IECT 2013, University of Malaya Kuala Lumpur

Welcome to the 13th International Educational Technology Conference IETC-2013.

"The International Educational Technology Conference (IETC)" series is an international educational activity for

academics, teachers and educators. This conference is now a well-known educational technology event and the

number of paper submissions and attendees increase every year. It promotes the development and

dissemination of theoretical knowledge, conceptual research, and professional knowledge through conference

activities, the conference proceeding book, and the Turkish Online Journal of Educational Technology (TOJET).

Its focus is to create and disseminate knowledge about the use of instructional technology for learning and

teaching in education. This year, IETC-2013 received almost 400 applications. The conference academic

advisory board accepted 235 applications.

The first of "The International Educational Technology Symposium (IETS)" and the second of "The International

Educational Technology Symposium (IETS)" were held at Sakarya University in Turkey in 2001 and 2002. The

third one was at Eastern Mediterranean University in the Turkish Republic of Northern Cyprus in 2003, and the

fourth one at Sakarya University in Turkey in 2004. The fifth International Educational Technology Conference

(IETC) was organized at Sakarya University in Turkey in 2005.The Sixth International Educational Technology

conference was held in Turkish Republic of Northern Cyprus. In 2007, the seventh conference was organized at

Near East University in the Turkish Republic of Northern Cyprus. After then The 8th International Educational

Technology Conference was held at Anadolu University in Turkey in 2008. The 9th International Educational

Technology Conference was organized at Hacettepe University in Turkey in 2009. IETC-2010 was organized at

Bogazici University in 2010 in Turkey. IETC-2011 was conference organized at Istanbul University in 2011 in

Turkey. IETC-2012 conference was organized at National Central University in Taiwan in 2012.

The International Educational Technology Conference aims to diffuse the knowledge and researches among

academicians and lead to development in educational technology and instructional technologies.

Without the authors and participants, IETC-2013 would, of course, have been impossible. We would like to

sincerely thank all of you for coming, presenting, and joining in the academic activities. We would also like to

thank  all  of  those  who  contributed  to  the  reviewing  process  of  the  “IETC  

-

2013”  conference  papers,  which  will  

be also published in TOJET. And finally, we would like to thank Sakarya University

–

University of Malaya

organizing team and The Turkish Online Journal of Educational Technology (TOJET) for successfully organizing

and  hosting  “IETC

-

2013”  in  Kuala  Lumpur,  Malaysia.  Last  thank  is  going  to  Prof.  Dr.  Saedah  Siraj  for  her  warm  

hosting and for her great effort. She always tried to do her best.

We have lots of participants from 30 different countries. Should you have any enquiries regarding IETC

conference, please do not hesitate to contact with us for any additional information you may require.

Finally, we would like to wish you all a pleasant stay in Kuala Lumpur - Malaysia and safe return back home. We

hope that IETC-2013 will be a meeting you will pleasantly remember.

We hope to meet you again in IETC 2014 which will be held in Chicago, United States between 03-05 September

2014.

Thank you....

