Finding New Avenues for Motivating Preservice Teachers by Web Enhancing a Technology Course
Society for Information Technology & Teacher Education International Conference, 1999
Page 1. Page 386 Finding New Avenues for Motivating Preservice Teachers by Web Enhancing a Techno... more Page 1. Page 386 Finding New Avenues for Motivating Preservice Teachers by Web Enhancing a Technology Course Glenda A. Gunter Educational Technology University of Central Florida United States [email protected] ...
Mobile Learning in Pre-Kindergarten: Using Student Feedback to Inform Practice
Educational Technology & Society, 2017
Introduction In the pervasiveness of today's digital society, mobile devices are changing the... more Introduction In the pervasiveness of today's digital society, mobile devices are changing the face of education. Although the Apple iPad was originally envisioned as a single user device, school districts and universities across the country are purchasing tablets and other mobile devices in massive quantities for innovative use in classrooms (Lawrence, 2012; Price, Jewitt, & Crescenzi, 2015; Tate, 2012). There is a great deal of anecdotal evidence (i.e., success stories) on the effectiveness of mobile devices in the classroom (Clarke & Abbott, 2013; Lenovo Education, 2012b; Mahaley, 2013; Morelock, 2011) and best practices for getting started (Victoria Department of Education and Early Childhood Development, 2011; Lenovo Education, 2012a; Mahaley, 2013); and in the last few years there are more researchers examining the effectiveness of mobile devices on student achievement (Chou, Block, & Jesness, 2012; Kucirkova, Messer, Sheehy, & Fernandez Panadero, 2014; Ross, Morrison, & Lowther, 2010). The prevailing scholarly literature on mobile learning reflects positive correlations between student engagement and effective use of technology (Chen, Lambert, & Guidry, 2010; Falloon & Khoo, 2014; Laird & Kuh, 2005), perceived engagement and perceived learning while using iPads (Diemer, Fernandez, & Streepey, 2012), and comfort levels and prolonged use of the iPad (Diemer et al., 2012). While many of these studies were conducted in higher education institutions, there continues to be the need to focus on research in K-12 schools, especially in the early childhood education setting. Many of the previous studies have focused on user-friendly interface, mobility, touchscreen, and connectivity to a world of resources and apps (Price et al., 2015). Falloon (2013) conducted a study in New Zealand with 18 five-year-olds to investigate if using iPads with students could support learning. Falloon (2013) concluded all apps used for instruction should be evaluated for design and content prior to implementation in the classroom. Falloon (2013) also found that the disruption of an innovation and novelty of the devices could be used to motivate students and create engagement for innovative learning opportunities. Finally, Falloon (2013) alluded to the importance of incorporating formative and corrective feedback with students in the learning process. Other researchers have focused on mobile devices to create student collaborative efforts and increase engagement when learning using the iPad. Kucirkova et al. (2014) examined the effects of a story-making app using 41 four- and five-year-old students from Madrid, Spain. Supported by previous research, Kucirkova et al. (2014) found that specific app features and content could influence the degree to which children's engagement in the learning task was of "educational value" (p. 176). This research supported the notion that the iPad is a game changer in education and that we need to find more ways to harness it as a powerful teaching and learning tool. Hwang and Chang (2011) conducted a study in Taiwan using formative assessment to determine if students' attitudes and achievement could be affected when using mobile devices. They found that utilizing a mobile learning approach could improve students' attitudes and achievement. Due to the many promising learning opportunities, there continues to be a need for empirical evidence supporting the effectiveness of these devices on specific areas of student achievement. Therefore, the purpose of this study was to determine how integrating mobile devices into a Pre-Kindergarten curriculum using informal feedback from students affects Pre-K students' academic achievement (i.e., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary) at a rural, public charter school in the southeast. Mobile devices, which include tablets, smartphones, PDAs, e-readers, and MP3 players, can be used to customize student learning and address education inequality when integrated into the classroom by innovatively informing policy and practice. …
Designing Instruction for the Age of Singularity: A Transactional View as to How Knowledge Is Synthesized
Educational communications and technology: issues and innovations, 2020
Historically, knowledge has been viewed as an asset in that, once it is “owned” (i.e., acquired) ... more Historically, knowledge has been viewed as an asset in that, once it is “owned” (i.e., acquired) by an individual, it can never be taken away (Rowley, 2000). First and foremost, we need to distinguish between the concepts of information acquisition and knowledge acquisition. The latter is the third in a five-step process of deep learning with data, information, understanding, and wisdom filling out the continuum (Ackoff, 1999). For this reason, we suggest that the term “knowledge acquisition” that appears to be so often in the literature may actually be a misnomer (Compton & Jensen, 1990). What many may be referring to is actually information acquisition. For the purposes of this chapter, however, we may interchange the two terms with this caveat in mind.
