Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.
The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
Development of Dacum as Identification Technique on Job Competence Based-Curr...iosrjce
The purpose of this study was to identify the job competency in the field of electricity that was taught
in Vocational School (SMK). This research used research and development method. Based on conceptual and
procedures, this research and development was carried out referring to the model of SCID. It was summarized
in four stages: initial assessment, design, realization and evaluation. The development procedure started with a
need analysis of the competence of electricity in workforce and evaluated in several schools to get a response
about their learning needs. These results were then validated conceptually by experts. It showed that the job
competence profiles that were developed by Dacum identification technique were valid and reliable to be used
because it was practical and effective
CONSTRUCTION AND APPLICATION OF PROJECT DRIVEN "ONE BODY, TWO WINGS AND THREE...ijejournal
In view of the lack of engineering practice ability of software engineering students, the "one body, two wings and three stages" teaching mode running through the project is applied to the teaching process. Through the construction of double project driven and double tutor guidance, students' engineering practice ability has been cultivated, and certain results have been achieved, which provides a reference for the construction of project driven Teaching in related majors.
The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
Development of Dacum as Identification Technique on Job Competence Based-Curr...iosrjce
The purpose of this study was to identify the job competency in the field of electricity that was taught
in Vocational School (SMK). This research used research and development method. Based on conceptual and
procedures, this research and development was carried out referring to the model of SCID. It was summarized
in four stages: initial assessment, design, realization and evaluation. The development procedure started with a
need analysis of the competence of electricity in workforce and evaluated in several schools to get a response
about their learning needs. These results were then validated conceptually by experts. It showed that the job
competence profiles that were developed by Dacum identification technique were valid and reliable to be used
because it was practical and effective
CONSTRUCTION AND APPLICATION OF PROJECT DRIVEN "ONE BODY, TWO WINGS AND THREE...ijejournal
In view of the lack of engineering practice ability of software engineering students, the "one body, two wings and three stages" teaching mode running through the project is applied to the teaching process. Through the construction of double project driven and double tutor guidance, students' engineering practice ability has been cultivated, and certain results have been achieved, which provides a reference for the construction of project driven Teaching in related majors.
This research work was focused on finding the affected indicators on the
barriers to use Information and Communications Technology (ICT) in Sri
Lankan Secondary Education System. It also explores a framework to
implement ICT in schools overcoming these barriers. In particular, it
examined the viewpoint of teachers and principals on the integration of ICT
into the schools’ policy in the Western Province of Sri Lanka. Interviews
were conducted for 60 secondary school principals and a questionnaire base
survey was conducted for 500 teachers of several schools selected from the
above pool. What materialized from the analysis showed that, infrastructure
facilities, any policies related to the school, Planning and usage of ICT in
teaching and learning, Current views held by principals as well as teachers
regarding their ICT competencies, Teacher’s fluency of ICT, the perceived
viewpoint of teachers and principals regarding the influence and subsequent
function of ICT in education has an influence on the magnitude of ICT usage
in schools. According to the analyzed data, a framework was designed to
make readiness and maintain smooth Teaching & Learning system in
secondary schools. Finally, the research has collected feedback from
involved parties during the implementation process to evaluate competency
of the suggested framework.
Adoption of technology on E-learning effectivenessjournalBEEI
The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale.
IMPLEMENTATION OF COMPUTER TECHNOLOGY IN BLENDED LEARNING MODELS: EFFECTS ON ...indexPub
This study was conducted to identify the influence of computer technology in blended learning on the achievement in the Principles of Accounting subject through of self-directed learning. The research also assessed the relationship of the elements of blended learning on student achievement. Despite the encouragement by the Ministry of Education for the use of Computer Technology In Education, there is a lack of research on a measurable and testable model of the influence of computer technology. In reality, various aspects such as schools, teachers, content, and technology exist to provide and utilize computer technology through learning in Malaysia. A quantitative study using a correlational design was conducted on 400 Form Four students in secondary schools in the Southern Zone of Malaysia, namely in the states of Johor, Melaka, and Negeri Sembilan, to identify the influence of computer technology in blended learning on achievement. Data were collected using adapted and modified questionnaires from previous studies. Descriptive data analysis was performed using SPSS version 28, while inferential analysis was conducted using the Smart PLS analysis technique. Smart PLS version 4.0 software was utilized to test the mediator relationships in the study. The results of the study showed high minimum scores for blended learning through computer technology and self-directed learning, as well as achievement. The influence of blended learning elements also had a significant relationship with student achievement in the Principles of Accounting subject. This study is expected to contribute to the effectiveness of blended learning through information technology on the achievement in the Principles of Accounting subject by enhancing self- directed learning among students. The development of this conceptual model is hoped to serve as a guide for policymakers, the Ministry of Education, teachers, students, and other stakeholders in ensuring that blended learning practices can be implemented more effectively. Furthermore, it is hoped that the achievement and interest in the Principles of Accounting subject can be improved by applying computer technology in learning.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools infrastructures and support.
