Showing papers in "Educational Technology Research and Development in 2007"
TL;DR: In this paper, the authors identify the general barriers typically faced by K-12 schools when integrating technology into the curriculum for instructional purposes, namely: resources, institution, subject culture, attitudes and beliefs, knowledge and skills, and assessment.
Abstract: Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research
1,747 citations
TL;DR: An analysis of how the structure in massively multiple online role-playing games might inform the design of interactive learning and game-based learning environments by looking at the elements which support intrinsic motivation.
Abstract: During the past two decades, the popularity of computer and video games has prompted games to become a source of study for educational researchers and instructional designers investigating how various aspects of game design might be appropriated, borrowed, and re-purposed for the design of educational materials. The purpose of this paper is to present an analysis of how the structure in massively multiple online role-playing games (MMORPGs) might inform the design of interactive learning and game-based learning environments by looking at the elements which support intrinsic motivation. Specifically, this analysis presents (a) an overview of the two primary elements in MMORPGs game design: character design and narrative environment, (b) a discussion of intrinsic motivation in character role-playing, (c) a discussion of intrinsic motivational supports and cognitive support of the narrative structure of small quests, and (d) a discussion of how the narrative structure of MMORPGs might foster learning in various types of knowledge.
407 citations
TL;DR: It is argued that the GOM version II can be used not only to support the development of educational computer games but to provide a mechanism to evaluate the use of computer games in the classroom.
Abstract: Complex computer and video games may provide a vehicle, based on appropriate theoretical concepts, to transform the educational landscape. Building on the original game object model (GOM) a new more detailed model is developed to support concepts that educational computer games should: be relevant, explorative, emotive, engaging, and include complex challenges; support authentic learning activities that are designed as narrative social spaces where learners are transformed through exploration of multiple representation, and reflection; be gender-inclusive, include non-confrontational outcomes, and provide appropriate role models; develop democracy, and social capital through dialogue that is supported by means of computer mediated-communication tools; and include challenges, puzzles or quests, which form the core of the learning process, where access to explicit knowledge, conversations, and reflection results in the construction of tacit knowledge. It is argued that the GOM version II can be used not only to support the development of educational computer games but to provide a mechanism to evaluate the use of computer games in the classroom.
294 citations
TL;DR: In this paper, the authors examined four months of online discourse of 22 grade 4 students engaged in efforts to advance their understanding of optics, and found that these young students generated theories and explanation-seeking questions, designed experiments to produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded to problems and ideas that emerged as community knowledge evolved.
Abstract: This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding of optics. Their work is part of a school-wide knowledge building initiative, the essence of which is giving students collective responsibility for idea improvement. This goal is supported by software—Knowledge Forum—designed to provide a public and collaborative space for continual improvement of ideas. A new analytic tool—inquiry threads—was developed to analyze the discourse used by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems (involving concrete/empirical and abstract/conceptual artifacts); community knowledge (knowledge constructed for the benefit of the community as a whole); and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded to problems and ideas that emerged as community knowledge evolved. Advances were reflected in progress in refining ideas and evidence of growth of knowledge for the community as a whole. Design strategies and challenges for collective idea improvement are discussed.
252 citations
TL;DR: In this article, the authors used qualitative methods to help us better under-stand the experiences of instructors as they are persuaded to adopt a course management system and integrate it into their teaching by experimenting with individual features, facing both technical and integration challenges, and attempting to adapt Blackboard features to match their goals and practices.
Abstract: In this study, we used qualitative methods to help us better under- stand the experiences of instructors as they are persuaded to adopt a course management system and integrate it into their teaching. We discuss several patterns explaining how instructors implemented Blackboard, a CMS, by experimenting with individual features, facing both technical and integration challenges, and attempting to adapt Blackboard features to match their goals and practices. We also give explanations for why instructors either (a) embraced the tool and grew more dependent on it, (b) reduced their use of the tool to only some features, or (c) discontinued the tool and actively sought replacement options. In this paper we explain why instructors fell into any one of these three areas and what implications this may have for training and support needs.
233 citations
TL;DR: In this paper, the authors examine and analyse where and how information and communication technologies (ICT) are integrated in Singapore schools to engage students in higher-order thinking activities, taking the activity system as a unit of analysis.
