JournalTOCs

TechTrends
Journal Prestige (SJR): 0.439

Citation Impact (citeScore): 1
Number of Followers: 8

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1559-7075 - ISSN (Online) 8756-3894
Published by Springer-Verlag

[2467 journals]

From Crayons to AI: Widening the Lens on Educational Technology and
Creativity
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  PubDate: 2023-03-09
Introducing the March 2023 Issue
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  PubDate: 2023-03-08
Racial Justice Amidst the Dangers of Computing Creep: A Dialogue
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract The push for computing education in P-12 schools, which parallels the ongoing proliferation of computing in society, has accelerated in recent years. With respect to racially minoritized groups, this dynamic of computing creep has manifested in calls to “broaden participation,” typically with the promise of access to economic opportunities in the computing industry. But whose interests does the “broadening participation” narrative actually serve' Is this narrative adequate to the urgent project of racial justice and, if not, what as a field do we need instead' In this article, we present a dialogue that echoes major debates in the field about these critical issues. First, we discuss current trends and approaches to racial equity and racial justice in computing education. Next, we consider the possibilities and limits of systemic change in the field. Finally, we debate whether it is even possible for computing education to advance racial justice, given the corporate and governmental stakeholders that currently shape the field of computing. We conclude with questions and provocations for the field to consider as this dialogue continues.
  PubDate: 2023-02-25
Protecting Students: Data Privacy in the African Union
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract The adoption by the African Union of its Convention on Cyber Security and Personal Data Protection in 2014 represented a step forward to protect personal data and to ensure that data remain private and secure. This is especially important for students, who often have no autonomy in the educational technology they use. Students cannot choose why data and information is collected, nor how it is used. In this paper, the importance of data privacy in general is explored, along with a particular focus on educational data privacy. The legal implications for the protection of data privacy in Africa are then examined. In addition, the history and features of the African Union’s Convention on Cyber Security and Personal Data Protection are reviewed. Finally, a summary regarding the areas that must be improved to ensure strong protection of data and privacy to support African students’ educational needs is provided.
  PubDate: 2023-02-24
Instructional Videos
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract Videos have been used in education for a long time. World War II ushered in a strong need for large scale training and instructional videos became the solution. Even after the war, using videos in education became normal practice. As with all technology use, there were problems and questions about their use in education which influenced researchers to create recommendations for creating and using instructional videos. We continue to see videos impacting education.
  PubDate: 2023-02-22
Inclusion Possibilities
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  PubDate: 2023-02-22
Preservice Teacher Perceptions of Using Video Discussions to Foster a
Community of Inquiry—Does the Learning Environment Matter'
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract The creation of an engaging online learning environment where students feel a sense of belonging is a challenge for all educators. With the rise of online courses, discussion forums are commonly used to connect students with course content, peers, and instructors. However, these discussions are often text-based in nature. The purpose of this quantitative study examined preservice teacher perceptions of Flipgrid in an introductory educational technology course. Statistically significant relationships between groups were found related to two of the three components of the Community of Inquiry framework. Specifically, the findings suggest those enrolled in a hybrid course perceived Flipgrid as a more effective platform to create cognitive and teaching presence than those online. Additionally, hybrid learners were significantly more likely to use Flipgrid in their own teaching practices. In this article, an analysis of findings will be discussed and provide suggestions for future research.
  PubDate: 2023-02-06
Exploring the two sides of a moment of use approach to design
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract We have explored designers having empathy for the audience of focus, designers using empathy as a means to an end, and designers using empathy to deliver a meaningful design deliverable. Our research has evolved from studying how designers reflect on their own design context and the audience’s given circumstance to designers acting on moments of use. Our purpose was to explore two sides of a moment of use approach to design by observing one team of graduate student designers, tasked with designing an online training course from beginning to end. Our research question was the following: how did the design team act on a moment of use approach to design a meaningful design deliverable' Our findings indicated that although the design team designed a meaningful design deliverable the client did not implement the final deliverable. We discuss why this happened and the implications for designers and those who prepare designers.
  PubDate: 2023-02-01
Pre-Service Teachers’ Instructional Design Decision-Making for
Technology Integration
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract Instructional design problems are one of the most complicated and ill-structured types of problems due to the dynamic nature of design problems and decision-making processes. Formulating instructional design solutions thereby requires teachers to possess adequate decision-making knowledge and skills and apply them to instructional design. This study investigated how pre-service teachers made formative instructional design decisions for technology integration. Through a formative design activity related to teaching and technology, the study identified factors that influenced pre-service teachers’ design decision-making for technology integration as well as instructional approaches that can help pre-service teachers make design decisions. Based on the analysis of pre-service teachers’ design journals, design artifacts, and survey results, we identified six themes in terms of design decision-making according to three metathemes: (a) emphasis on the design process, (b) collaborative design experiences, and (c) iterative decision-making during prototyping. Meanwhile, instructional approaches such as open-ended guiding questions, conjecture mapping, peer-reviewing, and reflective practices allowed pre-service teachers to take an active role in instructional design decision-making for technology integration. Implications for teacher education practices and instructional design decision-making are discussed.