Prof. Dr. Muzaffer ELMAS

President

Sakarya University

Prof.  Dr.  Aytekin  İŞMAN

General Coordinator & Founder of IETC

Editor in Chief of TOJET

Prof. Dr. Arif ALTUN

Coordinator of IETC 2013

Hacettepe University

Prof. Dr. Ghauth JASMON, Vice Chancellor, University of Malaya

Prof. Dr. Muzaffer ELMAS, Rector, Sakarya University

General Coordinator

Prof. Dr. Aytekin ISMAN-Sakarya University

IETC 2013 Coordinators

Prof. Dr. Saedah SIRAJ - University of Malaya

Prof. Dr. Arif ALTUN - Hacettepe University

IETC 2013 Associate Coordinators

Dr. Norlidah ALIAS - University of Malaya

Dr.  Mübin  KIYICI  

- Sakarya University

Dr. Eric Zhi Feng LIU - National Central University

Dr. Fahriye ALTINAY AKSAL -

Eastern  Mediterranean  University,  TRNCÂ

Dr. Zehra ALTINAY GAZI -

Eastern  Mediterranean  University,  TRNCÂ

Dr. Zaharah HUSSIN University of Malaya

Dr. Chin Hai LENG - University of Malaya

Dr. Dorothy DEWITT - University of Malaya

Conference Secretary

Inst. Onur ISBULAN -Sakarya University

Inst. Ali KIRKSEKIZ - Sakarya University

Inst. Aydin KIPER - Sakarya University

Inst. Selcuk Sirri TERCAN - Sakarya University

Dr.  İsmail  İPEK  

Bilkent University, Turkey Dr. Issham ISMAIL

University of Sains Malaysia, Malaysia Dr. Jarkko SUHONEN

University of Eastern Finland, Finland Dr. Jialin YI

Indiana University at Bloomington, USA

Dr. Li YING

China Central Radio and TV University, P.R. China

Dr. Mehmet CAN

Çukurova  University,  Turkey   Dr. Norlidah ALIAS

University of Malaya, Malaysia Dr.  Serhat  Bahadır  KERT  

Victoria University of Wellington, NEW ZEALAND

Aubrey Neil LEVERIDGE

National Central University, Taiwan Bor-Chen KUO

National Taichung University, Taiwan Fahme DABAJ

EMU, Turkey I-Hen Tsai ,

Mahmut  TÜNCEL  

General Directorate of Educational Technology, Turkey

Megan HASTIE

Brisbane Schhol of distance Education Australia, Australia

Melissa  Huı-Mei Fan

International Islamic University, Pakistan

Murat  YALÇIN  

Directorate of Educational Technology, Turkey Sheng-Yi WU

National Central University, Taiwan Ünal  AKGÜZ  

Directorate of Educational Technology, Turkey Yi Chun LIN

Executive Board Member - The Council of Higher Education, TURKEY

Prof. Dr. Muzaffer ELMAS,

President of Sakarya University, TURKEY

Quality processes in Sakarya Universiy

Prof. Dr. J. Michael SPECTOR,

Universiy of Georgia, USA

Educational Technology Trends and Research Issues

Prof. Dr. Cengiz Hakan AYDIN

Anadolu University, Turkey

Trends and Issues in Open and Distance Learning

Prof. Dr. Ibrahim Ahmad BAJUNID

A Case Study of Secondary Pre-service Teachers' Technological Pedagogical and Content Knowledge

Mastery Level ______________________________________________________________________ 15

Hasniza NORDIN

a

_{, Niki DAVIS}

b

_{, Tengku Faekah TENGKU ARIFFIN}

c

A Case Study on the Effects of an L2Writing Instructional Model for Blended Learning in Higher

Education _________________________________________________________________________ 23

Lee So

a

_{, Chung Hyun Lee}

a

A content analysis in the studies of YouTube in selected journals ______________________________ 33

Norlidah Alias, Siti Hajar Abd Razak, Ghada elHadad, Nurul Rabihah Mat Noh, Kokila Kunjambu,

Parimaladevi Muniandy

A Content Analysis of Italian NSSI Web-Sites ______________________________________________ 41

Nicola Luigi Bragazzi

1,

_{, Debora Parigi}

2

_{, Franca Pezzoni}

2

_{, Giovanni Del Puente}

2

A content analysis of wikis in selected journals from 2007 to 2012_____________________________ 48

Norlidah Alias, Dorothy DeWitt, Saedah Siraj, Sharifah Nor Atifah Syed Kamaruddin, Mohd Khairul

Azman Md Daud

A Literary Aspect in Micro Teaching Subject in French Education Department Yogyakarta State University

_________________________________________________________________________________ 57

Indraningsih

A Mobile Game-based Insect Learning System for improving the learning achievements ___________ 61

Chung-Ho Su

a

_{, Ching-Hsue Cheng}

b

A new dimension to teaching mathematics using iPads _____________________________________ 70

Diana Audi

a

_{, Rim Gouia-Zarrad}

a

A Proposed Model of Photovoltaic Module in Matlab/Simulink

TM

_{for Distance Education ___________ 73}

Zekiye ERDEM

a

_{, M.Bilgehan ERDEM}

b

A STUDY OF NETWORK LEARNING RESOURCE CENTER FOR ELEMENTARY SCHOOLS OF BANGKOK

METROPOLITAN ____________________________________________________________________ 80

Ruaysup Deshchaisri

a

_{*, Saroach Sopeerak}

b

A Study on student and teacher views on technology use ____________________________________ 84

Buket Akkoyunlu

a

_{, Semra Erkan}

b

A Survey on Teachers’ Awareness and Attitudes on Computer-Corpus Data: An Assisted

Technology-based EFL Vocabulary Selection and Instruction Source _____________________________________ 91

Fatima Zohra Belkhir

Ad-

ŚŽĐĂŒůĂƌŝĕŝŶĂƌĂƔƚŦƌŵĂǀĞĞŒŝƚŝŵĂŵĂĕůŦLJĞŶŝďŝƌďĞŶnjĞƚŝŵĂƌĂĐŦ

__________________________ 100

Sinan Tuncel

a,

_{, Hüseyin Ekiz}

b

Adjective identification in television advertisements_______________________________________ 107

Alternative energy biogas from chocolate rind ___________________________________________ 114

Sri Redjeki, Nurul Widji Triana, Iriani, Isni Utami

An Adaptation of Circuit Analysis Course to Distance Education With Content Development _______ 118

Fatih Çelik

a

_{͕ďĚƵůůĂŚ&ĞƌŝŬŽŒůƵ}

a

_{, Ayhan Kiraz}

a

_{, Zafer Albayrak}

a

_{, Hüseyin Ekiz}

b

An Overview Of The Technologies Used For Anatomy Education In Terms Of Medical History ______ 125

Engin KURT

a

_{, S.Eray YURDAKUL}

b

_{, Adnan ATAÇ}

c

An Overview to Ethical Problems in Telemedicine Technology _______________________________ 131

Adnan ATAÇ

a

_{, Engin KURT}

b

_{, S.Eray YURDAKUL}

c

Analysing the success of level determination exam according to the school type and lesson type that is

represented by questions in the exam __________________________________________________ 136

ďĚƵůůĂŚshbK)>h

a

_͕ĂŚĂbE

a,

_{, Emine UÇAR}

b

_{, Murat UÇAR}

b

Analysis of Research in Programming Teaching Tools: An Initial Review ________________________ 141

Syahanim Mohd Salleh

a,

_{, Zarina Shukur}

a

_{, Hairulliza Mohamad Judi}

b

Analysis of tajweed errors in quranic recitation ___________________________________________ 149

