Group items tagged

This study is the latest one, to my knowledge, conducted in English language teaching field in Turkey in terms of TPACK. I do not think that this study is a powerful one because it fails to provide a vivid picture in terms of preservice EFL teachers' TPACK competencies. Nevertheless, it is a fresh one, it has been conducted in our country and it explores my target population's competencies: preservice EFL teachers. :) By the way, you can have an access to the full text through METUnique search. You're welcome. :)

"The results of the research suggest that males' technological knowledge was higher than females; however, females were better than males in pedagogical knowledge. Moreover, no significant difference was found between TPACK mean and academic achievement in terms of the correlation between TPACK scale and academic achievement of the participants". WE ARE THE CHAMPIONS MY FRIEND :)

At first glance, yes, you are the champions :), but this is only one study and it is conducted with a certain group of people. We don't know what kind of results we'll have with a different group. This means I expect you to show more evidences in favor of your "champion" title :).

This article concentrates on collaborative methods in education to highlight their potentials in elevated learning outcomes. In the article, there is also some mention of learning by design and project-based pathways. I guess it is worth to check it out. By the way Edutopia is a great source for educational articles and videos.

This article reports on a case of a research study that investigates the possibility of expanding Egyptian pre-service EFL student teachers' language-related literacy practices by integrating some web-based new literacies into their education programme.

I found this paper when I was "googling". It covers legal, ethical and related management issues surrounding the generation, use and sharing of analytics data in the context of teaching, learning and research and the underlying business processes based on current UK law. It may be beneficial for the question marks on that whether the learning analytics has been violating the ethical issues.

Lots of things happened since the last time I guest posted about learning analytics on Edudemic. One of the most popular questions I received was, "Exactly how will it all work?" So we dug deep this time, and we found lots great research on the subject.

'The Many Faces of TPACK: Perspectives and Approaches" is a Wikibook created as part of the Research and Practice on Technology in Teacher Education Course (EDS 536) taught at Middle East Technical University in Spring 2013.

Actually the topic is not totally about designed based research but clearly this talk criticizes the curriculum based on the experiences of the talker. This talk is one of the most popular talks, so I think it is worth watching.

This video is about what DBR is about and how a good DBR occurs and so on.

The video explains the necessity of transition of traditional learning classroom into 21st century learning space and clarifies the concepts of flipped classroom and blended classroom. And the importance of application of design-based research on the creation of blended learning classroom is underlined as well.

An interview with Dr. Reeves about how things have changed in the field of DBR lately. Dr. Reeves suggests one of the most interesting developments in the recent period was an article published in January,2012 in which the author basically reviewed the last 10 years of DBR reported in various journals and found that basically the jury is still out on whether or not DBR is attaining its two major outcomes; the outcome of robust interventions that really improve practice and reusable design principles.

A useful webpage offering a wide range sources of DBR such as book chapters, articles, design templates, social media links etc.

CORVALLIS, Ore. - English learners are more likely to become proficient English speakers if they enter kindergarten with a strong initial grasp of academic language literacy, either in their primary language or in English, a new analysis from Oregon State University has found.

In the video, students are learning and getting expertise concepts by engaging different activities. Through activities students make some research about the topic and teachers help them to get deeper knowledge about topic by asking questions. In the activities, the source of knowledge not only teachers but also students themselves. I mean, students also learn from each other. Moreover, teachers' role is guiding and helping students when they stuck on something.

My conclusions from this video are: for students to develop expertise, teachers should scaffold them. Teachers should question the students and make them articulate their ideas. Moreover teachers should teach students as teams formed from expert teachers.

The part of the teacher brain that detects student confusion was identified by fMRI

As methods of imaging the brain improve, neuroscientists and educators can now identify changes in children's brains as they learn, and start to develop ways of personalizing instruction for kids who are falling behind.

Although not very insightful, this link shows one of the early findings of an ongoing research. Amy Shelton suggests building blocks use spatial reasoning skills, and found some distinctive behaviours with kids who are more competent with blocks than those who are not. Shelton believes training the braing early with such toys would impact children's adult life.