1,720,960 research outputs found
Testing the Effects of Technological Barriers on High School Teachers' Role in Technology Integration
No full textThe extent of barriers in technology integration that teachers have faced in the teaching-learning process has long been the focus of researchers. The main purpose of the current study is to map the perceived internal and external barriers of teachers on TAM while integrating technology into their classroom. The proposed comprehensive model was extended with the internal and external barriers and analyzed by the structural regression technique. The findings, from a sample of 399 teachers across Turkey, show that internal technology barriers have a direct effect on perceived usefulness, perceived ease of use, attitudes, and behavioural intention. External technology barriers do not have a direct effect but have an indirect effect on perceived usefulness, perceived ease of use, attitudes and behavioural intention. Finally, the findings show that external technology barriers have a direct impact on internal technology barriers.Hamutoglu, N. B. (2021). Testing the effects of technological barriers on high school teachers' role in technology integration. Asian Journal of Distance Education, 16(1), 74-89. https://doi.org/10.5281/zenodo.466174
Relationship between Teacher Efficacy and Information and Communication Technology Competencies of Pre-Service Teachers
Get PDFThe main purpose of this study was to determine the relationship between teacher efficacy
levels, information and communication technology competencies, and demographic
variables of pre-service teachers. In addition to the main problem, teacher efficacy levels and
the technological competencies were also reviewed in terms of variables such as gender,
grade, the status of choosing the teaching profession willingly, and if they were given the
opportunity to select the teaching profession again. The study was designed in a correlational
screening model, and the sample of the study consisted of pre-service teachers. Ohio State
Teacher Efficacy Scale (OSTES) and Information and Communication Technology
Competencies Scale (ICTCS) were used as the data collection tools. Multiple linear
regression analysis was conducted to reveal how the variables of teacher efficacy, gender,
grade level, willingly choosing to become a teacher, and re-choosing to become a teacher if
having a chance predict ICTCS. As a result of correlational and regression significance tests,
it was determined that only the teacher efficacy variable predicted ICTCS to a large extent in
the established regression model.
Additionally, it was found that the teacher efficacy and the information communication
technology competencies of pre-service teachers showed differences in terms of grade and
the status of choosing the teaching profession willingly variables, while they did not differ in
terms of gender and if they were given the opportunity to select the teaching profession again.
Recent studies show that the most important conditions for attaining these skills are that
teachers have general competencies for using information and communication technologies
in their lessons. So, this study can contribute to the field by determining the positive
relationship between teaching efficacy levels and information and communication
technologies competencies of pre-service teachers, as well as presenting the results of some
specific variables
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Comparative Cross-Cultural Study in Digital Literacy
No full textPurpose: Due to the distinctive characteristics of developed countries differentiating them from the developing countries, it is expected that there may be differences between developed and developing countries' levels of digital literacies. Considering the cultural differences and approach to the gender problem, it is important to see how these differences manifest themselves when genders are considered. Therefore, this study aimed to investigate comparatively the level of digital literacy of university students in three culturally different countries. Method: The study was based on descriptive survey research and consisted of 430 university students, studying on technological programs in three different countries: the first one was the United Kingdom (UK), a well-developed member of the European Union (EU), the second one was Malta, a less developed EU member, and the third one was the Republic of Turkey, a developing country and a candidate for EU membership. The data were collected through the Digital Literacy Scale. In the analysis of data, descriptive statistics and multivariate analysis of variance (MANOVA) test were used. Findings: The only difference in the findings is in the technical sub-dimension of digital literacy; male students' average scores for this sub-dimension are higher than that of female students across three countries. The findings also indicated significant differences in terms of cognitive and social-emotional sub-dimensions of digital literacy between countries. Accordingly, participants studying in Turkey had a lower score than participants studying in Malta in terms of cognitive sub-dimension and had a higher score than the UK participants in the social-emotional sub-dimension. Moreover, it was found that neither gender nor country had any significant effect on the sub-dimensions of digital literacy. Implications for Research and Practice: The findings of the study reveals that the participants from Turkey scored lower than other countries in the cognitive skills needed for digital literacy. This may well lead to a recommendation for improving digital literacy in different countries. (C) 2020 Ani Publishing Ltd. All rights reserve
The Examination of Self-Regulation Abilities in High School Students within the Framework of an Integrated Model of Personality Traits, Cyberloafing and Nomophobia
No full textIn this study, where individual differences in learning environments and the periods of transformation of education and learning are considered to become intertwined to create an important area of integration; the aimwas to examine the self-regulation abilities in high school students within the framework of an integrated model of personality traits, cyberloafing, and nomophobia. Questions aimed to be answered are as follows: (1) In the relationship between self-regulations skills and personality traits what are the mediating effects of cyberloafing and nomophobia? (2) What is the mediating effect of nomophobia on the relationships between personality traits and levels of cyberloafing? The findings obtained from the study which were tested using a regression model show that the extrovert personality trait has a direct and negative effect on self-regulation, whilst the agreeableness personality trait has a direct and positive effect on self-regulation. Besides, whilst the personality trait of openness to experience has a direct and positive effect on nomophobia; nomophobia as a variable has a direct and positive effect on the variable cyberloafing. In accordance with this, the results of the study also evidenced that personality trait openness to experience, has an indirect effect on the variable cyberloafing, through the variable of nomophobia
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