Research Article
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Year 2022, , 270 - 296, 31.05.2022
https://doi.org/10.31681/jetol.973076

Abstract

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Yok

Project Number

Yok

References

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  • Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578-588. https://doi.org/10.1016/j.tate.2011.12.005
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  • Dalacosta, K., & Pavlatou, E. A. (2020). Using cartoons agents and 3D visualizations based on HTML5 for improving learning in crystal structures in engineers. Computer Applications in Engineering Education, 28(1), 5-16. https://doi.org/10.1002/cae.22169
  • Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32 (1), 5-8. https://doi.org/10.3102/0013189X032001005
  • Dewolf, T., Van Dooren, W., Hermens, F., & Verschaffel, L. (2015). Do students attend to representational illustrations of non-standard mathematical word problems, and, if so, how helpful are they? Instructional Science, 43(1), 147-171. https://doi.org/10.1007/s11251-014-9332-7
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  • Erol, O., & Kurt, A. A. (2017). The effects of teaching programming with scratch on pre-service information technology teachers' motivation and achievement. Computers in Human Behavior, 77, 11-18. https://doi.org/10.1016/j.chb.2017.08.017
  • Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E. & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
  • Erümit, A. K. (2020). Effects of different teaching approaches on programming skills. Education and Information Technologies, 25(2), 1013-1037. https://doi.org/10.1007/s10639-019-10010-8
  • Fyfe, E. R., & Rittle-Johnson, B. (2016). The benefits of computer-generated feedback for mathematics problem solving. Journal of Experimental Child Psychology, 147, 140-151. https://doi.org/10.1016/j.jecp.2016.03.009
  • Hautala, J., Baker, D. L., Keurulainen, A., Ronimus, M., Richardson, U., & Cole, R. (2018). Early science learning with a virtual tutor through multimedia explanations and feedback on spoken questions. Educational Technology Research and Development, 66(2), 403-428. https://doi.org/10.1007/s11423-017-9558-6
  • Hou, H. T., & Lin, Y. C. (2017). The development and evaluation of and educational game integrated with augmented reality and virtual laboratory for chemistry experiment learning. In Advanced Applied Informatics (IIAI-AAI), 6th IIAI International Congress, 1005-1006.
  • Hwang, J., Riccomini, P. J., Hwang, S. Y., & Morano, S. (2019). A systematic analysis of experimental studies targeting fractions for students with mathematics difficulties. Learning Disabilities Research & Practice, 34(1), 47-61. https://doi.org/10.1111/ldrp.12187
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Pre-service teachers’ approaches to designing technology-based activities in anchored instruction framework

Year 2022, , 270 - 296, 31.05.2022
https://doi.org/10.31681/jetol.973076

Abstract

Teachers’ beliefs and skills in, and attitudes towards technology are the factors shaping their technology use in education. However, teacher preparation programs don’t sufficiently support pre-service teachers in this regard. One way to improve their technology beliefs and skills in, and attitudes towards technology is to have them design theory-based technology learning environments. In this study, pre-service mathematics teachers designed anchored instruction-based mathematics learning environments and their approaches for the process were revealed. 52 pre-service teachers went through a 14-week learning period and then asked to build technology-based mathematics learning materials. Their materials were designed based on three design principles of anchored instruction. Upon the completion, projects applying all the necessary requirements in good, average, or poor level were selected with a purposive sampling method. The requirements were specified as workability, interactivity, narration, completeness and representing anchored instruction’s three design principles. The designers of these selected projects were interviewed with semi-structured interview questions. Results indicated that their design approaches are in line with anchored instruction theory’s suggested benefits. Their technology beliefs are positively affected and their judgments about technology-based instructional material design are supported by related literature in favor of students’ learning. Implications for teacher education programs are discussed.

