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The digital era is a time when available technology enables access to information, ideas and people from a range of locations, at anytime. Young graduating teachers have grown up using digital technologies and some educators see this generation as digital saviours who will sweep into schools, able to teach the digital generation in
relevant ways. T...
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The Force Concept Inventory (FCI) has been widely used to assess student understanding of introductory mechanics concepts by a variety of educators and physics education researchers. One reason for this extensive use is that many of the items on the FCI have strong distractor choices which correspond to students’ alternate conceptions in mechanics....
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... I was concerned about using this method with the children because when I tried this method with adults it was challenging to understand what 'talking about your thinking' means. For this reason, I used a strategy implemented in a previous study (Starkey, 2010), which was to prepare some short, direct questions as 'prompts'. That made it easy for the student to manifest their thinking while they were using their devices. ...
http://researcharchive.vuw.ac.nz/handle/10063/9396
Using digital devices in primary classrooms has become a common practice in many schools around the world. A considerable amount of research has explored this phenomenon. However, the majority of studies published in highly ranked educational technology journals have focused on the effectiveness of interventions related to using digital devices in primary classrooms and few studies examine students’ use of digital devices during learning which reflects a dominance of the reductionist approach in studying classroom environments. While there is rich literature addressing the outcomes of using devices, much is still unknown about the use itself.
The present study aimed to understand how students use digital devices in classroom learning activities. It explored the ways of use, the factors that shaped these uses, and how the uses contributed to the purposes of learning activities. Approaches used to study phenomena in open recursive systems, such as classrooms, should be different from approaches used to study phenomena in closed systems under controlled conditions. Therefore, Complexity Theory provided a framework to understand the socio-materiality of digital devices in classrooms learning. In addition, Actor-Network Theory was used to study the phenomenon in action and Biesta’s (2009) framework of the functions of education to understand the contribution of the uses to educational purposes.
This multiple case study was conducted in New Zealand within two schools where two teachers and seven upper-primary students participated in the study. Data were collected across six months through observations, semi-structured interviews, group interviews, informal conversations, student think-aloud interviews and artefacts from learning including video screen-captures. Data were coded and analysed using the thematic analysis and an abductive strategy.
From a synthesis of the findings a ‘Using Devices for Classroom Learning’ model was developed in which seven patterns of use were identified. The children used their devices as a source of information, means of communication, production medium, external personal memory, collective memory coordinator, trial-and-error learning space, and as a research tool. Interconnected factors shaped these uses which were related to the educational system, school and classroom environment, teachers, students, and digital technologies. The findings showed how the seven uses contributed to the educational purposes of classroom learning which were classified into students’ qualifications, socialisation, and subjectification. However, some of these uses led to undesirable influence on students’ learning.
This study provides theoretical and practical contributions to the field of using digital technologies in education. Complexity thinking, as a holistic approach, sheds light on blind spots of the educational process and acknowledges the complexity and uncertainty when using devices for learning in social complex systems such as classrooms. What emerges in classrooms does not result from separate factors but from a network of relationships and interactions of interconnected factors. The model developed provides an analysis tool for researchers and assists educators and policymakers to understand and anticipate the role of digital devices in classroom learning.
... factors to the learning of students (Starkey, 2010). All these are observed to measure the learning of the students in webinars. ...
... Employing Starkey's (2010) Generic Logic Model of Digital Technology Use to measure the impact of webinar revealed that there was significant differences between the respondents' pre-and post-webinar knowledge. There was a 0.56 increase (from 3.16 to 3.72) in the students' knowledge level after attending webinars. ...
