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Journal Cover Journal of Information Technology Education : Innovations in Practice
  Number of Followers: 5  
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2165-3151 - ISSN (Online) 2165-316X
   Published by Informing Science Institute Homepage  [7 journals]
  • Printable Table of Contents. JITE: IIP, Volume 17, 2018

    • Authors: Christopher Cheong
      Abstract: Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 17, 2018
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-02-05
      DOI: https://doi.org/10.28945/3952
      Issue No: Vol. 17 (2018)
       
  • Promising Instructional Practices for English Language Learners

    • Authors: Johanna Prince
      Pages: 001 - 021
      Abstract: Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals.Methodology: This research was conducted through a qualitative case study of educators at an international school.Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported.Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development.Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study.Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-02-05
      DOI: https://doi.org/10.28945/3937
      Issue No: Vol. 17 (2018)
       
  • A Real-time Plagiarism Detection Tool for Computer-based Assessments

    • Authors: Manoj Lall, Heimo J. Jeske, Okuthe P. Kogeda
      Pages: 023 - 035
      Abstract: Aim/Purpose: The aim of this article is to develop a tool to detect plagiarism in real time amongst students being evaluated for learning in a computer-based assessment setting.Background: Cheating or copying all or part of source code of a program is a serious concern to academic institutions. Many academic institutions apply a combination of policy driven and plagiarism detection approaches. These mechanisms are either proactive or reactive and focus on identifying, catching, and punishing those found to have cheated or plagiarized. To be more effective against plagiarism, mechanisms that detect cheating or colluding in real-time are desirable.Methodology: In the development of a tool for real-time plagiarism prevention, literature review and prototyping was used. The prototype was implemented in Delphi programming language using Indy components.Contribution: A real-time plagiarism detection tool suitable for use in a computer-based assessment setting is developed. This tool can be used to complement other existing mechanisms.Findings: The developed tool was tested in an environment with 55 personal computers and found to be effective in detecting unauthorized access to internet, intranet, and USB ports on the personal computers.Recommendations for Practitioners: The developed tool is suitable for use in any environment where computer-based evaluation may be conducted.Recommendation for Researchers: This work provides a set of criteria for developing a real-time plagiarism prevention tool for use in a computer-based assessment.Impact on Society: The developed tool prevents academic dishonesty during an assessment process, consequently, inculcating confidence in the assessment processes and respectability of the education system in the society.Future Research: As future work, we propose a comparison between our tool and other such tools for its performance and its features. In addition, we want to extend our work to include testing for scalability of the tool to larger settings.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-02-21
      DOI: https://doi.org/10.28945/3963
      Issue No: Vol. 17 (2018)
       
  • Delving into the Specificity of Instructional Guidance in Social
           Media-supported Learning Environments

    • Authors: Tian Luo
      Pages: 037 - 054
      Abstract: Aim/Purpose: This study investigates the variations in student participation patterns across different types of instructional activities, learning modes, and with different instructional guidance approaches. In the current study, different variables, modes of learning (guided versus unguided), and types of guidance (social versus cognitive) were manipulated in a series of microblogging-supported collaborative learning tasks to examine to what extent and in which aspects instructional guidance affects the effectiveness and student perception of microblogging-supported learning.Background: Despite the overwhelming agreement on the importance of instructional guidance in microblogging-supported learning environments, very few studies have been done to examine the specificity of guidance, such as how to structure and support microblogging activities, as well as what types of guidance are appropriate in what learning contexts.Methodology: This semester-long study utilized a case-study research design via a multi-dimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study.Contribution: In response to the call to improve social media learning environments under-scored in contemporary education, the current case study took an initial step aiming at deepening the understanding of the role of instructional guidance in microblogging-supported learning environments.Findings: This study showcases that with instructor facilitation, students succeeded in being engaged in a highly participatory and interactive learning experience across a variety of tasks and activities. This study indicates that students’ perspectives of social media tools rely heavily on what instructors do with the tool and how the instructional activities are structured and supported. Instructors’ scaffolding and support is instrumental in keeping students on task and engaging students with meaningful events, thus ensuring the success of microblogging-based learning activities. Meanwhile, students’ perception of usefulness of instructional guidance is closely related to their own pre-perception and experience.Recommendations for Practitioners: When incorporating social media tools, it is important to examine learner’s prior knowledge and comfort level with these tools and tailor the design of instructional activities to their attributes. It is also vital to monitor student progress, adjust the type and amount of guidance and scaffolding provided as they progress, and eventually remove the scaffolding until students can demonstrate that they can perform the task successfully without assistance.Recommendation for Researchers: Due to many other potential factors in place that could potentially influence student learning, no conclusive remarks can be made regarding the superiority of either one type of guidance approach. Future researchers should continue to develop robust research methodologies to seek ways to better operationalize this variable and strive to understand its effect.Future Research: Future replication studies in other settings, with a larger sample size, and different populations will certainly provide further insights on the effects of instructional guidance in microblogging-based learning. Alternative coding methods may also shed light on differences in student interaction in terms of content diversity and depth of learning when analyzing the tweets. Advanced data collection techniques may be explored to ascertain the completeness of data collection.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-03-02
      DOI: https://doi.org/10.28945/3974
      Issue No: Vol. 17 (2018)
       
