Using the Flipped Classroom Model in the Development of Basic Language Skills and Enriching Activities: Digital Stories and Games

Girmen, Pınar; Kaya, Mehmet Fatih

doi:10.29333/iji.2019.12136a

Cited by 35 publications

(20 citation statements)

References 23 publications

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“…As our findings present, parents' indicate their concerns by reporting distress that their children: a) are spending excessive screen time (51.55%), b) can be exposed to inappropriate content when using the internet (40.21%), c) engaged in less active play time (58.76%), d) might be negatively influenced by commercial content (11.34%), e) are engaged in less time playing in the yard (51.55%), might develop physical disorders (36.08%), and f) might develop sleeping problems (28.87%). In such cases, while studies (see: Girmen & Kaya, 2019;McCloskey, 2018;Genc, 2014;Vittrup, 2014;Blackwell, Lauricella & Wartella, 2014) highlight the importance of the use of digital technologies in early children's education, our study points towards other imperative aspects in early children education that might lack behind due to the use of technology.…”

Section: Figure 4 Parents' Perceived Benefits Associated With Technology Usementioning

confidence: 70%

Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo

Gjelaj¹,

Buza²,

Shatri³

et al. 2020

INT J INSTRUCTION

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The purpose of this study was to examine preschool teachers and parents' attitudes and their practices regarding the use of digital technologies during preschool education. The main research questions the study intended to address focused on teachers' and parents' attitudes and practices about the role of digital technology supplies in young children's development. The study used a mixed research approach, using in-depth interviews and an online questionnaire. The results have shown that only one of the eight preschool teachers reported a positive attitude regarding the impact of digital technology in children's development. Most of the interviewed preschool teachers showed preference towards authentic play and activities exercising children's psycho-motor skills. However, most of parents have suggested that their children, starting from early years of their development, are exposed to different digital technologies. In conclusion, there are two contradictory findings (progressive and regressive philosophies) among parents and preschool teachers regarding their perceptions and practices on the use of digital technologies in young children's learning and development. The study advocates for continuous cooperation between parents and teachers to ensure prospects of maximizing benefits and alleviating potential risks of using digital technologies in early childhood education.

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Section: Figure 4 Parents' Perceived Benefits Associated With Technology Usementioning

confidence: 70%

Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo

Gjelaj¹,

Buza²,

Shatri³

et al. 2020

INT J INSTRUCTION

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“…Despite its complexity and multifaceted nature, technology has been studied to a great extent in the literature and found to offer a great number of affordances in language classrooms in various contexts such as inclass contexts (Byrd & Lansing, 2016;Ebrahimzadeh & Alavi, 2017;Eppard, Nasser, & Reddy, 2016;Reynolds & Kao, 2019;Samur, 2019;Uzun, 2017;Yang, Quadir, & Chen, 2016), outside-class contexts (Ibrahim, 2019;Lai, 2015;Lai, Yeung, & Hu, 2016;Scholz, 2017), both in-and outside-class context (Basal, 2015b;Evseeva & Solozhenko, 2015;Girmen & Kaya, 2019;Hung, 2018;Kurt, 2017;Lee, 2019;Tan, 2018), education of the underprivileged (Dey & Bandyopadhyay, 2019;Sirin, Plass, Homer, Vatanartiran, & Tsai, 2018;Westin, Männikkö Barbutiu, Perera, & Anuradha, 2016), education of the disabled (Abdallah & Fayyoumi, 2016;Ok & Rao, 2017;Saad, Dandashi, Aljaam, & Saleh, 2015;Singh & Kaur, 2016), teacher education (Benitt, Schmidt, & Legutke, 2018;Howard & Scott, 2017;Kessler & Hubbard, 2017). Although the affordances that technology offers are numerous and undeniable, it is not integrated into today's classrooms as much as desired.…”

Section: Introductionmentioning

confidence: 99%

An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices

Erdin

Uzun

2022

Journal of Educational Technology and Online Learning

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Lots of innovations have been introduced into our lives with the 21st century. They offer great affordances and are benefited in every sphere of life. On the other hand, these innovations change our habits, including our teaching/learning habits. Therefore, actors in educational environments, especially teachers, have to keep pace with such changes, which requires being competent in the use of technological devices. Starting from this point of view, this study attempts to find out how Turkish teachers of English are doing in this process, and if such variables as their sex, age, what level they teach, whether they teach at a private or state institution, how long they have been teaching, and the duration of time they spend in technological environments affect their perceived technology proficiency. Survey research method was used, and data was collected via the Technology Proficiency Self-Assessment Questionnaire for 21st Century Learning (TPSA C-21) (Christensen & Knezek, 2017) from 273 participants. The results indicate that the participants' gender, age, years of teaching experience and what level they teach do not affect their perceived technology proficiency while how much time they spend in technological environments and whether they teach at a public or private school do.

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“…Therefore, using technology in kindergarten institutions is expected to educate, stimulate and be focused on encouraging teamwork. In addition, it also supports playing-based pedagogy, engages children in responsibility, is informative, avoids aggression or stereotypes, encourages parental participation, increases knowledge and safety issues and develops awareness and safety issues, for example, the use of digital stories in interactive learning can increase motivation, involvement, attitudes, attention and children's language skills during language lessons (Girmen & Kaya, 2019).…”

Section: Discussionmentioning

confidence: 99%

Digital literacy curriculum management in kindergarten

Munawar

Fakhruddin

Rodiyah

et al. 2021

CJES

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Education needs to formulate a curriculum that suits the digital era, especially in terms of digital literacy and cyber wellness. This research was conducted to get an overview of digital literacy curriculum management in kindergarten. A total of 122 kindergartens were purposely selected to take part in a survey of this study. Of the 122 kindergartens, 27 kindergartens have integrated digital literacy education in schools, while 95 kindergartens have no integrated digital literacy education in schools. Then, the 27 kindergartens joined a focus group discussion and the results showed that there were six valid and reliable indicators to evaluate the implementation of digital literacy curriculum management in kindergarten, they are: 1)availability of digital infrastructure; 2) competence of managers and teachers in digital literacy; 3) curriculum objectives related to mastery of basic digital literacy competencies in children; 4) digital literacy implementation in school (children’s learning experiences); 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development. In addition, there is a need for a technology integration development module in kindergarten classes that can become a guide for teachers and parents when using digital technology with children. Keywords: Curriculum, management, digital, literacy, kindergarten.

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Using the Flipped Classroom Model in the Development of Basic Language Skills and Enriching Activities: Digital Stories and Games

Cited by 35 publications

References 23 publications

Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo

Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo

An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices

Digital literacy curriculum management in kindergarten

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