Search

This quantitative study identified challenges undergraduates faced in Botswana and predicted their readiness for online learning during COVID-19. A descriptive and correlational survey research design was adopted using the Technology Acceptance Model (TAM). A questionnaire was constructed for data collection from a randomly sampled 75 agriculture undergraduates (n=75) at the Botswana University of Agriculture and Natural Resources. A one-sample t-test demonstrated that undergraduates needed to prepare for online learning. They faced several significant challenges including slow personal laptops and devices, lack of interaction between students and teachers, lack of social interaction within a class, lack of immediate feedback and interruptions in lessons, disturbances during lessons, limited broadband data and frequent technology failures. A one-way ANOVA and independent t-test revealed no age, gender and study year differences among undergraduates for the readiness and challenges. Regression analysis determined lack of interaction in class, lack of suitable infrastructure and insufficient training to use the system are the challenges that predicted undergraduates' readiness for online learning. The preparation of undergraduates for online learning can be enhanced by improving the interaction during online lessons, developing the infrastructure required for online teaching and learning and offering training on the use of online teaching and learning systems.

Self-regulation of learning behaviour is particularly important when it comes to vocabulary learning for academic purposes in a second language because it often needs to be done on a regular and consistent basis and mostly in out-of-class, self-directed settings to be successful. Self-regulation is also vital when this learning takes place using digital activities on smartphones because these are now ubiquitous devices and deeply embedded in both daily life and higher education settings. Features such as notifications from social media applications can end up distracting students from their academic tasks unless they have the capacity to manage and control their behaviour. This naturalistic, mixed methods study conducted with students on an academic English foundation course in a higher education context aimed to measure their capacity for self-regulated vocabulary learning through technology before and after 10 weeks of intentional digital vocabulary learning in out-of-class settings and to see if there was any difference between learning on a laptop and a smartphone. The purpose of this study was to find out if device control was a relevant dimension of self-regulation, which is an under-researched area. The study collected quantitative data through a recently developed self-report survey tool, and differences in scores were measured using Wilcoxon signed-rank tests. Qualitative data was also collected from students through paired-depth interviews, and this was analysed using typological analysis. The results revealed that the students' self-reported capacity for self-regulated vocabulary learning through laptops was significantly higher than their capacity for self-regulated vocabulary learning through smartphones. In addition, commitment regulation when using a smartphone decreased significantly over the 10-week period primarily due to distractions from social media notifications. At the same time, students were aware of when to use each device for different types of learning activities and under different temporal and spatial conditions. Overall, this study showed that device control should be considered an additional dimension of a model of digital, self-regulated vocabulary learning and should also be incorporated into future research in the field of e-learning. In addition, students in higher education need to be given more guidance about the benefits and drawbacks of different devices and how to develop their capacity and strategies for greater device self-regulation.

With the pervasiveness of laptops in the classroom setting, the effectiveness of laptop-assisted note-taking has not been comprehensively investigated. Many inconsistencies in this area still existed with intense debate towards academic performance, learning strategies, and student satisfaction. To fill this missing gap, this study probed the effect of laptop notetaking on the above constructs. The present study applied the comprehensive review by objectively selecting all relative literature from online database, with a main focus on learning areas and conducting the objective procedure. This study covered the positive, negative, as well as neutral effects of laptop note-taking on learning performance. Reasons behind the negative impact and worries were investigated in caution. Tackling the major concerns of distraction and multitasking, this study argued that these concerns might not be the main cause of low performance, individual's characteristics and preference for the teaching styles shall be taken into consideration. Based on the above arguments, this study provided educators with multiple suggestions on alternative pedagogical approaches to improve teaching practice and student learning experience. The satisfaction of courses was probed together with the reasons for low satisfaction which promoted relative teaching instruction and teacher training. In this vein, this study contributed to the laptop note-taking areas by comprehensively analyzing the effect of laptop note-taking on learning strategies and satisfaction, which were unfortunately ignored by previous studies. Moreover, the present study enriches the e-learning knowledge and supports its practice by proving the side effects of simply banning laptops in class and suggests educators to integrate laptops into their pedagogical designs as well as learn more technology-based teaching strategies. Future research should reinvestigate the effect of laptop note-taking in class with more caution and endeavor to enhance the effectiveness of laptop note-taking in the class by capturing all possible variables of student learning, especially technology-relative variables.

