Issues and Trends in Educational Technology最新文献_第3页

Gamification in the wild: Faculty perspectives on gamifying learning in higher education 野外游戏化:教师对高等教育游戏化学习的看法

Issues and Trends in Educational Technology Pub Date : 2017-12-18 DOI: 10.2458/AZU_ITET_V5I2_HUNG

A. Hung, E. Zarco, Monica Yang, D. Dembicki, Mitchell Kase

{"title":"Gamification in the wild: Faculty perspectives on gamifying learning in higher education","authors":"A. Hung, E. Zarco, Monica Yang, D. Dembicki, Mitchell Kase","doi":"10.2458/AZU_ITET_V5I2_HUNG","DOIUrl":"https://doi.org/10.2458/AZU_ITET_V5I2_HUNG","url":null,"abstract":"While numerous studies have examined gamification from the students' perspectives, few studies focus on the faculty's experience in detail. This article analyzes the experiences and self-reflections of five university instructors who designed and implemented gamification for their online or hybrid courses. It uses a design research approach to inform the gamification design and implementation decisions and draws on data collected from weekly meetings recorded over Google Hangout, as well as meeting minutes, design documents, emails, and informal reflections that retrospectively examine the process of designing and implementing the gamified courses. It also discusses the data gathered from students on their perspectives and experiences in class. While students' feedback on gamification were largely positive, many faculty members acknowledge that creating a coherent gamified course was difficult and time-consuming. However, the process of designing itself may be worth going through because it made faculty more conscious of how their teaching values were being reflected in the gamified system. The article ends with reflections on the institutional and technological constraints that were encountered, and offers recommendations on how to support educators new to gamifying learning in their courses. DOI:10.2458/azu_itet_v5i2_hung","PeriodicalId":173411,"journal":{"name":"Issues and Trends in Educational Technology","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132149940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Editorial: Why We Need to Humanize Online Education 社论:为什么我们需要人性化的在线教育

Issues and Trends in Educational Technology Pub Date : 2017-04-17 DOI: 10.2458/AZU_ITET_V5I1_CZERKAWSKI

Betul C. Czerkawski, N. Schmidt

引用次数: 2

CALL in Context: A Brief Historical and Theoretical Perspective 语境中的CALL:简史与理论透视

Issues and Trends in Educational Technology Pub Date : 2017-04-17 DOI: 10.2458/AZU_ITET_V5I1_POLAT

M. Polat

{"title":"CALL in Context: A Brief Historical and Theoretical Perspective","authors":"M. Polat","doi":"10.2458/AZU_ITET_V5I1_POLAT","DOIUrl":"https://doi.org/10.2458/AZU_ITET_V5I1_POLAT","url":null,"abstract":"Computers have been used for language teaching since the 1960s (Warschauer & Healey, 1998), and several recent studies suggest that there is still a strong need to experiment with technology and digital tools in both education and language learning (Godwin-Jones, 2012; Goertler, 2009; Levy, 2009; Reinhardt & Ryu, 2013; Zhao, 2003). Because of the speed of technology, there have been drastic changes in every field in which technology is used as a medium. Each time that a society has developed a new medium for the transmission of knowledge, there have been profound consequences for language and language pedagogy (Wright, 2006). In fact, Rankin (2010) admits that the information shift is as drastic as the move from handwritten texts to books from the printing press (as cited in Fargo, 2012). Fargo further points out that information and knowledge are no longer held by the few in select repositories waiting to be disseminated to the masses by a master teacher. Information, both accurate and inaccurate, is free and available for use instantly over the Internet. Due to this and several other innovations and renovations in educational methods, there is a strong need to elaborate on educational technology tools grounded within a historical framework and to reflect on both constraints and affordances of new technologies. Therefore, this article is a partial response to this need; it both draws a map of the current state of computer-assisted language learning (CALL) and positions this map within an existing theoretical and historical view of how technology has been used in education and language pedagogy. DOI:10.2458/azu_itet_v5i1_polat","PeriodicalId":173411,"journal":{"name":"Issues and Trends in Educational Technology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134318153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Highlighting the Importance of Context in the TPACK Model: Three Cases of Non-traditional Settings 强调背景在TPACK模式中的重要性:三个非传统环境的案例

Issues and Trends in Educational Technology Pub Date : 2017-04-17 DOI: 10.2458/AZU_ITET_V5I1_MACKINNON

Gregory R. MacKinnon

引用次数: 8

L2 Pronunciation Tools: The Unrealized Potential of Prominent Computer-assisted Language Learning Software 第二语言发音工具:突出的计算机辅助语言学习软件未实现的潜力

Issues and Trends in Educational Technology Pub Date : 2017-04-17 DOI: 10.2458/AZU_ITET_V5I1_BAJOREK

