These resources are focused on qualitative research methods. They are particularly intended for those who are learning at and from workand support a University of Plymouth module, which can contribute to the University's Continual Professional Development (CPD) framework. Through this framework learners can achieve a Bachelors in Professional Developments or a Masters in Professional Development. Within the University's CPD programme the resources will be introduced and used by a tutor who will support and facilitate student learning through use of the resources. This will be in the form of blended learning; a mixture of face to face and use of these on-line resources. Information in this document and the tutor notes included within the PowerPoint presentations are intended to support the wider use and reuse of these Open Educational Resources.

In-depth Interviewing

Teachers’ efficacy beliefs are thought to influence not only their motivation and performance but also the achievement of their students. Scholars have therefore turned their attention toward the sources underlying these important teacher beliefs. This review seeks to evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies. Specifically, it aims to identify what can be inferred from these studies and what important questions still remain about the origins of teachers’ efficacy beliefs. Results indicate that a number of methodological shortcomings in the literature have prevented a clear understanding of how teachers develop a sense of efficacy. Nonetheless, insights gleaned from existing research help to refine, and to expand, theoretical understandings of the sources of self-efficacy and their influence in the unique context of teaching. Implications for future research and practice are addressed.

/pdf/reconceptualizing-the-sources-of-teaching-self-efficacy-a-20irll85h9.pdf

Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature

The purpose of this study was to identify how pre-service teachers' self-efficacy beliefs for technology integration (SETI) can be improved during the coursework intervention, and which of the course factors (instructional media development skills, knowledge on technology, and lesson planning practice) has the highest impact on the SETI. This research also attempted to explore a more inclusive path of the direct and indirect influences between SETI and other non-course variables (computer use, teachers' attitude towards computers (TAC), changes in TAC). A total of 136 undergraduate students at a teacher education university in Korea participated in the study. Our data analyses illustrated significant increase of prospective teachers' SETI after their completion of education technology course resulting mostly from lesson planning practice. The hierarchical multiple regression revealed that the pre-service teachers with higher positive attitudes toward computers and greater ability for lesson planning showed higher increase in their levels of SETI. The path analysis indicated that these two factors influenced the SETI directly, rather than indirectly. Lesson planning practice did not affect pre-service teachers' attitudinal growth. Implications on effectiveness of the lesson planning and attitudinal factors on SETI, and suggestions for teacher education course design are discussed.

Enhancing pre-service teachers' self-efficacy beliefs for technology integration through lesson planning practice

Digital technology is widely available in schools; however, results from international studies indicate that they are not effective toward students’ educational achievement. Teachers need to realise the potential of digital technology in their daily practises and use them well. However, teachers need training and guidelines to develop their expertise when using technology for teaching and learning. Failure to do so might result in students lacking the necessary coping skills for their future life in the information age. This literature review aimed to find out what factors affect primary teachers’ use of digital technology in their teaching practices, so as to suggest better training, which will eventually lead to a more guided and relevant use of technology in education. After applying the concept map to the data from the selected studies, four influencing factors were identified: teachers’ knowledge, attitudes and skills, which are also influenced by and influence the school culture. From these findings, recommendations on teacher training with technology and suggestions for further research are given.

/pdf/literature-review-on-the-factors-affecting-primary-teachers-1bilzefw45.pdf

Literature Review on the Factors Affecting Primary Teachers' Use of Digital Technology.

Pre-service teachers' sense of efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support

This study examines the effect of the student teaching experience on preservice elementary teachers’ self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE The participants were 62 pre-service elementary teachers at the United Arab Emirates University Pre- and post-survey was administered to examine participants’ self-efficacy beliefs for technology integration prior to and at the end of the teaching experience Additionally, a purposeful subset of the sample (n = 16) were interviewed based on their high self-efficacy belies to explore the sources of the high self-efficacy beliefs Results showed a significant effect of student teaching experiences on participants’ judgment of their self-efficacy about technology integration Mastery experience and vicarious experience reported to be the most influential sources of self-efficacy to integrate technology among preservice elementary teachers

