STRATEGIES FOR DEFINING AND
UNDERSTANDING CRITICAL TECHNOLOGY
INTEGRATION TERMS
Ahmed Fagehi SPRING 2012
The Background of the Study


“Students who join a certain academic community
need to learn the appropriate meaning and usage
of the specialized terms of their field” (LessardClouston, 2005).
Students encounter difficulties learning specialized
terms of their field, specially non-native students
who don't have the same language background
(Chung&Nation,2004).



Educational Technology is constantly adding new
terms that are fostered by the evolution of
technology and pedagogical methods (Serduikov,
2000).
Terms that describe teaching methods that integrate
various technologies in the learning process are
emerging as a result of the evolution of pedagogy
and technology (Anohina, 2005).
Those terms need to be identified and defined
precisely.



Recent research focuses on the effect of using
multimedia on vocabulary acquisition.
There is a need to examine which combinations of
multimedia are more effective in aiding vocabulary
learning.
Also, there is a dearth of studies for measuring the
effectiveness of learning non-concrete words with
multimedia (Mohsen, 2011).
The Purpose of Study

The purpose of this study is to identify the key
technology integration terms, and to investigate the
effect of using three instructional strategies for
learning these terms: Text alone; Text and Video;
and Text, Video + Engagement Question.
Technology Integration Terms
The Multimedia Instructional Strategies



Text alone.
Text and video.
Text, video and engagement question.
Condition 1: Text alone
Condition 2: Text and Video
Text
Vide
o
Condition 3: Text, Video and Engagement Question
Text
Vide
o
Quiz
Research Questions



What are the key technology integration terms that teacher
education major students should understand?
Is there a difference in students' performance on a
recognition and a comprehension test of technology
integration terms based on the instructional strategy they
experience (Text alone; Text and Video; Text, Video, and
Engagement Question)?
Is there a difference in students' performance on a
recognition and a comprehension test of technology
integration terms based on the multimedia instructional
strategy they experience (Text alone, Text+ Video, Text +
Video +Engagement Question) after controlling for the
frequencies of viewing the terms?



Is there a relationship between students’ majors and
their recognition and comprehension of the
technology integration terms?
Is there a relationship between students’ technology
expertise and their recognition and comprehension
of the technology integration terms?
Is there a difference in the way that native and nonnative learners benefit from instructional strategies
designed to advance comprehension and
vocabulary acquisition?
The Hypotheses of the Study





Students will perform differently on a recognition and a comprehension test
of technology integration terms depending upon the multimedia
instructional strategy they experience (Text alone), (Text and Video), and
(Text , Video, and Engagement Question).
Students will perform differently on a recognition and a comprehension test
of technology integration terms depending upon the multimedia
instructional strategy they experience (Text alone), (Text + Video), and
(Text + Video + Engagement Question) after controlling for the frequencies
of viewing the terms.
There is no relationship between students’ majors and their recognition and
comprehension of the technology integration terms.
There is no relationship between students’ technology expertise and their
recognition and comprehension of the technology integration terms.
There is no difference between native and non-native learners on their
performance on the recognition and comprehension test.
The Importance of the Study


There are many studies that have investigated the effect
of using different combinations of multimedia on
vocabulary acquisition, but the results of these studies are
inconsistent (Alghafli, 2011).
Learning abstracts terms with multimedia is an area that
needs to be investigated (Mohsen, 20110, and this study
targets abstract terms that describe relative complex
concepts that require educators to understand the critical
capacity of the technology and effective ways to
integrate this technology in education.
The Importance of the Study
Many researchers suggest that future research
should consider learning abstract terms using
different multimedia (Chun &Plass, 1996;
Alghafli, 2011).
 This study will be also useful for teacher
preparation programs since it will identify the
most critical terms that need to be taught in
technology integration courses.