  • Enhancing Children's Interest and Knowledge in Bioengineering through
           an Interactive Videogame

    • Authors: Amanda Strawhacker, Marina Umashi Bers, Clarissa Verish, Amanda Sullivan, Orit Shaer
      Pages: 055 - 081
      Abstract: Aim/Purpose: Bioengineering is a burgeoning interdisciplinary learning domain that could inspire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study presents the BacToMars videogame and accompanying curricular intervention, designed to introduce children (aged 7-11) to foundational concepts of bioengineering and to the interdisciplinary nature of scientific endeavors.Background: This pilot study explores the bioengineering-related learning outcomes and attitudes of children after engaging with the BacToMars game and curriculum intervention.Methodology: This study drew on prior findings in game-based learning and applied them to a videogame designed to connect microbiology with Constructionist microworlds. An experimental comparison showed the learning and engagement affordances of integrating this videogame into a mixed-media bioengineering curriculum. Elementary-aged children (N = 17) participated in a 9-hour learning intervention, with one group of n = 8 children receiving the BacToMars videogame and the other group (n = 9) receiving traditional learning activities on the same content. Pre- and post-surveys and interview data were collected from both groups.Contribution: This paper contributes to education research on children’s ability to meaningfully engage with abstract concepts at the intersection of science and engineering through bioengineering education, and to design research on developing educational technology for introducing bioengineering content to elementary school children.Findings: Children in both groups showed improved knowledge and attitudes related to bioengineering. Children who used BacToMars showed slightly stronger performance on game-specific concepts, while children in the control condition showed slightly higher generalized knowledge of bioengineering concepts.Recommendations for Practitioners: Practitioners should consider bioengineering as a domain for meaningful, interdisciplinary learning in elementary education..Recommendation for Researchers: Design researchers should develop playful ways to introduce bioengineering concepts accurately and to engage children’s imaginations and problem-solving skills. Education researchers should further investigate developmentally appropriate ways to introduce bioengineering in elementary education. Impact on Society: BacToMars introduces a meaningful scenario to contextualize complex con-cepts at the intersection of science and engineering, and to engage children in real-world, interdisciplinary problem solving. Future Research: Future research should explore BacToMars and bioengineering curricula for elementary-aged children in larger samples, with longer intervention times.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-03-09
      DOI: https://doi.org/10.28945/3976
      Issue No: Vol. 17 (2018)
       
  • Categorizing the Educational Affordances of 3 Dimensional Immersive
           Digital Environments