  PubDate: 2023-01-26
Survey of Law Student Awareness and Use of Captions
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract This article replicates a prior study of student perceptions of captions in a specialized learning context to understand the extent to which captions are useful for students learning specialized vocabulary. It describes the results of a conceptual replication (Christensen et al., Technology, Knowledge and Learning, 2021) of a nationwide study by Linder (2016) that surveyed undergraduate students regarding their use and perceptions of closed captions and transcripts. In Linder (2016). Student Uses and Perceptions of Closed Captions and Transcripts: Results from a national study. Oregon State University Ecampus Research Unit.) study, a broad range of undergraduate student populations reported that they used closed captions and transcripts as a learning aid to help with accuracy, comprehension, retention, and engagement. This study surveys a smaller group of graduate students in legal education whose academic challenges include mastering a highly specific terminology. Experimental studies have provided evidence that closed captions can help students learn challenging new vocabulary in areas such as foreign language Winke et al. Language Learning & Technology, 14(1), 65–86 (2010) and science (Marino et al., Journal of Computers in Mathematics and Science Teaching 29:31–49, 2010). This article reports on student perceptions of the helpfulness of captions and transcripts, why they found them helpful or not, and how they used them to support their learning. Results indicate that provided captions and transcripts were accurate, students found them helpful with understanding instructors, concentrating, comprehending lectures, learning new vocabulary, and note-taking.
  PubDate: 2023-01-24
Ancestral Computing for Sustainability: Centering Indigenous
Epistemologies in Researching Computer Science Education
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract This article offers Ancestral Computing for Sustainability (ACS) to dismantle the logics of settler colonialism that affect accessibility, identities, and epistemologies of computer science education (CSE). ACS centers Indigenous epistemologies in researching CSE across four public universities in the United States. This paper describes Ancestral Computing for Sustainability and explores reflections of two students engaging as researchers in ACS inquiry. Drawing on Indigenous methodologies and Participatory Action Research, they share their reflections as co-researchers in ACS through storywork. These critical reflections include their relationship to computing, observations of the interdependent work within ACS, ethics and sustainability, and their experiences within the focus groups. The article ends with recommendations for furthering ACS as a decolonial approach that centers Indigenous epistemologies in CSE. Recommendations for CSE education include Ancestral Knowledge Systems and adding sustainability as a topic within computing education pathways and building student-faculty relationships based on trust is recommended to foster students’ academic and personal growth within CSE education and research.
  PubDate: 2023-01-23
The Impact of Gamification on Doctoral Students’ Perceptions, Emotions,
and Learning in an Online Environment
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract Despite the growing body of studies on gamification, there is a paucity of research investigating the specific emotional outcomes of gamified experiences. Most gamification studies have focused primarily on positive emotions such as enjoyment. In addition, most gamification studies in educational contexts have been conducted with undergraduate students. To address the gaps in the literature, the present study examined the impact of gamification on doctoral students’ perceptions of gamification and their learning in an online environment. Further, it explored what kinds of emotions they felt before, during, and after the gamified learning experience and what factors contributed to their positive and negative emotions. The study was conducted in an online, doctoral-level course, which was offered at a public university in the United States. The game elements used in the course included challenges, points and extra points, unannounced badges, choices, team collaboration and competition, and voting. The results of the study shed light on various emotions experienced by doctoral students in the gamified learning context, major factors contributing to both positive and negative emotions, as well as the impact of gamification on their attitudes and learning.
  PubDate: 2023-01-21
A Validation of AI-Enabled Discussion Platform Metrics and Relationships
to Student Efforts
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract Asynchronous discussions are a popular feature in online higher education as they enable instructor-student and student–student interactions at the users’ own time and pace. AI-driven discussion platforms are designed to relieve instructors of automatable tasks, e.g., low-stakes grading and post moderation. Our study investigated the validity of an AI-generated score compared to human-driven methods of evaluating student effort and the impact of instructor interaction on students’ discussion post quality. A series of within-subjects MANOVAs was conducted on 14,599 discussion posts among over 800 students across four classes to measure post ‘curiosity score’ (i.e., an AI-generated metric of post quality) and word count. After checking assumptions, one MANOVA was run for each type of instructor interaction: private coaching, public praising, and public featuring. Instructor coaching appears to impact curiosity scores and word count, with later posts being an average of 40 words longer and scoring an average of 15 points higher than the original post that received instructor coaching. AI-driven tools appear to free up time for more creative human interventions, particularly among instructors teaching high-enrollment classes, where a traditional discussion forum is less scalable.