Project Number

Yok

References

  • Abbas, N. (2008, December). Using anchored instruction to teach pre-service teachers to integrate technology into primary science education. World Association of Lesson Studies Conference, Hong Kong. https://repository.nie.edu.sg/bitstream/10497/15448/1/WALS-2008_Noraini_a.pdf
  • AL-Ayash, A., Kane, R. T., Smith, D., & Green-Armytage, P. (2016). The influence of color on student emotion, heart rate, and performance in learning environments. Color Research & Application, 41(2), 196-205. https://doi.org/10.1002/col.21949
  • Alexandron, G., Keinan, G., Levy, B., & Hershkovitz, S. (2018). Evaluating the effectiveness of animated cartoons in an intelligent math tutoring system using educational data mining. Edmedia +Innovative Learning, 2018, 719-730. Waynesville, NC, USA.
  • Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
  • Arah, A. S., Umar, I. Y., Rufai, A., Idris, A. M., Saidu, H. A, Elmahmud, M., & Mohammed, A. U. (2017). Effect of video based anchored instruction on students’ achievement and retention in motor vehicle mechanics work in Abuja and Niger States, Nigeria. ATBU Journal of Science, Technology and Education, 5(2), 91-99. http://repository.futminna.edu.ng:8080/jspui/handle/123456789/4353
  • Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91-100. https://doi.org/10.1016/j.compedu.2010.08.017
  • Baker, J. P., Goodboy, A. K., Bowman, N. D., & Wright, A. A. (2018). Does teaching with PowerPoint increase students' learning? A meta-analysis. Computers & Education, 126, 376-387. https://doi.org/10.1016/j.compedu.2018.08.003
  • Bottge, B. A., Toland, M. D., Gassaway, L., Butler, M., Choo, S., Griffen, A. K., & Ma, X. (2015). Impact of enhanced anchored instruction in inclusive math classrooms. Exceptional Children, 81(2), 158-175. https://doi.org/10.1177/0014402914551742
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  • Cam, E. & Kiyici, M. (2022). The impact of robotics assisted programming education on academic success, problem solving skills and motivation. Journal of Educational Technology & Online Learning, 5(1), 47-65. https://doi.org/10.31681/jetol.1028825
  • Castillo, Wi L. (2020). Supporting mathematic achievement for students with learning disabilities through enhanced anchored instruction. The STEAM Journal, 4(2). https://doi.org/10.5642/steam.20200402.18
  • Chen, M. (2019). The use of anchored instruction for Chinese speaking skills: A case study of travel agency staff. The 14th UTCC national graduate research conference. (pp. 92-99). Bangkok, Thailand: University of the Thai Chamber of Commerce.
  • Chiang, E. P., & Vazquez, J. J. (2017). The power of a simple verbal explanation: Evaluating the efficacy of narrated feedback. International Review of Economics Education, 25, 25-34. https://doi.org/10.1016/j.iree.2017.04.002
  • Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578-588. https://doi.org/10.1016/j.tate.2011.12.005
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  • Dalacosta, K., & Pavlatou, E. A. (2020). Using cartoons agents and 3D visualizations based on HTML5 for improving learning in crystal structures in engineers. Computer Applications in Engineering Education, 28(1), 5-16. https://doi.org/10.1002/cae.22169
  • Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32 (1), 5-8. https://doi.org/10.3102/0013189X032001005
  • Dewolf, T., Van Dooren, W., Hermens, F., & Verschaffel, L. (2015). Do students attend to representational illustrations of non-standard mathematical word problems, and, if so, how helpful are they? Instructional Science, 43(1), 147-171. https://doi.org/10.1007/s11251-014-9332-7
  • Ely, D. P. (1999). Conditions that facilitate the implementation of educational technology innovations. Educational Technology, 39(6), 23-27.
  • Erol, O., & Kurt, A. A. (2017). The effects of teaching programming with scratch on pre-service information technology teachers' motivation and achievement. Computers in Human Behavior, 77, 11-18. https://doi.org/10.1016/j.chb.2017.08.017
  • Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E. & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
  • Erümit, A. K. (2020). Effects of different teaching approaches on programming skills. Education and Information Technologies, 25(2), 1013-1037. https://doi.org/10.1007/s10639-019-10010-8
  • Fyfe, E. R., & Rittle-Johnson, B. (2016). The benefits of computer-generated feedback for mathematics problem solving. Journal of Experimental Child Psychology, 147, 140-151. https://doi.org/10.1016/j.jecp.2016.03.009
  • Hautala, J., Baker, D. L., Keurulainen, A., Ronimus, M., Richardson, U., & Cole, R. (2018). Early science learning with a virtual tutor through multimedia explanations and feedback on spoken questions. Educational Technology Research and Development, 66(2), 403-428. https://doi.org/10.1007/s11423-017-9558-6
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There are 82 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Nilgün Günbaş 0000-0003-2578-3083

Project Number Yok
Publication Date May 31, 2022
Published in Issue Year 2022

Cite

APA Günbaş, N. (2022). Pre-service teachers’ approaches to designing technology-based activities in anchored instruction framework. Journal of Educational Technology and Online Learning, 5(2), 270-296. https://doi.org/10.31681/jetol.973076


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