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i-manager's Journal on School Educational Technology (JSCH)

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Gender Differences in Professional and Digital Competencies among Secondary School Teachers in Jammu and Kashmir: A Descriptive and Correlational Analysis
Technology and Identity Enactment among Muslim Immigrant Families
Education for All: Addressing the Digital Divide and Socioeconomic Disparities in Modern Schools
Overcoming Misconceptions on 'Gravity and Force' of Ninth Standard Students
A Study to Assess the Effectiveness of Behavior Change Techniques on Screen Time Duration among Preschoolers and Parent Satisfaction Levels at a Selected School in Kanniyakumari District, Tamil Nadu

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Volume 13 Issue 1 June - August 2017

Article

Self-Efficacy: A Rationale for Badging inLearning Contexts

Charles B. Hodges* , Rachel S. Harris**

* Associate Professor, Instructional Technology, Georgia Southern University, USA.

** Associate Professional Counselor, Savannah, Georgia, USA.

Hodges, C.B., and Harris, R.S. (2017). Self-Efficacy: A Rationale for Badging in Learning Contexts. i-manager’s Journal on School Educational Technology, 13(1), 1-11. https://doi.org/10.26634/jsch.13.1.13697

Abstract

Self-efficacy beliefs have proven to be an important influence on an individual's learning success. Badging is increasingly an element of innovative technologies for educational computing such as MOOCs, adaptive learning systems, smart learning environments, game-based learning, and gamification, among others. However, there is not strong evidence that a theoretical grounding drove the implementation of badging. In this paper, the authors provide self-efficacy as a rationale for implementing badges. The rationale includes a summary of learner self-efficacy, a description of current applications of badging, and potential applications and impacts of using badging for learning to enhance learner self-efficacy. Suggestions for further study are made and potential implications are discussed for the use of badges on learner self-efficacy in an educational context.

References

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[6]. Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. doi: 10.1177/0149206311410606

[7]. Blair, L. (2012, October). The use of videogame achievements to enhance player performance, selfefficacy, and motivation. 2012 Meaningful Play Conference Proceedings, East Lansing, MI. Retrieved from h t t p : / / m e a n i n g f u l p l a y . m s u . e d u / proceedings2012/mp2012_submission_131.pdf

[8]. Das, S. & Lavoie, A. (2014, May 8). The effects of feedback on human behavior in social media: An inverse reinforcement learning model. AAMAS 2014 Proceedings th of the 13 International Conference on Autonomous Agents and Multi-agent Systems, Paris, France. Retrieved from http://dl.acm.org/ citation.cfm?id=2615837

[9]. Desrochers, J. (Eds.). (Nov 2010). Self-efficacy: Helping children believe they can succeed. National Association of School Psychologists Communique, 39(3). Retrieved from http://www.nasponline.org/ publications/periodicals/ communique/issues/volume-39-issue-3

[10]. Driscoll, M. P. (2005). Psychology of Learning for rd Instruction (3 Ed.). Boston, MA: Pearson Education, Inc.

[11]. Ellis, L. E., Nunn, S. G., & Avella, J. T. (2016). Digital badges and micro-credentials: Historical overview, motivational aspects, issues, and challenges. In Foundations of Digital Badges and Micro-credentials, (pp. 3-22). New York: Springer.

[12]. Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology, Research and Development, 47(4), 47-61.

[13]. Fanfarelli, J. R. & McDaniel, R. (2012). Individual differences in digital badging: Do learner characteristics matter? Journal of Educational Technology Systems, 43(4), pp. 403-428. doi: 10.1177/0047239515588165

[14]. Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117–140.

[15]. Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403-410. doi:10.100 7/s10639-013-9291-7

[16]. Goligoski, E. (2012). Motivating the learner: Mozilla's open badges program. Access to Knowledge: A Course Journal, 4(1). Retrieved from http://ojs.stanford.edu/ojs/ index.php/ a2k/article/view/381/207

[17]. Hamari, J. (2015). Do badges increase user activity? A field experiment on the effects of gamification. Computers in Human Behavior. Retrieved from http://dx.doi.org/ 10.1016/j.chb. 2015.03.036

[18]. Hamari, J. & Eranti, V. (2011). Framework for designing and evaluating game achievements. In Proceedings of Digra 2011 Conference: Think Design Play, Hilversum, Netherlands, September 14–17.

