Journal of Digital Educational Technology最新文献

{"title":"The digital divide: Greek primary teachers’ conceptualizations","authors":"Panagiotis Giavrimis","doi":"10.30935/jdet/13350","DOIUrl":"https://doi.org/10.30935/jdet/13350","url":null,"abstract":"The present paper aims to reveal teachers’ views on the digital divide. The research questions addressed teachers’ perceptions of the digital divide, the causes of the intra-social digital divide, and the consequences of digital competence. The method of participant selection adopted was purposive sampling. In total, 29 primary school teachers were selected, 10 male and 19 female of various age groups. The findings revealed that the teachers of the study conceptualize the digital divide in education through their own experience and their social representations, distinguishing the users of ICT regarding it (direct or indirect, non-users, and deniers of the digital divide), as well as the implications (positive and negative) it has on teaching practices and the teacher’s intrapersonal behavior. Intra-social factors (exogenous and endogenous), according to teachers, play a dynamic role in the formation of the digital divide.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132075091","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}

{"title":"Teachers’ ability, attitude, and acceptance towards distance learning","authors":"J. Reyes","doi":"10.30935/jdet/13349","DOIUrl":"https://doi.org/10.30935/jdet/13349","url":null,"abstract":"The method that was used in this study was a descriptive-cross-sectional method of research in which the primary focus for the research is to describe some phenomenon or to document its characteristics. The respondents of this descriptive-cross-sectional study were all the teachers from Division of Pampanga high schools, Philippines for the school year 2022-2023. Total enumeration was employed in the study. This study shows that teaching ability towards technology as to basic computer skills, internet or online skills, software productivity skills, and training attended revealed no significant relationship to teaching styles and strategies, confidence, motivation, and time management as their attitude towards a successful online teaching. This means that the ability of the teachers on technology do not significantly affect their attitudes towards a successful online teaching, and finally, relationship of the teachers’ attitude towards a successful online teaching and their acceptance on distance learning were statistically shows not significant. After having a series of computation, analysis, and interpretations, the following statements are hereby suggested: (1) a deeper understanding about the teachers’ readiness on distance learning should be qualitatively evaluated and (2) a study on the reasons on the response of the teachers in terms of their readiness as compared to their profiles is hereby suggested for further research.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127277552","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}

{"title":"Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings","authors":"O. Falode, Ibrahim Abba Mohammed","doi":"10.30935/jdet/13106","DOIUrl":"https://doi.org/10.30935/jdet/13106","url":null,"abstract":"The deployment of innovative and learner-centered approaches into teaching and learning has strong potential of improving students’ learning outcomes. The study compared the effectiveness of computer simulation and animation instructional packages in flipped classroom settings on secondary school students’ achievement and retention in geography. The study adopted a pre-/post-test, non-equivalent, non-randomized quasi-experimental control group design. A sample of 126 senior secondary school class two (SS2) geography students was purposively drawn from two intact classes in Minna Metropolis, Niger State, Nigeria as participants for the study. The two intact classes were randomly assigned to experimental group I (computer simulation package, n=67) and experimental group II (computer animation package, n=59) in flipped classroom settings. A 50-item geography achievement test (GAT) was used for data collection, while computer simulation and computer animation instructional packages were administered to students as treatment in flipped classroom settings. The face and content validity of GAT was carried out using experts in the field of geography, educational technology and computer science from Federal University of Technology, Minna. GAT was further subjected to pilot testing, and a reliability coefficient of 0.85 was obtained using test re-test method and PPMC formula. Descriptive statistics of mean and standard deviation were used to answer the research questions, while inferential statistics of t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that computer simulation (mean gain=41.70) and computer animation (mean gain=38.32) instructional packages in flipped classroom settings improved students’ achievement and retention of geography concepts. Also, no significant difference was found in the mean achievement (t=.05, df=124, p=0.63) and retention (t=2.04, df=124, p=0.82) scores of the two groups. It was therefore recommended that teachers should incorporate technology-based flipped classroom instructional strategies into teaching and learning of geography in order to improve students’ learning outcomes in the subject.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129316732","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}

