Search results for author:"Ugur Kale"
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World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 1694–1703
Online forums may have great potential for supporting teacher collaboration; teachers can share with and reflect on one another’s teaching practices “any time in anyplace”. Nonetheless, existing research indicates that teachers appear to produce...
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 885–891
Asynchronous online communication tools such as online forums have been regarded as a potential way to enable teachers to collaborate effectively. By enabling teachers to communicate without scheduling a specific time and a location to meet, these...
Technology, Pedagogy and Education Vol. 23, No. 4 (2014) pp. 471–489
This study examined pre-service teachers' potential use of Web 2.0 technologies for teaching. A coding scheme incorporating the Technological Pedagogical Content Knowledge (TPACK) framework guided the analysis of pre-service teachers' Web...
(2007) pp. 1–122
Asynchronous online forums may have great potential for supporting teacher collaboration; teachers can share with and reflect on one another's teaching practices "any time in anyplace". Nonetheless, existing research indicates low participation in...
Internet and Higher Education Vol. 11, No. 2 (2008) pp. 119–128
This study employed content analysis techniques to examine video-based cases of two websites that exemplify learner-centered pedagogies for pre-service teachers to carry out in their teaching practices. The study focused on interaction types and...
Technology valued? Observation and review activities to enhance future teachers’ utility value toward technology integration
Computers & Education Vol. 117, No. 1 (February 2018) pp. 160–174
This study examined the influence of observation of technology demonstrations and review of relevant text resources on the utility values of mobile and social networking tools that preservice teachers recognize in their reflections. Eighty-two...
Teachers’ Experiences and Attitudes in Engaging Web 2.0 Emerging Technologies for Project-Based Learning
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3268–3273
This study establishes teachers’ experiences with the internet, teaching and project-based learning, examines their attitudes toward Web 2.0 and determines the relationship between these factors with the use of Web 2.0 in project-based learning...
Education and Information Technologies Vol. 19, No. 1 (March 2014) pp. 41–60
Emphasis on 21st Century Skills development has increased expectations on teachers to take advantages of emerging technologies to support student learning. Yet it is not clear whether teachers are well equipped with the necessary skills, support,...
Educational Technology Research and Development Vol. 66, No. 2 (2018) pp. 283–311
Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to ...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4360–4367
This study examined pre-service teachers’ problem solving skills through the use of an online video case study. 80 pre-service teachers participated in the study with a 3-level video presentation by 2-level school teaching between subjects factorial ...
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 1 (March 2016) pp. 60–81
Engagement in game design tasks can help preservice teachers develop pedagogical and technical skills for teaching and promoting critical thinking and problem-solving skills. Through the design process, preservice teachers not only exercise critical-...
Journal of Research on Technology in Education Vol. 44, No. 3 (2012) pp. 177–204
This study examined preservice teachers' problem-solving skills through the use of an online video case study. Eighty preservice teachers participated in the study with a three-level video presentation by a two-grade-level between-subjects factorial ...
From Watching to Learning: A Hands-On Mentoring Model for Teacher Education and Professional Development
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 1687–1693
Our aim in this study is to develop a two-way mentoring model for teachers based on theories of distributed cognition, situated learning and new research on expertise. Our purpose is to extend our understanding of the pre- and in-service teacher as...
Technology, Pedagogy and Education Vol. 25, No. 3 (2016) pp. 355–376
To overcome the digital divide in West Virginia, schools are urged to integrate emerging information and communication technologies (ICTs) such as Web 2.0 and alternative pedagogies to develop students' twenty-first-century skills. Yet, the...
Past Research in Instructional Technology: Results of a Content Analysis of Empirical Studies Published in Three Prominent Instructional Technology Journals from the Year 2000 through 2004
Journal of Educational Computing Research Vol. 36, No. 3 (2007) pp. 269–300
This article reviews and categorizes empirical studies related to instructional technology that were published in three prominent journals: "Educational Technology Research and Development, Instructional Science," and the "Journal of Educational...
Journal of Educational Computing Research Vol. 41, No. 3 (2009) pp. 287–317
This study examines online messages in a discussion forum that a group of K-12 history teachers used to discuss curriculum implementations as part of their professional development. It has 3 main research foci. First, it focuses on identifying the...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 1556–1558
This proposal gives an undiluted insight into designing and developing multimedia instructional content. It incorporates a developmental framework to categorize the major issues encountered possible reasons, and the proposed solutions in...
Journal of Interactive Learning Research Vol. 22, No. 4 (December 2011) pp. 491–522
Preliminary efforts to examine teachers’ online participation and depth of messages have tended to focus solely on message metrics (e.g., counting the number of messages). However, such efforts do not address online messages in relation to one...
International Journal of Mobile and Blended Learning Vol. 7, No. 3 (July 2015) pp. 1–17
Teachers in the US have been increasingly adopting mobile devices for teaching, but little research has examined how pre-service teachers perceive mobile device integration in classrooms. To address this issue, the study developed a research model...
Pre-Service Teachers' and Teacher-Educators' Experiences and Attitudes toward Using Social Networking Sites for Collaborative Learning
Educational Media International Vol. 51, No. 4 (2014) pp. 278–294
Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students' learning. This survey-based study records and examines...
Computers in the Schools Vol. 35, No. 2 (2018) pp. 69–87
This study attempts to determine whether teachers' access to computational thinking (CT) and CT technologies varies by rurality (rural versus urban) of the school county and grade level taught (primary versus secondary). A total of 81 teachers from...
TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 6 (2018) pp. 574–584
Computational thinking is one of the skills critical for successfully solving problems posed in a technology driven and complex society. The limited opportunities in school settings to help students develop computational thinking skills underscores...
Development of an Instrument to Measure Faculty's Information and Communication Technology Access (FICTA)
Education and Information Technologies Vol. 23, No. 1 (2018) pp. 253–269
The phenomenon of "digital divide" is complex and multidimensional, extending beyond issues of physical access. The purpose of this study was to develop a scale to measure a range of factors related to digital divide among higher education ...
Thomas Brush; John Saye; Ugur Kale; Jung Won Hur; Jada Kohlmeier; Theano Yerasimou; Lijiang Guo; Simone Symonette
Journal of Interactive Online Learning Vol. 8, No. 1 (2009) pp. 41–62
The Persistent Issues in History Laboratory for Virtual Field Experience (PIH-LVFE) combines a database of video cases of authentic classroom practices with multiple resources and tools to enable pre-service social studies teachers to virtually...
Jung Won Hur; Thomas Brush; Kyong-Jee Kim; Ashley Tan; Gina Dysard; Xiaojing Liu; Yu Feng; Ugur Kale; Lixin Chen; John Saye
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2259–2260
This presentation describes patterns of collaborative reflection in an online forum. Twenty secondary social teachers, who completed a two-week workshop on problem- based history inquiry in the summer of 2003, participated in an online forum during...