Preparing Student Teachers to Teach with Technology: Case Studies in Finland ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher
education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers
had practice in ICT-based teaching. However, about a third of student teachers in both institutions
practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach
as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of
ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’
infrastructures and support. The results show that students in Israeli institutions are better prepared to
teach with ICT which can be explained by the impact of the latest national reforms. We conclude that
students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes
towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling
by faculty, institutional strategies); on a field practice school level (modelling by school mentors,
infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms
and their implementation models). All these factors must be considered to promote the pedagogically
innovative integration of ICT in teacher training and the overall education system. The best strategy to
achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale
implementation of ICT in teaching demands significant investments in infrastructure and training. Hence
much of its success depends on the national vision and priorities given to this purpose.
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
This study investigated that the quantity of computer and ICT use in teacher education institutions is less and it is mainly focused on the learning of ICT skills which takes optimum time computers are used. The framework is then improved towards a new framework that can be effectively used to evaluate information and communication technology use in pre-service teacher education. In this study the independent variables are derived from computer use within the institution, some other extraneous factor may have impact on the results. Those factors may be computer use at home, friends home and cyber or internet centers by the respondents. The study concludes that the reality rhetoric gap of the impact of ICTs in teacher education institutions be evaluated from periodically to ensure that the quality with program objectives are met. The result shows that there is an urgent need to conduct intensive training to all the teacher educators in the colleges of education. The curriculum developers should develop global content for serving the local needs and make it to available to all the colleges of education online as well as offline content or blended learning modules. Several factors have been cited as responsible for low quantity of computer use in colleges of education. Some of these factors are; attitude towards new technologies, poor management, lack of local content serving local needs, shortage of equipments.
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
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Similar to The effects of instructional design based web course on pre-service teachers’ competencies
This research work was focused on finding the affected indicators on the
barriers to use Information and Communications Technology (ICT) in Sri
Lankan Secondary Education System. It also explores a framework to
implement ICT in schools overcoming these barriers. In particular, it
examined the viewpoint of teachers and principals on the integration of ICT
into the schools’ policy in the Western Province of Sri Lanka. Interviews
were conducted for 60 secondary school principals and a questionnaire base
survey was conducted for 500 teachers of several schools selected from the
above pool. What materialized from the analysis showed that, infrastructure
facilities, any policies related to the school, Planning and usage of ICT in
teaching and learning, Current views held by principals as well as teachers
regarding their ICT competencies, Teacher’s fluency of ICT, the perceived
viewpoint of teachers and principals regarding the influence and subsequent
function of ICT in education has an influence on the magnitude of ICT usage
in schools. According to the analyzed data, a framework was designed to
make readiness and maintain smooth Teaching & Learning system in
secondary schools. Finally, the research has collected feedback from
involved parties during the implementation process to evaluate competency
of the suggested framework.
Adoption of technology on E-learning effectivenessjournalBEEI
The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale.