Abstract: This paper examines and analyses where and how information and communication technologies (ICT) are integrated in Singapore schools to engage students in higher-order thinking activities. Taking the activity system as a unit of analysis, the study documents the actual processes and sociocultural elements that engage students in higher-order thinking. By employing methods such as observations, focus group discussions with students, and face-to-face interviews with teachers, ICT-coordinators and principals, an account of how the activity systems within and between classrooms, and the schools are generated. Based on the analysis of the data from 10 schools, issues in the learning environment are discussed: Necessary (classroom management and orienting activities) and sufficient conditions (scaffolding activities and supporting school policies) for effective ICT integration in the classroom. The account also highlights the constraints of time and lack of knowledge and experience in the contexts that the teachers are working under, and how these constraints are addressed by supporting school policies in the larger sociocultural setting of the school. This account provides a sample of pedagogical and sociocultural issues that are discussed over the course and at the end of the project. Like a good guidebook, the study sensitizes the audience to what is likely to happen given a particular objective, constraint, or design.
197 citations
TL;DR: This article explored the cultural competence in the lived experience of 12 professionals who have been involved with such efforts and found that they have had to question their assumptions, recognizing flaws in their own thinking and in the organizations that support them, and tried to alter their practice accordingly.
Abstract: The amount of resources being poured by Western universities, companies, and governments into creating educational content to be exported (via the Internet) to other cultures is astounding. Those assigned to accomplish this task are left with the great challenge of meeting the needs of learners who come from cultures that are foreign to them, and who often have very different abilities and expectations than originally assumed. This study explores the cultural competence in the lived experience of 12 professionals who have been involved with such efforts. Often they have had to question their assumptions, recognizing flaws in their own thinking and in the organizations that support them, and tried to alter their practice accordingly. Their awareness of cultural differences and the importance and impact of these differences in their practice will be discussed.
180 citations
TL;DR: The authors examined an electronic mailing list (listserv) supporting a community of practice of literacy teachers and found that two motives of community involvement were the main motivators for knowledge sharers to share knowledge, while lack of knowledge and competing priority appeared to be the main barriers.
Abstract: The focus of this study was to understand knowledge flows among teachers by examining what types of knowledge was shared by teachers, as well as what motivates or hinders teachers to share knowledge online. We examined an electronic mailing list (listserv) supporting a community of practice of literacy teachers. Data were gathered on the teachers in the listserv through online observations. Additional data were collected through semi-structured telephone interviews with 20 teachers. Findings suggest that two motives of community involvement––collectivism, and principlism appear to be the main motivators for knowledge sharers to share knowledge, while lack of knowledge and competing priority appear to be the main barriers. Practical implications for knowledge sharing and suggestions for future research are discussed. The findings of this study inform teachers, listserv moderators, teacher associations, as well as researchers of educational technology who are interested in knowledge sharing among teachers within communities of practice mediated by computer networks.
178 citations
TL;DR: In this paper, the authors describe the nature of trainee teachers' ICT literacy at the beginning of preservice training and explore the structure and the main components of ICT-related capabilities, and examine possible relationships between these components.
Abstract: There is growing concern over graduating trainee teachers’ insufficient level of Information and Communication Technology (ICT) literacy. The main purpose of this research was to describe the nature of trainee teachers’ ICT literacy at the beginning of preservice training: (a) to explore the structure and to identify the main components of ICT-related capabilities, and (b) to examine possible relationships between these components. Data from trainee teachers’ ICT literacy self-assessment survey were examined using exploratory and confirmatory factor analysis. Two elements of ICT-related general cognitive capabilities and three elements of technical capabilities were identified, respectively: (a) problem solving, (b) communication and metacognition, (c) basic ICT capabilities, (d) analysis and production with ICT, (e) information and Internet-related capabilities. It was found that general cognitive and technical capabilities are two separate areas of ICT literacy; however basic ICT capabilities are an important component of both areas.
172 citations
TL;DR: A classification that potentially brings together various perspectives of what a learning object may be is provided, which could be useful as a framework for designers of digital resources and for those engaged in use of these resources in educational contexts.
Abstract: The learning object remains an ill-defined concept, despite numerous and extensive discussion in the literature. This paper attempts to address this problem by providing a classification that potentially brings together various perspectives of what a learning object may be. Six unique types of learning objects are proposed and discussed: presentation, practice, simulation, conceptual models, information and contextual representation objects. The common characteristics of each are synthesized in a proposal that a learning object is best described as a representation designed to afford uses in different educational contexts. The classification of learning objects pro- posed could be useful as a framework for designers of digital resources and for those engaged in use of these resources in educational contexts.
156 citations
TL;DR: In this article, the development of information and communication technologies (ICT) in Eastern schools, including ICT planning and man- agement, hardware infrastructures, software resources and services, professional development, and ICT-supported educational practices, are reviewed.