Despite the advantages that pervasive tools have brought to education, studies related to the use of pervasive tools are still unclear. The present study systematically reviews the impact of utilizing pervasive tools to provide a comprehensive analysis of 30 research articles published between 2010-2022. The main findings from this study include the types of pervasive tools used and the benefits of utilizing the pervasive tools for learning purposes. The findings of this study provide useful insights into the types of pervasive tools and the impact they have brought on students' learning processes in current higher education settings.

This study reports on the usefulness of computer skills for enhanced teaching and learning among lecturers in an open-distance e-learning (ODEL) environment. Computer skills have become fundamental due to increasing new technological tools of web-based management systems, laptops, digital tablets, learning management systems, webinars, and the applications of Microsoft Teams, Zoom, and WhatsApp manufactured daily. The quantitative research approach was employed in this study where data was collected through an online questionnaire from respondents in two ODEL institutions. The purposive and snowball sampling technique was applied to enable reaching out to lecturers with whom the author has contact in the two ODEL institutions. First, the author purposively approach those in his contacts, before requesting those lecturers he contacted to help spread the good news of his research investigation to other of their contacts. The study sampled 80 lecturers from both countries' ODEL institutions leading to sending out 80 copies of the online questionnaire to the lecturers. Of the 80 online questionnaires sent, only 50 were received. The results obtained were analyzed using Microsoft Excel presented in frequency and percentage. Findings reveal that the purpose of computer skills is to enhance teaching and learning among Lecturers in the ODEL environment between the country's institutions. Exposition to programming languages and applications, ability to navigate within the online platform, use of communication/networking tools of social media of Facebook, Twitter, and teleconferencing tools of Zoom, Skype, Webinar, Webcast, Teams, WhatsApp) were profoundly enabled through computer skills. Findings further indicate that computer skills have influenced lecturers for personal development in multifarious ways, user experience, memory usage, and storage of information, ease students grading, and developing course materials, facilitate instructional delivery of courses/modules taught at a geometric progression, and support lecturers using the asynchronous and synchronous method in teaching and learning. Based on the findings, the study recommends upskilling lecturers to advance their knowledge in computer skills through continual use of new technologies for better and quality services in teaching and learning to meet students' information needs.

The current body of scholarly literature highlights the increasing importance of Mixed Reality (MR) in the field of education since it provides an alternative way through visual stimuli inside an immersive environment. In recent years, the possibility for educators to use Mixed Reality as an additional pedagogical instrument has witnessed notable growth. Furthermore, the implementation of MR technology enhances the perceived benefits of employing it as a solution to the challenges encountered in educating and acquiring sign language skills among children who have hearing impairments or are deaf. The development and testing of deaf-friendly techniques for teaching sign language to Deaf or Hard-of-Hearing (DHH) pupils utilizing modern MR technology is the key endeavor of our research. In light of the specific aspects of the pilot study and the suggestions and preferences expressed by the participants, as outlined in previous attempts, we have endeavored to develop a series of instructional modules on the topic of animals. These modules employ various methods of sign demonstration and incorporate visual representations and concise encyclopedic descriptions. To achieve our research objectives, a total of 21 deaf students, ranging in age from 9 to 14 years, were selected for this study. These students study in a mainstream school that have inclusive educational programs. The participants have been offered two options for evaluation: a laptop and the application specifically designed for the HoloLens 2.

This two-phase mixed methodology study, relevant to STEM educational stakeholders and researchers in emergency remote teaching (ERT) and ICT for education, explored college students' and graduates' attitudes and usage patterns of educational ICT in the U.S. and Japan and identified affordances of the technology for both text and audio-based activities of various lengths. The research was divided into two phases, with the first a qualitative analysis utilizing a questionnaire and coding, which informed the second phase, a quantitative analysis of device and activity associations utilizing k-means analysis. The findings suggest that these participants have a sophisticated understanding of their personal digital ecosystems and practice a form of dynamic "affordance switching" that matches devices to activities. This is reassuring when considering the need for a sudden move to off-site teaching necessitated by an ERT. The k-means analysis identified three main devices out of six commonly used devices and associated those three with specific task characteristics. The Laptop PC was the most universally associated device, followed by the smartphone and traditional paper-based nondigital devices. These findings can inform administrators seeking to supply devices to students during ERT on a limited budget.

