Template-Type: ReDIF-Paper 1.0
Author-Name: Basil Alzougool
Author-Name-First: Basil
Author-Name-Last: Alzougool
Author-Email: balzougool@aou.edu.kw
Author-Workplace-Name: Arab Open University
Author-Name: Jarrah AlMansour
Author-Name-First: Jarrah
Author-Name-Last: AlMansour
Author-Email: jarrah@aou.edu.kw
Author-Workplace-Name: Arab Open University
Title: The Use of Smartphone for Learning Activities by University Students in Kuwait
Abstract: There has been a shortage of relevant studies concerning Smartphone usage in Kuwait by people in general and students in particular. The aim of this study was therefore twofold: (i) to explore the use of Smartphone for learning purposes among universities' students in Kuwait and (ii) to identify if there are any socio-demographic differences in this usage among universities' students. A questionnaire with 376 students was conducted in order to achieve the study objectives. The results showed that generally students always used their Smartphones at their homes and they sometimes used these phones in recreation places and transportation, at university, and while walking. Also, they always used their Smartphones to do ten learning activities namely checking the exams schedule, checking class timetable, checking grades, login to the university portal, using blackboard (LMS), using it to participate in the class learning groups, downloading class material, registering courses, reading tutors' announcements, and payment of fees. Moreover, social networking, learning, privacy, and safety were important reasons for owning/using Smartphones by students. Furthermore, the study found that at least one learning activity that students did using their Smartphones varies according to at least one of seven socio-demographic variables (i.e., gender, major, nationality, brand of Smartphone, using it for the first time, age range and level of study). In contrast, one demographic variable has no effect on any of the learning activities (i.e., marital status). Several recommendations were suggested based on these findings that may improve the effectiveness of Smartphone usage among universities' students in Kuwait.
Length: 12 pages
Creation-Date: 2017-05
Publication-Status: Published in Proceedings of the Proceedings of the 4th Teaching & Education Conference, Venice, May 2017, pages 1-12
File-URL: https://iises.net/proceedings/4th-teaching-education-conference-venice/table-of-content/detail?cid=49&iid=001&rid=7508
File-Function: First version, 2017
Number: 4907508
Classification-JEL: 
Keywords: Smartphone Use LearningKuwait
Handle: RePEc:sek:itepro:4907508
Template-Type: ReDIF-Paper 1.0
Author-Name: Josef De Beer
Author-Name-First: Josef
Author-Name-Last: De Beer
Author-Email: josef.debeer@nwu.ac.za
Author-Workplace-Name: North-West University
Title: The zone of proximal teacher development under the microscope: Reflections of a teacher educator
Abstract: This paper sheds light on the personal practices, experiences and research of a teacher educator, and asks the question whether a teacher educator?s inquiries might lead to a better understanding of the complexities of teaching and learning- both for the teacher educator and his/ her student teachers. The author, who has been a teacher educator for the past 25 years, reflect on his own research in pre-service teacher education, and what he and his students have learned from the joint interventions they engaged in. The three interventions reflected upon in this paper, were conceptualized to provide possible solutions to three of the perennial issues that plague teacher education, namely (a) the problem of the apprenticeship of observation; (b) the problem of enactment; and (c) the problem of complexity. Although the research is contextualized in South Africa, literature shows that these are issues of international concern. Using a qualitative research design, the author explores realistic examples of learning from practice for practice, and learning in practice, that he has implemented and researched, as possible solutions to these problems. The findings of three qualitative research studies are examined, and its affordances to enhance the professional development of student teachers is discussed. The theoretical framework is scaffolding student teachers? professional development across the zone of proximal teacher development- Warford?s take on the well-known Vygotskyan concept.  The first set of research data deals with case-based teaching in pre-service teacher education. Case-based teaching provokes engaged learning, and provides student teachers with a better understanding of the complexities of the teaching profession. The second set of research data explores the affordances of a technique called prolepsis. Prolepsis refers to an approach where a teacher educator structures a learning opportunity in a way that assumes that the student teachers know more than they actually do. In this case, undergraduate student teachers were expected to teach biology to school learners on Saturdays for an entire year, and to take responsibility for meeting all the requirements set by the Department of Education. The third set of research data refers to a first year excursion for student teachers that the author initialized, and insights that emerged over 10 years of presenting the excursion curriculum. During the four-day excursion, student teachers engage in learning tasks as Homo ludens (the playing human). In this paper the excursion is viewed from a neo-Vygotskian perspective of activity theory. 