World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, Nov 29, 2007
Current technological advances pale in comparison to the changes in social behaviors and 'sense o... more Current technological advances pale in comparison to the changes in social behaviors and 'sense of place' that is being empowered since the Internet made it on the scene. Today's students view the Internet as both a source of entertainment and an educational tool. The development of virtual environments is a conceptual framework that needs to be addressed by educators and it is important that they become familiar with who these virtual learners are and how they are motivated to learn. Massively multiplayer online role playing games (MMORPGs), if well designed, could become the vehicle of choice to deliver learning content. We suggest that these games, in order to accomplish these goals, must begin with well-established instructional design principles that are co-aligned with established principles of video game design. And have the opportunity to provide an instructional model of significant prescriptive power. The authors believe that game designers need to take advantage of the natural motivation player-learners have for playing games by developing them in such a way so as to promote, intrinsic motivation, content learning, transfer of knowledge, and naturalization.
Attitudes of mississippi state university education and business students toward learning and working with computers
The purpose of this study was to examine variables that could possibly influence attitudes toward... more The purpose of this study was to examine variables that could possibly influence attitudes toward learning and working with computers of College of Education and College of Business and Industry students at Mississippi State University. Taking into consideration that student computer attitude differences could exist, it is important to identify what variables influence a person's attitude toward computers. This study also examined change in student attitudes over a 16-week semester as a result of computer instruction. The design for this study was causal-comparative. The population consisted of students enrolled in selected computer literacy courses taught in the College of Education and College of Business and Industry at Mississippi State University. The sample included in this study were 317 students matched by pretest and posttest. The instrument used for this study was the Computer Attitude Scale (CAS). The CAS is a 40-item instrument that is divided into four, 10-item subscales: Computer Anxiety, Computer Confidence, Computer Liking, and Computer Usefulness. The findings in this study indicated statistically significant differences between College of Education and College of Business and Industry after completion of a computer literacy course. College of Education students had a more positive attitude, lower anxiety, more confidence, and found computers more useful than College of Business and Industry. There was a significant change in attitudes between College of Education and College of Business and Industry students over the 16-week semester. Moreover, the findings revealed statistically significant differences between students' attitudes and selected variables: access to a home computer, computer experience level, age of the student, and collegiate classification of the student. Conclusions and recommendations based on the findings in this study indicated that all students should be required to take a computer literacy course. A computer literacy course made a difference in these students' acceptance of computer technology. It is recommended that instructors concentrate on teaching techniques, strategies, and methodologies that address student attitudes toward learning and working with computers.
