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Search Results for 'Web 2.0' (Keyword)
34 items found 1 / 4
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1   |   From section Instruction in Teacher Training
Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions
This study was undertaken with two main goals. Firstly, the study aims to identify the factors that affect the use of social networking sites (SNSs) in e-learning, particularly among students and lecturers in higher learning institutions in Malaysia. Secondly, the study also intends to design and develop a social e-learning tool based on the identified factors. The findings revealed factors such as Social Networking, Ease of Use, Convenience and Ease of Use influence the use of SNSs in e-learning. Dissatisfaction towards current e-learning platforms (E-Learning Perception) also motivates the students and lecturers to seek alternative measures. In short, it can be concluded that the majority of the students and lecturers felt positively about the use of SNSs in e-learning. This was further proven with the implementation of Book2U, with the majority of the respondents perceiving Book2U as simple and appealing.
Publication Year: 2014    |    Updated in ITEC: March 16, 2017
2   |   From section Preservice Teachers
Exploring Factors that Predict Preservice Teachers’ Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior
This research investigated factors that predict preservice teachers’ intentions to use Web 2.0 technologies in their future classrooms. Results indicate that positive attitudes and perceptions of perceived usefulness are significant predictors of preservice teachers’ intentions to use Web 2.0 technologies. Additional findings indicate that preservice teachers intend to use blogs, wikis, and social networking in their future classrooms to improve student learning, student-student and student-teacher interaction, collaborative learning, student writing ability, and sharing content knowledge.
Publication Year: 2013    |    Updated in ITEC: February 29, 2016
3   |   From section ICT & Teaching
Changing Academic Teaching with Web 2.0 Technologies
This article describes the Innovative eLearning with eResources (eRes) project aimed to provide a sustainable, scalable approach to changing academic practice. The approach built on academic’s experience of using quality e-resources in research and for their reading lists in teaching. The eRes project was successful as student learning was enhanced through collaborative learning using quality e-resources with Web 2.0 technologies. However, two keys issues were identified. The first issue is the lack of scalability of the approach due to the high level of support required from a team of pedagogical and technical specialists brokered through an individual. The second issue is academic professional development.
Publication Year: 2014    |    Updated in ITEC: February 29, 2016
4   |   From section Assessment & Evaluation
Motivational Support in Web 2.0 Learning Environments: A Regression Analysis Based on the Integrative Theory of Motivation, Volition and Performance
The purpose of this study was to better understand how Web 2.0 applications might impact learners’ motivation in higher education classrooms.The study explored college students’ motivational and outcome processing based on the theory of motivation, volition and performance. Based on 224 valid cases, the findings revealed that Web 2.0 applications might be effective in stimulating learners’ attention and supporting their confidence during the learning process. The findings further suggested that learners’ motivational processing could impact learners’ outcome processing that leads to continuous usage of Web 2.0 applications for learning.
Publication Year: 2014    |    Updated in ITEC: November 10, 2015
5   |   From section Preservice Teachers
Teacher Candidates’ Perceptions of Technology Supported Literacy Practices
This study aimed to examine the participants' existent familiarity with literacy aligned technologies and the impact structured exposure might have on candidates’ reported knowledge of these tools. Furthermore, it examined which digital technologies candidates saw as most valuable in supporting student literacy development and whether level of licensure made an impact on their receptiveness to the presented technologies. This study has shown that teacher education candidates can increase their level of comfort with showcased technologies. However, candidates can be supported in their knowledge of these technologies through structured exposure to these tools. In addition, these candidates were considering how best to apply these technologies in their future classroom contexts to tap into the concept of new literacies and to support their students’ literacy development.
Publication Year: 2013    |    Updated in ITEC: April 12, 2015
6   |   From section ICT & Teaching
Exploring the Use of iPads to Investigate Forces and Motion in an Elementary Science Methods Course
This article describes the aspects of iPad use which preservice teachers perceived as beneficial in the forces and motion unit. The results revealed that at many stages of this process, the preservice teachers used iPads to abstract ideas from physical experience. Preservice teachers’ responses showed that these experiences were perceived as valuable, both in terms of an understanding of the underlying content and completion of the project as a whole. Additionally, participants described how the iPad influenced instructional efficiency, engagement, and social learning. The authors recommend that it is highly relevant to the development of preservice teachers’ critical pedagogical skills that they confront and discuss both the strengths and weakness of the iPads for various purposes, as well as analyze the way the device shapes student interaction.
Publication Year: 2013    |    Updated in ITEC: February 26, 2015
7   |   From section Beginning Teachers
Virtual Induction: A Novice Teacher’s Use of Twitter to Form an Informal Mentoring Network
This study examines the evolution of one novice’s teacher’s informal virtual mentoring network to determine if characteristics of traditional mentoring networks and relationships mirror characteristics of a Twitter mentoring network. Results indicate that the novice teacher’s network was used primarily to seek information from other professionals, since her two primary informal mentors were secondary mathematics teachers. Novice teachers typically have more information needs than more experienced teachers and would likely need to ask more questions and have fewer resources to share than experienced teachers. Furthermore, the frequency of interactions decreased over time despite the potential ease of posting to Twitter.
Publication Year: 2013    |    Updated in ITEC: February 15, 2015
8   |   From section Preservice Teachers
Pre-service Teachers’ Perceptions of the Internet and Online Courses: The Case of an American Pacific Island University
This paper reports the results of a questionnaire-based survey, which examined how pre-service teachers perceive online education. The questionnaire focused on the degree to which teacher candidates consider the Internet useful for coursework, and their level of preparedness for taking online courses. The results may support the University’s commitment to ensure that teacher education prepares its pre-service teachers to apply and integrate technology in their own future teaching.
Publication Year: 2014    |    Updated in ITEC: December 23, 2014
9   |   From section ICT & Teaching
Learning in the Practicum: Engaging Pre-service Teachers in Reflective Practice in the Online Space
This article describes a project designed to improve the practicum in rural areas. The researchers placed pre-service teachers (PSTs) in two different moderated online discussion forums: an unstructured personal blog space and a structured threaded discussion forum where discussion topics guided them to reflect on their practicum experiences in relation to theoretical components of their studies. The findings indicated a marked difference in the contributions made to each form of online discussion with significantly greater participation in the unstructured blog format.
Publication Year: 2014    |    Updated in ITEC: December 23, 2014
10   |   From section ICT & Teaching
Twitter As A Tool to Promote Community Among Language Teachers
This article discusses the role of Twitter in a graduate seminar on language teaching methodology. The findings indicate that the microblogging tasks enabled participants to form a virtual Community of Practice in which they were able to learn, share, and reflect.
Publication Year: 2014    |    Updated in ITEC: August 26, 2014
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