TOJDEL - Volume 1 - Issue 2 - April 2013
Comparison of Reflective Thinking Profiles of Individuals Using Social Networks for Education in Terms of Time Variable Korhan Kayışlı, Tuncay Sevindik, Hanbey Hazar
Abstract: Throughout the history, to find information has not been so easy but this situation has changed after development of computer and internet technology. There are some methods using technology and internet developed in the education field parallel with them. These methods developed as an alternative to traditional training methods have been improving themselves to increase the interaction between educator and student, achieve meaningful data from accumulated data that occur as a result of the data exchange. At this point, development of the information, skills, creative thinking, problem solving, reflective thinking and critical thinking of participants, students, educators and network leaders have been gaining importance day by day. To think effectively, consistently and carefully of the information, any belief or knowledge support the results aimed by them emerges as the reflective thinking. The information and the number of users is so much in social networks and this situation reveals that the reflective thinking skills should take an active role in these networks. In this study, it is aimed to bring out and compare the reflective thinking skills and profiles of the participants in social networks. A 28-item questionnaire was adapted and prepared to determine of 511 social network users’ reflective thinking profiles in terms of the time variable. The obtained data were analyzed with statistical methods (t-test, frequency, percent) by using spss software.
ELT Teachers as Online Material Developers Ahmet BaÅŸal
Abstract: Online education has gained acceleration especially with the developments in ICT. This model of instruction is now widely seen in many fields, and language education is no exception. Nowadays, many institutions are giving language courses online. In ELT Departments, there have been material development courses for prospective English teachers. However, creating online materials is not an issue dealt effectively in these courses. There have been few books and articles providing information to ELT teachers about the material development process with a technology-oriented approach. As these teachers will most likely give online English courses in the future, the curriculum of these courses should include online material development issues. The aims of this study are to investigate the fundamentals of material development for online English courses and produce a set of practical recommendations to the teachers, in particular to ELT teachers.
Interpretive Structural Modeling Of Mlearning Curriculum Implementation Model Of English Language Communication Skills For Undergraduates Muhammad Ridhuan Tony Lim Abdullah, Saedah Siraj, Asra, Zaharah Hussin
Abstract: In the field of distance education, learning mediated through mobile technology or mobile learning (mLearning) has rapidly building a repertoire of influence in distance education research. This paper aims to propose an mLearning curriculum implementation model for English Language and Communication skills course among undergraduates using Interpretive Structural Modelling (ISM) technique. The model was constructed to complement the formal in-class learning in view of mLearning as a solution to cater the diverse undergraduate language learning needs. The ISM technique was used to integrate selected expert views to develop the model which was generated through ISM software. The model consists of a network of mobile language activities and inclass activities determined prior to the development of the model through focus group activity. Findings of the study resulted in an interpretive structural model of a network of mobile language activities weaved into in-class activities which could dynamically illustrate how undergraduate language learners with different learning needs could be solved collaboratively via mLearning. The model was further evaluated to be refined by the experts. Interestingly through the evaluation, the experts found out that the activities in the model could be classified into three main domain: Knowledge Input activities, Enabling skills activities, and Evaluation and Reflection activities without disrupting the relationships among the activities. Based on the relationships, the activities were also categorized into four groups: Independent activities(n=9), Linkage activities(n=3), Dependent activities(n=12), and Autonomous activities(n=0) according to their driving power and dependence power. This categorization of the activities further complements the domain classification of activities in guiding the curriculum implementers through how an activity or a group of activities influence or depend on other activities which is vital, for example in determining sets of appropriate mobile learning and in-class activities for a particular lesson to fulfill the course outcome in optimally aiding more students to achieve their individual learning targets.
The Use of Technology in Academic Translator Training In the Restructuring Process of Higher Education Filiz Åžan
Abstract: As the present age is communication age, the function of translation in this environment is gradually increasing. As a consequence of the developments occurring in the present century, it seems inevitable that translation be performed by means of today’s technological/electronic tools and resources. Accordingly, technological tools have taken their place in translation education as well. The most important reason of this is the expansion of translation fields and the increase in what is expected from the translator. In this framework, the translator is expected to use computer assisted translation tools, to create translation memory, to access information and use resources. In this article, it has been focused on how and for what purposes technological/electronic tools and resources such as computers and computer hardware will be included in translation education within the context of Bologna process for the purposes of gaining these skills and meeting the expectations. In this regard, how the Bologna process is reflected in translation education will also be examined carefully.Translation occupational standards and specifically the use of information technologies have been discussed within the framework of the projected revisions in Bologna process. Besides, the approaches towards the academic translation education have been examined within the scope of this process. In addition to this, parametres necessary for the future of translation education have been determined and some conclusions have been reached for future studies to be carried out in translation.
Towards the Autonomisation of University Student: Evaluation of Palestinian University Students’ Perception and Practice of ICT in Foreign Languages’ Learning Tharwat Hijjawi
Abstract: I This qualitative comprehensive research is based on the findings of the content analysis of the Palestinian students’ representations and practices of ICT implementation in three university courses of foreign languages in a blended learning mode. Our study is concerned of: “Remedial English†at Birzeit University, developed for RUFO project; “English 1†& “French 1†at An-Najah National University, developed for QIF project. Is it enough to afford digital tools to “digital native†students to ensure a better learning process and a more autonomous learner? In their interviews, students clarified that they faced some troubles managing the learning process. We classified these difficulties into three main aspects related to: personal representations, sociocultural habits and psychological obstacles; pedagogical posture and attitude; and technical difficulties. Findings confirmed that to have a self- reliant student, it’s not enough to implement ICT. It is necessary to change the educational paradigm and shift from a teaching-centered model to a learning- centered one.
Use of information technologies in innovation of pedagogical practice in preschool teachers’ education Dana Masarykova
Abstract: The concept of this paper is based on the problem of reflective practitioner (Schön, 1983) with connecting theory and practice in preschool teachers’ education. As a traditional method for creating this connection we can consider personal attendance of future teachers in schools. However, this method has certain “black holes“, where students are not able to understand and then analyse the education process using their theoretical background. In our research we tried to prepare students for pedagogical practice through video records from kindergartens. The students had the possibility to answer survey questions about pros and cons of a classic method and a new innovative approach. The results showed better level of moving theory into practice due to detailed explanation in the videos. The videos of preschool education process made a valuable step into Virtual University and in the future can contribute to higher quality of distance education.
