i-manager Publications

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

Current Issue Vol. 21 Issue 2

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 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.

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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

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[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.

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

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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

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[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.

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[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).

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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

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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.

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

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Volume 16 Issue 3 October - December 2019

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

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

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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.

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The Impact of Safe Internet Intervention Programs on Pupils

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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

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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.