{"title":"Key determinants and strategies for cybersecurity education in Yemen","authors":"I. A. Humied","doi":"10.30935/jdet/13178","DOIUrl":"https://doi.org/10.30935/jdet/13178","url":null,"abstract":"The availability of an education system capable of developing skills, and thus a trained workforce with cyber-competence, is a prerequisite for avoiding cyber-attacks on a country’s critical infrastructure. Hiring foreign workers or outsourcing some operations is possible, but this is not a long-term solution and poses other problems. The available literature provides recommendations for creating a nationwide development, but little is known about the variables affecting the growth of cybersecurity education in developing countries like Yemen. Using data from 19 semi-structured meetings with academic officials from seven universities and academic entities, and then qualitative analysis these data, this article discusses the determinants of cybersecurity education, and approaches to improve cybersecurity education. To enhance current preparation, there is an urgent need for a national cybersecurity education strategy, which supports a number of initiatives and creates a multi-stakeholder space, where government, labor market, and academia can actively work together to meet national cybersecurity education requirements. Also, there is needed to complete the preparations to promote research and development skills and cybersecurity awareness while enhancing educator training and academic cybersecurity programse.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115580288","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}

{"title":"STEM education in early primary years: Teachers’ views and confidence","authors":"K. Nikolopoulou, Ioannis Tsimperidis","doi":"10.30935/jdet/12971","DOIUrl":"https://doi.org/10.30935/jdet/12971","url":null,"abstract":"Pre-school and first years of primary school provide the basis for future learning in STEM, and teachers’ views-confidence are important for effective classroom practices. This study investigated teachers’ views and confidence in implementing STEM education in early primary years. The participants were 140 Greek teachers who completed an online 35-item questionnaire. Teachers expressed positive-strong perceptions and confidence in implementing STEM education in early primary years. Over 80% of the sample expressed agreement in that they feel comfortable-confident when they facilitate inquiry-based learning activities within mathematics or science topics. The practical obstacles of resources-material and time to explore STEM topics and implement learning activities were reported. The findings have implications for educational policy and practice.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128938754","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}

{"title":"A systematic literature review on teaching teachers pedagogy through YouTube video technology","authors":"H. Abubakar, Hasnah Binti Muhammed","doi":"10.30935/jdet/12839","DOIUrl":"https://doi.org/10.30935/jdet/12839","url":null,"abstract":"Education teachers’ pedagogy (ELP) is a fundamental portion and backbone of all classroom teachers, and instructional intervention through YouTube video technology in our contemporary era. This paper articulates a rational literature investigation and analysis of the ELP and YouTube video technology. The findings expose the interference influence of ELP with YouTube video technology, such as YouTube channels for educational purposes. YVCE is an ICT dispersion for determining students’ academic performance in the educational course and other subjects in general. The systematic literature review (SLR) discovered findings from a recent study between December 2012 and October 2022. Excellence assessment screening of articles has been done, together with additional removal of repeated papers from the study. 30 articles met the modification and inclusion/elimination measures out of 123 papers. The adapted preferred reporting items for systematic reviews and meta-analyses demonstrate the review of literature accordingly. The researchers observed, completed, and deliberated the implication of the SLR. This has been directed by the upcoming ELP with YouTube video technology.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132230897","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}

{"title":"Methods Used in Digital Citizenship: A Systematic Literature Review","authors":"Mahmoud Hawamdeh, Hussien J. Hamayel","doi":"10.30935/jdet/12520","DOIUrl":"https://doi.org/10.30935/jdet/12520","url":null,"abstract":"Digital citizenship attempts to assist the younger generation in making prudent and acceptable decisions in various digital contexts. Society’s disregard for digital citizenship has negative consequences, including cyberbullying and other crimes. Therefore, this study investigates the approaches and methodologies utilized in digital citizenship by conducting a thorough literature review. The research analyzed three academic databases comprising papers from some of the most esteemed periodicals. Each search engine was provided with the keywords “digital citizenship”, “digital literacy”, “digital native,” and “digital citizenship-related approaches.” The search was limited to articles having “digital citizenship” and “citizenships” in the title, abstract, and body. To ensure that individual results were extracted from each database, duplicate articles were manually removed in a cascade fashion from one database to the next. Digital citizenship encompasses a far more extensive set of skills than computer or media literacy. This is due to citizens’ enthusiasm for digital technologies in industrialized nations such as the United States, the United Kingdom, and China. Problem-solving, security, information processing and innovation, and content communication are related to digital citizenship. Despite its value, this appraisal has a few drawbacks. According to the findings, implementing digital citizenship solutions proved challenging. Future research should employ mixed method approaches to understand better digital citizenship acceptance and uptake based on the findings of this study.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120927415","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}

