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Strategies for Defining and Understanding Critical technology integration Terms

Strategies for Defining and Understanding Critical technology integration Terms. Ahmed Fagehi 10/28/2013. The Background of the Study.

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Strategies for Defining and Understanding Critical technology integration Terms

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  1. Strategies for Defining and Understanding Criticaltechnology integrationTerms Ahmed Fagehi 10/28/2013

  2. The Background of the Study • Teachers encounter difficulties finding meaningful ways to integrate technology effectively in their daily teaching (Harris, 1998; Klopfer et al., 2009). • Terms describe possible ways of teaching and learning with technology have emerged as a result of the development of technology (Anohina, 2005). Those terms could give teachers insight into how various technology can be integrated in education. • A need to identify and define those terms.

  3. Technology Integration Terms

  4. The Background of the Study • Students might encounter difficulties learning specialized terms of their field, specially non-native students who don't have the same language background (Lessard-Clouston, 2005).

  5. The Background of the Study • Technology, specifically multimedia technology, can facilitate learning in general, and vocabulary acquisition in particular (Al-Seghayer, 2001; Chun & Plass, 1996). • Previous research has focused on: • Visualizing concrete words. • Passive multimedia learning. • A dearth for studies to: • Investigate the effectiveness of learning abstract words with multimedia (Mohsen, 2011). • Examine the effect adding an engagement question to the multimedia instruction on the learning outcome.

  6. Definition of Important Terms • Abstract word: words that have no physical referents. • Multimedia: the presentation of words and pictures (Mayer, 2001, 2005b) • NNES refers to those who are currently learning or have learned English as a second or foreign language. • NES refers to people for whom English is the first language learned in childhood (Davis, 2003). • Technology Integration Terms: Terms imply new ways of teaching and learning with technology (e.g., WebQuest, digital storytelling, and ePortfolio). • Visuals: A non-textual element (picture, video, illustration, and animation).

  7. The Purpose of Study • Identifying and defining critical technology integration terms that imply new ways of teaching and learning with digital technologies. • Investigating the most effective instructional strategy to define the terms: • Text alone. • Text + Video. • Text + Video + A Practice Question. http://edtechvocab.com/edtechvocab/vocab/v.shtml

  8. Research Questions • Phase 1: • RQ 1: What are the key technology integration terms that education students should understand? • RQ 1: What are the best definitions for the key technology integration terms? • Phase 2: • RQ 1:What instructional strategy (Text alone, Text + Video, Text + Video + Question) is the most effective for learning technology integration terms by native English speakers and non-native English speakers? • RQ 2: Is there a relationship between participants’ English language proficiency and their comprehension of technology integration terms? • RQ 3: Is there a relationship between participants’ technology expertise and their comprehension of technology integration terms?

  9. The Hypotheses of the Study • H1: Participants will score differently on a comprehension test of technology integration terms based on the instructional intervention types they experience. • H2: There is a relationship between participants’ English language proficiency and their performance on a comprehension test on technology integration terms. • H3: There is a relationship between participants’ technology expertise and their comprehension of technology integration terms.

  10. The Importance of the Study • The findings of this study could be useful for teachers’ preparation programs. • This study targets abstract terms that describe critical technology skills and effective ways to integrate technology in their teaching. • A new approach in designing multimedia instruction for concept acquisition was investigated and implemented.

  11. Literature Review

  12. Literature Review • The Theoretical Framework of the Study (the cognitive theory of multimedia learning). • The Value of Using Visuals as an Educational Tool. • Principles for Designing Multimedia Instruction. • Multimedia Instruction and Language Learning. • Practice with Feedback. • Previous Knowledge.

  13. Theoretical Framework • The Cognitive Theory of Multimedia (Mayer, 2001, 2005a) • Dual Channels • Limited Capacity • Active processing

  14. Theoretical Framework (1) • The Dual-Coding Theory (Paivio, 1990) • People learn better when materials are presented in verbal and visual modes. • People gain complimentary meaning from the arbitrary symbol system of language and the tangible symbol system of the real world that evokes imagery .