The COVID-19 pandemic forced a major shift from traditional face-to-face classrooms to online learning seminars, popularly known as webinars. This paper gauges the impact of this abrupt transition to online-based learning platforms, the learning experiences of students. Using the inclusion criteria, 50 students from different State Universities and Colleges (SUCs) were chosen to be the respondents of this study. The researchers used Google forms as an online survey questionnaire to gather qualitative and quantitative data. Thereafter, the data were analyzed using the Generic Logic Model of Digital Technology Use, taking into consideration the following aspects: (1) digital technology used, (2) factors for learning, and (3) barriers. As far as digital technologies are concerned, Zoom was the predominantly used platform for conducting webinars with 45.2%. Most of the respondents were engaged participants since 96% of the webinars attended had an open forum portion. Meanwhile, for learning purposes there is a statistically significant difference of a 0.56 increase the respondents' knowledge-level, which was measured in pre-webinar and post-webinar evaluations. The respondents demonstrated learning, based on the positive results of their post-webinar experience which showed a high significant development particularly in the use of video conferences. The results showed that webinar platforms contributed to the respondents' development, both academic-related and personal. In addition, the researchers found out that the engagement of speakers to the participants through the use of visual presentation and audiovisual presentation is an essential contributing learning factors on webinars. But the negative side of online learning is the unstable internet connection which hinders the learning from the students.
... Therefore, it is reasonable to suggest that Facebook enables self-paced learners to informally learn new English vocabulary independently and with the aids of capable others. Recent studies by Dale (2010), Starkey (2010) and Al Mubarak (2017) show that learners seemed to be motivated as they were using social media such as Facebook, where they can learn language at their own pace. Another example of learning new vocabulary on the EFPs is illustrated in Figure 4. ...
This study aimed to scrutinise how learners learn English language informally on Facebook. Employing an ethnographic qualitative approach, data for the study were generated from participant observations for a period of six-months involving 275 participants. Three verified Educational Facebook Pages (EFPs) with the highest number of users were chosen to be observed. Data from participant observation were analysed using a thematic approach. The findings of this study revealed that the EFP users focused on grammar and new vocabulary when learning English informally on the site. They exchanged information, and sought for advice and clarification as part of their learning process. This paper argued that Social Networking Sites (SNS), especially Facebook, are a potential online affinity space to learn English language informally. At the same time, the findings of the research are hoped to be useful to educational technology system developers and curriculum makers, especially for the design of web-based learning processes which would be more reachable to the learners of twenty-first century.
... These studies only focussed on the affordances and drawbacks of Web 2.0-based teachinglearning contexts in formal education (Anderson, 2007;Egert, 2012;Jokisalo & Riu, 2009;Starkey, 2010) and on its uses in formal language acquisition (Boudreaux, 2010;Mills, 2011;Shihab, 2008;Ullrich et al., 2008). This research study aims to bridge this gap and add to the body of knowledge on the current perceptions among Malaysian university students about their informal learning of ESL via Web 2.0. ...
... This research study aims to bridge this gap and add to the body of knowledge on the current perceptions among Malaysian university students about their informal learning of ESL via Web 2.0. Researchers have argued that investigations into Web 2.0-based education regarding the use of language are still rare (Armstrong & Franklin, 2008;Starkey, 2010). At the same time, there are clear limitations in terms of quantity and quality of the research conducted to date on educational uses of Web 2.0 applications; indeed, the available studies were conducted on the general use of such technologies (Sefton-Green, 2004;Selwyn, 2008). ...
Recent advances in Web 2.0 technology offer global authentic materials and a natural context to promote learner independence in informal ESL acquisition. This paper presents a report on research onthe effect of Web 2.0 technologies on Malaysian university students’ informal learning practices. The researcher applies a mixed-methods approach combining multiple data sources (i.e. on-line self-reported surveys and focus group interviews) and analytical methods. Questionnaires are used togenerate quantitative data from the university student population (N=400) through the on-line self-reported survey. Five in-depth focus group interviews comprising 20 students are conducted. This stage aims to contribute further insights into these issues. Finally, the analysis integrates the results of the two methods during the interpretation stage. A majority of the Malaysian university students (ESL learners) surveyed found informal learning mediated by web 2.0 tools to be a useful and motivating practice. The research finds that context-sensitive, web 2.0 tools are valuable for motivating informal learning.