IMPLEMENTATION OF COMPUTER TECHNOLOGY IN BLENDED LEARNING MODELS: EFFECTS ON ...indexPub
This study was conducted to identify the influence of computer technology in blended learning on the achievement in the Principles of Accounting subject through of self-directed learning. The research also assessed the relationship of the elements of blended learning on student achievement. Despite the encouragement by the Ministry of Education for the use of Computer Technology In Education, there is a lack of research on a measurable and testable model of the influence of computer technology. In reality, various aspects such as schools, teachers, content, and technology exist to provide and utilize computer technology through learning in Malaysia. A quantitative study using a correlational design was conducted on 400 Form Four students in secondary schools in the Southern Zone of Malaysia, namely in the states of Johor, Melaka, and Negeri Sembilan, to identify the influence of computer technology in blended learning on achievement. Data were collected using adapted and modified questionnaires from previous studies. Descriptive data analysis was performed using SPSS version 28, while inferential analysis was conducted using the Smart PLS analysis technique. Smart PLS version 4.0 software was utilized to test the mediator relationships in the study. The results of the study showed high minimum scores for blended learning through computer technology and self-directed learning, as well as achievement. The influence of blended learning elements also had a significant relationship with student achievement in the Principles of Accounting subject. This study is expected to contribute to the effectiveness of blended learning through information technology on the achievement in the Principles of Accounting subject by enhancing self- directed learning among students. The development of this conceptual model is hoped to serve as a guide for policymakers, the Ministry of Education, teachers, students, and other stakeholders in ensuring that blended learning practices can be implemented more effectively. Furthermore, it is hoped that the achievement and interest in the Principles of Accounting subject can be improved by applying computer technology in learning.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools infrastructures and support.
Preparing Student Teachers to Teach with Technology: Case Studies in Finland ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher
education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers
had practice in ICT-based teaching. However, about a third of student teachers in both institutions
practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach
as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of
ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’
infrastructures and support. The results show that students in Israeli institutions are better prepared to
teach with ICT which can be explained by the impact of the latest national reforms. We conclude that
students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes
towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling
by faculty, institutional strategies); on a field practice school level (modelling by school mentors,
infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms
and their implementation models). All these factors must be considered to promote the pedagogically
innovative integration of ICT in teacher training and the overall education system. The best strategy to
achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale
implementation of ICT in teaching demands significant investments in infrastructure and training. Hence
much of its success depends on the national vision and priorities given to this purpose.
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
This study investigated that the quantity of computer and ICT use in teacher education institutions is less and it is mainly focused on the learning of ICT skills which takes optimum time computers are used. The framework is then improved towards a new framework that can be effectively used to evaluate information and communication technology use in pre-service teacher education. In this study the independent variables are derived from computer use within the institution, some other extraneous factor may have impact on the results. Those factors may be computer use at home, friends home and cyber or internet centers by the respondents. The study concludes that the reality rhetoric gap of the impact of ICTs in teacher education institutions be evaluated from periodically to ensure that the quality with program objectives are met. The result shows that there is an urgent need to conduct intensive training to all the teacher educators in the colleges of education. The curriculum developers should develop global content for serving the local needs and make it to available to all the colleges of education online as well as offline content or blended learning modules. Several factors have been cited as responsible for low quantity of computer use in colleges of education. Some of these factors are; attitude towards new technologies, poor management, lack of local content serving local needs, shortage of equipments.
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
The objective of this research was to develop non-test instrument or questionnaire to measure the evaluation of the use of Webtoon among the students of Open University in Pekanbaru, Riau, Indonesia and to obtain the instrument’s validity and reliability. This research employed the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional model. The data were collected using online questionnaire. There were 55 respondents participated in this research. The data collected were analyzed descriptively using SPSS program version 23.00 for windows. The result of the data analysis indicated that the instrument has the percentage of agreement result of 82.75% (valid) and Cronbach alpha with score 0.942 (reliable). The data proved that the instrument has very feasible. This result showed that this research and development produced Webtoon non-test instrument which is valid and reliable.
Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.
High demands of academic life and social changes caused relatively high prevalence of psychological distress among university students compared to the general population. The aim of this study was to determine the prevalence of psychological distress among university students and to examine the factors associated with them. This was cross sectional study involving 467 Bachelor degree students from various faculties in Universiti Teknologi MARA. Participants were assessed using the Brief Religious Coping Scale (Brief RCOPE), the Hatta Islamic Religiosity Index 1996 (HIRS96) and the Depression, Anxiety and Stress Scale (DASS 21). This study highlighted relatively high prevalence of depression, anxiety, and stress among the students of UiTM Shah Alam. We also found consistent significant association between negative religious coping with both anxiety and depressive symptoms. Consistent with the earlier studies done among Muslim samples, the positive religious coping is not significantly associated with better psychological outcomes although only small effect was observed towards the depressive symptoms.
Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
This study aimed to determine the emotional intelligence of junior high school students, especially in managing emotions, recognizing emotions, and motivating themselves. This was quantitative study with survey design. There were 102 respondents participated in this research that were obtained based on purposive technique. The instruments used in this study were questionnaires and semi-structured interviews and data analysis using descriptive statistics, including mean, min, max, categorization, and percentage. From the results of the investigation that has been done, it is found that there is emotional intelligence of students in mathematics which is shown by the aspect of recognizing emotions which has a suitable category of 61.8% (63 of 102) students, the issue of managing emotions has an appropriate category of 53.9% (56 out of 102) students. The self-motivation aspect has a suitable category of 60.8% (62 out of 102) students. Students need to be allowed to develop direct experiences and thoughts on learning activities.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners’ performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners’ indiscipline.
The purpose of this study was to examine the influence of the sorogan method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the sorogan method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000<0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the sorogan method on historical understanding and awareness and getting a positive response from teachers and students, because the sorogan method is student-centered, and the teacher acts as tutorship/mentorship.
The study aimed to investigate the influence of total quality management and school governance on school management effectiveness, whether school governance as an antecedent of total quality management and school management effectiveness. The object of research is the vocational high school with the Regional Public Service Agency status (school-based enterprise) in Indonesia. The research is a quantitative research with survey method. The sample of 533 people who are school principals, teachers, and students. It was selected by proportional stratified random sampling. The data analysis using structural equation modeling (SEM). The research finding is the total quality management has a significant influence on school management effectiveness. The mediation analysis indicates that school governance as the antecedent of total quality management and school management effectiveness. The improvement of effectiveness school-based enterprises should consider implementing total quality management and it will be increasingly by school governance application. The modeling that correlates total quality management and school governance to improved vocational school management effectiveness, especially at vocational school with Regional Public Service Agency status (school-based enterprise).
This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.
This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p>0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.
Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.
Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life.
The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
One of the most important elements involved in the development of countries is teachers. Therefore, developing countries should pay attention to training good teachers. Thus, the purpose of this study was to present the opinions of teachers and prospective teachers on the “teaching experience” course. The study is based on a qualitative research. The data were collected from 84 teachers in Şanlıurfa, an eastern city of Turkey and 88 prospective teachers (undergraduate seniors) studying at Mersin University, Turkey. Semi-structured interview form was utilized to collect the required data. Besides, content analysis was applied in the study. The data have been expressed in numbers. Results have displayed that there are problems arising from the stakeholders in the “teaching experience” lesson. The types of schools attending internships are not inclusive. Not all stakeholders are working cooperatively. Moreover, the following suggestions were accordingly put forward: 1) The internship duration can be extended; 2) Applications covering all types of schools should be added; and 3) Stakeholders should be encouraged to work in a collaborative way.
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The effects of instructional design based web course on pre-service teachers’ competencies
1. International Journal of Evaluation and Research in Education (IJERE)
Vol. 10, No. 1, March 2021, pp. 230~236
ISSN: 2252-8822, DOI: 10.11591/ijere.v10i1.20475 230
Journal homepage: http://ijere.iaescore.com
The effects of instructional design based web course on pre-
service teachers’ competencies
M. Anas Thohir1
, Moh. Irma Sukarelawan2
, Jumadi Jumadi3
, Warsono Warsono4
,
Alfina Citrasukmawati5
1
Department of Elementary and Preschool Education, Universitas Negeri Malang, Indonesia
2
Department of Physics Education, Universitas Ahmad Dahlan, Indonesia
3,4
Department of Physics, Universitas Negeri Yogyakarta, Indonesia
5
Department of Education, STKIP Bina Insan Mandiri, Indonesia
Article Info ABSTRACT
Article history:
Received Jan 14, 2020
Revised Nov 16, 2020
Accepted Jan 20, 2021
Web Pedagogical Content Knowledge (WPACK) is an important
competence for pre-service teachers in the educational technology course.
However, novice pre-service teachers require the preparation stage to
integrate the Web into instruction. The purpose of the study was to develop
and to investigate the new instructional model for pre-service teachers in
integrating the Web. The Preparation, Isolation, Transformation, Action,
Reflection, and Revision (PINTARR) and two other models were
implemented in three physics education technology groups with seventy-four
participants. The instrument test was constructed to assess the pre-service
teachers’ competencies, namely Student analysis, Curriculum organization,
Instructional strategy selection, Evaluation, Technological knowledge, and
Physics knowledge. The result of MANOVA showed pre-service teachers in
PINTARR group outperformed overall the pre-service teachers’
competencies rather than the Multimedia and Web Design Learning group.