Length: 15 pages
Creation-Date: 2017-05
Publication-Status: Published in Proceedings of the Proceedings of the 4th Teaching & Education Conference, Venice, May 2017, pages 13-27
File-URL: https://iises.net/proceedings/4th-teaching-education-conference-venice/table-of-content/detail?cid=49&iid=002&rid=7409
File-Function: First version, 2017
Number: 4907409
Classification-JEL: I29, I21
Keywords: Pre-service teacher education; engaging pedagogies; case-based teaching; prolepsis; zone of proximal teacher development; excursions; teacher professional development.
Handle: RePEc:sek:itepro:4907409
Template-Type: ReDIF-Paper 1.0
Author-Name: Nader Elshemy
Author-Name-First: Nader
Author-Name-Last: Elshemy
Author-Email: nshemy@aou.edu.om
Author-Workplace-Name: Arab Open University AOU
Title: Impact of Gamification strategy on academic achievement and achievement motivation toward learning
Abstract: The current study aims to determine the effect of Gamification strategy on academic achievement and achievement motivation among students of the second stage of basic education in Muscat Governorate. The current research sample has reached (68) students divided into an experimental group (34) and a control group (34). The quasi-experimental approach has been used for the application of the study, as well as the descriptive analytical methodology for the analysis & interpretation of previous Arabic and foreign studies addressing the subject of Gamification strategy, motivation and academic achievement. To assess such effect, researchers have used an educational electronic game for the application of Gamification strategy, motivation scale and achievement test (pre & post). The study found the existence of statistically significant differences at a level of significance (? = 0.05) between the experimental group and the control group in the increase of motivation for the experimental group, in addition to the existence of statistically significant differences at a level of significance (? = 0.05) between the experimental group and the control group in the increase of academic achievement for the experimental group.
Length: 25 pages
Creation-Date: 2017-05
Publication-Status: Published in Proceedings of the Proceedings of the 4th Teaching & Education Conference, Venice, May 2017, pages 28-52
File-URL: https://iises.net/proceedings/4th-teaching-education-conference-venice/table-of-content/detail?cid=49&iid=003&rid=7055
File-Function: First version, 2017
Number: 4907055
Classification-JEL: I29
Keywords: e-Content, Gamification, Motivation
Handle: RePEc:sek:itepro:4907055
Template-Type: ReDIF-Paper 1.0
Author-Name: Anna Marie Fisker
Author-Name-First: Anna Marie
Author-Name-Last: Fisker
Author-Email: amf@civil.aau.dk
Author-Workplace-Name: Department of Civil Engineering, Center for Food Science, Design and Experience, Aalborg University
Author-Name: Katja Seerup Clausen
Author-Name-First: Katja Seerup
Author-Name-Last: Clausen
Author-Email: ksc@civil.aau.dk
Author-Workplace-Name: Department of Civil Engineering, Center for Food Science, Design and Experience, Aalborg University
Title: Learn4Health, a European project creating health and food literacy through innovative interdisciplinary teaching and learning methods
Abstract: Research documents what educators know: Healthy pupils and students are better prepared to learn (Kristjánsson et al., 2010; KL, 2015). This paper focuses on the thesis that innovative practical methods for learnings related to health and food issues create a rewarding educational experience for pupils and students while meeting academic standards in math, reading, science, social studies, art, music and more. For this reason and many more, we created Learn4Health, a project with interdisciplinary roots.Every day, in Universities across the globe, courses are being created to embrace blended learning approaches. Classes are now being developed with focus on more effective learning and better student outcomes (Jones, 2016). However, the concept of blended learning between higher educational institutions and public schools is relatively new. This paper outlines an exploratory study of blended learning initiated by Learn4Health, an Erasmus+ Strategic Partnership including twelve partners in total, representing 6 European countries (DK, ES, SI, NL, UK and LT). Each country is represented by one higher educational institution and one primary and/or secondary school.With point of departure in the globalized food systems consumers, especially children, being increasingly disconnected from understanding how and where their food is produced, the paper provides an overview of the development and expected implementation process of a new blended learning programme. The practical methods discussed are problem based learning, an experimental approach to learning involving hands on/learning by doing approach, and an ?open school? approach reaching out to local community enterprises and farms.Another Learn4Health key tool to be addressed in this paper is foodscapes, a multi-valenced concept centered around food environments. Finally, Learn4Health is about having fun and developing lifelong food literacy skills to understand the nature of food and our own impact as consumers and citizens on health status, environment, social and economic factors. Literacy is the cornerstone of the project, and we will thus discuss the concept?s relevance and impact on health in relation to Learn4Health.
