ONLINE DATABASED PROQUEST RESEARCH

TOPIC:
Teaching English with technology in elementary level.

10
RESEARCH
PAPERS

Collected by:
Charmaine R. Tapungot
1. Reviewing the relations between teachers' knowledge and pupils' attitude
in the field of primary technology education.
Rohaan, Ellen J; Taconis, Ruurd; Jochems, Wim M; G. International Journal of
Technology and Design Education20.1 (Feb 2010): 15-26.

Abstract (summary)

This literature review reports on the assumed relations between primary school
teachers' knowledge of technology and pupils' attitude towards technology. In
order to find relevant aspects of technology -specific teacher knowledge,
scientific literature in the field of primary technology education was searched. It
is found that teacher knowledge is essential for stimulating a positive attitude
towards technology in pupils. Particularly, teachers' enhanced Pedagogical
Content Knowledge is found to be related to pupils' increased learning and
interest in technology. Six aspects of technology -specific teacher knowledge
that are likely to play a role in affecting pupils' attitude are identified and
schematically presented in a hypothetical diagram. It is concluded that more
empirical evidence on the influence of technology -specific teacher knowledge
on pupils' attitude is needed. The hypothetical diagram will serve as a helpful
tool to investigate the assumed relations between teacher knowledge and
pupils' attitude empirically.

Citation
Rohaan, E. J., Taconis, R., Jochems, W. M., & G. (2010). Reviewing the relations between
teachers' knowledge and pupils' attitude in the field of primary technology
education. International Journal of Technology and Design Education, 20(1), 15-26. doi:
http://dx.doi.org/10.1007/s10798-008-9055-7
2. Promoting Urban Teachers' Understanding of Technology, Content, and
Pedagogy in the Context of Case Development.
Mouza, Chrystalla . Journal of Research on Technology in Education 44.1 (Fall
2011): 1-29.

Abstract (summary)

This study investigated the potential of a professional development program

centered on case development to help urban teachers: (a) integrate technology
with content and pedagogy and (b) cultivate habits of reflection required to learn
from practice. Qualitative analysis revealed that case development helped
teachers develop an understanding of the nuanced relationships among
technology, content, and pedagogy and engage in the type of reflection that
enables learning from practice. Nevertheless, variability existed in the ways that
teachers applied new knowledge to practice. Factors that influenced teachers'
learning and practice included beliefs about students, prescribed curricula, and
lack of resources.

Citation
Mouza, C. (2011). Promoting urban teachers' understanding of technology,
content, and pedagogy in the context of case development. Journal of
Research on Technology in Education, 44(1), 1-29. Retrieved from
http://search.proquest.com/docview/888563410?accountid=31223
3. Developing Oral Communicative Skills: A Necessity For Today
Lankapalli, Rajesh. International Journal of Applied Services Marketing
Perspectives 2.4 (Oct/Dec 2013): 656-661.

Abstract (summary)

Communication is an important facet of life. Communication skills are essential

in all spheres of life. Be it an interview or dealing with the project leader or
working out a solution with a team or writing a report, getting across the point
effectively is what matters. The success of an endeavor hinges on the ability to
communicate effectively in today's fast-paced life, everyone is asked to do more
with less. In such a scenario, effective communication holds the key.
Effective communication centers round the usage of words, speed of delivery
of words, pitch modulation and body language. Using the right tools to
communicate the right messages at the right time can salvage a crisis and
motivate people to work towards success. Truly said, communication works but
for those who work at it. In the existing globalization scenario, most of the
Information Technology, I.T Enabled Services, management institutes, public
and private sector, multi-national Companies, Union Public Service
Commission, and State Public Service Commission search for a right and
suitable fresher for executive posts. Whatever be the recruiting criteria, industry
giants had in their agenda, once this was clear a first class degree would not
serve the purpose, the candidate has to satisfy the skill sets that the companies
were looking for. In addition, unanimously, the skills set that they were looking
for is communication skills.
In this paper, an attempt is made to depict the English teaching conditions of
the government-aided schools of Higher education in Andhra Pradesh. The
state government sanctions grants to these schools and colleges. The teaching
and the non-teaching staff are provided with salary by the state government.
Management responsibility rests with that of the administration of the institution.
The students are not required to pay fees.

Citation
Lankapalli, R. (2013). Developing Oral Communicative Skills: A Necessity For
Today. International Journal of Applied Services Marketing Perspectives,
2(4),656-661. Retrieved from
http://search.proquest.com/docview/1648628680?accountid=31223
4. The Viability of English Television Programs Inside Of South Korean
Classrooms.
Kines, Scott Wayne. Journal of International Education Research8.3 (2012):
183.