The results indicated that the Preparation and the Isolation stage were the
most important for novice pre-service teachers in improving the
competencies.
Keywords:
Instructional design
Pre-service teacher
WPACK
This is an open access article under the CC BY-SA license.
Corresponding Author:
M. Anas Thohir
Department of Elementary and Preschool Education
Universitas Negeri Malang
Jl. Semarang 5 Malang, 65145 Malang, Indonesia
Email: anas.thohir.fip@um.ac.id
1. INTRODUCTION
The process of learning has been massively prevailed by the integration of pedagogy, content, and
technology. Instructional-supported technology refines the paradigm of pre-service teacher competencies
expected for the future teacher. Moreover, recently, the internet was a disruption information and
communication technology (ICT) to infuse in the process of learning and teaching [1–3] including Web. It
emerged technology that changes the way of communication [2], collaboration [4], tutorial, and information
[5]. However, there was little explanation of pre-service teacher preparation before they integrated
technology especially the Web in the ID process. This is required to prepare the pre-service teacher from
“digital native students to digital native teachers” [6]. Furthermore, the preparation of the Web integration
into the ID will be an important contribution to enhance the pre-service teacher competencies.
Technological Pedagogical Content Knowledge (TPACK) was a popular framework to integrate
technology into the ID process. In this concept, Mishra and Koehler [7] described a learning technology by a
2. Int J Eval & Res Educ ISSN: 2252-8822
The effects of instructional design based web course on pre-service teachers’ competencies (M. Anas Thohir)
231
design approach that TPACK framework can be a guiding design of curriculum and to be the assistance of a
theoretical and epistemological learning environment like Web learning. Lee and Tsai [3] also expanded the
framework to integrate the Web into a PCK known as TPACK-Web or WPACK [2]. Consequently, in the
practice of specific Web course, the learning technology by design become the learning Web by a design
approach that need to view the effective method in ID course like previous studies [8]. As Ugul, et al. [9]
provided the specific of infusing the technology into the teaching and learning process. However, other
studies showed that the pre-service teacher reached the lowest score of technological knowledge [10, 11].
Thus, there is a need to provide a model to include the preparing system and attitude. The recent study
investigates the effective process of Web integration into lesson planning conducted by pre-service science
teachers.
For this process based on the teachers’ attitude toward ICT, the WPACK framework, and the
learning Web by design approach, an ID model is constructed. The comparison of several models described
to propose the effectiveness of the model in enhancing the pre-service teachers’ competence through
constructing the element of generic lesson planning and Web lesson design [12]. Therefore, the main
purposes of this study were to develop the new model ID-based the teachers’ attitude toward ICT, the
WPACK framework, and the learning Web by design approach, and to identify the effects of the ID model
compared with other ID models.
TPACK is the integration of three knowledge domains, namely technology, pedagogy, and content
knowledge. This concept was expanded by Mishra and Koehler [1] from the Pedagogical Content Knowledge
(PCK) framework that has been popularised by Shulman [13]. This framework then was derived by Lee and
Tsai [6] into Web-Pedagogical Content Knowledge (WPACK). Lee and Tsai [6] also promoted WPACK as
the teacher’s competency needed to teach the Web knowledge. The construction of WPACK derivate into
eight components: Web-Knowledge (WK), Content Knowledge (CK), Pedagogy Knowledge (PK),
Pedagogical Content Knowledge (PCK), Web-Content Knowledge (WCK), Web-Pedagogical Knowledge
(WPK), Web-Pedagogical Content Knowledge (WPACK), and teachers’ attitude toward web. Generally,
TPACK differs with WPACK especially on the substitution of Web into PCK [14] and adding the attitudes
toward ICT. Consequently, the four of seven TPACK components change following Web formation, namely
WK, WCK, WPK, WPACK, and attitudes toward Web. Although the original article of WPACK [3] has
many citations, there is still few studies construct model-based WPACK. This shows that WPACK is a
potential topic to develop the ID model for improving the pre-service teachers’ competencies.
Analysis, design, development, implementation, and evaluation usually are used as the general
model processes of instructional system development (ISD) [15] to design and implement the lesson plan. It
is an ill-structured of the problem-solving process because pre-service teachers engaged the multiple parts of
the ISD structure. There are few kinds of ID model for preparing pre-service teachers’ TPACK as design
guiding such as [16]. However, the implementation of the ISD model for instructional design-based Web was
rarely studied. Therefore, a recent study, the ID-based Web was developed to enhance the pre-service
teachers’ competencies in designing a lesson plan.