Length: 7 pages
Creation-Date: 2017-05
Publication-Status: Published in Proceedings of the Proceedings of the 4th Teaching & Education Conference, Venice, May 2017, pages 53-59
File-URL: https://iises.net/proceedings/4th-teaching-education-conference-venice/table-of-content/detail?cid=49&iid=004&rid=7792
File-Function: First version, 2017
Number: 4907792
Classification-JEL: I00, I29, P36
Keywords: Learn for health, food literacy, school gardening, interdisciplinary teaching and learning methods, innovative school foodscapes
Handle: RePEc:sek:itepro:4907792
Template-Type: ReDIF-Paper 1.0
Author-Name: Maja Glogovac
Author-Name-First: Maja
Author-Name-Last: Glogovac
Author-Email: majaglog@gmail.com
Author-Workplace-Name: Faculty of organisational sciences
Author-Name: Marija  Krasic
Author-Name-First: Marija 
Author-Name-Last: Krasic
Author-Email: marijak195@gmail.com
Author-Workplace-Name: Faculty of organisational sciences
Author-Name: Aleksa Vulovic
Author-Name-First: Aleksa
Author-Name-Last: Vulovic
Author-Email: avulovic95@gmail.com
Author-Workplace-Name: Faculty of organisational sciences
Author-Name: Zoran  Rakicevic
Author-Name-First: Zoran 
Author-Name-Last: Rakicevic
Author-Email: rakicevic.zorang@fon.bg.ac.rs
Author-Workplace-Name: Faculty of organisational sciences
Author-Name: Ana Horvat
Author-Name-First: Ana
Author-Name-Last: Horvat
Author-Email: horvat.horvat.ana@gmail.com
Author-Workplace-Name: Faculty of organisational sciences
Title: Importance of specific risks in higher education
Abstract: Taking the increasing importance of risk-based thinking and importance of education into consideration, this paper aims at pointing out the rank of risks in higher education institution (HEI) according to their importance. Additionally, the paper aims at identifying best methods for avoiding these risks. This can help HEI to identify risks in order to improve their teaching process by using best methods. Since teaching process was observed as the main process of higher education institutions, we conducted the questionnaire to establish the rank of risks according to their importance from the student?s point of view. Using t-test and SPSS software, we got three most important risks: low quality of lectures, imbalanced criteria on exams (too strong or too weak), and non-use of technology and modern equipment while teaching. Also, it is proven in this paper that there are differences in ranking risks? importance between students from developed and developing countries, as well as between male and female students. When we observed students? year of study and their average grade, we also found differences in ranking risks? importance. 
Length: 14 pages
Creation-Date: 2017-05
Publication-Status: Published in Proceedings of the Proceedings of the 4th Teaching & Education Conference, Venice, May 2017, pages 60-73
File-URL: https://iises.net/proceedings/4th-teaching-education-conference-venice/table-of-content/detail?cid=49&iid=005&rid=7105
File-Function: First version, 2017
Number: 4907105
Classification-JEL: A00
Keywords: Risks; Importance; Higher Education Institutions (HEI); Measures; Teaching process; Students
Handle: RePEc:sek:itepro:4907105
Template-Type: ReDIF-Paper 1.0
Author-Name: Asiye KAKIRMAN YILDIZ
Author-Name-First: Asiye
Author-Name-Last: KAKIRMAN YILDIZ
Author-Email: akakirman@marmara.edu.tr
Author-Workplace-Name: Marmara University
Author-Name: Varol SAYDAM
Author-Name-First: Varol
Author-Name-Last: SAYDAM
Author-Email: varol.saydam@marmara.edu.tr
Author-Workplace-Name: Marmara University
Author-Name: Bahattin  YALÇINKAYA
Author-Name-First: Bahattin 
Author-Name-Last: YALÇINKAYA
Author-Email: bahakaya@gmail.com
Author-Workplace-Name: Marmara University
Title: An Analysis of public libraries' ability to represent preschool children in terms of their missions and responsibilities 
Abstract: The aim of this study is to emphasise that, in order for reading culture to be instilled and for reading to become a habit in Turkey, not only does reading as an activity need to be instilled in children at preschool level, but to also stress that public libraries need to adopt an active role in the embedding of the notion of the book and reading in the minds of children of preschool age. International standards state that public libraries should devote at least 25% of their collections, services and activities to children. Within the scope of this study, the efficiency of public libraries in terms of children?s services including the library as a space will be examined, in addition to determining the extent to which the preschool period is included in the planning of services. For the purposes of this study, a ?current situational analysis? comprising of 20 criteria was undertaken of public libraries operating in 30 different districts of Istanbul. Throughout this process, ?Guidelines for Library Services to Babies and Toddlers? prepared by IFLA was used as a reference for questionnaires and research documentation. The research carried out revealed that those public libraries that were effective and efficient in the districts in which they operated in were preferred by preschool children and their families. The results of the study also determined that these libraries were pioneering in terms of promoting reading as a habit and library use, because of the services and activities they provided.