Introduction: The initial response of higher education institutions (HEIs) to the COVID-19 pandemic was to shift to online learning as a contingency. However, not all students were equipped with the appropriate resources to make this shift. Research problem: There is scant contemporary research outlining the types of educational resources leveraged by students at a private HEI (PHEI) in South Africa during the COVID-19 pandemic. This limits the ability of PHEIs to develop targeted approaches for student success during similar disturbances. Methodology: Using a quantitative research design, an online survey was administered to second-year to postgraduate students at a PHEI in South Africa. Of the 44715 total student population at the PHEI, a sample size of 387 was targeted, with a total of 239 students responding to the survey. Key findings: The study found that most students had access to resources during emergency remote learning (ERT), with family playing a key role in providing human and financial resources to the student, while the PHEI provided key material resources. Textbooks, data/Wi-Fi, laptop/computer, and mobile phones/smartphones were considered critical, with administrative and academic support staff, online lecturers, videos, and textbooks/eBooks playing a key role in the students' academic performance. Conclusion: By understanding the educational resources (i.e. human, material and financial) that were leveraged by students during COVID-19, PHEIs can streamline decision-making regarding operations, assistance provided to students, and manage online learning in a manner that mitigates pitfalls should events similar to the pandemic occur.

This study aimed to explore whether educated Arabs prefer to read paper or digital materials and which reading technologies and applications they use. The sample consisted of 272 educated Arabs (81% males and 19% females) who are Twitter users, who gave 437 responses to questions, hashtags and threads asking, "which digital media and digital devices do you use for reading, why, the advantages and disadvantages of digital reading vs reading from paper material". Data analysis showed that 71.5% of educated Arabs in the sample read traditional printed books and 28.5% read digitally and use digital reading technologies as follows: 15% listen to audiobooks, 6.5% use Kindle, and 7% use e-Ink, Audible, Storytel, Feedly, text-to-speech software (Read Aloud, Natural Reader Pro and Kurzweil 1000), Instapaper, Evernote, Raindrop, Pocket, Siri, eBooks, Artificial Intelligence (AI), Tarteel, Wajeez, Sibawayh Reader, and Screen Readers such as JAWS, Window Eyes, VoiceOver, Thunder, and HAL by blind students. Digital readers in this study use smart phones, iPads, tablets, and computer screens and are familiar with digital document formats such as Pdf, Epub, Mobi, IPA and AZW. The percentage of educated Arabs who use digital reading and reading technologies and apps is small, taking into consideration that many Arab people have access to the Internet and have a smart phone, a desktop or laptop computer and should be able to access a plethora of reading apps, digital resources, and reading technologies. It seems that many educated Arabs are not familiar with digital reading, eBooks, e-libraries, online reading resources, reading technologies and applications. Digital readers gave some explanations for their preferences and how they use digital media reading, when and where. Some recommendations for familiarizing children, students and the public with digital reading and reading technologies are given.

This study aims to ascertain how potential Turkish language and literature and Turkish teacher candidates tend to mobile learning. In this context, it investigates whether there are any notable differences in these aspiring teachers' attitudes toward mobile learning based on elements like gender, age, major field of study, grade level, personal tablet ownership, computer ownership, income level, social media usage, and enrollment in computer courses. A relational survey model, a quantitative research method, is used in this study. 209 females and 65 males who willingly joined the study at a university in Turkey's east comprise its participant pool. The findings reveal that prospective teachers of Turkish language and literature, as well as Turkish language teaching, strongly endorse the statements in the Mobile Learning Attitude Scale. Furthermore, their attitudes towards mobile learning do not exhibit significant variations concerning variables such as gender, major field of study, grade level, personal tablet ownership, possession of a computer, income level, social media usage, and participation in a computer course. Nevertheless, a noteworthy difference is identified in attitudes towards mobile learning across different age groups. The outcomes imply that while substantial distinctions exist among age groups, the attitudes of prospective teachers in the aforementioned fields do not significantly differ in terms of demographic or technological aspects. These results underscore the importance of integrating mobile learning into teaching and learning. Encouraging positive attitudes towards mobile learning and conducting additional research on this subject are strongly recommended.

