorga****, Joseph Villarreal*****

*-***,***** College of Education and Human Performance Texas A&M University, Kingsville. **** School of Education and Kinesiology, One University Way, Texas A&M University, San Antonio, San Antonio, Texas.

Elizabeth Ann Wardle, Karen Furgerson, Glenda Holland, Mary Mayorga and Joseph Villarreal (2012). Utilizing Technology to Meet the Needs of Nontraditional Students in South Texas. i-manager’s Journal of Educational Technology, 9(1), 31-34. https://doi.org/10.26634/jet.9.1.1811

Abstract

References

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Antonette Aragon* , Karen Kaminski**

Antonette Aragon* Karen Kaminski** *-** Assistant Professor, Colorado State University.

Antonette Aragon and Karen Kaminski (2012). Racist Facebook Event Against Native Americans: Preservice Teachers Explore Ethical And Critical Multicultural Implications. i-manager’s Journal of Educational Technology, 9(1), 35-43. https://doi.org/10.26634/jet.9.1.1812

Abstract

References

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Abdulkarim A. Al Saif*

Assistant Professor, Qassim University, Saudi Arabia.

Abdulkarim A. Al Saif (2012). A Diagnostic Study Of The Difficulties Of Using Web Based Instruction (WBI) At College Level. i-manager’s Journal of Educational Technology, 9(1), 44-55. https://doi.org/10.26634/jet.9.1.1813

Abstract

References

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Asmaa, N. Ganayem*

Al-Qasemi College of Education (ISRAEL)

Asmaa N.Ganayem (2012). Internet Diffusion And Adoption Within Arab-Palestinian Society In Israel. i-manager’s Journal of Educational Technology, 9(1), 56-67. https://doi.org/10.26634/jet.9.1.1814

Abstract

References

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Nektaria Palaiologou*

Nektaria Palaiologou (2012). Education, Technology and Cultural Diversity in a Global Era. i-manager’s Journal of Educational Technology, 9(1). https://doi.org/10.26634/jet.9.1.1840

Abstract

References

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Elaine Hoter* , Amiri Shonfeld, Asmaa, N. Ganayem*

* Talpiot College of Education, Holon.

Kibbutzim College of Education, Tel Aviv.

* Al-Qasemi College of Education, Baka al-Gharbiya, Israel.

Elizabeth Ann* , Karen Furgerson, Glenda Holland, Mary G. Mayorga, Joseph Villarreal

-,* College of Education and Human Performance Texas A&M University, Kingsville.

** School of Education and Kinesiology, One University Way, Texas A&M University, San Antonio, San Antonio, Texas.

Antonette Aragon* Karen Kaminski**
*-** Assistant Professor, Colorado State University.