Technology Knowledge and Learning
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Published By Springer-Verlag

2211-1670, 2211-1662

Author(s):  
Antonio-Joaquín Franco-Mariscal ◽  
Daniel Cebrián-Robles ◽  
Noela Rodríguez-Losada

AbstractSocial constructivism is a learning approach in which students actively construct their own knowledge by way of experiences and interactions with others. As such, it is important to highlight both individual and group-based reflection practices in pre-service teacher training as a key aspect for improving teaching practice. This paper presents the results of the design and implementation of a training programme of 7 sessions (8.5 h of class participation plus 25 h of personal homework) for pre-service secondary school science teachers, who were asked to design a gamification resource and an e-rubric to evaluate it. Subsequent improvement of this e-rubric was enhanced by performing different reflection activities at key moments. The programme was carried out by 50 Spanish pre-service teachers from Málaga (Spain). Data collection centred on the e-rubrics designed, the emotions experienced and the possible transfer to real-life practice performed six months later. The impact of reflections on the evaluation was studied by analysing the evolution of the categories proposed by the participants for the e-rubric at different times, with marked changes being found during design and preparation of the gamification resource, and only very minor changes post-implementation. In addition, a group-based criteria consensus session favoured a more in-depth reflection. Interest was the main emotion experienced by pre-service teachers, especially during preparation and use of the resource. The programme also had a marked impact on transfer of the e-rubric into practice, as did the designed resource, although to a lesser extent.


Author(s):  
Beatriz Cabellos ◽  
Daniel L. Sánchez ◽  
Juan-Ignacio Pozo

AbstractOne of the factors associated with the educational use of video games is the conception that teachers and students have about their educative usefulness. However, there are no studies that identify what aspects are considered more effective to learn with video games and what kind of learning is more accessible using them. This study aims at identifying pre-service teachers’ conceptions regarding video game use for learning and specifically to know what aspects and learning they consider are more feasible. Likewise, we analyzed the pedagogical training effect of these conceptions for three groups of university students: primary pre-service teachers (who received general pedagogical training), secondary pre-service teachers (who received pedagogical training in only one area of knowledge) and other university students without pedagogical training. We applied a questionnaire to a sample of 422 university students. This questionnaire had two dimensions that differentiated between the pragmatic and epistemic uses of video games for learning and three dimensions about the different verbal, procedural and attitudinal learning which can be achieved with them. The results showed wide acceptance of video games as a learning resource in university students, but in particular secondary pre-service teachers pointed out higher possibilities of achieving learning with video games than primary pre-service teachers. On the other hand, university students pointed out more learning when video games were used in an epistemic way. In addition, they considered video games favor more verbal and procedural learnings than attitudinal ones. In conclusion, despite the positive conceptions of the students about learning with video games, we observed a less positive pattern in pre-service teachers with general pedagogical training. These results suggest that video game incorporation in schools is not being carried out fruitfully by education faculties. Therefore, we advocated for 21st-century training that optimized new conceptions and uses of video games.


Author(s):  
Marinos Anastasakis ◽  
Georgios Triantafyllou ◽  
Konstantinos Petridis
Keyword(s):  

Author(s):  
Bokolo Anthony ◽  
Adzhar Kamaludin ◽  
Awanis Romli

AbstractBlended Learning (BL) has been implemented by lecturers in higher educations for promoting effective pedagogical practices. However, intention to use and actual usage of BL by lecturers in higher education seems to be a major setback for successful BL implementation. Therefore, this study developed a model to examine the factors that influences lecturers’ behavioral intention and actual use of BL based on the Unified Theory of Acceptance and Use of Technology and Technological, Pedagogical and Content Knowledge model. Accordingly, survey questionnaire was employed to collect data from 544 academic staffs across universities, colleges, and polytechnics. Results indicate that performance expectancy, effort expectancy, and social influence significantly impact lecturers’ behavioral intention to use BL for teaching. Additionally, results confirm that facilitating condition positively influence actual BL usage. Likewise, technological, pedagogical, and content knowledge initiatives employed by lecturers in teaching positively influences actual BL usage. Results from multi-group analysis indicate that gender, age, experience, and voluntariness of use do not predict the behaviour of lecturers to use BL. Also, this study provides insights as to how higher education can enhance lecturers’ usage of BL to improve teaching effectiveness. This study provides a better understanding of lecturers’ views of knowledge in relation to course content, pedagogy, and technology use in improving teaching. The developed model can significantly be used by academic staffs to monitor and improve their current BL activities in measuring their knowledge about teaching regarding teaching improvement. Practically, lecturers can adopt the developed model to improve teaching pedagogies and course content.


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