The review of models generally describes the recommendation to the design model. It shows that the
model should be the important guiding development as: 1) The model provides a stage to offer opportunity
novice pre-service teachers to be experts before they transform the topic content into technology-rich
pedagogy related learner characteristics; 2) ISD is the emerging stage to develop lesson planning that started
from learner analysis, design, implementation, evaluation; 3) These stages are the cyclic process to attempt
the refinement of the design product.
According to five recommendations for the developing model, this study proposes the Web-
PINTARR model (Preparation, Isolation, Negotiation, Transformation, Reflection, and Revision). This model
addresses to enhance the pre-service teacher competence in ID as shown in Figure 1. Web-PINTARR model
offers the TPACK-practice to design lesson plan-based Web developed as guidelines for novice pre-services
teachers in Web knowledge and skill to attempt as the expert adaptor of Web-based learning, especially Web-
PINTARR can affect to enhance pre-service teachers’ competencies.
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Figure 1. WPACK-PINTARR model
2. RESEARCH METHOD
2.1. Context and design of study
This study aimed to design the WPACK-PINTARR model and to measure the outcomes of pre-
service teachers’ TPACK through juxtaposing with the other models. To comparing the models, a quasi-
experimental study design was conducted to determine the impact of a treatment on an outcome, while the
randomize of pre-service teachers was not individually sufficient [17]. In this study, classes were formed
before the study began. Consequently, the randomize only occurred when the classes of experiments were
drawn, and this reason is the alternative design to ensure the observed effect [18].
Three class of two teacher educational institutions were randomized the multimedia group, the Web-
learning design, and the Web-PINTARR (Figure 2). The stages of each class were different and had a
function in this study. The Multimedia group was generally used by instructors to integrate the technology
into learning in Indonesian teacher educational institutions. Therefore, this group covered as a control group
and starting point in comparing others. The stage of the Multimedia model is similarly as the ID model,
namely analysis, design, development, implementation, and evaluation. At the analysis stage, the pre-service
teacher analyzed the student characteristics and subject matter analysis. Then, pre-service teachers conducted
learning objectives designing, method of leaning selecting, and evalution designing in the design stage. At
the development stage, pre-service teachers integrated the result of the analysis model into Web affordances.
The last, Implement stage was a stage to practice the result of design in a classroom simulation. The second,
Web-Learning Design group used the TPACK-setting, but the preparation and isolation were removed. The
fuction of this group was to show the effect of pre-service teachers’ TPACK without the pre-service teachers’
attitudes toward Web. The last, Web-PINTARR group was conducted through implementing the stages as
shown in Figure 1. This group was treated as an experimental group that received pre-service teachers'
attitudes toward the Web in preparation and isolation stages.
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Figure 2. Quasi-experimental study design
2.2. Participants
The study involved 74 pre-service teachers that consist of 20 male and 54 female (n=54) from two
higher teacher educations that have the same quality accreditation, namely 49 pre-service teachers from
Universitas Negeri Yogyakarta (UNY) and 22 from Universitas Ahmad Dahlan (UAD). Their ages ranged
from 18 to 21 years. The composition of experimental groups ware two classes as Multimedia Groups
(n=27), Web-PINTARR (n=25), and Web-learning design (n=22). Those classes ware began at the fifth
semesters in September 2018 until February 2019. Each group met one time per week for three hours.
Although participants joined other subject-matter courses, the material obtained was not related to
educational technology. They have joined the fundamental of pedagogical and physics content courses along
the fifth semesters. The technology that has been taught including Word, Excel, Power-Point, dan Flash
media, while Web was started to learn integrated into this course, namely educational technology in physics.
2.3. Instrument validity and reliability
Pre-service teachers were assessed to measuring the outcome after treatment for all groups. For this
purpose, the instrument was constructed using a test from the Educational Testing Service [19–22]. This was
categorized into six pre-service teachers’ design indicators, namely student analysis, curriculum organization,
instructional strategy selection, technological knowledge, evaluation design, and content knowledge [15]. For
example, in Praxis’s test [22]:
1. When scanning a drive for viruses, it is typically important to check files having which of the following
extensions? (A) .jpg (B) .pdf (C) .wav (D) .exe
and designed in Web context:
2. When uploding a presentation slide file, it is typically important tool having which of the following
names? (A) Page (B) Resources (C) SCROM Package (D) External tool
Multiple choice tests were designed five items for each indicators, and consultated to two experts in
technology and physics education. The experts advised to revise items of the test including in word readible
and mistake. After refining all items, the instrument was exemained to 50 pre-service physics teachers in
other universities, and analysed item response indext with two caracteristic model using Quest program [23].