[19]. Hickey, D. T., Willis, J. E., & Quick, J. D. (2015, June). Where badges work better. EDUCAUSE Learning Initiative ELI Retrieved from https://library.educause.edu/resources/ 2015/6/where-badges-work-better

[20]. Hickey, D. T. & Soylu, F. (2012). Wikifolios, reflections, and exams for online engagement, understanding, and achievement. Journal of Teaching and Learning with Technology, 1(1), 64–71.

[21]. Hodges, C. B. (2008). Self-efficacy in the context of online learning environments: A review of the literature and directions for research. Performance Improvement Quarterly, 20(3-4), 7 – 25. doi: 10.1002/piq.20001

[22]. Hodges, C. B. (2015). Professional development tools and technologies. In J.M. Spector (Ed.), The SAGE Encyclopedia of Educational Technology, (pp. 591-594). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781483346397.n246

[23]. Hodges, C., Gale, J., & Meng, A. (2016). Teacher selfefficacy during the implementation of a problem-based science curriculum. Contemporary Issues in Technology & Teacher Education, 16(4), 434-451.

[24]. Hodges, C. B., & Murphy, P. F. (2009). Sources of selfefficacy beliefs of students in a technology-intensive asynchronous college algebra course. The Internet and Higher Education, 12(2), 93-97. doi:10.1016/j.iheduc. 2009.06.005

[25]. Hortz, B., Petosa, R. L., Grim, M. L., & Stevens, E. (2015). Building self-efficacy for exercise among rural high school students: It takes ongoing practice. American Journal of Health Education, 46(6), 351-356. doi:10.1080/1932 5037.201 5.1077489

[26]. Jacobson, T. & O'Brien, K. (2015). Developing a digital badging system for metaliteracy. Librarians' Information Literacy Annual Conference (LILAC), Newcastle.

[27]. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2015- k-12-edition/

[28]. Karaoglu, Ö. (2016). Online badges in the classroom. Tech & Learning. Retrieved from: http://www.techlearning. com/blogentry/10409.

[29]. Kwon, K. H., Halavais, A., Havener, S. (2015). Tweeting badges: User motivations for displaying achievement in publicly networked environments. Cyberpsychology, Behavior, and Social Networking, 18(2). doi: 10.1089/ cyber.2014.0438

[30]. Lockley, A., Derryberry, A., & West, D. (2016). Drivers, affordances, and challenges of digital badges. (pp. 55- 70). In Foundations of Digital Badges and Micro- Credentials, (pp. 55-70). New York: Springer.

[31]. Love, S. M., Sanders, M. R., Turner, K. M., Maurange, M., Knott, T., Prinz, R., et al. (2016). Social media and gamification: Engaging vulnerable parents in an online evidence-based parenting program. Child Abuse & N e g l e c t . R e t r i e v e d f r o m h t t p : / / d x . d o i . o r g / 10.1016/j.chiabu. 2015.10.031

[32]. Mah, D-K., Bellin-Mularski, N., & Ifenthaler, D. (2016). Moving forward with digital badges in Education, In Foundations of Digital Badges and Micro-credentials, 511-517). New York: Springer.

[33]. Randall, D. L., Harrison, J. B., & West, R. E. (2013). Giving credit where credit is due: Designing open badges for a technology integration course. TechTrends, 57(6), 88- 95. doi:10.1007/s11528-013-0706-5

[34]. Reid, A. J., Paster, D., & Abramovich, S. (2015). Digital badges in undergraduate composition courses: Effects on intrinsic motivation. Journal of Computers in Education, 2(4), 377-398.

[35]. Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71–86.