Abstract: The Eastern cultural tradition, together with other social factors, has shaped a group-based, teacher-dominated, and centrally organized pedagogical culture. Drawing upon this cultural perspective, this article reviews the development of information and communication technologies (ICT) in Eastern schools, including ICT planning and man- agement, hardware infrastructures, software resources and services, professional devel- opment, and ICT-supported educational practices. It highlights the impact of the pedagogical culture on technology use, as well as the role of technology in pedagogical change. The review suggests a number of critical challenges Eastern educators need to address.
TL;DR: Universidad de La Sabana has developed an instructional design model based on learning objects that requires formulating proposals insuring appropriate use of information and communication technologies seeking improvement of education quality.
Abstract: The present moment in the history of higher education requires setting strategies and specific action plans to guarantee a place in the highly competitive and demanding world scenario. The incorporation of information and communication technologies is one of the feasible paths to be considered, but this requires formulating proposals insuring appropriate use of said technologies seeking improvement of education quality. For this purpose, Universidad de La Sabana has developed an instructional design model based on learning objects.
TL;DR: This paper examined how 498 elementary and secondary educators use student response systems in their instruction and found that teachers who used the tech- nology most frequently and who employed broadest array of strategies were more likely to have received professional development in instructional strat egies and to perceive the technology as more effective with students.
Abstract: This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers all completed an online questionnaire designed to learn about their goals for using response systems, the instructional strategies they employ when using the system, and the perceived effects of response systems. Participants in the study tended to use similar instructional strategies when using the technology as have been reported in higher education. These include posing questions to check for student understanding and diagnose student difficulties, sharing a display of student responses for all to see, asking students to discuss or rethink answers, and using feedback from responses to adjust instruction. A latent class analysis of the data yielded four profiles of teacher use based on frequency of use and breadth of instructional strategies employed. Teachers who used the tech- nology most frequently and who employed broadest array of strategies were more likely to have received professional development in instructional strat- egies and to perceive the technology as more effective with students.
TL;DR: The authors investigated the effect of well vs. ill-structured problem types on group interactional activity, evolution of group participation inequities, and group discussion quality in a synchronous, computer-supported collaborative learning (CSCL) environment.
Abstract: This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported collaborative learning (CSCL) environment. Participants were 60 11th-grade science students working in three-member groups (triads) who were randomly assigned to solve a well- or an ill-structured problem scenario on Newtonian Kinematics. Although groups solving ill-structured problems generated more problem-centered interactional activity (a positive effect), they also exhibited participation patterns that were more inequitable (a negative effect) than groups solving well-structured problems. Interestingly, inequities in member participation patterns exhibited a high sensitivity to initial exchange and tended to get “locked-in” early in the discussion, ultimately lowering the quality of discussion and, in turn, the group performance. Findings and their implications for theory, methodology, and scaffolding of CSCL groups are discussed.
TL;DR: In this article, the authors argue that authenticity is an aspect of both the context and the process of learning, and they refer to this coupling relationship as the context-process authenticity.
Abstract: This paper posits that authenticity is an aspect of both the context and the process of learning. These two aspects cannot be seen in isolation and must be analyzed as one unity. We refer to this coupling relationship as the context–process authenticity. Existing learning and instructional approaches associated with authenticity, such as simulations, participation, and co-evolution privilege the authenticity of professional practices and do not adequately tackle the issue of the transitions across contexts. To avoid demeaning the authenticity of schools, we recommend other approaches, which emphasize the identity enculturation aspect in diverse communities. Furthermore, we argue for a context–process authenticity continuum. This continuum encompasses both school and professional communities and the context–process authenticity coupling. Implications are discussed with respect to the proposed context–process authenticity continuum.
TL;DR: This paper investigated self-presentation bias in the self-reports of teachers about their practices in six topic areas in educational technology (Instructional Design, Assessment, Learner-Centered Instruction, Curriculum Alignment, Attitudes about Computers, and Use of Computers with Students) Subjects were 50 middle school teachers Data were collected using a 30-item Likert-type survey containing five items per topic area teachers responded to items in two forms: what I do and what other teachers do.
Abstract: This study investigated self-presentation bias in the self-reports of teachers about their practices in six topic areas in educational technology (Instructional Design, Assessment, Learner-Centered Instruction, Curriculum Alignment, Attitudes about Computers, and Use of Computers with Students) Subjects were 50 middle-school teachers Data were collected using a 30-item Likert-type survey containing five items per topic area Teachers responded to items in two forms: “what I do” and “what other teachers do” Significant differences favoring the “I” form were obtained in three of the six areas (Instructional Design, Learner-Centered Instruction, and Curriculum Alignment) and on nine of the 30 items, indicating a rather strong self-presentation bias Responses were generally positive across both forms Results are discussed with implications for working with teachers and for using additional assessment measures that complement teacher self-reports
TL;DR: In this paper, the authors introduce a framework for understanding and reconciling perspectives on teaching and learning success, and compare and contrast beliefs and practices associated with teaching, and discuss implications for future research and practice.