In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available ICT resources transforms teaching and learning. I adopted a qualitative, multiple case study research design which was grounded in the interpretive paradigm. Eight teachers were purposefully sampled -- 6 men and 2 women. Semi-structured interviews, non-participant observation and document analysis were the data collection strategies. Data analysis was done according to Creswell's 4 pillars of data analysis. Ethics was maintained using voluntary participation, informed consent, confidentiality, and anonymity. The results reveal limited use of ICT resources to transform teaching. It is recommended that ongoing, inservice training on using ICT resources should be done to assist teachers to transform their lesson delivery. Again, schools should be provided with ICT policies to guide them on how to transform teaching using ICT resources.

Research shows that educators' technology beliefs and experiences strongly shape their technology adoption and utilization in educational practices. This mixed-method study investigated very young children's educators' touchscreen use and their beliefs and experiences in China. Rich quantitative findings (N = 1276) revealed the availability of touchscreen devices mainly computers and laptops in early childhood educational settings and this technology provision aligns with Chinese traditional teacher-centred educational practices. Despite their highly reported digital skills, educators' overall use of touchscreen technologies with very young children was low and there was a lack of confidence in using them with children. It appears that confidence is more influential for Chinese educators in deciding to use technology with very young children than their digital skills. Implications for educational policies and designing effective professional learning and development for early childhood educators to enhance their digital competence are discussed.

Drawing upon 15 semi-structured interviews with teachers at a Catholic school in the British city of Hull, we offer new qualitative insights on the effects of students' unequal access to digital tools when switching to distance learning in the context of COVID-19 school closures. During the 2020-2021 academic year, this school serving pupils from highly dissimilar socioeconomic backgrounds distributed 300 laptops to students who did not own any digital learning device. It emerges that students with limited access to devices suffered negative impacts on their academic performance, and that this effect also applied to students who had access to a mobile device and hence did not receive a laptop. Our interviews also suggest that having to share a device with another family member leads to more absenteeism and a fall in academic attainment. Low parental involvement is shown to have negative effects on students' attainment, particularly for children from deprived backgrounds. Finally, poorer students are seen to become isolated from peers, with diminishing social skills throughout lockdowns due to their lack of access to digital tools.

Over the past decade, there has been an increase of 1:1 laptop schools across the United States. Yet, minimal research exists which examines the experiences of school site administrators as they lead the implementation of a 1:1 laptop school initiative. This case study investigated the roles of principals and assistant principals leading 1:1 laptop schools and how this initiative influenced their leadership practices. A total of eight principals and five assistant principals were interviewed. One hundred twenty-nine teachers participated in an online survey. Findings revealed these school administrators played three significant roles: (1) promoters for risk-taking instruction with technology; (2) models of 1:1 laptop use and (3) stewards of best 1:1 laptop instructional strategies. Leading such schools also caused them to (1) experience a paradigm shift on how teaching and learning could look like in the classroom; and (2) compelled them to reevaluate and improve their leadership practices. As school site administrators consider leading 1:1 laptop schools, they must be prepared for unexpected changes in how teaching, learning, and leading are to be established. Research that examines how school administrators create a culture of risk-taking with technology and how it impacts instruction is recommended.

Augmented Reality (AR) is a technology that has benefited from the massification of computational devices, putting it in the focus of researchers as a novel teaching aid in engineering. For this very reason, a great amount of information about AR in engineering education is emerging constantly. To synthesize the information, a Systematic Literature Review (SLR) was carried out and 4 research questions were raised. It was found out the researcher´s trend for the development and testing of software that takes advantage of AR for engineering students. It was also found that Germany and India are the leading nations on investigations about the investigated topic. On the software side, Unity is the most used tool for creating applications and that the target hardware is smartphone. Finally, the high interest of researchers to increase motivation in students is evidenced in this SLR and recommendations were made based on the researcher's findings.

Background: Much work has focused on "inattention" in the classroom, examining how episodes of task-unrelated thought (i.e., mind wandering) and engagement with various forms of media (e.g., media multitasking, smartphone use) influence retention of lecture material. However, considerably less work has examined factors that may positively influence attentiveness in lectures. Aims: We aimed to explore whether the trait-level tendency to experience 'flow'--defined here as the subjective experience of deep and effortless concentration--is related to in-class reports of engagement and understanding during undergraduate lectures, as well as academic performance. Sample: Participants were undergraduate students in Psychology at a University in Ontario, Canada. Methods: We measured trait flow (i.e., deep, effortless concentration) at the beginning of each semester, and assessed engagement and understanding during lectures via experience sampling probes throughout two semesters in several university courses. Experience sampling probes were presented intermittently using a laptop application. We also measured students' trait mind wandering and grit, and collected students' course grades. Results: The general tendency to experience deep, effortless concentration predicted engagement and understanding in lectures throughout the term, as well as final course grades, over and above students' grittiness and tendency to mind wander. Conclusions: These findings suggest that the everyday tendency to experience flow extends to a classroom environment and has implications for academic success.

