Search results for author:"Ugur Kale"
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Technology, Pedagogy and Education Vol. 23, No. 4 (2014) pp. 471–489
This study examined pre-service teachers' potential use of Web 2.0 technologies for teaching. A coding scheme incorporating the Technological Pedagogical Content Knowledge (TPACK) framework guided the analysis of pre-service teachers' Web...
(2007) pp. 1–122
Asynchronous online forums may have great potential for supporting teacher collaboration; teachers can share with and reflect on one another's teaching practices "any time in anyplace". Nonetheless, existing research indicates low participation in...
Internet and Higher Education Vol. 11, No. 2 (2008) pp. 119–128
This study employed content analysis techniques to examine video-based cases of two websites that exemplify learner-centered pedagogies for pre-service teachers to carry out in their teaching practices. The study focused on interaction types and...
Technology valued? Observation and review activities to enhance future teachers’ utility value toward technology integration
Computers & Education Vol. 117, No. 1 (February 2018) pp. 160–174
This study examined the influence of observation of technology demonstrations and review of relevant text resources on the utility values of mobile and social networking tools that preservice teachers recognize in their reflections. Eighty-two...
Education and Information Technologies Vol. 19, No. 1 (March 2014) pp. 41–60
Emphasis on 21st Century Skills development has increased expectations on teachers to take advantages of emerging technologies to support student learning. Yet it is not clear whether teachers are well equipped with the necessary skills, support,...
Educational Technology Research and Development Vol. 66, No. 2 (2018) pp. 283–311
Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to ...
Journal of Research on Technology in Education Vol. 44, No. 3 (2012) pp. 177–204
This study examined preservice teachers' problem-solving skills through the use of an online video case study. Eighty preservice teachers participated in the study with a three-level video presentation by a two-grade-level between-subjects factorial ...
Technology, Pedagogy and Education Vol. 25, No. 3 (2016) pp. 355–376
To overcome the digital divide in West Virginia, schools are urged to integrate emerging information and communication technologies (ICTs) such as Web 2.0 and alternative pedagogies to develop students' twenty-first-century skills. Yet, the...
Past Research in Instructional Technology: Results of a Content Analysis of Empirical Studies Published in Three Prominent Instructional Technology Journals from the Year 2000 through 2004
Journal of Educational Computing Research Vol. 36, No. 3 (2007) pp. 269–300
This article reviews and categorizes empirical studies related to instructional technology that were published in three prominent journals: "Educational Technology Research and Development, Instructional Science," and the "Journal of Educational...
Journal of Educational Computing Research Vol. 41, No. 3 (2009) pp. 287–317
This study examines online messages in a discussion forum that a group of K-12 history teachers used to discuss curriculum implementations as part of their professional development. It has 3 main research foci. First, it focuses on identifying the...
International Journal of Mobile and Blended Learning Vol. 7, No. 3 (July 2015) pp. 1–17
Teachers in the US have been increasingly adopting mobile devices for teaching, but little research has examined how pre-service teachers perceive mobile device integration in classrooms. To address this issue, the study developed a research model...
Pre-Service Teachers' and Teacher-Educators' Experiences and Attitudes toward Using Social Networking Sites for Collaborative Learning
Educational Media International Vol. 51, No. 4 (2014) pp. 278–294
Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students' learning. This survey-based study records and examines...
Computers in the Schools Vol. 35, No. 2 (2018) pp. 69–87
This study attempts to determine whether teachers' access to computational thinking (CT) and CT technologies varies by rurality (rural versus urban) of the school county and grade level taught (primary versus secondary). A total of 81 teachers from...
TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 6 (2018) pp. 574–584
Computational thinking is one of the skills critical for successfully solving problems posed in a technology driven and complex society. The limited opportunities in school settings to help students develop computational thinking skills underscores...
Development of an Instrument to Measure Faculty's Information and Communication Technology Access (FICTA)
Education and Information Technologies Vol. 23, No. 1 (2018) pp. 253–269
The phenomenon of "digital divide" is complex and multidimensional, extending beyond issues of physical access. The purpose of this study was to develop a scale to measure a range of factors related to digital divide among higher education ...
Thomas Brush; John Saye; Ugur Kale; Jung Won Hur; Jada Kohlmeier; Theano Yerasimou; Lijiang Guo; Simone Symonette
Journal of Interactive Online Learning Vol. 8, No. 1 (2009) pp. 41–62
The Persistent Issues in History Laboratory for Virtual Field Experience (PIH-LVFE) combines a database of video cases of authentic classroom practices with multiple resources and tools to enable pre-service social studies teachers to virtually...