According to the difficulty threshold, person ability, and fit the model [23, 24], the rejected item of test
contains five items: 1 item of student analysis, 2 items of instructional strategy selection, and 3 items of
content knowledge. After the rejected items removed, Cronbach’s alpha on indicators ranged from 0.90 to
0.76. Finally, the test items transformed into online test to fasibility data analysis.
2.4. Data analysis
Data from pre-service teachers’ responses in Multimedia Groups, Web-PINTARR, and Web-
learning design group were collected. The data were analyzed by IMB Statistical Package for the Social
Sciences (SPSS) 25 version. The description statistic occurred to description pre-service teacher’s
achievement. The preliminary analysis was done to test the assumption of data, including normally, linearity,
homogeneity, and multicollinearity test. The result showed that there were no serious violations. Then, the
multivariate analysis of variance (MANOVA) was used to examine the difference among groups’ mean data
for the six-indicator.
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3. RESULTS
The descriptive statistic was calculated in order to determine the comparative of pre-service
teachers’ competencies in three groups of the technological course as shown in Table 1. Overall, the score of
pre-service teachers has increased. Most pre-service teachers for the Web-PINTARR group were higher
mean scores in post-test than other groups, and they had the highest scores for Physics knowledge (M=8.33,
SD=1.73). Whereas, the most pre-service teacher for Web-learning design group was higher than the
Multimedia group. However, it was appeared that post-test mean score of Curriculum organisation (M=6.32;
SD=2.53) for Web-learning design performed better than Web-PINTAR (M=6.15, SD=1.56) and Multimedia
group (M=5.24, SD=1.98).
Table 1. Descritptive statistic of pre-service teachers’ competencies among groups
Competencies Groups n Pre test M (SD) Post test M (SD)
Student analysis
Multimedia 27 4.04 (1.54) 5.88 (1.83)
Web-learning design 22 3.82 (1.33) 3.90 (1.65)
Web-PINTAR 25 4.26 (1.48) 7.22 (1.47)
Curriculum
organisation
Multimedia 27 4.56 (1.76) 5.24 (1.98)
Web-learning design 22 3.86 (1.28) 6.32 (2.53)
Web-PINTARR 25 4.30 (1.59) 6.15 (1.56)
Instructional
strategy selection
Multimedia 27 2.08 (.81) 2.20 (.87)
Web-learning design 22 1.86 (.83) 2.95 (.65)
Web-PINTARR 25 2.11 (.97) 3.15 (1.10)
Evaluation
Multimedia 27 2.36 (.99) 2.64 (1.19)
Web-learning design 22 2.05 (1.05) 3.27 (.98)
Web-PINTARR 25 2.26 (.86) 3.44 (.97)
Technological
knowledge
Multimedia 27 2.08 (.95) 2.80 (1.47)
Web-learning design 22 2.09 (1.06) 3.32 (1.24)
Web-PINTARR 25 2.15 (.95) 3.81 (1.18)
Physics knowledge
Multimedia 27 4.96 (1.43) 4.68 (.85)
Web-learning design 22 6.05 (1.29) 7.41 (1.40)
Web-PINTARR 25 5.48 (1.50) 8.33 (1.73)
The test of MANOVA was performed to identify the different pre-service teachers’ competence
among Multimedia, Web-learning design, and Web-PINTARR group. For understanding the initial pre-
service teachers’ competencies, measured the pre-test data was used MANOVA. The result shows that there
were no statistically significant for all groups in pre-test (Wilks' =.80, F(12, 132)=1.26, p=.25, 2
=.10). This
indicated that pre-service teachers had the same ability before the treatment was applied. Consequently, the
measurement of the group effectiveness was continued to the post-test, without joined pre-test data as
covariate analysis.