This study focused on the potential effects of screen size (smartphone vs. tablet) and text movement (scrolling vs. paging) on integrated understanding of text information, strategic backtracking, and intrinsic reading motivation when Norwegian university students read an informational text on either a smartphone or a tablet by either scrolling or paging. We expected that paging would lead to better integrated understanding of the text and more strategic backtracking than scrolling. Also, we explored whether scrolling would lower the intrinsic motivation for performing the reading task, and whether there were interactional effects of screen size with text movement on integrated understanding, strategic backtracking, and intrinsic motivation. Results indicated that students tended to obtain better integrated understanding when paging than when scrolling, and that those who paged through the text displayed more strategic backtracking than those who scrolled. Further, scrolling on a tablet led to a more positive reading experience than paging on a tablet or scrolling on a smartphone. In addressing two basic aspects of the reading context and the reading activity when students read digital text for understanding, this study provides new insights into the complex digital reading puzzle that may have both theoretical and practical implications.

Along with societal tensions, inequalities in resources, and various debates from all sides, the COVID-19 pandemic has had profound and likely lasting implications for K-12 schools and teacher preparation programs. This article explores how the international pandemic has affected K-12 schools, and thus has affected institutions of higher education as they prepare future educators. Learning platforms had to be implemented to accommodate different learning structures, and teachers and teacher leaders had to modify instruction to reach all learners. Recommendations include that schools needed to adopt and embed more technology to reach students at all levels within the K-12 schools, which relates to the training of candidates seeking teacher licensure.

The purpose of this study was to examine variables related to teachers' perceptions of the impact of a one-to-one laptop program on learning. The participants were fifty-three high school teachers who taught at a school with a one-to-one laptop program. A mixed-methods design was implemented using a survey designed to determine the teachers' self-reported level of technology adoption, demographic variables, professional development needs, and perception of the impact of one-to-one laptop availability on student academic performance. Findings indicate that most teachers identified themselves as Early Majority Adopters. A significant relationship was not found between the demographic variables and the participants' perception of their level of technology adoption. An increase in the participants' self-perceived level of technology adoption was positively related to their belief that students' academic performance improved with the use of laptops. In addition, there was a significant positive relationship between the participants' belief that they had adequate professional development for incorporating the laptops in instruction and learning, and the belief that laptops assisted students with improving the quality of their work. While the findings are not generalizable, results suggest that school librarians must support one-to-one device implementation through student training, teacher professional development, and ongoing technical support.

This study investigated the cognitive and social processes through which high school students acquire the differential concepts through communication in a dynamic geometry environment through some cases. Additionally, we observed how a dynamic geometry environment affects these processes. To achieve this objective, eight students were recruited by using the pre-test results and divided into an experimental group and a control group. The learning environment for the two groups was designed to be the same except for jointly manipulating Geogebra on the laptop in the experimental group. Students' discourse was analyzed using an analysis framework that applied both Piaget's (1959) linguistic categories and Rutherford's (2011) neo-Piagetian model. We found that the dynamic geometry environment improved communication among students and their achievement levels. In particular, graphic and dynamic representations created by dragging stimulated students' interest and increased communication among them. Although the quality of communication was somewhat different in the discourse analysis of the two groups, each participant's role was confirmed in the co-construction of knowledge among all cases of eight students. We expect that precise verbal information on various representations of mathematical content in the process of understanding the concepts of students could be an opportunity to prepare educational environments corresponding thereto.

Using various digital devices, and being faced with digital interruptions is a given for students not only in traditional university classes but also in blended learning courses. Hence, this study (N = 201) at an Austrian university of applied sciences investigated students' perceptions of digital device use and the digital interruptions that they face during webinars and on-campus sessions. Results show that students primarily use the same types of digital devices during webinars and on-campus sessions, i.e., computers for course-related (CR) activities, and smartphones for non-course-related (NCR) activities. Results further indicate that while the majority of students are aware of the interruptive impact that NCR activities have on their learning, the effect on others seems to be a blind spot. The reasons for NCR activities are manifold. Moreover, results suggest that students have difficulties in assessing the actual time spent on NCR activities during webinars.