  15. Theoretical Framework (2) • The Cognitive Load Theory • Short-term memory has limitation in processing received information (Miller, 1956). • Learning happens best when considering the limitation of human cognition (Sweller et al., 1998). • Three sources for cognitive load (Sweller et al., 1998): • Intrinsic cognitive: level of difficulty of the learning material. • Extraneous cognitive load. • Germane cognitive load • Inappropriate (irrelevant, overly complex) design increase the extraneous cognitive load. * Prior experience decreases part of the cognitive load.

  16. Theoretical Framework (3) • Learning is an active process. • Learners are responsible for learning. • Instructional designers should tell learners what to pay attention to in the learning materials, and help them process the information and connect it with previous knowledge. That supports the idea of having a practice question with the multimedia instruction.

  17. Visuals as Aids to Learning • functions of graphics: • decorative, • representational, • organizational, • transformational, • and interpretive, • Relational. • Visual and memory • Recalling visual information is better than recalling verbal information. • It is easier for people to label a picture than to form a pictorial representation of a text (Carpenter & Olson, 2012).

  18. Designing Multimedia Instruction • Multimedia Principles • Multimedia Principle. • Spatial Contiguity Principle • Temporal Contiguity Principle . • Coherence Principle . • Modality Principle . • Redundancy Principle . • Individual Differences Principle (Mayer, 2001, p.184).

  19. Multimedia and Language Learning T = Text, P = Picture, V = Video A = Animation I = Illustration

  20. Multimedia Instruction T = Text, P = Picture, V = Video A = Animation I = Illustration

  21. Instructional Strategies for Novice Learners • Multimedia instruction helps novice learners T = Text, P = Picture, V = Video, A = Animation, I = Illustration

  22. Benefits of Practice Test on Learning • Two types of evidence that illustrate the effect of practice tests on the learning outcomes: • evidence of comparing materials with a practice test verses materials without, • and evidence of comparing materials with a practice test versus restudying the materials. • Practice test with instructional video improve the learning outcomes (Phillips et al., 1988;Vural, 2013).

  23. Phase 1: Selecting, Defining & Designing Technology Integration Terms

  24. Research Questions (Phase 1) • RQ1: What are the key technology integration terms that imply new ways of teaching and learning with technology that teacher education students should understand? • RQ1: What are the key technology integration terms that imply new ways of teaching and learning with technology that teacher education students should understand?

  25. Terms Selections (Phase 1) The terms that are more valuable in this study are the ones that can help educators understand new strategies for integrating technology in  teaching and learning (e.g. WebQuest, Digital Storytelling, ePortfolio).  • Step 1: Technology integration terms were collected from several resources in educational technology. • Step 2: The list of the terms was reviewed by students in an educational technology seminar and more terms were added to the list.

  26. Terms Selection Survey Learners (Phase 1) Step 3: a survey that contains all these terms was created and sent to experts for adding or deleting terms.

  27. Terms Selections Survey Experts A (Phase 1) • Step 4:Items reviewed by 2 Educational Technology experts at KU.

  28. Terms Selections Survey Experts B(Phase 1) Step 5: Rate from 1 Unimportant to 10 Very important. N=11experts

  29. Data Analysis(Phase 1 Selection of Terms) • Q1: A descriptive statistic (mean) was used to determine the terms that are most critical. The items with a mean score of 5 or greater on the 10 point scale* were used in the study. • * 1 Unimportant to 10 Very important.

  30. Survey Results (Phase 1 Selection of Terms) • All the 38 technology integration terms gathered in this study were rated as important.

  31. Pictures Selection (Phase 1 Design) • Van Mondfrans and Houser’s paradigm for selecting images for abstract concepts (Don, 1971). • ACE: Analyze, Create, and Evaluate (Lohr, 2003). • Steps to visualize the technology integration terms: • Analyzing. • Selecting visuals. • Feedback. • Modification.

  32. Video Creation (Phase 1 Design) • Each video consists of a series of pictures representing the defining attributes of the term along with a caption and narration.