Surul Shahbudin Bin Hassan, Dr. Muhammad Azhar Bin Zailaini

Are English language teachers in Saudi Arabia ready to integrate technology? __________________ 158

Nadeem Saqlain, Fawaz Al-Qarni, Needal Ghadi

Are Laptops Distracting Educational Tools in Classrooms ___________________________________ 164

Falah Awwad

a,

_{, Ahmad Ayesh}

a

_{, and Sarah Awwad}

b

Attitudes towards the use of ICT Training Curriculum for Thai Elderly People ___________________ 170

Snit SITTI

a,

_{, Srikul NUNTACHOMPOO}

b

Augmented reality in the higher education: Students' science concept learning and academic

achievement in astronomy ___________________________________________________________ 174

Jung-Chuan Yen

a

_{, Chih-Hsiao Tsai}

b

_{, Min Wu}

a

Augmented Reality-based Support System for Teaching Hand-drawn Mechanical Drawing ________ 182

Hirosuke HORII, Yohei MIYAJIMA

Automatic Detection of Learning Styles in Learning Management Systems By Using Literature-Based

Method __________________________________________________________________________ 190

Norazlina Ahmad

a

_{, Zaidatun Tasir}

b

_{, Jamri Kasim}

c

_{and Harun Sahat}

a

Blended learning in foreign language teaching ___________________________________________ 197

Marta Gluchmanova

ůŽŐ<ƵůůĂŶŦŵŦŶŦŶůĞƔƚŝƌĞůƺƔƺŶĐĞLJĞ͕<ĂůŦĐŦůŦŒĂ

sĞŬĂĚĞŵŝŬĂƔĂƌŦLJĂƚŬŝƐŝ

___________________ 201

ƐůŦŚĂŶhZz/>D

a,

Arnold R. Lorenzo

a

_{, Blessie U. Lorenzo}

a

ƺƚƺŶůĞƔŝŬŬĞŶƚƐĞůŐĞůŝƔŵĞƐƚƌĂƚĞũŝƐŝǀĞĞLJůĞŵƉůĂŶŦĕĞƌĕĞǀĞƐŝŶĚĞLJĂƔĂŵŬĂůŝƚĞƐŝŶŝŶĂƌƚŦƌŦůŵĂƐŦŶĚĂLJĞƌĞů

yönetimlerin rolü __________________________________________________________________ 216

WƌŽĨ͘ƌ͘,Ăůŝů7ďƌĂŚŝŵLJĚŦŶůŦ͕ƌƔ͘'Ƃƌ͘^ĂůŝŚŝĨƚĕŝ͕EĞƐƌŝŶbĞŶƚƺƌŬ͕ƌƔ͘'Ƃƌ͘>ĞLJůĂŝĨƚĕŝ

Career Adaptability and Intention to Leave among ICT Professionals: An Exploratory Study ________ 230

Safiah Omar

a,

_{, Fauziah Noordin}

b

Comparison of the Use of Social Network in Education between North and South Cyprus _________ 239

&ĞnjŝůĞ/ƔŦŬ

Computer aided education ___________________________________________________________ 248

Can Cemal Cingi

Computer animation in teaching surgical procedures ______________________________________ 257

Can Cemal Cingi

Computer Based Courseware in Learning Mathematics: Potentials and Constrains _______________ 264

Ong Boon Han

1

_{, Noor Dayana Binti Abd Halim}

2

_{, Rio Surmani Binti Shariffuddin}

3

_{, Zaleha Binti Abdullah}

4,

Constructing a comic to communicate scientific information about sustainable development and natural

resources in mexico ________________________________________________________________ 270

AQUILES NEGRETE

Continuing with the promise of “scratch” in the applied linguistics classroom ___________________ 278

Clarisa Garcia Quan, Ph.D.

Cyber security: rule of use internet safely? ______________________________________________ 287

Maskun

a

_{, Alma Manuputty}

b

_{, S.M.Noor}

c

_{, Juajir Sumardi}

d

Design and development of a Sustainable Tourism Indicator based on human activities analysis in Inle

Lake, Myanmar ____________________________________________________________________ 292

Ismael Abedin Ingelmo

Design and development of Webquest for Physics Module by employing Isman Instructional Design

Model ___________________________________________________________________________ 302

Norlidah Alias, Dorothy DeWitt, Saedah Siraj

Developing sustainable relations with internal and external stakeholders in universities: vision and

mission views _____________________________________________________________________ 310

Dr. Ömür Hakan KUZU

a,

_{͕WƌŽĨ͘ƌ͘,ĂŬŬŦ'P<>}

b

_{͕WƌŽĨ͘ƌ͘,ĂƐĂŶ<ƺƌƔĂƚ'm>b}

c

Development of an integrated learning environment with knowledge management for cultivating

student critical thinking skills _________________________________________________________ 318

Yen-Ting Lin

a

_{, Min Jou}

a

Development of ICT Competency Standard Using the Delphi Technique _______________________ 327

Development of Instructional Model Based on Connectivism Learning Theory to Enhance

Problem-solving Skill in ICT for Daily Life of Higher Education Students ________________________________ 342