    • Authors: Christian J Ángel Rueda, Juan C Valdés Godínes, Paul D Rudman
      Pages: 083 - 112
      Abstract: Aim/Purpose: This paper provides a general-purpose categorization scheme for assessing the utility of new and emerging three-dimensional interactive digital environments (3D-IDEs), along with specific pedagogic approaches that are known to work. It argues for the use of 3D-IDEs on the basis of their ludic appeal and ability to provide intrinsic motivation to the learner, and their openness that allows the learner to gain a more holistic understanding of a topic.Background: Researchers have investigated the affordances, benefits, and drawbacks of individual 3D-IDEs, such as virtual worlds, but teachers lack a general-purpose approach to assessing new 3D-IDEs as they appear and applying them to teaching practice.Methodology: The categorization scheme is based on the analysis, reflection, and comprehension of the research on limitations, challenges, and opportunities for teaching in virtual environments by Angel Rueda, Valdes Godines and Guzmán Flores; the scheme is discussed in terms of an experiment to trial virtual genetics labs in Second Life.Contribution: The paper describes a general-purpose approach to applying existing and new 3D virtual spaces to education, shows a worked example of the use of the categories, and describes six approaches to consider in applying these technologies.Findings: 3D-IDEs are categorized in terms of the way in which they interface with the user’s senses and their ability to provide ‘immersion’; two forms of immersion are examined: digital perceptual immersion – the generated sense of reality – and ludic narrative immersion – a less cognitive and more emotional engagement with the learning environment.Recommendations for Practitioners: Six specific forms of pedagogy appropriate for 3D-IDEs are examined and discussed, in terms of the affordances and technology required, as assessed by the categorization scheme. More broadly, the paper argues for a change in the assessment of new digital technologies from the technology’s features to its affordances and the pedagogies it can support.Recommendation for Researchers: The paper offers a practical approach to choosing and using 3D-IDEs for education, based upon previous work. The next step is to trial the scheme with teachers to ascertain its ease of use and effectiveness.Impact on Society: The paper argues strongly for a new approach to teaching, where the learner is encouraged to use 3D-IDEs in a ludic manner in order to generate internal motivation to learn, and to explore the topic according to their individual learning needs in addition to the teacher’s planned route through the learning material.Future Research: The categorization scheme is intended to be applied to new technologies as they are introduced. Future research is needed to assess its effectiveness and if necessary update the scheme.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-05-29
      DOI: https://doi.org/10.28945/4056
      Issue No: Vol. 17 (2018)
       
  • Introductory Information Systems Course Redesign: Better Preparing
           Business Students

    • Authors: Gina Harden, Robert M. Crocker, Kelly Noe
      Pages: 113 - 126
      Abstract: Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace.Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo.Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course.Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given.Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required.Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow.Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency.Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-05-29
      DOI: https://doi.org/10.28945/4058
      Issue No: Vol. 17 (2018)
       
  • Collaborative Approach in Software Engineering Education: An
           Interdisciplinary Case

    • Authors: Aileen Joan O Vicente, Tiffany Adelaine G Tan, Alvin Ray O Yu
      Pages: 127 - 152
      Abstract: Aim/Purpose: This study was aimed at enhancing students’ learning of software engineering methods. A collaboration between the Computer Science, Business Management, and Product Design programs was formed to work on actual projects with real clients. This interdisciplinary form of collaboration simulates the realities of a diverse Software Engineering team.Background: A collaborative approach implemented through projects has been the established pedagogy for introducing the Software Engineering course to undergraduate Computer Science students. The collaboration, however, is limited to collaboration among Computer Science students and their clients. This case study explored an enhancement to the collaborative approach to project development by integrating other related disciplines into the project development framework; hence, the Interdisciplinary Approach. Methodology: This study adopted the case method approach. An interdisciplinary service innovation activity was proposed to invite other disciplines in the learning process of the computer science students. The agile methodology Scrum was used as the software development approach during project development. Survey data were collected from the students to establish (a) their perception of the interdisciplinary approach to project development; (b) the factors that influenced success or failure of their team to deliver the project; and (c) the perceived skills or knowledge that they acquired from the interdisciplinary approach. Analysis of data followed a mixed method approach.Contribution: The study improved the current pedagogy for Software Engineering education by integrating other related disciplines into the software project development framework. Findings: Data collected showed that the students generally accepted the interdisciplinary approach to project development. Factors such as project relevance, teamwork, time and schedule, and administration support, among others, affect team performance towards project completion. In the case of the Computer Science students, results show that students have learned skills during the experience that, as literature reveal, can only be acquired or mastered in their future profession as software engineers. Recommendations for Practitioners: The active collaboration of the industry with the University and the involvement of the other related courses in teaching software engineering methods are critical to the development of the students, not only in learning the methodology but also as a working professional.Recommendation for Researchers: It is interesting to know and eventually understand the interactions between interdisciplinary team members in the conduct of Software Engineering practices while working on their projects. More specifically, what creative tensions arise and how do the interdisciplinary teams handle the discourse'Impact on Society: This study bridges the gap between how Software Engineering is taught in the university and how Software Engineering teams work in real life.Future Research: Future research is targeted at refining and elaborating the elements of the interdisciplinary framework presented in this paper towards an integrated course module for Software Engineering education.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-06-03
      DOI: https://doi.org/10.28945/4062
      Issue No: Vol. 17 (2018)
       
 
 
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