Literature Review
Theoretical Framework for the Study

The Dual-Coding Theory


People learn better when materials are presented in both verbal
and visual modes (Paivio, 1986).
The Generative Theory of Multimedia Learning


Learners are more likely to recall specific information when they
have verbal and visual formats available at the same time rather
than having only one format ( Mayer,1997) .
The contiguity principle: people learn better when the word and the
picture are presented contiguously, and learners engage in active
learning when the narration is aligned with them (Mayer & Anderson,
1992).
Theoretical Framework for the Study

The Cognitive Load Theory



Short-term memory has limitation in processing received information
(Miller, 1956).
Learning happens best when considering the limitation of human cognitive
(Sweller, 1988).
Constructivist theory

“By asking students about what they have learned in the very
early stages, they have the opportunity to reflect upon their
understanding of the new thing they have just learned. It’s possible
that misunderstandings can occur or there might be some confusion
in the minds of the learners because what they have just learned
does not “fit” with their prior experience.” (Kelly, 2005)
Related studies


Technology integration: technology has a long history
serving education (Briggs & Burke, 2009)
Online glosses and vocabulary learning


Technology expertise


Positive impact on vocabulary acquisition (Chun &Plass1996; AlSeghayer, 200; Yanguas,2009 )
Wittrok (1989) stated that learners existing knowledge about
a topic can influenced by their sensory inputs.
Frequency of term views

Coady (1993) pointed out that the probability of learning a
word at the first exposure ranges from 5% to 15%.
Methodology
Variables:
 Independent
Variable
 Multimedia
Instructional strategy (Text, Text and Video, Text,
Video+and Engagement Question)
 Dependent
 Scores
Variable
on recognition test: Scores on iItems-Matching test
 Scores on comprehension: multiple-choice test

Participants
 Two
categories of participants
students who are taking technology integration classes
ELPS 301, ELPS 302, and ELPS 760
 Non-technology integration students
Terms Selections
 As
opposed to covering technical or vendor terms (e.g.
algorithm, bandwidth apache or blackboard) The terms
that are more valuable in this study are the ones that
can help educators understand new strategies for
integrating technology in teaching and learning (e.g.
WebQuest, Digital Storytelling, ePortfolio).
Terms Selections

William James (1899) states that "verbal material
is, on whole, the handiest and most useful material in
which thinking can be carried on. Abstract
conceptions are far and away the most economical
instruments of though, and abstract conceptions are
fixed and incarnated for us in words“
Terms Selections
 Phase1:
terms that describe how technology can be
integrated in teaching and learning were collected. The
terms were selected based on their utilities, practical
value and their application to the field of education
 Phase2: The list of the terms was reviewed by students
in an educational technology seminar and more terms
were added to the list.
Terms Selections
Phase 3: a survey that contains all these terms was
created and sent to experts for adding or deleting
terms
Terms Selections
Terms Selections

Phase 4: the list then was revised by 2 experts in the
field of Educational Technology at KU
Terms Selections
Phase 5: another survey was developed with the
modifications that these experts have made and the
final list of terms was sent to experts to rate those
terms from 1 Unimportant to 10 Very important.
Terms Selections
Terms Definition

Definitions were selected from accepted resources
in educational technology, and modifications were
made to increase their readability and at the same
time preserve their accuracy. The definitions will be
reviewed by experts to make sure that they are
accurate.
Materials

The selection of pictures for each technology
integration term.
 Each
term will be divided into its defining attributes,
and then each attribute will be visualized.
 Images will be identified from different resources to
correspond to each attribute
 Images will be rated for accurate representation by a
group of raters
Materials

Video creation
 Each
video consists of pictures representing the defining
attributes of the term along with a caption and
narration. The video is based on the contiguity principle
that states people learn better when the word and the
picture are presented contiguously, and learners
engage in active learning when the narration is aligned
with them (Mayer & Anderson, 1992).
Procedures


The study will take place in the School of Education
computer lab.
Two kinds of strategies
 The
first strategy that focuses on participants who are
taking technology integration classes is to assign
randomly the technology integration classes (ELPS 301,
ELPS 302, and ELPS 760) to the three multimedia
instructional strategies. Each class will be assigned to a
different multimedia instructional strategy.
Procedures

Each of the three classes has its own website. The
website will have a lesson and each lesson will
include glossed technology integration terms.
Students will view the lessons and the glossed terms
associated with them.
Procedures

The second strategy for conducting this study focuses
on participants who are not enrolled in any
technology integration class. The researcher will
reserve the lab for a specific time, and will ask the
volunteers who agree to participate in this study to
come in the allotted time.
Procedures