Abstract: Current teaching and learning methods reveal marked differences between how students approach learning and how instructors approach teaching. Little attention has been paid to understanding these differences and their implications for designing successful learning environments. The purpose of the paper is to introduce a framework for understanding and reconciling perspectives on teaching and learning success. First, we examine perspectives on learning success. Next, we compare and contrast beliefs and practices associated with teaching and learning. Finally, we introduce a model for reconciling teaching and learning beliefs and practices, and discuss implications for future research and practice.
TL;DR: In this article, the barriers associated with teachers implementing information and communication technology-assisted collaborative project-based learning (ICTCPrjBL) as a classroom teaching methodology with students are explored.
Abstract: This study explores the barriers associated with teachers implementing information and communication technology-assisted collaborative project-based learning (ICTCPrjBL) as a classroom teaching methodology with students. We used a Web-based Delphi method to engage experienced educators in anonymous consensus building consisting of three rounds of surveys. The Round 1 analysis yielded 51 barriers. The Round 2 analysis produced descriptive statistics (range, mean, and standard deviation) on the importance of each barrier. The Round 3 analysis confirmed 16 out of the 51 (31.4%) barriers as “moderately significant” to “very significant” to implementing ICTCPrjBL. Important contributions of this study include: (a) identification of barriers to implementing ICTCPrjBL that can inform the literature and promote greater utilization throughout the educational community and (b) a cross comparison of barriers between North America, Eastern Europe, and Africa to examine regional differences.
TL;DR: In this article, the authors provided empirical data regarding ethical issues associated with the use of instructional technology in design and training situations and found that the three most prominent ethical concerns reported were copy-right, learner privacy and accessibility.
Abstract: To correspond to the Association for Educational Communication Technology (AECT) Code of Professional Ethics and the professional journal TechTrends' ethics columns, this paper provides empirical data regarding ethical issues associated with the use of instructional technology in design and training situations. In-depth interviews of 20 professional technologists were conducted. The three most prominent ethical concerns reported were copy- right, learner privacy, and accessibility. The results of this study also identified three ethical issues that have not been discussed extensively in the literature: diversity, conflicts of interest, and professionalism/confidence. In addition to identifying ethical issues, the findings of the study also contribute to the current literature through identifying coping strategies of ethical issues adopted by professional technologists. Finally, implications to researchers, managers, and practitioners were discussed.
TL;DR: The decision-making processes and procedures used in model development are presented, and a framework for the internal validation of ID models using expert review procedures is provided.
Abstract: This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one, the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and provides a frame- work for the internal validation of ID models using expert review procedures.
TL;DR: The design and formative evaluation of a Web-based tool that supports curriculum developers in constructing competence maps showed that the tool is practical, and a description of the modified tool from the perspective of the user and the instructional designer is described.
Abstract: This article describes the design and formative evaluation of a Web-based tool that supports curriculum developers in constructing competence maps. Competence maps describe final attainment levels of educational programs in terms of—interrelated—competencies. Key requirements for the competence-mapping tool were validity and practicality. Validity refers to internal consistency and meaningful links to the external realities represented. Practicality refers to a design approach of evolutionary prototyping, in which feedback from intended users and domain experts is collected throughout the development process. Formative evaluations of four prototypes were conducted. Measures of design, appeal, goal, content, confidence and relevance showed that the tool is practical. The article describes the formative evaluation process and concludes with a description of the modified tool from the perspective of the user and the instructional designer.
TL;DR: In this paper, the authors present a case study of the design and implementation of a master's level research course and present a retrospective discussion of lessons learned, including parallels of user-centered technology design with their final approach to curriculum design and socially constructed views of technology with socially constructed view of learning.
Abstract: This paper presents a case study of the design and implementation of a master’s level research course. Factors that defined the curriculum design problem included the subject matter, a view of learning as a change in identity, and the role of technology in curriculum design. Both the design process and results of research on the implementation of the course are described. The paper concludes with a retrospective discussion of lessons learned, including parallels of (a) user-centered technology design with our final approach to curriculum design and (b) socially constructed views of technology with socially constructed views of learning.