Snit SITTI

a,

_{, Saroch SOPEERAK}

b

_{, Narong SOMPONG}

c

Development of Malaysia Skills Certificate E-Portfolio: A Conceptual Framework ________________ 350

Mohd Bekri, R.

a

_,

_{Ruhizan, M.Y.}

b

_{, Norazah, M.N.}

c

_{, Faizal Amin Nur, Y.}

d

_{Tajul Ashikin, H.}

e

Digital Citizenship __________________________________________________________________ 357

Aytekin ISMAN

a,

_{, Ozlem CANAN GUNGOREN}

b

Do undergraduates use their personal computers to support learning? ________________________ 363

KwongNui Sim & Russell Butson

E-Learning Environment for Hearing Impaired Students ____________________________________ 371

Hisyamuddin Hashim

a

_{, Zaidatun Tasir}

a,

_{, Siti Khadijah Mohamad}

a

Educational Implication of Reflection Activities Using SNS in Cooperative Learning _______________ 376

Sang-Yon Kim, Mi-Ryang Kim

Effect of English Short Sentences Memorization on the Speaking Skill and the E-learning of English _ 383

Ikuo Kitagaki

Effective Factors for Accomplishment in Training Teacher Profession Experience of Faculty of Education

Students Rajabhat Maha-Sarakham University Thailand ____________________________________ 386

Tiwarat PRASERTSUNG

)7d7D7>'7^zZd7)7E7E7E>ED^7

___________________________________________ 389

Ebru ALBAYRAK

Electronic Portfolio Increases Both Validating Skills and Employability _________________________ 395

Mustafa Jwaifell

Employing Microsoft Live@edu Cloud Platform to Assist in Teaching Chinese Reading for Junior High

School Students ___________________________________________________________________ 402

Shi-Jer LOU

a

_{, Chia-Liang CHO}

a

_{, Chih-Cheng TSAI}

b

_{, Ru-Chu SHIH}

a,

Enhancement of the 21

st

_{Century Skills for Thai Higher Education by Integration of ICT in Classroom 407}

Nutteerat Pheeraphan

Expectation towards Cooperative Education Management of Rajamangala University of Technology Isan

Thailand __________________________________________________________________________ 416

Thanasarn SERMSUK

Exploring attitudes and achievement of web-based homework in developmental algebra _________ 420

Kwan Eu Leong

a,

_{, Nathan Alexander}

b

Exploring E-Decision Making Competence through Online Self Determination Platform ___________ 427

Factor Influencing the Critical Thinking of Teacher Students Studying at the Faculty of Education in

Suratthani Rajabhat University ________________________________________________________ 435

Chawakit Thongnuypram

Factors Affecting the Behaviors of Yasothon Community Leaders in Receiving Information and News. 440

Kanokon Ruenruethai

a,

_{, Saroach Sopeerak}

b

Factors Influencing the Development in English Pronunciation Skills Training in Primary Students of

Schools in the Primary Education Services Area Office in Bangkok. ____________________________ 445

Premrudee SRIUDOMKIJ

a,

_{, Advisor: Assoc. Prof. Dr. Saroch Sopirak}

b

Factors Influencing the Success of Rajamangala University of ________________________________ 448

Technology Thanyaburi’s Ubiquitous Learning ____________________________________________ 448

Suchitra Yodsaneha

a,

_{, Saroach Sopeerak}

b

Factors Influencing the Success of Web-based Training for Teachers of The Secondary Educational

Service Area Office 30. ______________________________________________________________ 451

Issaree Sirisorn , Saroach Sopeerak

ab

Factors related the Utilization of Instructional Media and Innovation of Nursing Instructors at

Boromarajonani College of Nursing, Suphanburi, Thailand __________________________________ 456

Akom Phosuwan, RN,MS

a,

_{, Saroch Sopeerak, PhD}

b

_{, Supaporn Voraroon, MS}

a

Formation of Multilingual Educational System in Kazakhstan: Kazakh-Turkish High Schools ________ 461

Davronzhon GAIPOV

a,

_{, Yusuf YAYLACI}

b

_{͕<ƵƌƚĂLJ/)}

c

_{Selim GUVERCIN}

d

Gender and cultural differences in attitudes toward Schooling usage and Personal usage of Computers:

A study of Malaysia and Jordan _______________________________________________________ 469

Nabeel Abedalaziz

a,

_{, Chin Hai Leng}

b

_{& Saedah Siraj}

c

Gender Equality in Online Learning: The Case of UP Open University __________________________ 478

Percia V. Secreto

Global Citizenship in Technology Age from the Perspective of Social Sciences ___________________ 486

Birol Bulut

,ª

_{Zafer Çakmak}

b

_{, Cihan Kara}

c

How to say “hello” in indonesian language (Teaching Indonesian Address Term) ________________ 492

Roswita LumbanTobing

Impact of Video on Learning in Students with Autism in Malaysia: Future Prospects ______________ 500

Kathleen Saiman

a

_{, Sushila Sinnatamby}

b

_{, Laily Mastura Mustafa}

c

_{, Norlidah Alias}

d

_{, Saedah Siraj}

e

Implementation Review of Professional Education of Teachers (PPG) as the Implementation of Quality

Management Function ______________________________________________________________ 507

Isti Hidayah

Mohd Salleh Abu

,a

_{, Zaid Zainal Abidin}

b

_{, Baharuddin Aris}

c

Improving Turkish language training materials: Grapheme-to-phoneme conversion for adding phonemic

transcription into dictionary entries and course books _____________________________________ 521

