Developing a Web 2.0-based system with user-authored content for community use and teacher education

Cıfuentes, Lauren; Sharp, Amy N.; Bulu, Sanser; Benz, Mike; Stough, Laura M.

doi:10.1007/s11423-009-9141-x

Cited by 17 publications

(15 citation statements)

References 12 publications

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“…2006–2011: Gabrielli et al (); Iorio et al (); Nevile and Treviranus (); Hartley (); Wisdom et al (); Lin (); Peltenburg, van den Heuvel‐Panhuizen and Doig (); Cifuentes et al (); García and Cuello ()…”

Section: Resultsmentioning

confidence: 99%

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

Starčič¹,

Bagon

2013

Brit J Educational Tech

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She teaches instructional design and educational technology, learning environments, information and communication technology (ICT)-assisted learning for people with special needs, ICT in health, media education and contemporary learning theories. She is conducting research at all levels of education, adult education, workplace learning, professional development and teacher education. Andreja's website has details of her activities and publications: http://andreja-istenic-starcic.eu/. Spela Bagon is a PhD student at the University of Primorska Faculty of Education. She is conducting research in the field of ICT-assisted learning-environment design for primary school. AbstractResearch and development of information and communication technology (ICT)supported learning for people with disabilities has not received adequate attention. It is also difficult to access research findings and developments in this field. Under the ENABLE Network of ICT Supported Learning for Disabled People (2011-2014) project, an emerging European Union reference point portal for end-users will provide this information for a broad audience. In the design phase of the project idea, the authors of this paper conducted a review of papers indexed in Web of Science to provide a needs assessment and a design template for the project objectives. The results of the search clearly showed that ICT-supported learning for people with special educational needs is in the domain of the educational technology journals, with more papers published in the British Journal of Educational Technology than in any other journal. This paper presents the results of a content analysis of all papers published from 1970 to 2011 in seven educational technology journals indexed in Web of Science. More papers were published from 2006 to 2011 (44.7%) than during any other of five periods examined. Findings in terms of ICT intervention, disability groups, groups of study participants by relationship with ICT, and research design, together with trends in published studies in terms of mainstreaming and inclusion, are presented. The main objective of the study was to identify the level of inclusion through analysis of educational context (special schools [30.51%], mainstream schools [28.81%] and general support for life [40.68%]). Based on content analysis, ICT interventions were classified into the two categories of technical intervention in the pedagogical context (62.71% of all papers published) and technical intervention in the wider context (37.29% of all papers published), with nine paper types identified: papers on ICT access, papers on teaching and learning methods, papers on development and testing of ICT solutions, reviews, assessments, papers on inclusion, papers on behavioural and social development, papers on use of information technology and papers on interaction. Papers were also categorised according to types of disability and according to groups of study participants by relationship with ICT. Published papers Research questionsThe following research questions w...

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Section: Resultsmentioning

confidence: 99%

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

Starčič¹,

Bagon

2013

Brit J Educational Tech

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“…Its main path contained 11 papers (see Figure ). From Gagné and Merill's () paper as a source, six papers were connected in chronological order and ended with four papers: Hung, Smith, Harris and Lockard (), Cifuentes, Sharp, Bulu, Benz and Stough (), Hakkarainen (), and Shelton and Scoresby ().…”

Section: Data Analysis and Resultsmentioning

confidence: 99%

“…In Faction 1, the theme ID related to learning goals (Gagné & Merill, ), teaching models (Wilson & Cole, ), alternative approaches such as activity theory (Jonassen & Rohrer‐Murphy, ) and chaos theory (You, ), and context (Tessmer & Richey, ). Since the mid‐2000s, development research (Hung et al , ) and design‐based research (Hakkarainen, ; Wang & Hannafin, ) have emerged to “bridge theoretical research and educational practice” (Cifuentes et al , , p. 378). Recently, ID for emerging technologies such as web 2.0‐based systems (Cifuentes et al , ) and instructional computer games (Shelton & Scoresby, ) are actively being explored.…”

Section: Data Analysis and Resultsmentioning

confidence: 99%

“…Since the mid‐2000s, development research (Hung et al , ) and design‐based research (Hakkarainen, ; Wang & Hannafin, ) have emerged to “bridge theoretical research and educational practice” (Cifuentes et al , , p. 378). Recently, ID for emerging technologies such as web 2.0‐based systems (Cifuentes et al , ) and instructional computer games (Shelton & Scoresby, ) are actively being explored.…”

Section: Data Analysis and Resultsmentioning

confidence: 99%

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The landscape of educational technology viewed from the ETR&D journal

Cho¹,

Park²,

Jo³

et al. 2012

Brit J Educational Tech

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The purpose of this study was to conduct a citation network analysis of Educational Technology Research and Development (ETR&D) to examine the trends and issues of the educational technology field's scholarly community that have evolved in the past two decades. The distinctive features of citation network analysis used in this study derive from a social network analysis approach to see relational and network patterns in the citation data. From this citation network analysis, we obtained the following results: (1) the ETR&D network revealed structural attributes that help us understand the features regarding how the field has developed and how scholarly works have interacted; (2) the most influential papers and scholars in the field were identified; (3) frequently co-cited papers were recognized as having a strong relationship by a few researchers and (4) five cohesive subgroups (factions) generated key research themes in the field including: instructional design, learning environments, the role of technology, educational technology research and psychological foundations. Implications and limitations of the study were discussed for future research. Problem statement and research purposeRecent reviews showed a glimpse of the field for a certain time frame but mostly focused on the rankings of individual authors and institutions, in some cases, for tenure and promotion purposes, and did not provide qualitative details on the relations and networks of scholars. What we mean by "qualitative details" concerns information on how the field has evolved and grown through collaborative scholarly works in the field. The insufficient landscape of the field has led us to become more interested in the relational patterns and networks of scholars through a citation network analysis. The purpose of this study, therefore, was to conduct a citation network analysis of papers published in ETR&D, 1989 to 2011, to examine the trends and issues of the ET field's scholarly community that have evolved in the past two decades.There are three reasons why we selected only one scholarly journal in this study: (1) we chose not to use the Publish or Perish software that many citation analyses currently use as in Zaugg et al (2011) because it is based on Google Scholar whose results are fluctuating and not stable; (2) due to the difficulty of manually manipulating large amounts of data available from the ETR&D within the time frame, selecting more than one journal was beyond our capacity and (3) the ETR&D journal included sufficient information to understand the landscape of ET because it is recognized as a top

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“…However, the literature on social media learning tools currently lacks strategies for designing instruction that leverages these tools for learning (Cifuentes et al, 2009). Designing instruction using social media learning tools in formal and informal learning contexts presents challenges, not the least of which is accounting for the many varied contexts that exist for students.…”

Section: Towards a Model For Designing Instruction Using Social Mediamentioning

confidence: 99%

The social media instructional design model: a new tool for designing instruction using social media

Conley

Sabo

2015

IJSMILE

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Developing a Web 2.0-based system with user-authored content for community use and teacher education

Cited by 17 publications

References 12 publications

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

The landscape of educational technology viewed from the ETR&D journal

The social media instructional design model: a new tool for designing instruction using social media

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