TL;DR: In this paper, the main instruments used to carry out this research were two questionnaires: the faculty members' questionnaire, and the technical/administrative staff questionnaire, which represented all educational technologists who have been with the public and private higher education institutions.
Abstract: The purpose of this research was to address the current and prospective views on educational technology (ET) in order to discover the difficulties and develop its utilization in Omani higher education. The main instruments used to carry out this research were two questionnaires: the faculty members’ questionnaire, and the technical/administrative staff questionnaire. One hundred and fifty-nine participants were involved in the study. They represented all educational technologists who have been with the public and private Omani higher education institutions. The findings show a tendency for future expansion with less expensive technologies and the need for training. Some impediments of ET use were also found. Important recommendations from this study include: the need to support Omani higher education institutions with technical and human resources to increase and activate the use/number of new instructional media and equipment.
TL;DR: Danielson et al. as discussed by the authors used the Diagnostic Pathfinder (dP) cognitive tool for learning diagnostic problem solving, and found that students in the dP groups scored significantly higher on final exams than those in control groups.
Abstract: Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), Educational Technology Research and Development, 51(3), 63–81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly higher (p = .000 and .003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding to a questionnaire indicated that the dP’s gating and data synthesis activities aided learning. The dP’s feedback and requirement of completeness appear to aid learning most.
TL;DR: The experimental STARstreams curriculum was well-received by participating students and teachers, engendered extensive participation in online discussions about the scenarios, and had a statistically significant effect on measures of social problem solving, self-efficacy toward conflict resolution, and perceived value and satisfaction with the materials.
Abstract: This article describes the development and evaluation of STARstreams, a pilot effort to utilize videos and online discussions in a conflict resolution curriculum that acknowledges the inherent socio-personal aspects of conflict. The STARstreams curricula includes a set of video-based scenarios depicting conflict situations and potential resolutions to those conflicts, a web-based conferencing system for cross-classroom discussion of the scenarios, and a handbook to guide teacher implementation of the curriculum. These materials were evaluated in a 2-week field trial with four geographically diverse 5th and 6th grade classrooms. The experimental STARstreams curriculum was well-received by participating students and teachers, engendered extensive participation in online discussions about the scenarios, and had a statistically significant effect on measures of social problem solving, self-efficacy toward conflict resolution, and perceived value and satisfaction with the materials. The overall program and its development are described; classroom experiences, online discussion, and quantitative outcome measures are presented; and implications for future efforts are discussed.
TL;DR: How the evolutionary prototyping approach improved program quality and contributed to the designer’s knowledge growth is discussed.
Abstract: The CASCADE-MUCH system was designed to help teacherdesigners in Shanghai, China with the development of instructional scenarios for multimedia curricula. After four rounds of prototyping, a summative evaluation was carried out to assess practicality. Results showed that the system was practical for the intended target users in Shanghai and also had potential for users in other contexts. The purpose of this article is to present the design process of the CASCADE-MUCH program and discuss how the evolutionary prototyping approach improved program quality and contributed to the designer’s knowledge growth.
TL;DR: Cummins, Brown, and Sayers as discussed by the authors have written an excellent critique of the research conducted by the National Reading Panel (NRP) that forms the foundation for the No Child Left Behind Act (NCLB) in terms of literacy development.
Abstract: Cummins, Brown, and Sayers (2006), the authors of Literacy, Technology, and Diversity: Teaching for Success in Changing Times, have written an excellent critique of the research conducted by the National Reading Panel (NRP) that forms the foundation for the No Child Left Behind Act (NCLB) in terms of literacy development. The authors contrast the findings of the NRP study with a comprehensive literature review of longitudinal research data from both domestic and international reading studies. Using the findings from this comprehensive literature review related to reading development, the authors illustrate issues resulting from the implementation of the NCLB, especially in terms of schools serving low income and minority students. Cummins, Brown, and Sayers conclude the book with recommendations for pedagogical approaches, assessment techniques, and technology-supported instructional strategies that better align with current theory related to how people learn and that support the needs of the diverse student populations teachers are now engaged with in the U.S. The comprehensive, longitudinal research data summarized by the authors demonstrates that U.S. students perform well in early elementary grades in terms of conversational fluency and decoding skills, but their performance drops off in higher grades where stronger reading comprehension skills of academic, complex prose is needed (p. 13, 52). Yet, the NCLB is focused ‘‘on implementing ‘scientifically proven’ approaches to initial reading instruction (thereby providing a solution to a nonexistent problem), while largely ignoring the real problems that many adolescents face in more advanced forms of reading comprehension’’ (p. 13). The authors also argue that