... The value to this finding rested with the understanding that giving learners choices and valuing their preferences through these activities likely influenced learners" mindfulness of learning (Antenos-Conforti, 2009). Therefore, social networking media has enabled students to adopt new learning behaviors, cooperative "trial and error" practice (Brown, 2006;Duke, 2010;Starkey, 2010;Ullrich et al., 2008), mutual engagement and responsibilities consistent with the realities of a rapidly changing of virtual community. ...
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
... Indeed, student behaviour was sometimes seen as a barrier to the use of digital technologies. For example, the social networking tool was restricted to instructor usage due to the inappropriate use of the students, and some technically-minded learners had caused restrictions on student access (Starkey, 2010). Moreover, Ullrich (Schultz, 2011). ...
... The social networking tools make it harder to access some types of educational response and information especially in the formal classroom. For instance, a lack of experience in using social networking tools to understand concepts or develop subject specific skills could be a barrier to using social networking technologies to create knowledge (Starkey, 2010). In addition, -meaningful social interactions‖, -error correction‖, and -negotiation of meaning‖, did not happen in the formal (Facebook) context (Mills, 2011). ...
... They must make do with an effort to discover the technologies and how they can be utilized efficiently in learning. Starkey (2010) writes that it is challenging to apply updated lessons beyond virtual spaces, especially for teaching and learning outside the university. The use of external arrangements can mean that students have to make use of countless extra user terms and passwords and their user space becomes fragmented. ...
... The research questions do not exist in isolation. A logic model (or graphic organiser) (figure 1, adapted from [23]) has guided the data gathering and analysis and the four research questions were embedded in the logic model. They are connected, and through the connections a greater understanding of teaching digital media literacy in the digital age will be constructed. ...
... These constructs are reflected in the underpinning assumptions of schooling and teaching throughout this article. From a complexity theory perspective, each school, region, department and network of teachers has the characteristics of a complex system with unique variables or parts, such as its history, culture, community, leadership, learners, policies, communication networks, structures, resources and considerations for practitioners, policymakers and future researchers, to consider within their context Starkey [23]. ...
... Logic model causal map to guide research(adapted from[23] ...
Digital technology for teaching practice students means the ability of student teachers to use digital
artefacts as integral part of their pedagogical content knowledge. Student teachers need to be also aware of what implications this has for teaching and learning strategies plus the building aspects in the lesson presentation. A new approach to teaching practice, calibrated for the 21st century, requires teachers to be willing to assist the student teachers in this regard. The teaching practice period is meant to expose
student teachers to the most sobering technological frontier in history because they inherit a complex set of global dilemmas and this emphasise the rational of this study. The proposed study aims to prepare teaching practice students for the classrooms of the future. Teachers often expressed their lack of confidence in their digital technology skills and this can implicitly affect their attitudes towards the use of digital technology in their teaching. Therefore, the presenters argue that, the teaching practice student should be empowered in the fast-paced digital environment of the current millennium generation. Teachers often do not expect learners to be
sharing knowledge through connections. This is a key aspect of learning in the digital age within a connectivist learning theory. The empirical research has been conducted in an interpretive qualitative paradigm underpinned by a complexity theory conceptual framework. Convenience sampling has been used in this study. One teacher from each of the three secondary schools in Gauteng has been selected to participate. This study has challenged the participating teachers to reflect on their own teaching praxis when using digital technology as an integrated part of their pedagogical content knowledge. One of the outputs of this research study is a model for teachers to use as an example for training the teaching practice students. This model can also be a source of information for digital technology literacy education. The intention is to guide teaching practice students to develop their own programmes for digital technology literacy to meet the teaching demands for the 21st century.
Keywords Digital Technology Literacy Education, Teaching Practice, Millennium Generation, Digital Artefacts
for Pedagogical Content Knowledge
... Another important learning strategy that students commonly apply when using digital technologies is a trial and error strategy (Duke, 2010;Nor Fariza, Hazita & Afendi, 2012;Starkey, 2010;Ullrich et al., 2008). Typically this involved learners trying out something and, if not successful, looking for online help or asking a peer. ...
