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

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Volume 14 Issue 3 October - December 2017

Research Paper

Children in Front of Screens: Alone or in Company? Desktop or Hybrid Computer? Children's Viewing and Browsing Habit

Gila Cohen Zilka*

Director, Department for Teaching Social Science and Communication, Bar-Ilan University, Achva Academic College, Israel

Zilka, G. C. (2017). Children in Front of Screens: Alone or in Company? Desktop or Hybrid Computer? Children's Viewing and Browsing Habit. i-manager’s Journal of Educational Technology, 14(3), 1-14. https://doi.org/10.26634/jet.14.3.13855

Abstract

The viewing and browsing habits of Israeli children age 8-12 are the subject of this study. The participants did not have a computer at home and were given either a desktop or hybrid computer for home use. Television viewing and internet surfing habits were described, examining whether the children did so with their parents, family members, and friends. For this mixed-measure study, (n=1,248) participants across Israel were assessed in two rounds. During the second round, 128 interviews were conducted with the children. Findings revealed the children were afraid of being criticized for their choice of programmes, the characters they admire, and the sites they browse, and this fear causes them to avoid dialogue, joint viewing, and browsing with others. Findings show that, the sharing habits adopted by children who had no computer in the home and were provided with one were affected not only by the new computer itself, but also by the manner of interaction with their parents and by the television viewing habits they had acquired before the computer reached the home. It was recommended that criticism and judgment be reduced, and be replaced with an existential discussion with the children, and to formulate together ways to create clear boundaries without punishment, empathizing the children's free will and finding activities that meet their need for autonomy, competence, and relatedness.

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Research Paper

Pedagogy 2.0 in Pre-Service Teacher Education

Tami Seifert*

Senior Lecturer, Kibbutzim College of Education, Tel-Aviv.

Seifert, T. (2017). Pedagogy 2.0 in Pre-Service Teacher Education. i-manager’s Journal of Educational Technology, 14(3), 15-31. https://doi.org/10.26634/jet.14.3.13856

Abstract

The article reviews the use of Web 2.0 environment in teacher education, emphasizing the constructivist social pedagogy approach. Pedagogical abilities of Web 2.0 tools are discussed, demonstrating their applications in teaching various subjects, especially to assist collaborative and creative learner-oriented teaching. Contributions of these tools to teaching-learning are described in three collaborative environments-based courses. The tools included: forums, collaborative synchronous lectures, Wiki environment, a closed Facebook group, blog writing, collaborative documents writing, using smartphones in lessons and location-based activities, class YouTube channel for studentteachers' clips and debates, structuring collaborative knowledge and online anonymous peer assessment regarding discussion on digital citizenship, group data collection through surveys etc. Intertwining various environments to assist course teaching increased student-teachers' awareness of effective exploitation of these environments for teaching objectives. Pedagogical considerations for choice of tools, environments, and applications are discussed. Conclusions relate to the contributions of ICT, contents, and pedagogy integration to teacher education.

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Research Paper

Involvement of Students in E-Learning

Marwa Al Ya* , Sheikha A. Aziz, Muhammad Raheel Mohyuddin*, Nabila Al Balushi****

- Engineering Student, Caledonian College of Engineering, Oman

Department of Mathematics & Statistics, Caledonian College of Engineering, Muscat, Sultanate of Oman

**** Faculty Member, Caledonian College of Engineering, Oman.

Ya, M. A., Aziz, S. A., Mohyuddin, M. R. and Balushi, N. A. (2017). Involvement of Students in E-Learning. i-manager’s Journal of Educational Technology, 14(3), 32-39. https://doi.org/10.26634/jet.14.3.13857

Abstract

The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and familiarity with the college portal. Determination of traditional teaching methods and reimbursements of E-Learning methods are practiced. A number of interviews from students and teachers are presented. A software R that gives the p-value used to see significant (α-level) level in different groups. Students and teachers were interviewed in using of smart and normal board, size of the students in the class, learning-teaching-solving software, and online E-learning websites

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Research Paper

Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education

Mojtaba Tajeri* , Pushpinder Syal, Sanaz Marzban*

- Research Scholar, Department of English and Cultural Studies, Panjab University, India.

Professor, Department of English and Cultural Studies, Panjab University, India.

Tajeri, M., Syal, P., Marzban, S. (2017). Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education. i-manager’s Journal of Educational Technology, 14(3), 40-48. https://doi.org/10.26634/jet.14.3.13858

Abstract

The purpose of this study was to examine the benefits of using Digital Storytelling (DST) in language classes in higher education. The study also aims to explore the appropriate classroom activities which assist language teaching and learning. The thirteen-week study adopted a pretest and posttest quasi-experimental design involving a group of 20 postgraduate students and research scholars in two English classes. Qualitative data were collected, questionnaire responses for learning, as well as recordings of student interviews for evaluating the effectiveness of DST in learning. Descriptive analysis and qualitative content analysis was used for evaluating the obtained data. Our findings indicate that DST is happy with DST and they feel they learned a lot from DST, especially their written skills and enhanced the high level of vocabulary.

