A Necessary Addiction: Student Conceptualizations of Technology and Its Impact on Teaching and Learning

Bauer, Laurie

doi:10.1080/10790195.2017.1365668

Cited by 8 publications

(4 citation statements)

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“…In phenomenology, the researcher focuses on a certain concept of phenomenon, and collects data by making interviews with the participants (Fraenkel, Wallen and Hyun, 2012). In the course of the investigation, the related literature was reviewed to develop the data collection tool (Nikitina and Furuoka, 2008;Strugielska, 2008;Shaw and Mahlios, 2008;Saban, 2009 andAydın, 2010;Güner, 2012;Özkan and Taşkın, 2014;Baş and Gezegin, 2015;Beyoğlu and Ergin, 2017;Ekici and Akdeniz, 2018;Bauer, 2018). Then, to bring together the metaphors the participant prospective teachers have regarding the concept of homeland, they were given a form on which is written "Homeland is / similar to ……., because ……."…”

Section: Data Collectionmentioning

confidence: 99%

“…There are number of researches in several disciplines at both national and international levels involving usage of metaphors in education (Grady, Fisher and Fraser, 1996;Nikitina and Furuoka, 2008;Saban, 2009;Strugielska, 2008;Thomas and Beauchamp, 2010;İbret and Aydınözü, 2011;Güner, 2012;Tortop, 2013;Özkan and Taşkın, 2014;Baş and Gezegin, 2015;Hamilton, 2016;Güçlü and Duran, 2017;Doğan, 2017;;Beyoğlu and Ergin, 2018;Storlie, Giegerich, Harris and Byrd, 2018;Çatak and Yıldız, 2018;Duran and Aladağ, 2018;Bauer, 2018;Değirmenci, 2019). However, it has been observed that there is only a limited number of studies which comparatively examine the perceptions of prospective teachers being educated in different departments regarding the meanings which they attribute to the concept of homeland.…”

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confidence: 99%

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Examination of Prospective Teachers’ Perceptions of Homeland: A Phenomenological Study

Değirmenci¹

2019

Review of International Geographical Education Online

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Homeland can be described as the territory in which people who are bound to each other with several ties and have common values. It's one of the most valuable heritages which has been left to us from former generations, and will be transformed to future generations. There are great responsibilities on us, families, education and especially our teachers as an important elements of education to protect and transfer it to future generations. The reason is that patriotism begins in the family and continues in educational environments. An examination of the renewed primary and secondary education programs in terms of general objectives and contents revealed that there is a conscious effort for children to gain such values as consciousness and love for the homeland, and patriotism in especially social sciences and geography classes. Therefore, perceptions of prospective teachers regarding homeland, who will raise future generations, are important. The purpose of this research is to study perceptions of prospective teachers regarding the concept of homeland. The population of the study consists of 157 prospective classroom teachers, 98 of whom are females and 59 males, who were being educated in three different departments (social studies, Turkish and classroom teaching) in the Fall semester of 2018-2019 Academic Year. Phenomenology, a qualitative research method, has been employed in the research. The data collected were analyzed by the technique of content analysis. According to the findings of the research, the prospective social studies teachers came up with 28, prospective classroom teachers came up with 27 and prospective Turkish teachers came up with 28 valid metaphors about the concept of homeland, which makes a total of 83 different metaphors. In addition, the participants' most preferred metaphors about the concept were the metaphors of mother, home, family, house and earth.