Mobile Learning in the Pre-K Classroom: Using Participatory Evaluation to Inform Practice
Mobile technologies are being used to address education inequality through various policies and p... more Mobile technologies are being used to address education inequality through various policies and practices across the nation. Many districts are attempting to close the achievement gap by giving students with limited social and economic resources access to mobile devices for use at school and home. Unfortunately, many teachers are given mobile devices to use in their classrooms without adequate support to implement them. Therefore, one of the researchers, with the assistance of the classroom teachers, used participatory evaluation to inform the selection of iPad applications to improve PreK students\u27 emergent literacy and early math skills in a rural, public charter school in Florida
Mediating Interactions in Mobile Learning: A Quantitative Study Examining Social, Cognitive, and Teaching Presences Via WhatsApp
Advancements in digital technologies have raised the interest of researchers, educators, and teac... more Advancements in digital technologies have raised the interest of researchers, educators, and teachers. Mobile applications, specifically WhatsApp, have drawn great attention in the educational context for their potential to mediate interactions (Braga, Correa Jr. & Martins, 2017; Gunter & Reeves, 2018; Kukulska-Hulme, 2010). Although there are several claims of the benefits of mobile learning for mediating discussions, there is a need to explore how the interactions take place in social spaces like WhatsApp. This application is currently used by over one billion users in 180 countries and relies on several features such as text message, voice message, sharing of video and PDF files, besides allowing voice and video calls (WhatsApp, 2015). Drawing on Garrison, Anderson, and Archer’s (2000) Community of Inquiry (CoI) framework, this presentation reports on the use of WhatsApp as a social space for collaborative discussions using mobile and online learning. Thirty-eight teachers from around Brazil interacted in a continuing education course via WhatsApp during seven weeks in 2017. Although this application needs further studies with respect to whether it is appropriate to accommodate interactions of higher order thinking, especially those that indicate social, cognitive, and instructional presences in Garrison, Anderson, and Archer’s terms, this quantitative study aims at identifying social, cognitive, and teacher presences that emerged during the course interactions with teachers in Brazil. The 1,670 interactions that occurred during the course were blind-coded under Garrison, Archer and Anderson’s categories so that social, cognitive, and teacher presences could be identified. The findings show evidence of social presence, cognitive presence, and teaching presence at moments that the construction of collective knowledge takes place during the course
Teachers Discovering and Integrating Microsoft Office: Essential Concepts and Techniques, Second Edition
Haya Shida, Subscribe (Full Service), Register (Limited Service, Free), Login. Search: The ACM Di... more Haya Shida, Subscribe (Full Service), Register (Limited Service, Free), Login. Search: The ACM Digital Library The Guide. ...
Teaching Educational Technology Using a Cohort Program Design – Does it Make a Difference?
Society for Information Technology & Teacher Education International Conference, 1999
Page 1. Page 653 Teaching Educational Technology Using a Cohort Program Design Does it Make a D... more Page 1. Page 653 Teaching Educational Technology Using a Cohort Program Design Does it Make a Difference? Glenda A. Gunter Educational Technology University of Central Florida United States [email protected] ...
Finding New Avenues for Motivating Preservice Teachers by Web Enhancing a Technology Course
Society for Information Technology & Teacher Education International Conference, 1999
Page 1. Page 386 Finding New Avenues for Motivating Preservice Teachers by Web Enhancing a Techno... more Page 1. Page 386 Finding New Avenues for Motivating Preservice Teachers by Web Enhancing a Technology Course Glenda A. Gunter Educational Technology University of Central Florida United States [email protected] ...
Mobile Learning in Pre-Kindergarten: Using Student Feedback to Inform Practice
Educational Technology & Society, 2017
Introduction In the pervasiveness of today's digital society, mobile devices are changing the... more Introduction In the pervasiveness of today's digital society, mobile devices are changing the face of education. Although the Apple iPad was originally envisioned as a single user device, school districts and universities across the country are purchasing tablets and other mobile devices in massive quantities for innovative use in classrooms (Lawrence, 2012; Price, Jewitt, & Crescenzi, 2015; Tate, 2012). There is a great deal of anecdotal evidence (i.e., success stories) on the effectiveness of mobile devices in the classroom (Clarke & Abbott, 2013; Lenovo Education, 2012b; Mahaley, 2013; Morelock, 2011) and best practices for getting started (Victoria Department of Education and Early Childhood Development, 2011; Lenovo Education, 2012a; Mahaley, 2013); and in the last few years there are more researchers examining the effectiveness of mobile devices on student achievement (Chou, Block, & Jesness, 2012; Kucirkova, Messer, Sheehy, & Fernandez