The Effect of Student Teaching Experience on Preservice Elementary Teachers' Self-Efficacy Beliefs for Technology Integration in the UAE

This study investigated ESL teachers’ perceptions regarding the use of Computer Assisted Language Learning (CALL) in teaching reading to children. A random sample of 145 teachers participated in the study by completing a survey developed by the researchers. To explore the situation in depth, 16 teachers were later interviewed. Results indicated that the main purpose of using CALL with children is to help them develop reading strategies and increase their motivation. The most common strategies teachers reported using were computers to: enhance children's reading skills, support children's reading, listen to stories read aloud, recognize letter/sound relationships, and identify letters and beginning sounds of words. Teachers reported that CALL has some benefits, such as providing opportunities for active interaction and differentiated instruction. The main barriers of using CALL are the lack of resources and suitable software and hardware. The study ended with recommendations for further research and instructional improvements.

https://link.springer.com/content/pdf/10.1007%2Fs10643-012-0552-7.pdf

Teachers’ Perceptions of the Use of Computer Assisted Language Learning to Develop Children’s Reading Skills in English as a Second Language in the United Arab Emirates

The purpose of this study is to examine the effects of computer technology on Jordanian children from the perspectives of their parents. The sample of the study consisted of 127 participants. Each participant is a parent of a child or children who owned a personal computer. Our findings revealed some of the positive as well as negative changes that have been manifested as a result of using computers. The study showed that children's behavior changes as a result of computer use. For example, children became less active as they spend time on the computer and less time devoted to exercising and playing. The most essential finding of this study was that a large number of parents reported that their children familiarized themselves with computer functions and parts and technological and computer concepts, such as chatting, e-mail, and digital games.

The Effect of Home Computer Use on Jordanian Children: A Parental Perspective

This study examined Emirati children's drawing in relation to self and identity through the interaction of social context. Qualitative methodology was used. The researchers and/or research assistants individually worked with each student who participated in this study in a semi-structured interview setting. “Constructive” interactions were built into the relationship between the research assistants and the students. The sample of this study comprised students enrolled in one of the kindergarten classes in the city of Al Ain in United Arab Emirates. The class of 25 students was selected randomly from all the kindergartens. The data were analyzed using a phenomenological procedure. Based on the framework provided by the questions and results of the interviews, the findings were categorized into groups. When sorting the data, the researchers first examined the similarities among the participants' drawings and responses, and then analyzed the differences in general. This study pointed out evidence from within...

Understanding Emirati Children's Drawing in Relation to Self and Identity Through the Interaction of Social Context

The emergence of technology has greatly contributed to the shift in teaching reading and writing in a second language. It has created more effective opportunities for second language learners to improve these skills. This study investigated how elementary school teachers in the United Arab Emirates use computers to teach ESL reading and writing. It also sought to explore the kinds of strategies that teachers use to encourage students to use technology for learning these two skills. The study involved 186 ESL elementary school teachers. In addition to the questionnaire, a focus group interview was conducted with selected teachers. Both quantitative and qualitative procedures were used to analyze the data. The overall findings revealed that technology might play crucial role in assisting students to learn reading and writing skills. Other significant results revealed that technology helped teachers in assigning extracurricular activities and communicating with students. Based on the study’s results, a number of recommendations were drawn.

/pdf/employing-reading-and-writing-computer-based-instruction-in-2zplz7n2i0.pdf

Hamed Mubarak Al-Awidi

Papers

The Effect of Student Teaching Experience on Preservice Elementary Teachers' Self-Efficacy Beliefs for Technology Integration in the UAE

Teachers’ Perceptions of the Use of Computer Assisted Language Learning to Develop Children’s Reading Skills in English as a Second Language in the United Arab Emirates

The Effect of Home Computer Use on Jordanian Children: A Parental Perspective

Understanding Emirati Children's Drawing in Relation to Self and Identity Through the Interaction of Social Context

Employing Reading and Writing Computer-Based Instruction in English as a Second Language in Elementary Schools