  33. Engagement Question (Phase 1 Design) A multiple-choice question followed by a correct answer and 2 to 3 distractors. • Example: Which medium supports asynchronous learning? email | Live videoconferencing | Real-time chat

  34. Outcomes (Phase 1) Question 1 • A list of terms identified as important by users and experts were selected for the study. Question 2 • The selected terms were reviewed by experts defined and modified to increase their their readability and at the preciseness of meaning. • A professional female native-English narrator recorded the terms. Womens’ voices are engaging (Wetzel et al., 1994).

  35. Phase 2: A Comparison of the Effectiveness of eLearning Strategies for Conveying Critical Terms

  36. Research Questions (Phase 2) • RQ1: What instructional strategy (Text alone, Text + Video, Text + Video + Question) is most effective for learning specialized terms related to technology integration by native and non-native English speakers? • RQ 2: Is there a relationship between participants’ English language proficiency and their comprehension of technology integration terms? • RQ 3: Is there a relationship between participants’ technology expertise and their comprehension of technology integration terms?

  37. Research Design (Phase 2)

  38. Website Three webpages representing the three presentation modes A, B, and C

  39. Participants Non-Native English Speakers (NNES) Native English Speakers (NES) Text only Text + Video Text + Video + Question Comprehension Test Within Subject Design

  40. Variables • Independent Variable • Multimedia instructional strategies: • Text alone • Text plus Video • Text plus Video plus a Question • English proficiency level • Technology experience • Dependent Variable • Scores on a multiple-choice comprehension test (Three kinds of scores for each participants).

  41. Participants • Participants • Native English Speakers (NES) • Non-native English Speakers (NNES) • Procedures to Recruit Participants • Email, Facebook (NNES). • Word of mouth (NNES). • Students from Educational technology classes (NES).

  42. Seat 10 Seat 20 Seat 30 Seat 29 Seat 19 Seat 9 Seat 18 Seat 8 Seat 28 Seat 27 Seat 17 Seat 7 Seat 6 Seat 26 Seat 16 Seat 15 Seat 5 Seat 25 Seat 14 Seat 4 Seat 24 Seat 3 Seat 23 Seat 13 Seat 12 Seat 22 Seat 2 Seat 11 Seat 21 Seat 1 Procedures • Participants were seated in three rows: • Row 1= The presentation mode A • Row 2= The presentation mode B • Row 3= The presentation mode C Row C Row B Row A • Participants studied a list of terms online for 20 minutes.

  43. Data Collection: Instruments • Comprehension quiz • Questionnaire • Demographic Information. • Technology integration attitudes. • Technology experience survey.

  44. Comprehension Test • Secondary students in Washington, DC were studying about the risks and accomplishments of space flights. Their teacher asked them to search this topic and prepare questions to ask NASA's launch director, Omar Baez. The teacher then set up a videoconference with director Baez using a web camera, and students asked the director questions and listened to his responses about the precautions taken during the launch process. After completing the interview with director Baez, the students did some additional research and produced a PowerPoint presentation about NASA's safety procedures.   This can best be described as ____. ☐ asynchronous learning ☐ an eAppearance☐ telementoring☐ keypals

  45. Technology Expertise Survey

  46. Translation from English to Arabic • Translation • Revision. • Back translation. Citation • Revision

  47. Validity • Comprehension test • Items were reviewed by a focus group of graduate students. • 2 Educational Technology faculty. • Technology experience survey • Based on Martin & Winsler’s Survey 2008

  48. Reliability Two pilot studies were conducted • The first pilot study indicated that the survey instruments were valid. • Cronbach's alpha for the technology experience survey was .92. • Cronbach's alpha for the comprehension test (with one item deleted) was .90. • The second pilot study aimed to gain insight into how to apply the study.

  49. Data Analyses • RQ 1: What instructional strategy (Text alone, Text + Video, Text + Video + Question) is most effective for learning technology integration terms by native-English speakers and non-native English speakers? (one-way repeated measure, ANOVA ) • RQ 2: Is there a relationship between participants’ English language proficiency and their comprehension of technology integration terms? (correlation analysis ) • RQ 3: Is there a relationship between participants’ technology expertise and their comprehension of technology integration terms? (correlation analysis)

  50. Results (Phase 2)

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