School of Education

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Start date: 2013End date: 2019

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    The Effect of the Digital Classroom on Academic Success and Online Technologies SelfEfficacy
    (International Forum of Educational Technology & Society, 2016-10-01) Mehmet, Arif Ozerbas; Bilge Has Erdogan
    This study aimed to observe whether the learning environment created by digital classroom technologies has any effect on the academic success and online technologies self-efficacy of 7th grade students. In this study, an experimental design with a pre-test/post-test control group was used. The research was conducted with 58 students in a secondary school of Ankara. At the beginning of the study, the students in the experimental and control groups used the “Academic success test” developed by the researcher and “Online Technologies Self-Efficacy Scale” developed by Miltiadou and Yu (2000) as pre-tests. At the end of the four-week experimental period, both groups used the same scales as post-tests. The results of this research have indicated that there is a meaningful difference in terms of academic success in favour of the experimental group. However, it has been shown that there is no meaningful difference in students’ online technologies self-efficacy. This research results are expected to provide useful information about the digital classroom’s being used at schools. In addition, when the importance digital classroom gave to interaction between parents and the school was thought, including parents into the research process may help to see the shortcomings clearly and develop the digital classroom.
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    Bridging the Gap: Technology Trends and Use of Technology in Schools
    (: Journal of Educational Technology & Society, 2013-04-01) Cher, Ping Lim; Yong, Zhao; Jo, Tondeur; Ching, Sing; Chin-Chung, Tsai
    Considerable investment has been made to bring technology to schools and these investments have indeed resulted in many “success stories.” However there are two significant gaps in educational uses of technology that must be addressed. The first is a usage gap. Compared to how and how much today’s students use technology outside school, in-school technology usage is much less intensive and extensive. The second is an outcome gap. Compared with the outcomes achieved through investment in technology in sectors outside education, the gains in terms reduced costs and increased productivity achieved by schools is significantly smaller. This article discusses the causes of these two gaps and provides suggestions for bridging them by engaging in discussions about effective teaching and committing to technology planning.