Being able to coordinate the perspectives of oneself and others is likely to be helpful in educational contexts. For example, teachers need flexible social perspective taking to understand their own perspectives and those of their students. Evidence suggests that reading facilitates social perspective taking because it involves readers coordinating social perspectives. However, there is little evidence on actual flexible perspective taking in educational contexts. In the current research, we assumed that the presence of different spatial, temporal, and social cues with regard to (higher) educational contexts would affect flexible social perspective taking performances of prospective psychologists and teachers. Across two different studies, we employed relational frame theory and a within-subject design (n = 44 undergraduate students in Study 1 and n = 176 teacher education students in Study 2). We analyzed the data by Rasch-trees and general linear modeling. The results showed faster responding on flexible spatial and temporal social perspective taking tasks, involving a fictional college course in "English" rather than "statistics" (Study 1). In Study 2, the results suggested greater accuracy on flexible spatial and temporal social perspective taking tasks involving spatial rather than temporal relations (Study 2). The results shed some light on the integration of different approaches for research on understanding the relevance of flexible social perspective taking in educational contexts. Flexible spatial and temporal social perspective taking may be of benefit to both students in higher education and teachers in school education.

Almost a decade after the massive incorporation of technology into schools in Galicia, Spain based on 1:1 computing programs, where teachers and students have access to laptop computers, this study explored the effects of technology on the lives of children in situations of socio-cultural and economic exclusion. Three case studies were selected from two research projects. Each case study representing three individuals. These studies were analyzed through an ethnographic approach using in-depth interviews and participant observation. The constant comparative method was used, supported by ATLAS.ti 7 qualitative analysis software. The 1:1 policies excluded the family context and the development of digital competence was heavily dependent on the opportunities provided at school. The results indicated that these policies did not reduce inequality because advanced learning experiences with information and communication technology were not provided at school.

The utilization of in-class technology to enhance student learning and increase topic engagement, such as audience response systems, is well-documented. Unfortunately, freely available personal technology such as cell phones and laptops can also act as distractions that reduce learning effectiveness. In this study, which was undertaken just prior to the COVID-19 pandemic, we implemented a guided technology policy that limited access to personal devices in introductory undergraduate anatomy and physiology courses to determine the effect on in-class perception of student engagement and student performance. We utilized grades and surveys to examine the relationship between technology use, achievement, and student perception of the guided technology policy. The results demonstrated that while students in the guided technology class sections of the study all reported a significant increase in feelings of engagement and increased levels of attention paid to the instructor, there was no increase in grades compared to students whose classes allowed free technology use. Thus, while a disconnect was found between perception and achievement, it is clear that selective integration of classroom technology can be beneficial in promoting engagement.

In this study, it is aimed to develop the imagination of primary school students with media technologies and to design it. The research was carried out in the fall semester of 2021-2022. The study with the participation of 346 primary school students was conducted in a screening model. In the study, 4 weeks of training for creating ideas with media technologies were given to primary school students online. In the study, the media technologies measurement tool developed by the researchers was used to collect data. The data collection tool used in the study was reached and collected with the help of their families using an online method. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was concluded that primary school students use media technologies closely and that their imagination powers are strengthened by developing their intelligence with these technologies.

Integrating recent technologies into the education environment is one of the dynamic requirements for teachers of digital age learners. Such requirements oblige teachers to have adequate technology competence and know-how to integrate them into their pedagogical practices. Thus, the present study intends to illustrate English Language teachers' technology readiness profile in a city located on Turkey's southwestern Mediterranean coast. Adopting a mixed-method research methodology, the gathered data were examined to answer the research questions. Findings revealed that over half of the participants have decidedly negative attitudes towards technology integration, and they are not ready to use them in their teaching environments. Additionally, findings revealed a reverse relationship between teachers' daily technology use and e-readiness in their classroom practices. Thus, results showed that the e-readiness of most English Language teachers in the region is entirely below the expectations. Concerning the findings, we suggest that functional and pleasing training, either as in-service or certified promotions, should be organized to nurture positive attitudes towards technology use in the classroom and increase teachers' e-readiness and acquaintance with technology.