  PubDate: 2023-01-21
A Historical Review of Collaborative Learning and Cooperative Learning
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract Collaborative learning and cooperative learning are two separate approaches developed independently by two groups of scholars around the same period of time in the 1960 and 1970 s. Due to their different origins and intertwined paths of development, they have their own distinct features while sharing many similarities. The relationship between collaborative learning and cooperative learning can be confusing. Therefore, this paper provides a brief historical review of collaborative learning and cooperative learning to identify the origins of each, where they diverge from each other, and where they are aligned. This paper examines the definitions of the two terms and compares their characteristics. This is followed by a discussion of their historical development in the last fifty years: early development between the 1960 and 1970 s; maturation in the 1980 and 1990 s; convergence in the mid-1990s; and the emergence of Computer-Supported Collaborative Learning (CSCL) in the late 1980s. Finally, this paper summarizes the four paradigms of mainstream research on collaborative and cooperative learning, namely, the “effect” paradigm, the “conditions” paradigm, the “interaction” paradigm, and the “design” paradigm.
  PubDate: 2023-01-21
Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online
Learning in South Africa and the United States
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract The Covid-19 pandemic created the largest global disruption of education in recorded history. This unique qualitative study examined teacher resilience as they taught remotely with technology during the pandemic, and the experiences of teachers with a comparison across a developed country (US) with a developing country (South Africa). Data from a teacher resilience survey was gathered to explore factors of teacher resilience and interview data provided insight into teacher experiences. A grounded coding methodology was used to analyze the content. Within the examination of the extant literature, a Socio-Ecological Technology Integration framework (SETI) was developed and presented as a lens to conceptualize the full extent of all the socio-ecological factors involved in teacher technology integration including those in the school, district, and nationally. The findings reveal that teachers in South African reported less support and resources and greater challenges, yet overall reported themselves as more resilient than teachers in the US. From the findings, six factors emerged that impacted teachers’ experiences during ERT: self-efficacy, growth, motivation, resources, support, and teacher challenges. The major challenges from both countries were: time management, student issues, isolation, anxiety, meeting student needs, technology, and student engagement.
  PubDate: 2023-01-20
EdTech Align: a Valid and Reliable Instrument for Measuring Teachers’
EdTech Competencies Aligned to Professional Standards
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract The purpose of this article was to share a standards-aligned instrument designed for evaluating teachers’ educational technology competencies. A survey derived from multiple sets of popular educational technology standards was developed and administered in four phases to a total of 184 teachers. Constructive response, cognitive interviews, and Rasch empirical analyses were used to refine the instrument. These processes resulted in an instrument with evidence to indicate validity and reliability that aligned to the International Society for Technology in Education (ISTE) Standards for Educators, Association for Educational Communications and Technology (AECT) Standards, Association for the Advancement of Computing Education (AACE) Teacher Educator Technology Competencies, and Virtual Learning Leadership (VLL), Quality Matters (QM), and the Digital Learning Collaborative (DLC) National Standards for Quality Online Teaching. This study provides an instrument that may be used by educator preparation providers, school districts, accreditation bodies, or other educational institutions to measure educators’ edtech competencies derived from professional standards.
  PubDate: 2023-01-20
Peer Assessment Collaboration Evaluation: An Innovative Assessment Tool
for Online Learning Environments
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Abstract: Abstract The Peer Assessment Collaboration Evaluation (PACE) Tool is an original peer assessment tool designed and developed by the authors to address the prevalence of social loafing in group projects in online learning environments. Online group projects offer students collaborative opportunities to engage in critical thinking and problem-solving. Students’ participation and learning in online group projects are negatively impacted by social loafing. A total of 104 students completed all study requirements, and their data were used in the final analyses. One-way repeated-measures ANOVAs revealed significant positive main effects of PACE Tool use on participants’ attitudes, subjective norms, perceived behavioral control, and related subcomponents. Students’ use of the tool increased their behavioral intent to engage in peer assessment in the future may reduce social loafing in group projects, thereby positively influencing academic performance. Instructors’ use of the tool may combat negative connotations associated with group work and social loafing, creating learning environments for effective group projects.
  PubDate: 2023-01-20
Correction: Review of Kirschner, P.A., Hendrick, C., and Heal, J. (2022).
How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness
and What they Mean in Practice. Routledge. ISBN: 978-1-032-13208-2
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  PubDate: 2023-01-09
  DOI: 10.1007/s11528-022-00831-9
Review of Kirschner, P.A., Hendrik, C., and Heal, J. (2022). How Teaching
Happens: Seminal Works in Teaching and Teacher Effectiveness and What they
Mean in Practice. Routledge. ISBN: 978-1-032-13208-2
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  PubDate: 2022-12-17
  DOI: 10.1007/s11528-022-00822-w
Introduction to the January 2023 Issue
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  PubDate: 2022-12-16
  DOI: 10.1007/s11528-022-00821-x