Pupils, teachers &amp; Palmtop computers

Robertson, Scott; Calder, Jame E.; Fungi, P.; Jones, Ann; O’Shea, Tim; Lambrechtst, G.

doi:10.1111/j.1365-2729.1996.tb00051.x

Cited by 33 publications

(22 citation statements)

References 9 publications

(8 reference statements)

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“…Another teacher constraint identified in this study was teacher resistance (Lam, 2000;Robertson et al 1996), due to their fear of increased workloads and/or change. Lack of support from the stakeholders was also seen to be a determining factor in this study, a problem which has received mention in other studies as well (Marandi, 2010).…”

Section: Resultsmentioning

confidence: 98%

Iranian EFL teachers’ perceptions of the difficulties of implementing CALL

Hedayati

Marandi

2014

ReCALL

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ReCALL 26(3): 298-314. AbstractDespite the spread of reliable technological tools and the availability of computers in Iranian universities, as well as the mounting evidence of the effectiveness of blended learning, many Iranian language teachers are still reluctant to incorporate such tools in their English as a foreign language (EFL) classes. This study inspected the status quo of technology integration in Iranian EFL classes and investigated the obstacles, as perceived by the Iranian EFL teachers, toward implementing CALL in Iran. First, 100 EFL teachers completed the Teacher Technology Integration Survey developed by Vannatta and Banister (2009), to help estimate technology use in EFL classes. Then the researchers interviewed twelve teachers, comprising two EFL teacher educators with no CALL experience, four teachers with the experience of integrating technology in their EFL classes, four EFL teachers who had recently finished an online CALL teacher education program, and two EFL teachers with no CALL experience. The semi-structured interview questions were designed by the researchers, one of whom has extensive experience with CALL, and were revised based on the suggestions of a colleague with expertise in teacher education. One of the researchers conducted the interviews, each of which lasted for 30-50 minutes. The researchers used structural content analysis of the interview transcripts to find themes relevant to the research question. The results suggest that on the whole, Iranian EFL teachers do not usually integrate digital technology into their classes; and the obstacles in implementing CALL in language classrooms could be classified into three categories: teacher, facility, and learner constraints. Each of the categories is discussed in detail and suggestions are provided for promoting CALL in the Iranian context.

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Section: Resultsmentioning

confidence: 98%

Iranian EFL teachers’ perceptions of the difficulties of implementing CALL

Hedayati

Marandi

2014

ReCALL

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“…Studies investigating the potential use of palmtop computers as learning tools have primarily been conducted within school settings [e.g., 4,8,9], although recent projects in the United States have also begun exploring the use of such devices in college and university settings [e.g., 10, 11]. Fung et al [2] speak of a 'paradigm shift' towards portable computing in education, likening it to the historic shift from reading as an activity that took place only in centres of learning to an activity that became an integral part of everyday life.…”

Section: Palmtop Computers As Learning Toolsmentioning

confidence: 99%

Students' experiences with PDAs for reading course materials

Waycott

Kukulska‐Hulme

2003

Personal and Ubiquitous Computing

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Abstract:The availability of text reading and editing software for Personal Digital Assistants (PDAs) makes it timely to consider whether PDAs are useful tools for reading learning materials. This paper describes a study that evaluated the use of PDAs for reading by students on a Masters course run by the UK Open University. The evaluation consisted of pre-and post-questionnaires, and follow-up interviews. In addition, students discussed their experiences in a computer-based conference. Findings show that while the portability of the device was welcomed by students, and the electronic format was advantageous, limitations such as the small screen size, navigation difficulties, and slow and error-prone methods for entering text, made it difficult to read and interact with documents. The paper recommends that further research consider the value of PDAs as reading devices in the context of other potential ways that PDAs can be used as learning tools.

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“…Although not all studies found evidence of gender differences, virtually every study that did reported that males are advantaged. Males are more likely to own a computer (e.g., Durndell & Lightbody, 1993), use it more often (e.g., Robertson, Calder, Fung, Jones, O'Shea, & Lambrechts, 1996), have greater computer experience (Bannert & Arbinger, 1996), and report more support from parents for computer use (Reinen & Plomp, 1997). Males are more confident about their computer abilities than females (Durndell & Haag, 2002;Murphy, Coover, & Owen, 1988).…”

Section: Computer Self-efficacymentioning

confidence: 99%

Self‐assessment in a technology‐supported environment: the case of grade 9 geography

Ross

Starling

2008

Assessment in Education: Principles, Policy & Practice

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We investigated the impact of self-assessment training on student achievement and on computer self-efficacy in a technology-supported learning environment (grade 9 students using Global Information Systems software). We found that self-assessment had a positive effect on student achievement, accounting for 25% of the variance across three measures. The treatment effect was as large for females as for males and for those with low initial self-efficacy as it was for those with higher scores. In addition, self-efficacy increased more in the control than in the treatment group. We interpreted the self-efficacy results to be a positive outcome of the treatment: teachers may have used self-assessment training to depress the inflated selfperceptions of some teenagers. 4Self-Assessment in a Technology Supported Environment:The Case of Grade 9 Geography Most teachers include self-assessment in their repertoires (Noonan & Duncan, 2005), particularly if they are enacting assessment reform in their classrooms. Self-assessment embodies many of the key features of assessment reform (as defined by Aschbacher, 1991;Newman, 1997;Wiggins, 1993;. For example, interpreting one"s performance using explicit criteria meets the reform objective that assessments involve higher-level thinking and disciplined inquiry. Selfassessment that makes visible the procedures, criteria and standards of assessment meets the reform goal of transparency. Negotiating differences between student and teacher appraisals addresses the reform expectation that assessments provide students with opportunities for feedback and revision during the task. A central element of assessment reform is the expectation that assessments will contribute to improved student. However, evidence of the consequential validity of self-assessment is derived almost entirely from studies of classrooms in which technology is not in high use. In this article we will present the results of a study that investigated the consequential validity of self-assessment in a technology-supported environment (grade 9 Geography).In this article we will first review research on self-assessment to demonstrate that selfassessment is a valid and reliable technique for assessing student performance, particularly in contexts in which self-assessments are used for formative rather than summative purposes; that self-assessment contributes to student achievement in regular classrooms; and that few studies of the effects of self-assessment in technology-rich classrooms are available and these produced mixed results. We will argue, from a theoretical model of the mechanisms that link self-5 assessment to achievement, that researchers need to include student self-efficacy beliefs in examining the achievement effects of self-assessment in technology-supported learning environments. From this foundation we will report the results of a study of self-assessment involving Geography students in their first high school year. Foundation for the Study Self-assessmentIn this article we will follow Klenowski"s ...

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Pupils, teachers & Palmtop computers

Cited by 33 publications

References 9 publications

Iranian EFL teachers’ perceptions of the difficulties of implementing CALL

Iranian EFL teachers’ perceptions of the difficulties of implementing CALL

Students' experiences with PDAs for reading course materials

Self‐assessment in a technology‐supported environment: the case of grade 9 geography

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