PnjŐƺŶ<KbEZ

a

_{͕ĂŒĚĂƐĂŶ7ZEd}

b

_{͕PnjůĞŵ<db}

b

Incorporating Mind-maps in Cell Biology Lectures - A Reflection on the Advantages and Potential

Drawback ________________________________________________________________________ 532

Influence of E-Portfolio Supported Education Process to Academic Success of the Students ________ 538

M. Fatih BARIS

a

_{, Nilgün TOSUN}

b

Information technologies in the postindustrial society _____________________________________ 544

tŝĞƐųĂǁ,ųĂĚŬŝĞǁŝĐnj͕WŝŽƚƌ'ĂǁųŽǁŝĐnj

Innovation Models of Indonesian Learning in Multicultural Society ___________________________ 548

Ida Zulaeha

Instructional relationships within a web-based learning environment: Students’ perceptions in a

Malaysian classroom ________________________________________________________________ 556

Mai Neo

a

_{, Ken T.K. Neo}

b

_{, Thian-Li Lim}

c

_{Heidi Yeen-Ju Tan}

d

_{& Wai-Jing Kwok}

e

Integrating Project Based Learning Environment into the Design and Development of Mobile Apps for

Learning 2D-Animation ______________________________________________________________ 565

Nurul Farhana Jumaat

a

_,

_{Zaidatun Tasir}

a

Interacting with Screenagers in Classrooms ______________________________________________ 573

Seo Young Yoon

a

_{, June Lee}

a

_{, Chung Hyun Lee}

a

Internet memes as an information dissemination tool for libraries: the Ateneo de Manila University

experience ________________________________________________________________________ 580

Karryl Kim A Sagun

a

Investigation of Problematic Internet Usage of University Students With Psychosocial Levels at Different

Levels____________________________________________________________________________ 588

DĞŚŵĞƚZK)>h

a

_{, Mustafa PAMUK}

b

_{, Kübra PAMUK}

c

Investigation of Vocational High-school Students’ Computer Anxiety __________________________ 594

Murat TUNCER

a

_{͕zƵŶƵƐK)E}

b

_{͕ZĂŵĂnjĂŶdEb}

c

Khatam Al-Quran in Islamic Education Curriculum in Malaysia _______________________________ 599

Surul Shahbudin Bin Hassan, Dr. Muhammad Azhar Bin Zailaini

Learning Management in Enhancing Potential of Thai Community ICT Learning Center Project for ICT

Development and Utilization _________________________________________________________ 606

Narong Sompong

a,

_{Nattaphon Rampai}

b

_{Cherdpong Kheerajitt}

c

Learning Outcomes and Student Perceptions In Using Of Blended Learning In History ____________ 615

Learning Style in A Personalized Collaborative Learning Framework ___________________________ 622

Nuzulla Mamat, Norazah Yusof

Learning Styles of Teacher Education Students: Basis in Improving the Teaching - Learning Process _ 629

Arnold R. Lorenzo

a

_{, Blessie U. Lorenzo}

a

>'KD/E^dKZD^hLJŐƵůĂŵĂůĂƌŦŶŦŶŒŝƚƐĞůĕŦĚĂŶƚŬŝůĞƌŝŶŝŶ7ŶĐĞůĞŶŵĞƐŝŶĞ7ůŝƔŬŝŶŝƌ7ĕĞƌŝŬŶĂůŝnjŝ

ĂůŦƔŵĂƐŦ

_________________________________________________________________________ 639

ĂƌŦƔh<hZb/

a

Loneliness and mobile phone _________________________________________________________ 647

Çetin TAN

a

_{, Mustafa PAMUK}

b

_{͕LJƔĞŶƵƌPEZ}

c

Making the Teacher Relevant and Effective in a Technology-Led Teaching and Learning Environment 653

Safdar Ali Shah

Malaysian Teachers’ Perception of Applying Technology in the Classroom _____________________ 660

Samira Nikian, Faizah Mohamad Nor and Marzila A. Aziz

Management of Academic Information System (AIS) at Higher Education in The City Of Bandung ___ 666

Etin Indrayani

Marketing Education Online: A Case study of New Zealand Higher Education Institutions _________ 674

Rubaiyet Hasan Khan

a

Maternal weight gain and correlation with birth weight infants ______________________________ 686

S. Lumbanraja

a

_{, D. Lutan}

a

_{, I. Usman}

a,

Media, moral education and professional ethics of journalists in Slovakia ______________________ 694

Vasil Gluchman

DĞƐůĞŬzƺŬƐĞŬŽŬƵůƵPŒƌĞŶĐŝůĞƌŝŶŝŶsŝƐƵĂůĂƐŝĐWƌŽŐƌĂŵůĂŵĂĞƌƐŝŶĞzƂŶĞůŝŬPnjƺnjĞŶůĞŵĞ

^ƚƌĂƚĞũŝůĞƌŝŶŝŶ<ĂƌƔŦůĂƔƚŦƌŦůŵĂƐŦ

________________________________________________________ 701

ƐůŦŚĂŶhZz/>D

a

Mobile Augmented Reality: the potential for education ____________________________________ 708