... The research clearly identified that participants were purposefully adept at being good learners, Volume 14(1), February 2014(http://dx.doi.org/10.17576/GEMA-2014-1401 ISSN: 1675-8021 especially through the multiple identities they adopted (Wenger 1998;Mills, 2011) and their own trial and error (Ullrich et al., 2008;Duke, 2010;Starkey, 2010). They mutually negotiated and expressed themselves through repeated practice and rehearsal (Shihab, 2008;Boruta et al., 2011;Branch, 2012) of informal learning, to aid in the development of both social and personal learning of ESL. ...
Web 2.0 popular platforms such as Facebook, YouTube and Wikis offer an emerging social networking practice, collective intelligence and a natural context to promote learner independence in informal ESL acquisition. This paper presents a review of recent research that investigates "the perceived learning strategies of Malaysian university students in Web 2.0-based informal learning of ESL". The main research question considers how ESL learners account for the strategies of Web 2.0-based ESL learning when they engage with these tools in informal, learning settings. Questionnaires were used to generate quantitative data from the university student population (N=400) through an on-line self-reported survey. Results suggest that the majority of the Malaysian university students (ESL learners) surveyed use learning strategies with Web 2.0 tools for their English informal learning that are intentional and purposeful, and provide valuable lifelong learning experiences too. Powerful shared intentions and thoughts guide actions, shared practice and sociocultural mediation through Web 2.0 tools and roles in this informal learning activity system, locally and globally. These learners also seek help from their peers and their own independent research, using web 2.0 tools to practice in communicative language learning environments outside of the classroom in more relaxed atmosphere. This media has enabled students to adopt new learning behaviours, cooperative practice, mutual engagement and responsibilities consistent with the realities of a rapidly changing virtual community. The participants also expressed strong positive experiences and perceptions towards learning strategies with Web 2.0 tools towards their meaningful English informal learning.
... Another attempt to show the influences of ICT on Shulman's PRA model is presented by Starkey (2010aStarkey ( , 2010bStarkey ( , 2011. She has proposed a model of teacher pedagogical reasoning and action for the digital age (see Figure 6). ...
... Starkey includes the New Comprehensions along with Wilson et al (1987) but Webb et al (Webb, 2002(Webb, , 2011Webb & Cox, 2004)have not included this as a separate process in their models. Figure 6 -Model of teacher pedagogical reasoning and action for the digital age (Starkey, 2010a) This work has been included in this literature review as it shows an attempt to use Shulman's pedagogical reasoning from an ICT perspective. These models highlight the importance and influences on pedagogical reasoning but do not define teacher's pedagogical reasoning. ...
Teacher quality matters. As stated by Kind (2016) “pedagogical content knowledge...offers a potential contribution to developing high quality science teacher education” (p.123). This study explored the relationship between the developing espoused TSPCK of PGCE pre-service teachers and their classroom practice (enacted TSPCK). According to Kind (2016), teachers have to be educated effectively if they are expected to promote student achievement. A PGCE teacher development program is typically a one-year program that hosts pre-service teachers who have completed a non- teaching qualification degree and have switched into a teaching career. This study focused on a cohort of eight (8) 2018 PGCE physical science pre-service teachers registered for a chemistry methodology course. The class had explicit discussions of the knowledge for transforming content knowledge of chemical equilibrium. Data collected constituted a set of pre, intermediate and post CoRes on chemical equilibrium, accompanied by 2 video recorded lessons delivered by three (3) pre-service teachers on the topic. The analysis of collected data was mainly in- depth qualitative analysis for evidence of TSPCK, represented for comparison pictorially using a TSPCK Map (Park & Chen, 2012). Explicit links between the evidence of developing TSPCK during the coursework and that seen in the enacted classroom were highlighted. The findings revealed: a visible learning progression across the intervention; the quality of the teachers’ espoused TSPCK grew remarkably from basic to developing after the treatment. The links in the pre-service teachers’ espoused TSPCK level was evident in their teaching with their enacted TSPCK mainly at a proficient level. An argument for what is to be considered for description of quality teaching from the TSPCK perspective is presented.