Length: 14 pages
Creation-Date: 2017-05
Publication-Status: Published in Proceedings of the Proceedings of the 4th Teaching & Education Conference, Venice, May 2017, pages 74-87
File-URL: https://iises.net/proceedings/4th-teaching-education-conference-venice/table-of-content/detail?cid=49&iid=006&rid=7768
File-Function: First version, 2017
Number: 4907768
Classification-JEL: 
Keywords: Reading habit, public libraries, preschool period, Turkey
Handle: RePEc:sek:itepro:4907768
Template-Type: ReDIF-Paper 1.0
Author-Name: Elsa Mentz
Author-Name-First: Elsa
Author-Name-Last: Mentz
Author-Email: Elsa.Mentz@nwu.ac.za
Author-Workplace-Name: North-West University
Author-Name: Josef De Beer
Author-Name-First: Josef
Author-Name-Last: De Beer
Author-Email: josef.debeer@nwu.ac.za
Author-Workplace-Name: North-West University
Title: THE AFFORDANCES OF CULTURAL-HISTORICAL ACTIVITY THEORY AS A RESEARCH LENS  IN STUDYING EDUCATION FROM A SOCIO-ECONOMIC PERSPECTIVE 
Abstract: In this paper the authors look at Cultural-Historical Activity Theory (CHAT) as a lens to study education from, not only a socio-cultural perspective, but also from a socio-economic perspective. CHAT has its origin in the work of Lev Vygotsky. It takes as a starting point that human practice is mediated by tools or signs. The unit of analysis is an activity system and, in this paper, several activity systems are used as examples to illustrate the use of CHAT. The examples used are not based on specific empirical data, but on selected literature, since the focus of this paper is to highlight the affordances and versatility of CHAT as a research lens. Rogoff stated that three planes, namely the personal, the interpersonal, and the institutional or community plane might be identified in a socio-cultural analysis using CHAT. Conventionally CHAT is used as a research lens on the personal plane, where the subject is an individual, for example, a science teacher, and the object is this teacher?s professional development. Secondly, CHAT can also be used on an interpersonal plane, looking at the interaction between various stakeholders. In this article the authors look at the changing nature of the interaction between university lecturers (facilitators) and tertiary students as an example of the use of CHAT on the interpersonal level.  It is particularly on this interpersonal plane that this paper highlights the complexity of the ?object? in an activity system, by revealing the ?contradiction of control?.  Rogoff identifies a third way of using CHAT, namely where the subject is a system or a theory. In this paper, we conclude with two examples of how CHAT can be used on this more systematic-theoretical plane, with the subject being South African and Finnish education respectively. This is an approach seldom used in activity theory publications. By learning from the international ?gold standard? in education (Finland) South Africa might succeed in improving its education, which can, in turn, catapult economic growth. We conclude this paper by looking at the #FeesMustFall student campaign in South Africa, where we juxtapose university management?s perceptions and expectations, with that of student bodies.  The authors argue that the holistic view that CHAT provides on tensions within activity systems is essential in educational research in a complex 21st Century.  Educational issues such as the #FeesMustFall is not simply a South African issue of concern, but a contemporary issue in a post-colonial world. 
Length: 16 pages
Creation-Date: 2017-05
Publication-Status: Published in Proceedings of the Proceedings of the 4th Teaching & Education Conference, Venice, May 2017, pages 88-103
File-URL: https://iises.net/proceedings/4th-teaching-education-conference-venice/table-of-content/detail?cid=49&iid=007&rid=7704
File-Function: First version, 2017
Number: 4907704
Classification-JEL: I25, I23
Keywords: Cultural-Historical Activity Theory; South African education; science education; self-directed learning; transformation; South African students? #FeesMustFall campaign.
Handle: RePEc:sek:itepro:4907704
Template-Type: ReDIF-Paper 1.0
Author-Name: Richard S. Prawat
Author-Name-First: Richard S.
Author-Name-Last: Prawat
Author-Email: rsprawat@msu.edu
Author-Workplace-Name: Michigan State University
Author-Name: Theodore R. Prawat
Author-Name-First: Theodore R.
Author-Name-Last: Prawat
Author-Email: tedprawat@gmail.com
Author-Workplace-Name: Thomas College
Title: What View of Science Discovery Best Fits the Science Learning Game?