Danakorn Nincarean

a

_{, Mohamad Bilal Ali}

a

_{, Noor Dayana Abdul Halim}

a

_{, Mohd Hishamuddin Abdul}

Rahman

a

Mobile Learning: A Good Practice _____________________________________________________ 715

Dawood Salim Al Hamdani

Nature exquisiteness based digital photography arts project for creativity enhancement among low

achievers students. (PROSFD

ak

_{) _______________________________________________________ 724}

Siti Nuur Adha Mohd Sanif, Zaharah Hussin, Fatiha Senom, Saedah Siraj & Abu Talib Putih

Need For Mobile Learning: Technologies and Opportunities _________________________________ 733

Nursing Professionals’ Evaluation in Integrating The Computers in English for Nursing Purposes (ENP)

Instruction and Learning _____________________________________________________________ 741

Weichieh Wayne Yu

a

_{, Chunfu Charlie Lin}

b

_{, Jenny Wang}

b

PŒƌĞŶŵĞEĞƐŶĞůĞƌŝmnjĞƌŝŶĞŝƌ7ŶĐĞůĞŵĞ

_______________________________________________ 750

7ƐŵĂŝůdKEh>K)>h

a

KŬƵůĚĂŦƔůĂŶŵŦƔůŦŬPůĕĞŒŝ'ĞůŝƔƚŝƌŵĞĂůŦƔŵĂƐŦ

___________________________________________ 757

ĂLJƌĂŵd7E

a

_{͕njŵŝdmZ<E}

b

Online Social Networking-based Health Education: Effects on Students’ Awareness and Practice of

Laboratory Safety __________________________________________________________________ 765

Joshua Rovie Lee Daclan

Open Wonderland: A Potential 3-D MUVE for Teaching and Learning _________________________ 774

Mohd Hishamuddin Abdul Rahman

a

_{, Noraffandy Yahaya}

a

_{, Noor Dayana Abdul Halim}

a

_{, Danakorn}

Nincarean Eh Phon

a

Participatory Development Communication for Natural Resources Management in Ratchaburi Province,

Thailand __________________________________________________________________________ 780

Cherdpong Kheerajit

a

_{, Alexander G. Flor}

b

Personalized learning and learning style among upper secondary school students _______________ 786

Noor Azida Sahabudin

a

_{Mohamad Bilal Ali}

b,

WůĂƐƚŝŬƐĂŶĂƚůĂƌƂŒƌĞƚŝŵŝŶĚĞŝŶƚĞƌŶĞƚǀĞďŝůŐŝƐĂLJĂƌĚĞƐƚĞŬůŝĞůĞŬƚƌŽŶŝŬĞŬŝƉŵĂŶůĂƌŦŶƂŒƌĞŶŵĞ

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_____________________________________________________________ 792

PŒƌƚ͘'Ƃƌ͘&ƵĂƚz/<͕ƌƔ͘'Ƃƌ͘EĂĐŝ7

Plus Minus of ICT Usage in Higher Education Students _____________________________________ 798

Yudi Perbawaningsih

Potential of Twitter in Post-reading Activities Among Community College Students in Malaysia _____ 805

Ida Soraya Hamidon, Norlidah Alias, Saedah Siraj,

K. Kokila, Mariani Mohammed, T. Vanita

Thanabalan

a

Potential of Video Games in Learning Bahasa Melayu Vocabulary Among International University

Students in Malaysia: A Meta Analysis of Selected Journals _________________________________ 814

Fuziah Rosman, Norlidah Alias, Saedah Siraj, Husaina Banu Kenayathulla,

Abd. Razak Zakaria, Ghazali Darusalam

Pre - Implementation Study of Blended Learning in an Engineering Undergraduate Programme: Taylor’s

University Lakeside Campus __________________________________________________________ 823

S.Sivakumar

a

_{, S.Namasivayam}

a

_{, M.T.Al-Atabi}

a

_{and S.Ramesh}

b

Quantitative Measurement of Students PO Attainments for Taylor’s University Engineering Programmes

________________________________________________________________________________ 839

Reynato Gamboa

a

_{, Satesh Namasivayam}

b

_{, Mushtak Al-Atabi}

c

_{and Ramesh Singh}

d

Research and trends in the studies of WebQuest from 2005 to 2012: A content analysis of publications

in selected journals _________________________________________________________________ 849

Norlidah Alias, SaedahSiraj, Mohd Nazri Abdul Rahman, Alijah Ujang,

Research Trends and Issues in the Studies of Twitter: A Content Analysis of Publications in Selected

Journals (2007 – 2012) ______________________________________________________________ 859

Norlidah Alias, Muhammad Sayuti Sabdan, Khatimah Abdul Aziz, Mariani Mohammed, Ida Soraya

Hamidon, Nazean Jomhari

Review of Digital School Construction and Development in China ____________________________ 866

Dong Yan

a,

_{, Wu Lan}

b

School Improvement Efforts and Challenges: A Case Study of A Principal Utilizing Information

Communication Technology __________________________________________________________ 875

Nur Ain Wong Abdullah

a

_{, Dorothy DeWitt}

b

_{, Norlidah Alias}

b

School management by values according to teachers’ opinions ______________________________ 884

ƐƐŽĐŝĂƚĞWƌŽĨĞƐƐŽƌƌ͘7͘ĂŬŦƌZ/

Self-Directed Learning in asynchronous courses: Strategies for Effective Design and Development __ 889