In order to examine the difference among three groups, MANOVA also was applied. Overall, the
result shows that the difference of pre-service teachers’ competencies was a statistically significant among
groups (Wilks' =.20, F(10,132)=13.71, p=.00, 2
=.56), showed effect size was large [25]. If this was
determined sparatedly, Student analysis (F(2,71)=24.27, p=.00, 2
=.41), Instructional strategy selection
(F(2,71)=7.75, p=.00, 2
=.18), Evaluation (F(2,71)=4.11, p=.02, 2
=.11), Technology knowledge
(F(2,71)=3.93, p=.02, 2
=.10), and Content knowledge competence (F(2,71)=47.75, p=.00, 2
=.57) were
significant difference among groups. However, Curriculum organisation (F(2,71)=1.99, p=.14, 2
=.10) was
no significant defferentce of competence.
Moreover, post-hoc using Tukey’s HSD was applied, to look for the effect of each variable between
groups. Figure 3 shows the estimated mean of pre-service teachers’ competencies. The result showed that
pre-service teachers’ competencies for the Web-PINTARR group were significantly different. For example,
competence of Student analysis for the Web-PINTARR (M=7.22, SD=1.47) was significantly different from
Web Design Learning (M=3.90, SD=1.65) and Multimedia (M=5.88, SD=1.83). Although, the competence
of Curriculum organization for the Web Design Learning (6.32(2.53) was a higher score than the Web-
PINTARR (M=6.15, SD=1.56) and Multimedia (M=5.24, SD=1.98), it was not significantly different.
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Figure 3. Mean pre-service teachers’ competencies score for web PINTARR, web design learning, and
multimedia group
4. DISCUSSION
The purpose of this study was to test the effectiveness of the Web-PINTARR model in improving
the competency of pre-service teachers. According to the result, the Web-PINTARR group might be able to
improve pre-service teachers’ competencies. These results were consistent with previous studies that used
technology related PCK as a fundamental of model design [16, 26, 27]. In addition, the Web-PINTARR
group was more effective than the Multimedia group and Web-learning design group. The interesting note is
the addition of introduction and isolation in stage at the beginning of the course, and comparison of
multimedia and Web learning design. The result might show the reasons why the Web-PINTARR group was
more effective than other groups to achieve the pre-service teachers’ competencies. First, the finding
indicated the effectiveness of the Web-PINTARR group because of the readiness of pre-service teachers to
design technology. Specifically, pre-service teachers for the Web-PINTARR group had planned to design the
Web in preparation and isolation stage, and they had directed on solving the problem in transforming
technology, pedagogy, and content knowledge in the transformation stage. Meanwhile, in the multimedia
group, introduction and Web design were carried out simultaneously at the transformation and design stage
as previous research [26]. In addition, the finding was possible to facilitate the understanding of the TPACK
component in the isolation stage. Thus, the study suggested using the preparation and isolation stages for
novice pre-service teachers in technology integration before they designed the lesson plan.
The second, pre-service teachers in the preparation stage introduced the Web to adaptive the
different content and motivated them to complete in the future stage. Because integrating technology into
teaching and learning need complex activity [28, 29], pre-service teachers required the fundamental of Web
design. Therefore, the instructor encouraged them to modify as a new experience in technological integration.
Similarly previous research [30], the preparation stage might provide an epistemic activity that leads to
involvement in efforts to integrate knowledge, build flexible knowledge, involve the inquiry assets, and
become learners oriented to the complexity of Web integration. In addition, this might need pre-service
teachers to master Web design. Although pre-service teachers for Web-learning design used the Web to
transform technological knowledge into learning and teaching, they had the problem, especially in Web
operating techniques. This might be the reason why pre-service teachers need to feel competent enough in
using technology to instruction [31]. Thus, this study proposed to assure the attitude toward Web in design
WPACK.
The limitation of this study was the number of participans only 74 pre-service physics teachers from
two universities. Therefore, the generation of conclusion from the result analysis was limited. Larger
participants migh make further research more credible. The result also was limited with data obtained from
multiple choice questions which can be biased. Data support obtained from surveys and interviews will
support the results of the study. Hence, data can be collected in depth through qualitative research and mix
methods.
5. CONCLUSION
This study have developed the new model ID-based attitude toward ICT of pre-service teacher, the
WPACK framework, and the learning web by design approach. The model could effectively increase the
competence of pre-service teachers. The model may be used by lecturers to conduct instructional design
courses. Future research should emphasize novice pre-service teachers' web knowledge in the preparation
phase.
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