[36]. Waters, J. K. (2013). Digital badges: Are badges the best way or students to prove what they've learned in -and outside-class? T.H.E. Journal Magazine. Retrieved from https://thejournal.com/research/2013/05/magazine_may. aspx

[37]. Zee, M., & Koomen, H.M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981- 1015. doi: 10.3102/0034654315626801

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Research Paper

The Impact of Conventional School Education onStudents Creativity

Tom Page* , Gisli Thorsteinsson**

*Senior Lecturer, Loughborough Design School, United Kingdom

**Professor, Department of Design and Craft Education, Iceland University of Education, Iceland

Page, T., and Thorsteinsson, G. (2017). The Impact of Conventional School Education on Students Creativity. i-manager’s Journal on School Educational Technology, 13(1), 12-20. https://doi.org/10.26634/jsch.13.1.13698

Abstract

Many academics argue that 'we don't grow into creativity we grow out of it, or rather we get educated out of it.' This research work investigates the notion that the education system is to blame for a loss of creativity in adults. As a result of the attempts to stifle creativity in schools, subjects including Design and Technology (D&T) face challenges in today's curriculum. Although the D&T subject is highly regarded and celebrated by many, helped by successful names such as the designer Dyson, it still suffers a bit of an image problem. Interviews have been carried out with both teachers and students to identify how and why the subject is being affected. With numerous factors working against DT; finance, the government, universities, tradition and more, it is not surprising that the subject fails to attract the interest levels it deserves. However, increasingly design should attract a greater awareness may reserve, in response to a shift towards a Britain that needs to be acknowledged for design and innovation.

References

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[11]. O'flynn, P. (2012, 7. January). 'Made in Britain' must be restored as a Badge of Pride. Retrieved 21 January 2017 from: http://www.express.co.uk/comment/columnists/

[12]. Petroski, H. (2013). To Engineer is Human: The Role of st Failure in Successful. Design Vintage Books; 1 Vintage Books edition.

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[15]. Robinson, K. (2006, 23. May). Ken Robinson: How schools kill creativity | Video on TED.com. Retrieved 21 Januar y 2017 from https://www.ted.com/talks/ ken_robinson_says_schools_kill_creativity.

[16]. Robinson, K. (2013. 17, May). To encourage creativity, Mr Gove, you must first understand what it is. In The Guardian, 1 7 Retrieved 21 January 2017 from https://www.theguardian.com/commentisfree/2013/may/ 17/to-encourage-creativity-mr-gove-understand

[17]. Seymour, R., Powell, D., Dyson, J., Callum, I. & Smith, P. (2011, 21. June). Listen to 'Creative Britain in Reverse?' Retrieved 21 January 2017 from http://blog.seymour powell.com/2011/07/listen-to-creative-britain-in-reverse-

[18]. Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage Publications.

[19]. Stuart, H. (2012. 16. November). Is Michael GoveKilling Creative Britain? Retrieved 21 January 2017 from http://www.localschoolsnetwork.org.uk/2012/[20]. Studentladder.co.uk. (2013, 3. November). Soft Subjects | Soft Subjects | GCSE. Retrieved 21 January 2017 from: http://www.studentladder.co.uk

[21]. Wilson, T. (2012). Thinking Ahead. New Design, 1(99), 29-29.

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Research Paper

High School Science Teachers' Confidence withClassroom Technology Integration

Zahrah Hussain Binmubarak Aljuzayri* , Brandy Pleasants, Brian Horvitz*

* PhD Scholor, Mallinson Institute for Science Education, Western Michigan University, USA

Faculty Specialist II, Mallinson Institute for Science Education, Western Michigan University, USA

* Associate Professor, Department of Educational Leadership, Research and Technology, Western Michigan University, USA.