Abstract (summary)

English television programs have been incorporated within public-school

classrooms in western countries for a long time to capture student interest in
various subjects. Many researchers favor English programs as a partner inside
of classrooms while others hold negative perceptions of the concept. However,
there is little research to provide a better understanding of how English
television programs have been accepted within South Korean public-school
EFL classrooms by teachers and public administrative professionals. Since
South Korea's Ministry of Education is aggressively identifying alternative ways
to reduce household spending on private English education, this study attempts
to determine if English television programs can be a viable partner in South
Korean EFL classrooms. Fifty public-school EFL teachers covering schools in
Seoul, Bucheon, Suwon, and Incheon were surveyed to provide better insight.
A majority of the participants indicated they instruct their students to watch
English programs as a part of their lesson plans, but this study also indicates
the strategy has been applied sparingly.

Citation
Kines, S. W. (2012). The viability of english television programs inside of south
korean classrooms. Journal of International Education Research, 8(3), 183.
Retrieved from
http://search.proquest.com/docview/1433379970?accountid=31223
5. Student contribution in asynchronous online discussion: a review of the
research and empirical exploration
Hew, Khe Foon; Cheung, Wing Sum; Ng, Connie Siew; Ling. Instructional
Science 38.6 (Nov 2010): 571-606

Abstract (summary)

The increasingly prevalent use of Internet in schools and homes has resulted
in asynchronous online discussion becoming an increasingly common means
to facilitate dialogue between instructors and students, as well as students and
students beyond the boundaries of their physical classrooms. This article is
organized into two main sections. In the first section, we review 50 empirical
studies in order to identify the factors leading to limited student contribution.
Limited student contribution is defined as students making few or no postings,
or students exhibiting surface-level thinking or low-level knowledge
construction in online discussions. We then identify the various empirically
based guidelines to address the factors. In the second section, we discuss three
potential guideline dilemmas that educators may encounter: (a) use of grades,
(b) use of number of posting guideline, and (c) instructor-facilitation. These are
guidelines where previous empirical research shows mixed results when they
are implemented. Acknowledging the dilemmas is essential for educators and
researchers to make informed decisions about the discussion guidelines they
are considering implementing. Finally, we report two exploratory case studies
on student-facilitation that we conducted. Using students as facilitators may be
an alternative solution to educators who wish to avoid the instructor-facilitation
guideline dilemma.

Citation
Hew, K. F., Cheung, W. S., Ng, C. S., & Ling. (2010). Student contribution in
asynchronous online discussion: A review of the research and empirical
exploration. Instructional Science, 38(6), 571-606. doi:
http://dx.doi.org/10.1007/s11251-008-9087-0
6. Comprehension Tools for Teachers: Reading for Understanding from
Prekindergarten Through Fourth Grade
Connor, Carol Mcdonald ; Phillips, Beth M ; Kaschak, Michael ; Apel, Kenn ;
Kim, Young-suk; et al. Educational Psychology Review 26.3 (Sep 2014): 379-
401.

Abstract (summary)

This paper describes the theoretical framework, as well as the development

and testing of the intervention, Comprehension Tools for Teachers (CTT),
which is composed of eight component interventions targeting malleable
language and reading comprehension skills that emerging research indicates
contribute to proficient reading for understanding for pre-kindergarteners
through fourth graders. Component interventions target processes considered
largely automatic as well as more reflective processes, with interacting and
reciprocal effects. Specifically, we present component interventions targeting
cognitive, linguistic, and text-specific processes, including morphological
awareness, syntax, mental-state verbs, comprehension monitoring, narrative
and expository text structure, enacted comprehension, academic knowledge,
and reading to learn from informational text. Our aim was to develop a tool set
composed of intensive meaningful individualized small group interventions. We
improved feasibility in regular classrooms through the use of design-based
iterative research methods including careful lesson planning, targeted scripting,
pre- and post-intervention proximal assessments, and technology. In addition
to the overall framework, we discuss seven of the component interventions and
general results of design and efficacy studies.

Citation
Connor, C. M., Phillips, B. M., Kaschak, M., Apel, K., Kim, Y., Al Otaiba, S., . .
. Lonigan, C. J. (2014). Comprehension tools for teachers: Reading for
understanding from prekindergarten through fourth grade. Educational
Psychology Review, 26(3), 379-401. doi: http://dx.doi.org/10.1007/s10648-
014-9267-1
7. Identifying Proactive Collaboration Strategies for Teacher Readiness For
Marginalized Students
Akin, Imani; Neumann, Crystal. Journal of College Teaching & Learning
(Online)10.4(2013): 235.

Abstract (summary)

This research discusses the value of collaborating to develop strategies that

enhance teacher readiness for the marginalized student and the use of
qualitative data that can lead to student academic and social success.
Education domains include the learning environment, technology, and building
parent and community connections. This research includes data from
participants of an educators' professional development workshop regarding the
use of appropriate and proactive pedagogical strategies and theories.