Our goal in this paper is to analyze the impact of the implementation of M-Learning methodology on the motivation and assimilation of academic contents. A total of 283 university students participated in our study. They were assessed on two different occasions. For the assessment, a 10-question multiple-answer test set up in the Socrative mobile applications was used. To take into consideration the students' opinion on the experiment a satisfaction survey was used. The results from the global satisfaction survey show that the M-Learning methodology is perceived as a motivating tool (74.6%) which generates a more pleasant environment in the classroom (71%), increases student satisfaction attending classes (80.5%) and helps students acquire learning contents better (72.5%). The repetition and frequency of use of the application increased the final score in all groups (initial-final assessment: 5.9 vs 7.4 points). Data obtained suggest that the M-Learning methodology as a facilitator of content assimilation is useful in the academic environment and is a useful tool for improving the teaching-learning process too.

The aim of this study is to reveal the opinions of social studies preservice teachers about their experiences during an action research on mobile augmented reality. In line with the aim of the study, a total of 46 preservice teachers (25 female, 21 male) studying in the second year of a social studies education program of a state university in the spring semester of the 2018-2019 academic year were determined as the study group. In the data collection phase of the research; focus group interviews, researcher diaries, observation reports were used. During the interview data analysis, the content analysis method was used. The findings obtained from the interviews were also supported by the observation and researcher diaries. Finally, the data about the devices that the participants have and their level of using these devices were collected through the personal information form, and then tabulated and interpreted. The knowledge background of the participants required to perform Mobile Augmented Reality (MAR) activities was found to be inadequate. The participants reported that the use of AR on mobile devices increases accessibility, fosters interest, supports active participation, and improves perception. On the other hand, they reported that that its use in education concretizes the abstract concepts, ensures learning retention, enhances success and encourages collaborative learning. The MAR was also found to be perception-changing, enjoyable, motivating, growth-enhancing, and facilitative from students' perspective. From educators' perspective, the findings indicate that MAR increases productivity, supports the resourcefulness of the teacher, and keeps the teacher social.

This study aims to examine the opinions of classroom teachers about the remedial education of students who were out of education process during the covid-19 pandemics. The holistic single case pattern was adopted in the study. Personal information form and semi-structured interview form were used as the tools for data collection. The work group of this study consists of 11 teachers assigned as classroom teachers. Descriptive and content analysis techniques were applied for the analysis of the data, and the data were analysed and examined in the MAXQDA program. When the results obtained from the study are examined, teachers stated that the attendance rates for the classes were low and that there were students who could not attend the lesson constantly and frequently in the distance education process. In order to increase attendance to class, teachers stated that they used methods such as utilization of the zoom application, making efforts for the provision of donations of the PCs and tablets, and ensuring communication and giving homework assignments via whatsapp. Regarding students who cannot attend the class, problems such as lack of technological equipment, low level of motivation, parents going to work at the same time period, financial difficulties, family problems and irresponsibility of parents were stated besides the literacy problems for the foreign students. Regarding the practices applied, teachers stated that they carried out practices such as sending videos, sharing homework on WhatsApp, trying to provide motivation, making family visits, informing parents about the condition, providing private lessons for free, and offering gifts. Regarding the remedial education, the teachers presented solutions such as repetition of the course, conducting study sessions, offering copies of the texts, face-to-face education and offering rewards, etc. Regarding the possible suggestions, they state that there is a need to strengthen the technological infrastructure, to provide teachers training on web 2 tools, on the effective use of EBA, to develop cooperation with the parents/families, and to take the views of the students and the school administration regarding the pandemic process.

Exploring higher education learners' e-learning experiences and the challenges they encounter is required to equip them with necessary skills and strategies to attain their academic goals (Cooper & Corpus, 2009). By identifying the types of and the frequency of exposure to distractors, the study was specifically geared towards finding out the level of motivational self-regulated strategies, including volition and goal commitment strategies, employed against online distractors during e-learning by higher education learners. The data were gathered through a questionnaire developed after a comprehensive literature review and semi-structured interviews (n = 38). The questionnaire was completed by higher education learners (n = 279), who were found to implement goal commitment and volition strategies at moderate levels despite the high frequency of exposure to distractors. The overall findings imply that equipping learners with motivational e-learning strategies encompassing goal commitment and volition strategies is necessary. This will require more in-depth research conducted to explore the role of self-regulated strategies in predicting learner engagement in the context of online learning.