Joan Palmiter Bajorek

{"title":"L2 Pronunciation Tools: The Unrealized Potential of Prominent Computer-assisted Language Learning Software","authors":"Joan Palmiter Bajorek","doi":"10.2458/AZU_ITET_V5I1_BAJOREK","DOIUrl":"https://doi.org/10.2458/AZU_ITET_V5I1_BAJOREK","url":null,"abstract":"Hundreds of millions of language learners worldwide use and purchase language software that may not fully support their language development. This review of Rosetta Stone (Swad, 1992), Duolingo (Hacker, 2011), Babbel (Witte & Holl, 2016), and Mango Languages (Teshuba, 2016) examines the current state of second language (L2) pronunciation technology through the review of the pronunciation features of prominent computer-assisted language learning (CALL) software (Lotherington, 2016; McMeekin, 2014; Teixeira, 2014). The objective of the review is: 1) to consider which L2 pronunciation tools are evidence-based and effective for student development (Celce-Murcia, Brinton, & Goodwin, 2010); 2) to make recommendations for which of the tools analyzed in this review is the best for L2 learners and instructors today; and 3) to conceptualize features of the ideal L2 pronunciation software. This research is valuable to language learners, instructors, and institutions that are invested in effective contemporary software for L2 pronunciation development. This article considers the importance of L2 pronunciation, the evolution of the L2 pronunciation field in relation to the language classroom, contrasting viewpoints of theory and empirical evidence, the power of CALL software for language learners, and how targeted feedback of spoken production can support language learners. Findings indicate that the software reviewed provide insufficient feedback to learners about their speech and, thus, have unrealized potential. Specific recommendations are provided for design elements in future software, including targeted feedback, explicit instructions, sophisticated integration of automatic speech recognition, and better scaffolding of language content. DOI:10.2458/azu_itet_v5i1_bajorek","PeriodicalId":173411,"journal":{"name":"Issues and Trends in Educational Technology","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132510927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Editorial: Computational Thinking in Education 社论:教育中的计算思维

Issues and Trends in Educational Technology Pub Date : 2016-12-01 DOI: 10.2458/AZU_ITET_V4I2_CZERKAWSKI

Betul C. Czerkawski, Eugene W. Lyman

引用次数: 0

Book Review: Teaching Digital Technologies & STEM: Computational Thinking, coding and robotics in the classroom 教学数字技术和STEM:计算思维，编码和机器人在课堂上

Issues and Trends in Educational Technology Pub Date : 2016-12-01 DOI: 10.2458/AZU_ITET_V4I2_KOLODZIEJ

Michaela Kolodziej

引用次数: 0

Computational Thinking Guiding Change in Online Education 计算思维引导在线教育变革

Issues and Trends in Educational Technology Pub Date : 2016-12-01 DOI: 10.2458/AZU_ITET_V4I2_QUINN

Brigette J. Quinn

{"title":"Computational Thinking Guiding Change in Online Education","authors":"Brigette J. Quinn","doi":"10.2458/AZU_ITET_V4I2_QUINN","DOIUrl":"https://doi.org/10.2458/AZU_ITET_V4I2_QUINN","url":null,"abstract":"As a result of instant access to data, information and knowledge anywhere, anytime, today’s students have rapidly acquired educational opportunities. Online education continues to grow at a pace much faster than face to face enrollments. There is a need for faculty development and training who can teach with technology, design and develop online courses in order to meet the increasing student demand. Faculty barriers to online education include loss of interpersonal student relationships, technology challenges, pedagogical concerns, institutional policy problems and unidentified support or compensation for all associated processes. At the crossroads of problem identification, strategy, and adoption of innovation, Computation Thinking (CT) offers a logical, exploratory, expandable and collaborative way of solving a complex problem in a state of change. This paper aims to summarize and synthesize the literature on both CT and faculty barriers to adoption of online education. A further aim is to offer suggestions for collaborative faculty design and development opportunities in exploring their own experience with online education using CT as a framework for problem-solving. DOI: 10.2458/azu_itet_v4i2_quinn","PeriodicalId":173411,"journal":{"name":"Issues and Trends in Educational Technology","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131538102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Preparing Teachers for Hybrid and Online Language Instruction 为教师准备混合和在线语言教学

Issues and Trends in Educational Technology Pub Date : 2016-04-01 DOI: 10.2458/azu_acku_risalah_pk6413_khay89_1335

M. McNeil

{"title":"Preparing Teachers for Hybrid and Online Language Instruction","authors":"M. McNeil","doi":"10.2458/azu_acku_risalah_pk6413_khay89_1335","DOIUrl":"https://doi.org/10.2458/azu_acku_risalah_pk6413_khay89_1335","url":null,"abstract":"Courses that are offered fully or partially online are becoming increasingly common for various reasons including needs for more flexibility and the affordances that technology can offer. One major challenge is that most of today’s instructors did not learn online themselves and thus need to learn how to teach effectively using technology. This growing online trend is also true for language teaching, an area which demands special consideration due to its unique challenges: language teaching involves skill development and typically uses the target language as the medium of communication. Research has shown that teacher preparation and ongoing support are critical to the success of hybrid and online courses (Rubio & Thoms, 2014a). This article provides a review of the literature on best practices in preparing and supporting those who teach a language in online or hybrid environments. Based on this, a model for professional development is proposed, which can be used and adapted by language program directors. Guidelines on developing these courses and supporting teachers as well as suggestions for further reading are provided. DOI:10.2458/azu_itet_v4i1_mcneil","PeriodicalId":173411,"journal":{"name":"Issues and Trends in Educational Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116058946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Investigating the Relationship Between TPACK and the ISTE Standards for Teachers TPACK与教师ISTE标准的关系研究

Issues and Trends in Educational Technology Pub Date : 2016-04-01 DOI: 10.2458/AZU_ITET_V4I1_DESANTIS

J. DeSantis

引用次数: 12