Thuraya Khalifa AL Ghafri

Shared Mental Model Among Graphic Designers, Multimedia Designers and Subject Matter Experts in

Designing Multimedia-based Instructional Media _________________________________________ 898

Rafiza Abdul Razak

Smart principals and smart schools ____________________________________________________ 904

Mohammed Sani Ibrahim

a

_{, Ahmad Zabidi Abdul Razak}

a

_{, Husaina Banu Kenayathulla}

a

Social Media as a Non-formal Learning Platform __________________________________________ 914

Brian Lee

Student Centered Learning in Statistics: Analysis of Systematic Review ________________________ 919

Hairulliza Mohamad Judi

a,

_{, Noraidah Sahari}

a

Students’ attitudes towards computer-assisted language learning ____________________________ 927

Mojgan Afshari, Simin Ghavifekr, Saedah Siraj & Duan Jing

Students’ Feedback of e-AV Biology Website and the Learning Impact towards Biology ___________ 934

Siti Hadiati Nugraini

a

_{, Koo Ah Choo}

b

_{, Hew Soon Hin}

c

_{,Teoh Sian Hoon}

d

Success of Marketing Information System Model for SMEs of Punjab: Validation of Survey Based Results

and Case Study Analysis _____________________________________________________________ 942

Teacher Opinions About Computer Usage and Education in Preschool Education ________________ 950

&ŝŐĞŶ'm>b

a

_{, Ömür Hakan KUZU}

b

_{, Tuba POLAT}

c

Teachers’ self-efficacy beliefs and their English language proficiency: A study of nonnative EFL teachers

in selected language centers _________________________________________________________ 958

Farimah Ghasemboland

a

_{, Fatimah Binti Hashim}

b

Teaching Across Cultures: Considerations for International Language Teachers in Kazakhstan ______ 967

Yusuf YAYLACI

a

_{, Aibarsha ISLAM}

b

Teaching of Simulation an Adjustable Speed Drive of Induction Motor Using MATLAB/Simulink in

Advanced Electrical Machine Laboratory ________________________________________________ 977

Ali Saghafinia

a,b,

_{, Hew W. Ping}

a

_{, M. Nasir Uddin}

c

_{, Atefeh Amindoust}

d

Teaching Programming in the Higher Education not for Engineering Students ___________________ 987

Gabor KISS

Techi-Teaching: Productivity Analysis of Using Technological Devices in Teaching Business Subjects _ 993

Dr. Gualberto A. Magdaraog Jr.

Technology Applications Used by First year Undergraduates in a Malaysian Public University _____ 1001

Dorothy DeWitt, Zahra Naimie, Saedah Siraj

Technology transfer training in the Czech Republic _______________________________________ 1009

– pilot of European certification ______________________________________________________ 1009

/ǀĂŶǀŽƎĄŬ

a

_{͕<ĂƚĞƎŝŶĂŝŚĂƎŽǀĄ}

b

The Analysis of the Effects of Olfactive Stimulus in Learning in Context of Educational Technology _ 1016

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d

The Application of Information Technology among Trainee Counselors _______________________ 1023

Hamidah Sulaiman, Megat Ahmad Kamaluddin Megat Daud, PhD

The Assessments of Media for Sufficiency Economy Project Public Relations in Krabyai Sub-District,

Ratchaburi Province, Thailand _______________________________________________________ 1028

Cherdpong Kheerajit

a

_{, Chatchai Keosonthi}

a

The challenges in the usage of e-journal amongst lecturers at a public university _______________ 1032

Mohd Yahya MOHAMED ARIFFIN

a

_{, Arzmi ABU BAKAR}

b

The Design of Quality Documentation System at Higher Education Using ISO 9000 Model ________ 1038

Ika Sartika

The development and evaluation of a Kinect sensor assisted learning system on the spatial visualization

skills ____________________________________________________________________________ 1045

The Development and Testing of Multimedia-assisted Mastery Learning Courseware with regard to the

Learning of Cellular Respiration ______________________________________________________ 1053

Fazzlijan Mohamed Adnan Khan

a

_{, Mona Masood}

a

The Development Model of Knowledge Management via Social Media to Enhance Graduated Student’s

Self-Directed Learning Skill __________________________________________________________ 1059

EĂƚƚĂƉŚŽŶZDW/

The Development of a U-Learning Instructional Model Using Project Based Learning Approach to

Enhance Students’ creating-innovation skills ____________________________________________ 1063

Mahachart INTHACHOT

a

_{,Saroch SOPEERAK}

b

_{, Nattaphon RAPAI}

c

The Development of Working Design through Characterized Technology Pedagogy and Content

Knowledge in the Elementary Schools’ Instructional ______________________________________ 1067

Aisyah.A.R

The Education of Analytical Chemists in Polish Universities ________________________________ 1075

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The effect of different interaction levels on instructional design learners _____________________ 1086

Magdy Aqel

The Effect of Game-Based Learning on Students’ Learning Performance in Science Learning – A Case of

"Conveyance Go" _________________________________________________________________ 1094

Eric Zhi Feng Liu

a,b

_{, Po-Kuang Chen}

a

The ehea qualification level in the context of changing values in higher education: A conceptual

framework _______________________________________________________________________ 1101