This study investigates the experiences of English major students at the College of Language and Translation (COLT) in King Saud University, Saudi Arabia, with Emergency Remote Learning and Teaching (ERLT) during the COVID-19 crisis. It focuses on the students' preferences for devices and platforms, and gender differences influencing their choices. The study is of significance because it considers the student-centered learning approaches. The paper also seeks to answer the question as to the factors that lead students to make their preferences for the online teaching tools and devices. A total of 150 students, both men, and women, participated in the study. An online survey was carried out in the form of questionnaires to elicit their responses. The results showed that laptop computers were the dominant devices students used and preferred. They also revealed that the Zoom platform came first in students' preferences, followed by Blackboard. Also, the findings showed that although participants used smartphones in their ERL, they did not recommend it, and it came last compared to laptops, tablets, and desktop computers in their order of preference. Gender differences existed in preferences to desktops and tablets in ERL. Another gender difference existed in preferences to platforms. Women students preferred Blackboard to Zoom while men students expressed the opposite.

Literacy based behavioral interventions (LBBIs) have been used to teach numerous skills, such as requesting an accommodation, engaging in self-regulation, and remaining on-task, to children and adolescents. Electronic-LBBIs (E-LBBIs) have recently emerged in the literature as an effective strategy, using preferred forms of media (tablet or laptop), to teach students in the classroom new skills. Here we discuss how LBBIs work, what E-LBBIs are, and how teachers can use E-LBBIs in their classroom. Vignettes are provided to demonstrate applications to the reader.

In this paper, we retell the process of our collaborative autobiographical narrative inquiry into our experiences of teaching online. Our research wonders come from two questions: What is online teaching? Who are we in this space? Early in our time together we came to understand how our individual backgrounds, experiences, and perspectives have influenced the ways we see, create, and navigate our place, and our students' place, in online classroom communities. We also came to understand how our diverse identities--the stories to live by that we each carry of becoming "teacher"--shaped the ways we live and experience online teaching. From this collaborative experience we see the potential and value of autobiographical narrative inquiry for all those being and becoming online teachers.

This study draws on the analysis of 56 hours of classroom video recordings and daily room usage checklists as well as interview data from students and faculty teaching in a large, flexible, technology-rich, and collaborative classroom, "Collaboration Café." The goal is to explore faculty practices and student perspectives to increase our understanding of pedagogic interactions and the use of space and technology in active learning spaces. Informed by the updated version of Radcliffe's Pedagogy-Space-Technology (PST) framework, we argue the pivotal role of actors (i.e., faculty and students) in an active learning environment to use technology, space, and pedagogy in ways which foster learning. The discussion highlights that the faculty's choice of instructional technique shapes active and collaborative learning behaviors in the classroom. Also, student perspectives provided evidence for satisfaction with room features such as fluidity versatility, and scalability.

Literature has widely explored the learning processes with information and communication technology (ICT) in later life, mostly focusing on the individual learner rather than materialities--such as smartphones, notepads, and handouts. The aim of this paper is to introduce a socio-material perspective by focusing on the question: What role do materialities play in digital learning processes in later life? This paper draws upon a situation analysis of data from a qualitative multi-perspective study. Researchers conducted participatory observations of five ICT courses for older adults in Austria and semi-structured interviews with seven trainers and nine older participants (61-81 years). By identifying three social worlds (digital devices, education, and participants' everyday lives), the findings show how ICT-learning processes are embedded in the everyday lives of older adults and include not only digital, but also everyday materialities, such as pens, paper and books. These material convoys of digital learning in later life are vital in facilitating successful technology appropriation in later life.

The objective of the research was to analyze the levels of computational self-efficacy and information skills in postgraduate students in administration at the time of COVID-19 with the aim of determining their relationship in academic performance. The type of study was a quantitative investigation with a correlational scope. The students were the graduate students in administration. The instruments used were two specific questionnaires with a Likert scale of five points each. The main results indicate that, during confinement, students had a frequency of using the laptop for three or more hours with a fixed connection. The level of their computational self-efficacy had an average of 4.55, which is interpreted as a high level where women were valued to a greater extent; while the level of information skills was 4.00 on average, which implies that, almost always, the participants carry out actions aimed at fulfilling the need for information they need to continue their distance educational process during the confinement, regularly using search, use and organization strategies, as well as the evaluation of information sources.