Abstract: This paper presents a view of science discovery that has the potential to change the way we construct learning games in science. This view is based on the work of a nineteenth century philosopher and scientist whose work, supported by a new generation of historians of science, counters the traditional view of scientific discovery as induction--the notion that new ideas are built from the bottom up so to speak, from particular experience to general concept. The alternative to this view is one that insists that scientific discovery is an ?ideas first? leap of creative understanding termed ?abduction.? It proceeds as follows: (1) A surprising fact, C, presents itself to an individual; (2) a big idea (H) is then suggested that, if true, would render C a matter of course; (3) this then leads the individual to conclude that there is reason to believe that H is true. This view of knowledge, we will argue, complements efforts to bolster the educative aspect of a game in a way that contributes to, rather than detracts from, the all important immersive aspect of that same game.
Length: 8 pages
Creation-Date: 2017-05
Publication-Status: Published in Proceedings of the Proceedings of the 4th Teaching & Education Conference, Venice, May 2017, pages 104-111
File-URL: https://iises.net/proceedings/4th-teaching-education-conference-venice/table-of-content/detail?cid=49&iid=008&rid=7111
File-Function: First version, 2017
Number: 4907111
Classification-JEL: I29
Keywords: games, science, technology, curriculum
Handle: RePEc:sek:itepro:4907111
Template-Type: ReDIF-Paper 1.0
Author-Name: Aysel ?ahin K?z?l
Author-Name-First: Aysel
Author-Name-Last: ?ahin K?z?l
Author-Email: ayselsahin1@gmail.com
Author-Workplace-Name: F?rat University
Title: Spoken Corpora and Corpus-Informed Language Pedagogy: Implications Arising from Research
Abstract: Defined in its broadest sense as large databases illustrating actual language use, corpora have proved to be influential in enabling researchers to develop innovative perspectives not only in linguistics but also in a number of applied disciplines including speech recognition or machine translation. One discipline on which language corpora have tremendous effect is the field of language teaching. Although the research on corpus-informed language pedagogy is mostly dominated by the findings through the analysis of written corpora, it is now widely acknowledged that spoken corpora which are slower to emerge compared with written corpora could also offer great potential for language pedagogy. This study sets out to review the major findings from the research on spoken corpora and current instructional treatments with the purpose of discussing the ways of expanding spoken-corpus-informed pedagogy to language classrooms.
Length: 9 pages
Creation-Date: 2017-05
Publication-Status: Published in Proceedings of the Proceedings of the 4th Teaching & Education Conference, Venice, May 2017, pages 112-120
File-URL: https://iises.net/proceedings/4th-teaching-education-conference-venice/table-of-content/detail?cid=49&iid=009&rid=7661
File-Function: First version, 2017
Number: 4907661
Classification-JEL: I29
Keywords: English language teaching, corpus-informed pedagogy, pedagogical implications, spoken corpora
Handle: RePEc:sek:itepro:4907661
Template-Type: ReDIF-Paper 1.0
Author-Name: Aysel  ?ahin K?z?l
Author-Name-First: Aysel 
Author-Name-Last: ?ahin K?z?l
Author-Email: ayselsahin1@gmail.com
Author-Workplace-Name: F?rat University
Title: The Use of Metadiscourse in Spoken InterLanguage of EFL Learners: A Contrastive Analysis
Abstract: Considered as one of the indispensable parts of spoken communication, metadiscourse is defined as the self-reflective linguistic devices used to organize discourse and signal speakers stance towards the listener and/or towards the content of the communication without adding anything to the propositional content. Insights into the significance of metadiscourse as a means of facilitating communication, supporting position and increasing comprehension have led to an upsurge of interest in researching the use of metadiscourse from a variety of perspectives focusing mainly on written language, albeit with little concern for spoken language. Learner language studies have also tended to investigate the metadiscourse focusing mostly on written interlanguage, leaving the spoken language by learners mostly unexplored. This study investigates metadiscoursal features in Turkish EFL learners? spoken interlanguage within the framework of Contrastive Interlanguage Analysis based on the two well-known interlanguage corpora (i.e. LINDSEI-TR and LOCNEC) as the data source. Findings of the study are discussed and presented in connection with pedagogical implications for spoken English.
Length: 14 pages
Creation-Date: 2017-05
Publication-Status: Published in Proceedings of the Proceedings of the 4th Teaching & Education Conference, Venice, May 2017, pages 121-134
File-URL: https://iises.net/proceedings/4th-teaching-education-conference-venice/table-of-content/detail?cid=49&iid=010&rid=7662
File-Function: First version, 2017
Number: 4907662
Classification-JEL: I29
Keywords: EFL learners, contrastive interlanguage analysis, learner corpora, metadiscourse
Handle: RePEc:sek:itepro:4907662