Aljuzayri, Z.H.B., Pleasants, B., and Horvitz, B. (2017). High School Science Teachers' Confidence with Classroom Technology Integration.i-manager’s Journal on School Educational Technology, 13(1), 21-32. https://doi.org/10.26634/jsch.13.1.13699

Abstract

Integrating technology in the science classroom can help support many teaching goals. However, research indicates that teachers need confidence in using technology to effectively integrate it into classrooms. The purpose of this study was to describe high school science teachers' confidence with integrating various forms of technology into their classrooms, and how that confidence varies by teaching discipline, gender, age, and teaching experience. This quantitative descriptive study used a four-point Likert scale survey to collect self-reported confidence data from 40 practicing high school science teachers in the Midwest region of the United States. Overall, 100% of the science teachers reported confidence in using the internet, and 90% or more reported confidence with computers, email, and powerpoint. Interestingly, these findings indicate that physics teachers reported lower confidence in using several types of technology compared to teachers of other disciplines. The author also found that males tended to report higher confidence in their use of technology than females did. While this study provides information for professional development opportunities that focus on improving confidence in classroom technology use by addressing skills and motivation for science teachers, we should note that the sample sizes were low and additional investigation is warranted. This research also leads to new questions about whether confidence translates to higher levels of technological use in the classroom.

References

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Research Paper

Evaluation of A Nationwide ICT Reform Movement inTurkey: Insights from the Fatih Project

Esra Kizilet* , 0**

* Research Assistant, Department of English Language Teaching, Gazi University, Turkey.

** Associate Professor, Department of English Language Teaching, Gazi University, Turkey.

Kizilet, E., and Özmen, K.S. (2017). Evaluation of A Nationwide ICT Reform Movement in Turkey: Insights from the Fatih Project. i-manager’s Journal on School Educational Technology, 13(1), 33-48. https://doi.org/10.26634/jsch.13.1.13700

Abstract

Turkey has recently embarked on a country wide endeavor of integrating technology into compulsory educational system with a 2.5 billion-dollar project called FATIH. The project consists of multiple intertwined stages, including hardware installation, equipment supply, software and content development as well as teacher training. These diverse and ambitious objectives make FATIH project a rare macro project with various insights and lessons for international educational arena and academia. The major objective of the project is also unique for the CALL literature: Providing equal opportunities for students during twelve years of compulsory education in state schools by means of educational technologies. The present study focuses on English language teaching context and amendments peculiar to English language students. The data were collected from 1,600 students with a survey questionnaire. The investigation focused on the perceptions about the project tools and materials as well as ICT related competencies of English language students. The results revealed that although there is a positive perception toward the innovations of the projects, there is still a long way to go in terms of full adoption of the ICT as a means of learning and development.

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Research Paper

Construction of Emotional Maturity Scale of HighSchool Teachers (AVSEM)

A. Vences Cyril* , M. Antony Raj**

* Assistant Professor, Peniel Rural College of Education, Dindigul, Tamil Nadu, India.

** Dean of Studies and Assistant Professor, Department of History, St. Xavier's College of Education (Autonomous), Tirunelveli, Tamil Nadu, India.

Cyril, A.V., and Raj, M.A. (2017). Construction of Emotional Maturity Scale of High School Teachers (AVSEM). i-manager’s Journal on School Educational Technology, 13(1), 49-58. https://doi.org/10.26634/jsch.13.1.13701

Abstract

This paper aims to develop and standardize the emotional maturity of high school teachers scale. Emotional maturity is a process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intra-personally. If teachers are emotionally mature which means if they have the ability to realize the psychological knowledge and utilize it, they will be able to help students at right time by checking their problems as they start advancing. Teachers should teach children to develop emotional maturity, but in order to do this they must have a similar characteristic in themselves. The steps followed for its construction and standardization are (i) Ensuring purpose and usefulness of items, (ii) Structuring the tool, (iii) Pilot study and item analysis, (iv) Validity, (v) Reliability, (vi) Final draft of the tool. The researcher developed the preliminary version of AVSEM Scale (104 items) with simple, clear, and concise statements for better understanding both in Tamil and English versions. The validity for each item was tested. Thus the final AVSEM Scale consists of 60 items. This scale was aimed at covering the knowledge and conceptions of high school teachers about the emotional maturity. This tool will help to the Emotional Maturity of high school teachers.