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Section: Data Collectionmentioning

confidence: 99%

mentioning

confidence: 99%

Examination of Prospective Teachers’ Perceptions of Homeland: A Phenomenological Study

Değirmenci¹

2019

Review of International Geographical Education Online

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“…In Phenomenology research, the researcher focuses on a specific concept or phenomenon and collects data after interviews with participants (Fraenkel, Wallen and Hyun, 2012). While developing a data collection tool during the research process, the relevant literature (Shaw and Mahlıos, 2008;Saban, 2008;Aydın, 2010;Beyoğlu and Ergin, 2017;Bauer, 2018, Değirmenci, 2019 was first examined. Then, the concept of direction towards participants in order to collect the metaphors they have used in related studies "Direction...e/like/is like.…”

Section: Data Collectionsmentioning

confidence: 99%

Examination of the Metaphors of Classroom and Social Sciences Teacher Candidates Related to the Concept of Direction

KUZEY¹

2020

Review of International Geographical Education Online

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The aim of this research is to demonstrate the perception of the direction concept of the prospective teachers in the departments of classroom education and social sciences education through metaphors. For this purpose, the research was conducted in 2018-2019 academic year with a total of 174 teacher candidates studying in social sciences teaching and elementary education departments of the faculty of education of a state university in Turkey. One of the approaches to qualitative research, the phenomenology (phenomenology) design, was used in the study. The views and thoughts of the working group on the concept examined "the concept of direction... like/is similar to because ..."collected by ınterview form consisting of his statement. Content analysis technique was used in the analysis of data. According to the findings of the study, participants developed a total of 81 valid metaphors for the concept of direction. These metaphors have been collected under 11 different categories. As a result of the study, the most preferred metaphors for the direction concept of the participants were the words Sun, Pole Star, Road, Compass, book and clock.

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“…Las últimas dos décadas han sido el escenario propicio para el desarrollo tecnológico creciente que ha permeado todos los aspectos de la vida del ser humano (Bauer, 2018), generando cambios en todos los ámbitos de la sociedad y permitiendo que muchas personas tengan acceso a la web, telefonía móvil, tabletas y comunicación global. Los jóvenes de hoy, que han nacido y crecido inmersos en la tecnología, desde el principio han contado con computadores, videojuegos, música digital y telefonía móvil; esto implica que piensen y procesen la información de manera diferente y sean reconocidos como nativos digitales, porque se han educado utilizando la lengua digital particular de Internet (Kesharwani, 2020); y este uso se ha convertido en un fenómeno internacional (Baron & Campbell, 2012).…”

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La integración de dispositivos móviles en el aula para la enseñanza del álgebra: el caso de la función lineal

Ballesteros-Ballesteros

Torres

Rodríguez

et al. 2022

educ.humanismo

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Objetivo: Describir los efectos y las experiencias de la incorporación de la aplicación “Calculadora Gráfica” de GeoGebra para el aprendizaje de la función lineal con estudiantes de undécimo grado a partir de la integración de dispositivos móviles al aula de clase. Método: Desde el paradigma pragmático, se empleó un diseño explicativo secuencial para orientar los esfuerzos investigativos conducentes a validar la hipótesis relacionada con una influencia positiva del aprovechamiento de teléfonos inteligentes y tabletas en el desempeño escolar. En la etapa cuantitativa se realizó un diseño experimental de cuatro grupos de Solomon y durante la etapa cualitativa se empleó un test actitudinal y se aplicaron entrevistas semiestructuradas con estudiantes que participaron del tratamiento con la aplicación móvil. Resultados: Los resultados obtenidos en el postest por los grupos experimentales fueron superiores a los obtenidos por los grupos control que recibieron una intervención mediada por recursos didácticos tradicionales y los estudiantes que recibieron el tratamiento manifestaron mayor interés y motivación por el aprendizaje del tema abordado. Discusión y Conclusiones: La integración de dispositivos móviles en el aula promueve otras formas innovadoras de aprender y desarrolla habilidades en los estudiantes, favoreciendo su motivación e interés.

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A Necessary Addiction: Student Conceptualizations of Technology and Its Impact on Teaching and Learning

Cited by 8 publications

References 12 publications

Examination of Prospective Teachers’ Perceptions of Homeland: A Phenomenological Study

Examination of Prospective Teachers’ Perceptions of Homeland: A Phenomenological Study

Examination of the Metaphors of Classroom and Social Sciences Teacher Candidates Related to the Concept of Direction

La integración de dispositivos móviles en el aula para la enseñanza del álgebra: el caso de la función lineal

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