{"title":"One Tool With Multiple Uses: An Innovation Configuration Map of Flip in Education","authors":"Loretta C. Donovan, Erin D. Besser, Tim D. Green","doi":"10.30935/jdet/12521","DOIUrl":"https://doi.org/10.30935/jdet/12521","url":null,"abstract":"Flip (formerly Flipgrid) was developed almost 10 years ago as a tool to allow opportunities for engagement and social presence in a virtual learning environment. Recently, we have seen an explosion of Flip’s use by PreK-adult educators, and not surprisingly, literature focused on use, frequency, and implementation strategies. What is missing from the literature is a systematic analysis of what Flip integration looks like on a broader scale. Through the development of an innovation configuration map, this study sought to describe the ways in which educators as a group use the educational application, Flip. Results show three configurations of Flip integration. Each configuration has a unique value for teaching and learning. Despite these three unique configurations, there are also uses of Flip that are consistent across all configurations. Understanding the big picture of integration allows for informed decision-making and prepares one for examining the impact of integration. Implications of these findings extend to those planning professional development and administrators wanting to promote ubiquitous uses of technology in schools.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129390624","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}

{"title":"Face-To-Face, Online and Hybrid Education: University Students’ Opinions and Preferences","authors":"K. Nikolopoulou","doi":"10.30935/jdet/12384","DOIUrl":"https://doi.org/10.30935/jdet/12384","url":null,"abstract":"Although there is a growing number of studies with regard to the forced transition to online education during the COVID-19 pandemic, fewer studies regard students ’ perceptions on different modes of education or a comparison among these. The purpose of this study was to investigate university students ’ opinions and preferences regarding face-to-face, online and hybrid modes of education, soon after their return to traditional face-to-face classes. The participants were 24 Greek students and data were collected via semi-structured interviews. Perceived benefits of face-to-face education include immediacy with teachers, socialization, and interactions, as well as students ’ active participation, while the major perceived disadvantage is the demanding timetable. Perceived benefits of online education include the time and space flexibility, followed by familiarity with digital technology, while negative opinions regard technical problems and loss of practical classes. Positive perceptions about hybrid education are often linked to combining the benefits of face-to-face and online education. Students ’ preferences for their future education highlight both face-to-face and hybrid education. Implications for university practices-policies, and recommendations for adoption of hybrid-blended modes of education are discussed.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130103428","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}

{"title":"Development of Thematic E-Comic Based on Augmented Reality","authors":"B. H. Siswati, R. M. Prihandini","doi":"10.30935/jdet/12359","DOIUrl":"https://doi.org/10.30935/jdet/12359","url":null,"abstract":"Considerable changes in the world of education are required due to the COVID-19 pandemic. The commonly implemented offline learning class can no longer be done. Alternatively, online learning becomes the only option to be implemented. This consequently affects the students ’ ability in understanding the learning material presented by the teachers. Therefore, teachers are expected to develop varied interesting learning media to help students understand the learning material better. This research aims at describing the design of e-comic based on augmented reality and determining its validity on flat-plane learning material. This developmental research uses ADDIE development model with five stages, namely analyze, design, develop, implement, and evaluate. The results of the validation assessment from the content expert, learning design expert, and the learning media expert obtained 95%, 92%, and 98%, respectively with very good categories. The overall validation results from the experts and individual trials were categorized as very good.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115285794","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}