Panadero, 2014; Ross, Morrison, & Lowther, 2010). The prevailing scholarly literature on mobile learning reflects positive correlations between student engagement and effective use of technology (Chen, Lambert, & Guidry, 2010; Falloon & Khoo, 2014; Laird & Kuh, 2005), perceived engagement and perceived learning while using iPads (Diemer, Fernandez, & Streepey, 2012), and comfort levels and prolonged use of the iPad (Diemer et al., 2012). While many of these studies were conducted in higher education institutions, there continues to be the need to focus on research in K-12 schools, especially in the early childhood education setting. Many of the previous studies have focused on user-friendly interface, mobility, touchscreen, and connectivity to a world of resources and apps (Price et al., 2015). Falloon (2013) conducted a study in New Zealand with 18 five-year-olds to investigate if using iPads with students could support learning. Falloon (2013) concluded all apps used for instruction should be evaluated for design and content prior to implementation in the classroom. Falloon (2013) also found that the disruption of an innovation and novelty of the devices could be used to motivate students and create engagement for innovative learning opportunities. Finally, Falloon (2013) alluded to the importance of incorporating formative and corrective feedback with students in the learning process. Other researchers have focused on mobile devices to create student collaborative efforts and increase engagement when learning using the iPad. Kucirkova et al. (2014) examined the effects of a story-making app using 41 four- and five-year-old students from Madrid, Spain. Supported by previous research, Kucirkova et al. (2014) found that specific app features and content could influence the degree to which children's engagement in the learning task was of "educational value" (p. 176). This research supported the notion that the iPad is a game changer in education and that we need to find more ways to harness it as a powerful teaching and learning tool. Hwang and Chang (2011) conducted a study in Taiwan using formative assessment to determine if students' attitudes and achievement could be affected when using mobile devices. They found that utilizing a mobile learning approach could improve students' attitudes and achievement. Due to the many promising learning opportunities, there continues to be a need for empirical evidence supporting the effectiveness of these devices on specific areas of student achievement. Therefore, the purpose of this study was to determine how integrating mobile devices into a Pre-Kindergarten curriculum using informal feedback from students affects Pre-K students' academic achievement (i.e., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary) at a rural, public charter school in the southeast. Mobile devices, which include tablets, smartphones, PDAs, e-readers, and MP3 players, can be used to customize student learning and address education inequality when integrated into the classroom by innovatively informing policy and practice. …
Designing Instruction for the Age of Singularity: A Transactional View as to How Knowledge Is Synthesized
Educational communications and technology: issues and innovations, 2020
Historically, knowledge has been viewed as an asset in that, once it is “owned” (i.e., acquired) ... more Historically, knowledge has been viewed as an asset in that, once it is “owned” (i.e., acquired) by an individual, it can never be taken away (Rowley, 2000). First and foremost, we need to distinguish between the concepts of information acquisition and knowledge acquisition. The latter is the third in a five-step process of deep learning with data, information, understanding, and wisdom filling out the continuum (Ackoff, 1999). For this reason, we suggest that the term “knowledge acquisition” that appears to be so often in the literature may actually be a misnomer (Compton & Jensen, 1990). What many may be referring to is actually information acquisition. For the purposes of this chapter, however, we may interchange the two terms with this caveat in mind.
World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, Nov 29, 2007
Current technological advances pale in comparison to the changes in social behaviors and 'sense o... more Current technological advances pale in comparison to the changes in social behaviors and 'sense of place' that is being empowered since the Internet made it on the scene. Today's students view the Internet as both a source of entertainment and an educational tool. The development of virtual environments is a conceptual framework that needs to be addressed by educators and it is important that they become familiar with who these virtual learners are and how they are motivated to learn. Massively multiplayer online role playing games (MMORPGs), if well designed, could become the vehicle of choice to deliver learning content. We suggest that these games, in order to accomplish these goals, must begin with well-established instructional design principles that are co-aligned with established principles of video game design. And have the opportunity to provide an instructional model of significant prescriptive power. The authors believe that game designers need to take advantage of the natural motivation player-learners have for playing games by developing them in such a way so as to promote, intrinsic motivation, content learning, transfer of knowledge, and naturalization.