Citation
Akin, I., & Neumann, C. (2013). Identifying proactive collaboration strategies for
teacher readiness for marginalized students.Journal of College Teaching &
Learning (Online), 10(4), 235. Retrieved from
http://search.proquest.com/docview/1442467257?accountid=31223
8. Lessons Learned from the Holocaust: Blogging to Teach Critical
Multicultural Literacy
Stevens, Elizabeth Years; Brown, Rachel. Journal of Research on Technology
in Education44.1 (Fall 2011): 31-51.

Abstract (summary)

This qualitative dual-case study addresses two 21st century teacher education
imperatives, technology infusion and critical multicultural literacy instruction.
We researched the integration of a blog as a tool to promote technology use in
a graduate course on literacy and technology with a thematic focus on the
Holocaust. Using a grounded theory approach (Corbin & Strauss, 2008), we
analyzed data sources, including interviews, blog postings, and surveys. We
conducted a second analysis using a priori coding schemes to further analyze
students' blog posts. Findings suggest that blogging has the potential to
enhance knowledge of the ways technology can be harnessed to promote
critical multicultural literacy instruction. From an action research stance, we also
discuss implications for our future practice.

Citation
Stevens, E. Y., & Brown, R. (2011). Lessons learned from the holocaust:
Blogging to teach critical multicultural literacy. Journal of Research on
Technology in Education, 44(1), 31-51. Retrieved from
http://search.proquest.com/docview/888563395?accountid=31223
9. Social Network Analysis in E-Learning Environments: A Preliminary
Systematic Review
Cela, Karina L; Sicilia, Miguel ngel; Snchez, Salvador. Educational
Psychology Review 27.1 (Mar 2015): 219-246.

Abstract (summary)

E-learning occupies an increasingly prominent place in education. It provides

the learner with a rich virtual network where he or she can exchange ideas and
information and create synergies through interactions with other members of
the network, whether fellow learners or teachers. Social network analysis (SNA)
has proven extremely powerful at describing and analyzing network behaviors
in business, economics and medicine, but its application to e-learning has been
relatively limited. This systematic review of the literature on SNA in e-learning
aimed to assess the evidence for using SNA as a way to understand and
improve e-learning systems, as well as suggest directions for future research.
Most of the 37 studies included in this review applied various methods to
analyze interaction patterns in forums involving one-mode networks. Indices of
centrality and density were the SNA measures most often used. Although the
small number of included studies means that our systematic review should be
considered preliminary, the evidence so far strongly suggests that SNA,
particularly when combined with content analysis, can provide a detailed
understanding of the nature and type of interactions between members of the
network, allowing for optimization of course design, composition of learner
groups and identification of learners in danger of dropping out. Future studies
should examine two-mode networks and communication channels like chat
rooms, wikis, blogs and microblogs. Whenever possible, future studies should
also include a quantitative approach that exploits the statistical power of SNA
to explain complex systems.

Citation
Cela, K. L., Sicilia, M. ., & Snchez, S. (2015). Social network analysis in E-
learning environments: A preliminary systematic review. Educational
Psychology Review, 27(1), 219-246. doi:http://dx.doi.org/10.1007/s10648-014-
9276-0
10. A Review of Technological Pedagogical Content Knowledge
Chai, Ching Sing; Joyce Hwee Ling Koh; Chin-Chung, Tsai. Journal of
Educational Technology & Society16.2 (2013): n/a.

Abstract (summary)

This paper reviews 74 journal papers that investigate ICT integration from the
framework of technological pedagogical content knowledge (TPACK). The
TPACK framework is an extension of the pedagogical content knowledge
(Shulman, 1986). TPACK is the type of integrative and transformative
knowledge teachers need for effective use of ICT in classrooms. As a
framework for the design of teacher education programs, the TPACK
framework addresses the problem arising from overemphasis on technological
knowledge in many ICT courses that are conducted in isolation from teachers'
subject matter learning and pedagogical training. The present review we have
conducted indicates that TPACK is a burgeoning area of research with more
application in the North American region. Studies conducted to date employed
varied and sophisticated research methods and they have yielded positive
results in enhancing teachers' capability to integrate ICT for instructional
practice. However, there are still many potential gaps that the TPACK
framework could be employed to facilitate deeper change in education. In
particular, we suggest more development and research of technological
environments base on TPACK; study of students' learning conception with
technology; and cross fertilization of TPACK with other theoretical frameworks
related to the study of technology integration.

Citation
Chai, C. S., Joyce Hwee, L. K., & Chin-Chung, T. (2013). A review of
technological pedagogical content knowledge. Journal of Educational
Technology & Society, 16(2) Retrieved from
http://search.proquest.com/docview/1355669544?accountid=31223