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Research Paper

Effectiveness of E-Content Package on Teaching IUPAC Nomenclature of Organic Chemistry at Undergraduate Level

G. Devendiran* , M. Vakkil**

* Research Scholar, Department of Education, Periyar University, Salem, Tamil Nadu, India.

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

Devendiran, G., and Vakkil, M. (2017). Effectiveness of E-Content Package on Teaching IUPAC Nomenclature of Organic Chemistry at Undergraduate Level. i-manager’s Journal of Educational Technology, 14(3), 49-54. https://doi.org/10.26634/jet.14.3.13859

Abstract

This study attempts to discover the effectiveness of an e-content package when teaching IUPAC nomenclature of organic chemistry at the undergraduate level. The study consisted of a Pre-test-Post-test Non Equivalent Groups Design, and the sample of 71(n=71) students were drawn from two colleges. The overall study was divided into two groups, an experimental group and a control group; and it consisted of (n=36) students in the experimental group, and (n=35) in the control group. The experimental group students were taught through an e-content package, whereas the control group students were taught via existing conventional methods of teaching. The initial results of the study revealed that the students in the experimental group achieved more in learning organic chemistry than the students in the control group. The final results of the calculated t–values from the study indicated a higher level of significance. And the research hypothesis, which was based on pre-test and post-test scores of the control group and experimental group in teaching IUPAC nomenclature of organic chemistry was accepted. Our findings showed a significant difference in mean scores between the control group and experimental group in teaching IUPAC nomenclature of organic chemistry.

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Review Paper

Working Memory and Augmented Reality's Trajectory: A Literature Review of AR in Education, Online Learning, Workforce Training, and Working Memory Research

David R. Squires*

Assistant Professor, Instructional Design and Educational Technology Program, College of Education and Human Development, Texas A&M University-Corpus Christi, Texas, USA.

Squires, D. R. (2017). Working Memory and Augmented Reality's Trajectory: A Literature Review of AR in Education, Online Learning, Workforce Training, and Working Memory Research. i-manager’s Journal of Educational Technology, 14(3), 55-63. https://doi.org/10.26634/jet.14.3.13860

Abstract

The structure of the literature review features the current trajectory of Augmented Reality in the field including the current literature detailing how Augmented Reality has been applied in educational environments; how Augmented Reality has been applied in training environments; how Augmented Reality has been used to measure cognition and the specific instruments used to measure cognitive load with AR; previous working memory testing and foundational working memory practices that might be adapted in order to measure AR's potential impact on working memory; and how AR technology might be adapted to support working memory in future studies. There is evidence in the literature to support the assertion that AR technology can impact working memory and can be adapted to longstanding testing and foundational practices measuring cognitive load, novel iterations of AR in education can also be updated to be mobile friendly, aid in enriching student feedback and provide information on the overall learning experiences of the student.

References

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

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Volume 14 Issue 3 October - December 2017

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Tami Seifert*

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Involvement of Students in E-Learning

Marwa Al Ya* , Sheikha A. Aziz**, Muhammad Raheel Mohyuddin***, Nabila Al Balushi****

*-** Engineering Student, Caledonian College of Engineering, Oman *** Department of Mathematics & Statistics, Caledonian College of Engineering, Muscat, Sultanate of Oman **** Faculty Member, Caledonian College of Engineering, Oman.

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Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education

Mojtaba Tajeri* , Pushpinder Syal**, Sanaz Marzban***

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Effectiveness of E-Content Package on Teaching IUPAC Nomenclature of Organic Chemistry at Undergraduate Level

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Working Memory and Augmented Reality's Trajectory: A Literature Review of AR in Education, Online Learning, Workforce Training, and Working Memory Research

David R. Squires*

Assistant Professor, Instructional Design and Educational Technology Program, College of Education and Human Development, Texas A&M University-Corpus Christi, Texas, USA.

Squires, D. R. (2017). Working Memory and Augmented Reality's Trajectory: A Literature Review of AR in Education, Online Learning, Workforce Training, and Working Memory Research. i-manager’s Journal of Educational Technology, 14(3), 55-63. https://doi.org/10.26634/jet.14.3.13860

Abstract

References

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Marwa Al Ya* , Sheikha A. Aziz, Muhammad Raheel Mohyuddin*, Nabila Al Balushi****

- Engineering Student, Caledonian College of Engineering, Oman

Department of Mathematics & Statistics, Caledonian College of Engineering, Muscat, Sultanate of Oman

**** Faculty Member, Caledonian College of Engineering, Oman.

Mojtaba Tajeri* , Pushpinder Syal, Sanaz Marzban*

- Research Scholar, Department of English and Cultural Studies, Panjab University, India.

Professor, Department of English and Cultural Studies, Panjab University, India.

* Research Scholar, Department of Education, Periyar University, Salem, Tamil Nadu, India.

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