Attitudes of mississippi state university education and business students toward learning and working with computers
The purpose of this study was to examine variables that could possibly influence attitudes toward... more The purpose of this study was to examine variables that could possibly influence attitudes toward learning and working with computers of College of Education and College of Business and Industry students at Mississippi State University. Taking into consideration that student computer attitude differences could exist, it is important to identify what variables influence a person's attitude toward computers. This study also examined change in student attitudes over a 16-week semester as a result of computer instruction. The design for this study was causal-comparative. The population consisted of students enrolled in selected computer literacy courses taught in the College of Education and College of Business and Industry at Mississippi State University. The sample included in this study were 317 students matched by pretest and posttest. The instrument used for this study was the Computer Attitude Scale (CAS). The CAS is a 40-item instrument that is divided into four, 10-item subscales: Computer Anxiety, Computer Confidence, Computer Liking, and Computer Usefulness. The findings in this study indicated statistically significant differences between College of Education and College of Business and Industry after completion of a computer literacy course. College of Education students had a more positive attitude, lower anxiety, more confidence, and found computers more useful than College of Business and Industry. There was a significant change in attitudes between College of Education and College of Business and Industry students over the 16-week semester. Moreover, the findings revealed statistically significant differences between students' attitudes and selected variables: access to a home computer, computer experience level, age of the student, and collegiate classification of the student. Conclusions and recommendations based on the findings in this study indicated that all students should be required to take a computer literacy course. A computer literacy course made a difference in these students' acceptance of computer technology. It is recommended that instructors concentrate on teaching techniques, strategies, and methodologies that address student attitudes toward learning and working with computers.
Mobile Learning in the Pre-K Classroom: Using Participatory Evaluation to Inform Practice
Mobile technologies are being used to address education inequality through various policies and p... more Mobile technologies are being used to address education inequality through various policies and practices across the nation. Many districts are attempting to close the achievement gap by giving students with limited social and economic resources access to mobile devices for use at school and home. Unfortunately, many teachers are given mobile devices to use in their classrooms without adequate support to implement them. Therefore, one of the researchers, with the assistance of the classroom teachers, used participatory evaluation to inform the selection of iPad applications to improve PreK students\u27 emergent literacy and early math skills in a rural, public charter school in Florida
Mediating Interactions in Mobile Learning: A Quantitative Study Examining Social, Cognitive, and Teaching Presences Via WhatsApp
Advancements in digital technologies have raised the interest of researchers, educators, and teac... more Advancements in digital technologies have raised the interest of researchers, educators, and teachers. Mobile applications, specifically WhatsApp, have drawn great attention in the educational context for their potential to mediate interactions (Braga, Correa Jr. & Martins, 2017; Gunter & Reeves, 2018; Kukulska-Hulme, 2010). Although there are several claims of the benefits of mobile learning for mediating discussions, there is a need to explore how the interactions take place in social spaces like WhatsApp. This application is currently used by over one billion users in 180 countries and relies on several features such as text message, voice message, sharing of video and PDF files, besides allowing voice and video calls (WhatsApp, 2015). Drawing on Garrison, Anderson, and Archer’s (2000) Community of Inquiry (CoI) framework, this presentation reports on the use of WhatsApp as a social space for collaborative discussions using mobile and online learning. Thirty-eight teachers from around Brazil interacted in a continuing education course via WhatsApp during seven weeks in 2017. Although this application needs further studies with respect to whether it is appropriate to accommodate interactions of higher order thinking, especially those that indicate social, cognitive, and instructional presences in Garrison, Anderson, and Archer’s terms, this quantitative study aims at identifying social, cognitive, and teacher presences that emerged during the course interactions with teachers in Brazil. The 1,670 interactions that occurred during the course were blind-coded under Garrison, Archer and Anderson’s categories so that social, cognitive, and teacher presences could be identified. The findings show evidence of social presence, cognitive presence, and teaching presence at moments that the construction of collective knowledge takes place during the course
Teachers Discovering and Integrating Microsoft Office: Essential Concepts and Techniques, Second Edition
Haya Shida, Subscribe (Full Service), Register (Limited Service, Free), Login. Search: The ACM Di... more Haya Shida, Subscribe (Full Service), Register (Limited Service, Free), Login. Search: The ACM Digital Library The Guide. ...
Teaching Educational Technology Using a Cohort Program Design – Does it Make a Difference?
Society for Information Technology & Teacher Education International Conference, 1999
Page 1. Page 653 Teaching Educational Technology Using a Cohort Program Design Does it Make a D... more Page 1. Page 653 Teaching Educational Technology Using a Cohort Program Design Does it Make a Difference? Glenda A. Gunter Educational Technology University of Central Florida United States [email protected] ...
Uploads
Papers by Glenda Gunter