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[7]. Sharma, S. (2006). Emotional stability of visually disabled in relation to their study habits. Journal of the Indian Academy of Applied Psychology, 32(1), 30-32.

[8]. Sommer, S. & Sommer, R. (2005). A Practical Guide to th Behavioral Research (4 ed). New York: Oxford University Press.

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i-manager's Journal on School Educational Technology (JSCH)

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Volume 13 Issue 1 June - August 2017

Self-Efficacy: A Rationale for Badging inLearning Contexts

Charles B. Hodges* , Rachel S. Harris**

* Associate Professor, Instructional Technology, Georgia Southern University, USA. ** Associate Professional Counselor, Savannah, Georgia, USA.

Hodges, C.B., and Harris, R.S. (2017). Self-Efficacy: A Rationale for Badging in Learning Contexts. i-manager’s Journal on School Educational Technology, 13(1), 1-11. https://doi.org/10.26634/jsch.13.1.13697

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The Impact of Conventional School Education onStudents Creativity

Tom Page* , Gisli Thorsteinsson**

*Senior Lecturer, Loughborough Design School, United Kingdom **Professor, Department of Design and Craft Education, Iceland University of Education, Iceland

Page, T., and Thorsteinsson, G. (2017). The Impact of Conventional School Education on Students Creativity. i-manager’s Journal on School Educational Technology, 13(1), 12-20. https://doi.org/10.26634/jsch.13.1.13698

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High School Science Teachers' Confidence withClassroom Technology Integration

Zahrah Hussain Binmubarak Aljuzayri* , Brandy Pleasants**, Brian Horvitz***

Aljuzayri, Z.H.B., Pleasants, B., and Horvitz, B. (2017). High School Science Teachers' Confidence with Classroom Technology Integration.i-manager’s Journal on School Educational Technology, 13(1), 21-32. https://doi.org/10.26634/jsch.13.1.13699

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Evaluation of A Nationwide ICT Reform Movement inTurkey: Insights from the Fatih Project

Esra Kizilet* , 0**

* Research Assistant, Department of English Language Teaching, Gazi University, Turkey. ** Associate Professor, Department of English Language Teaching, Gazi University, Turkey.

Kizilet, E., and Özmen, K.S. (2017). Evaluation of A Nationwide ICT Reform Movement in Turkey: Insights from the Fatih Project. i-manager’s Journal on School Educational Technology, 13(1), 33-48. https://doi.org/10.26634/jsch.13.1.13700

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Construction of Emotional Maturity Scale of HighSchool Teachers (AVSEM)

A. Vences Cyril* , M. Antony Raj**

* Assistant Professor, Peniel Rural College of Education, Dindigul, Tamil Nadu, India. ** Dean of Studies and Assistant Professor, Department of History, St. Xavier's College of Education (Autonomous), Tirunelveli, Tamil Nadu, India.

Cyril, A.V., and Raj, M.A. (2017). Construction of Emotional Maturity Scale of High School Teachers (AVSEM). i-manager’s Journal on School Educational Technology, 13(1), 49-58. https://doi.org/10.26634/jsch.13.1.13701

Abstract

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* Associate Professor, Instructional Technology, Georgia Southern University, USA.

** Associate Professional Counselor, Savannah, Georgia, USA.

*Senior Lecturer, Loughborough Design School, United Kingdom

**Professor, Department of Design and Craft Education, Iceland University of Education, Iceland

Zahrah Hussain Binmubarak Aljuzayri* , Brandy Pleasants, Brian Horvitz*

* Research Assistant, Department of English Language Teaching, Gazi University, Turkey.

** Associate Professor, Department of English Language Teaching, Gazi University, Turkey.

* Assistant Professor, Peniel Rural College of Education, Dindigul, Tamil Nadu, India.

** Dean of Studies and Assistant Professor, Department of History, St. Xavier's College of Education (Autonomous), Tirunelveli, Tamil Nadu, India.