Is Technology a Magic Wand? When Tablets’ affordances meet Teaching Practices: Insights on Didactic Design

Kopciewicz, Lucyna; Bougsiaa, Hussein

doi:10.15804/tner.2018.51.1.06

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…Finally, research about students' selfefficacy and achievement need to be deeply explores. Technology made the teachers possible to develop a new pedagogical approach by constructing their own learning practices (Kopciewicz & Bougsiaa, 2018). The use of the combination between android-basedgame and blended learning in this research could be used as a reference to the teacher in promoting students' self-efficacy.…”

Section: The Effect Of Abg-ftfl Bl and Abg-bl On Students' Achievementmentioning

confidence: 99%

Android-Based-Game and Blended Learning in Chemistry: Effect on Students’ Self-Efficacy and Achievement

Fitriyana

Wiyarsi

Ikhsan

et al. 2020

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The 21st century learning system demands the use of technology in learning instruction. This research focuses on the comparison between the use of android-based-game and blended learning in the Chemistry subject on the hydrocarbon lesson toward students’ self-efficacy and achievement. A quasi-experiment with post-test only design was adopted in this research. A number of 143 eleventh graders from two public senior high schools in Purworejo Regency, Indonesia were selected in a cluster random sampling as the research sample. The sample was classified into three groups depending on the media used, i.e. android-based-game only on face-to-face learning (ABG-FTFL), blended learning only (BL), and both android-based-game and blended learning (ABG-BL). Self-Efficacy Scale (SES) was used to obtain the data of students’ self-efficacy while the hydrocarbon test was used to obtain students’ achievement. One-way Analysis of Variance, Kruskal Wallis test, and descriptive quantity technique were performed in the data analysis, and it is found that the use of these technologies has a significant effect on the students’ self-efficacy and achievement. The use of ABG-BL is better in improving students’ self-efficacy while BL is better in enhancing students’ achievement. Therefore, the use of android-based-game and blended learning can be emphasized as media in chemistry learning to gain better self-efficacy and achievement among students.

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Section: The Effect Of Abg-ftfl Bl and Abg-bl On Students' Achievementmentioning

confidence: 99%

Android-Based-Game and Blended Learning in Chemistry: Effect on Students’ Self-Efficacy and Achievement

Fitriyana

Wiyarsi

Ikhsan

et al. 2020

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“…A few recent studies have applied the SAMR model in designing and delivering a technologymediated learning task or experience, and have found self-reported improvements in various outcomes of interest (Dwiono et al, 2018;Kopciewicz & Bougsiaa, 2018;Radhi & Sabri, 2021;Sardone, 2019;Liu et al, 2022). To exemplify, Liu et al (2022) report improvement in "student perceptions of their cognitive skills, class atmosphere and educational practices," using pre-post questionnaires and focus groups.…”

Section: How Is the Technology Used? -Teacher Ict Behaviormentioning

confidence: 99%

Explaining variation in teachers’ use of ICT: a learning analytics approach

Lomos

Luyten

Kesting³

et al. 2023

Interactive Learning Environments

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Significant attention has been paid to the use of ICT by teachers, especially during the COVID-19 health crisis. This usage has mostly been captured through self-reported survey measurements. Learning analytics can complement such findings, by using log data to document precisely how long teachers use ICT, and what ICT behaviors they perform online. Using log data of 800 teachers, the present study documents their use of ICT in mathematics on a digital learning platform used across Luxembourg during COVID-19 remote education. Our findings confirm the large differences between teachers' use of ICT found in previous research, measured here through the time spent active on the platform. The types of ICT behaviors teachers engage with online, measured via the SAMR model, explain most of this variation. Specifically, more time on the platform is associated with activities that create a meaningful learning experience, and redefined tasks that could engage students as active learners. Experience with the technology, and participation in incentive events and teacher training, explain another significant part of this variation.

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Is Technology a Magic Wand? When Tablets’ affordances meet Teaching Practices: Insights on Didactic Design

Cited by 2 publications

References 3 publications

Android-Based-Game and Blended Learning in Chemistry: Effect on Students’ Self-Efficacy and Achievement

Android-Based-Game and Blended Learning in Chemistry: Effect on Students’ Self-Efficacy and Achievement

Explaining variation in teachers’ use of ICT: a learning analytics approach

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