A list of random numbers will be used to assign
participants to one of the three-multimedia
instructional strategies:
 Text
only.
 Text and Video.
 Text, Video, and Engagement Question.
Procedures




The computers will be labeled according to these three
strategies .
When participants enter the computer lab, they will be
pick a number, each number will correspond to one of
the three possible strategies.
A consent form will be distributed that describes the
purpose of the study and participants will be asked to
sign the form if they agree to participate.
Participants will view a list terms online, when they click
a term, a pop-up window will appear with the
definition based on the condition the students are
assigned to.
Data Collection: Instruments

Demographic information:
 Gender
 Native
language
 Academic status
 Major
Demographic Information
Technology Expertise Survey
Recognition Test

Match each term in the term column with its definition on the definitions column. Place your answer in the blank
to the right of each term. Each answer can be used only once.
Definitiona
a) Graphical tools for organizing and representing knowledge
b) The appropriate and responsible behavior when using technology
c) Learning in which instructors and students interactions occurs independent of time and location
d) The art of telling stories with a variety of digital multimedia
e) An inquiry learning activity in which most of the information learners use comes from the web
f) A purposeful collection of work and information developed over time
g) When people learn together at the same time
h) Activities where two or more classrooms study the same topic together
i) A special guest appear online to interact with student and discuss topics
j) An individual or a small group takes the persona of a famous or notorious person
Comprehension Test

John is a science teacher regularly integrates technology in his
teaching. He decided to teach his students about global warming
and begins by having his students search for and evaluate web sites
on global warming. John also asks his students to collect and
analyze changes in temperature data in their region. He then asked
his students to post their findings, analysis and conclusions on a
website. Students also constructed media presentations concerning
trends and opinions about global warming.
This activity can best be described as a/an ________
activity.
 webquest
 keypals
 eAppearance
 impersonation
Attitudes toward technology integration
Research Questions



What are the key technology integration terms that teacher
education major students should understand?
Is there a difference in students' performance on a
recognition and a comprehension test of technology
integration terms based on the multimedia instructional
strategy they experience (Text alone; Text and Video; Text,
Video, and Engagement Question)?
Is there a difference in students' performance on a
recognition and a comprehension test of technology
integration terms based on the multimedia instructional
strategy they experience (Text alone, Text+ Video, Text +
Video +Engagement Question) after controlling for the
frequencies of viewing the terms?



Is there a relationship between students’ majors and
their recognition and comprehension of the
technology integration terms?
Is there a relationship between students’ technology
expertise and their recognition and comprehension
of the technology integration terms?
Is there a difference in the way that native and nonnative learners benefit from instructional strategies
designed to advance comprehension and
vocabulary acquisition?
Question 1

A descriptive statistic (mean) will used to determine
the terms that are most critical. The mean for each
term will be computed to see which term has the
highest mean.
Question 2

Multivariate analysis of variance (MANOVA) will be
conducted to measure the effect of three different
multimedia instructional strategies (text; text and
video; text, video, and engagement question) on
students’ recognition and comprehension of
technology integration terms.
Question 3

For question three, a multivariate analysis of
covariance (MANCOVA) will be conducted to
measure the effect of three different multimedia
instructional strategies (text; text and video; text,
video, and engagement question) on students’
recognition and comprehension of technology
integration terms after controlling for the
technology frequencies of viewing each term.
Question 4

Research question four is concerned with the
relationship between students’ majors and
recognition and comprehension of the technology
integration terms. A multivariate analysis of
variance (MANOVA) will be conducted to answer
this question.
Question 5

Finally, a correlation analyses will be conducted to
measure the relationship between students’
technology expertise and their performance on the
tests.
Limitation



One limitation of this study is the effect of language on
understanding the meaning of terms. People who have
good background knowledge in English might be able
to identify the meaning of some terms such as
asynchronous learning, or synchronous learning without
using the intervention.
Also, this study will only focus on short-term retention.
The impact of the multimedia instructional strategy on
long-term retention needs to be investigated.
Participant learning style.
Implication

The study might have a pedagogical implication
about the effective way to teach non-concrete
terms.
References
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