The Effect of ICT Assisted Project Based Learning Approach on Prospective ICT Integration Skills of Teacher Candidates

Pilten, Pusat; Pilten, Gülhiz; Şahinkaya, Nihan

doi:10.11114/jets.v5i3.2051

Cited by 11 publications

(9 citation statements)

References 14 publications

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“…The related literature highlights the teacher's role in the integration process of teaching environments with information and communication technology (ICT), including many different dynamics that need to be examined multi-dimensionally (Pilten et al, 2017). Furthermore, Eskrootchi and Oskrochi (2010) declared that computer simulation modeling could be easily Arab World English Journal www.awej.org ISSN: 2229-9327 214 integrated into PjBL, but it involves a detailed plan and implementation.…”

Section: Literature Review Project-based Learningmentioning

confidence: 99%

Effect of Using Whiteboard Animation in Project-Based Learning on Indonesian EFL Students’ English Presentation Skills across Creativity Levels

Suhroh¹,

Cahyono²,

Astuti³

2020

AWEJ

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Technology has big roles in this 4.0 era. It can be applied effectively in the teaching and learning process. This article examines the effect of applying whiteboard animation in project-based learning (PjBL) on English as a Foreign Llanguage (EFL) students' English presentation skills, investigates whether the English presentation skills of EFL students who were taught by using whiteboard animation in PjBL differ significantly across creativity levels, and finds out whether there is interaction or not between the use of whiteboard animation and the students' creativity levels on their English presentation skills. Fifty Indonesian vocational high school students from two intact classrooms were involved and randomly assigned to experimental and control groups by quasi-experimental design and factorial research design. The quantitative data were gathered from both groups through pre-test and post-test. The analysis showed that students who were taught through whiteboard animation in PjBL significantly outperformed those who were trained by using conventional media. It was also found that students' creativity levels (little-c and mini-c) did not affect their English presentation skills. Then, there was no interaction between whiteboard animation in PjBL and students' creativity levels on their English presentation skills. The findings of the study are expected to be useful for other English teachers especially those who want to apply the same method of teaching in order to achieve the students' capacity for critical thinking, communication, collaboration, and creativity.

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Section: Literature Review Project-based Learningmentioning

confidence: 99%

Effect of Using Whiteboard Animation in Project-Based Learning on Indonesian EFL Students’ English Presentation Skills across Creativity Levels

Suhroh¹,

Cahyono²,

Astuti³

2020

AWEJ

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“…In addition, the use of ICT in the classroom could improve the skills of the twenty-firstcentury students, particularly in their critical thinking, problem-solving, communication, and collaboration ( [13], [14]). However, in integrating ICT in teaching and learning, participants need a role model that can demonstrate to them how to use technology efficiently [15].…”

Section: A Ict and The 21st-century Skills Of High School Studentsmentioning

confidence: 99%

ICT and Project-Based Learning in a Rural School: an EFL Context

Santhi¹,

Suherdi²,

Musthafa³

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (Ico

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This paper presents a description of a technology-based English learning in an Indonesian context project completed by rural high school students. It employed a descriptive qualitative research method in a class consisting of 35 students. The data were collected from videotaped observations, interviews with participant representatives, and questionnaires administered to all participants. The project-based instruction (PBL) was implemented in five sessions, with videos uploaded to YouTube as the final product. The paper revealed that the students completed the project satisfactorily and showed their positive attitudes towards the assigned project. Moreover, they claimed that learning using PBL was challenging, motivating, engaging, enhancing their English, and increasing their creativity. During the videomaking phase, some problems were encountered; however, they considered them as challenges to become better at using English. To conclude, it is advisable for EFL teachers to implement PBL integrating ICT. Additionally, at the end of the research, some recommendations for future similar studies are proposed.

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“…Several studies, including (Stozhko, et al, 2015), (Pilten & Pilten, 2017), (Mohamed, 2018) have recommended the need to develop students' action research skills and the need to use new approaches and strategies based on web applications, especially project-based learning through the web, for their great importance and educational benefits and it is also the most appropriate approach to the development of procedural research skills.…”

Section: Problem Statementmentioning

confidence: 99%

Effectiveness of Project-Web Learning Approach in the Development of Action Research Skills among Master’s Students in Oman

Elsayed

2019

SSRN Journal

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The study aimed to prepare a program in action research based on Project-Web Learning Approach, and investigate the effectiveness of this program to develop the action research skills for master's students at Dhofar University in Oman. The study was based on the semi-experimental design of one group (pre-post application). The study sample comprised (27) master's students of Education Department in College of Arts and Applied Science of Dhofar University. Data were collected via the test of action research skills for the sample in the courses of educational research and seminar in curriculum & instruction. The study was carried out during 13 weeks. Data were analyzed using means, standard divisions, and T test. The study concluded that there was a significant difference at (0.01) between the mean grades of students in the pre-test of action research and that of the post-test in favor of the post-test. In light of the results, the study recommended preparing the content of all courses to master's students in accordance with the Project-web learning Approach, and improving the instructors' performance to develop action research skills for their students.

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The Effect of ICT Assisted Project Based Learning Approach on Prospective ICT Integration Skills of Teacher Candidates

Cited by 11 publications

References 14 publications

Effect of Using Whiteboard Animation in Project-Based Learning on Indonesian EFL Students’ English Presentation Skills across Creativity Levels

Effect of Using Whiteboard Animation in Project-Based Learning on Indonesian EFL Students’ English Presentation Skills across Creativity Levels

ICT and Project-Based Learning in a Rural School: an EFL Context

Effectiveness of Project-Web Learning Approach in the Development of Action Research Skills among Master’s Students in Oman

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