Dr. Ömür Hakan KUZU

a

_{͕WƌŽĨ͘ƌ͘,ĂƐĂŶ<ƺƌƔĂƚ'm>b}

b

The Entrepreneurs’ Expectations and Satisfaction Level in Today’s Accounting Education: A Survey of

Aksaray Organized Industrial Zone ____________________________________________________ 1107

Haluk Duman

a

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b

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a

_{͕DĞŚŵĞƚzƺĐĞŶƵƌƔĞŶ}

c

The Evaluation of University Students’ Views on Internet Resources _________________________ 1115

Hasan Aydemir

a

_{͕ůŝ7ŚƐĂŶĞŶnjĞƌ}

b

_{, Osman Karahan}

c

_{͕ŐĞŵĞŶŬŵĞŶĕĞ}

d

The follow up of the trainee from the training via internet by the Extension and Training Office of

Kasetsart University during 2009 - 2012. _______________________________________________ 1123

Churairat Intara-O-Sot

a

_{, Saroach Sopeerak}

b

The Impact of Digital Mind Maps on Science Achievement among Sixth Grade Students in Saudi Arabia

_______________________________________________________________________________ 1125

Ibrahim. M. A. Jbeili

The Impact of PowerPoint on Undergraduates’ Technical Communication Achievement _________ 1133

Yee Chiew Ling @ Vivian

a

_{, Low Loi Ming}

b

_{, Chong Seng Tong}

a

_{, Ng Yu Jin}

a

Ibrahim Guran YUMUSAK

1

_{, Mahmut BILEN}

2

_{, Hamza ATES}

3

The Integration of Authentic Learning Principles and Facebook in Service Learning______________ 1146

Halawati Abdul Jalil Safuan

a

_{, Roy Soh}

b

The potential of Youtube for teaching and learning in the performing arts ____________________ 1154

Dorothy DeWitt, Norlidah Alias, Saedah Siraj, Mohd Yusaini Yaakub, Juhara Ayob & Rosman Ishak

The Problem of Using Educational Technology in the Faculty of Technology ___________________ 1162

Cengiz Öner

a

_{,Osman Karahan}

b

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c

_{͕^ĂůŝŚŬLJŦůĚŦnj}

d

The Quality Of Service Of The Distance Education ________________________________________ 1167

Tolga DURSUN

a

_{͕<ĂĚĞƌK^<zb}

a

_{, Cansu GÖKMEN}

a

The Relationship Among Tertiary Level EFL Students’ Personality, Online Learning Motivation And Online

Learning Satisfaction _______________________________________________________________ 1185

Hsiu-Feng SHIH

a

_{, Shu-Hui Eileen CHEN}

b

_{, Shu-Chu CHEN}

c

_{, Shyh-Chyi WEY}

d a

_{Department of Applied}

Foreign Languages, National Yunlin University of Science and Technology, Yunlin, Taiwan, R.O.C.

The Role of Educators in Introduce Technology In Early Childhood Through Science Activities _____ 1193

Sri Sumarni, Dr. M.Pd.

The State of Technology and the Arts - Interactive Multimedia in Enhancing Culturally Responsive

Pedagogy ________________________________________________________________________ 1201

Siti Zuraida Maaruf, Saedah Siraj (PhD.)

The Underlying Reasons of Students’ Success or Failure in Accounting Lessons, A Suggested Model: The

Case of KMU - ASU ________________________________________________________________ 1210

Rabia Özpeynirci

a

_{͕DĞŚŵĞƚzƺĐĞŶƵƌƔĞŶ}

b

_{, Haluk Duman}

c

_{͕7ďƌĂŚŝŵƉĂŬ}

d

The Use of Current Mobile Learning Applications in EFL ___________________________________ 1219

Rodríguez-Arancón, Pilar

a

_{, Arús, Jorge}

b

_{and Calle, Cristina}

c

The Use of ICT Among Administrative Staff in an Open University: The University of the Philippines Open

University Experience ______________________________________________________________ 1226

Emely M Amoloza

The use of social media technologies among Malaysian youth ______________________________ 1233

Farrah Dina YUSOP

a

_{, Melati SUMARI}

b

The web as a channel to connect the current and traditional cultural consumptions _____________ 1238

Mariangela Giusti

Time perception in children with developmental dyscalculia _______________________________ 1246

Monica Pellerone

Truants’ and Teachers’ Behaviors in the Classroom _______________________________________ 1253

Turnover intentions: The influence of perceived organizational support and organizational commitment

_______________________________________________________________________________ 1262

Talat Islam

a

_{, Saif ur Rehman Khan}

b

_{, Ungku NorulKamar Ungku Ahmad}

c

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__________________ 1267

ĂƌŦƔh<hZb/

a

Understanding the two sides of online counseling and their ethical and legal ramifications _______ 1273

Poh Li,Lau, Rafidah Aga Mohd Jaladin, Haslee Sharil Abdullah,

Usability and User Satisfaction of Hardware-Software Interfacing Visualization Kit for Novice Learning

Programming ____________________________________________________________________ 1281

Ahmad Zamzuri MOHAMAD ALI, Siti Rosminah MD DERUS

Usage Of Facebook: The Future Impact Of Curriculum Implementation On Students In Malaysia ___ 1288

Nurulrabihah Mat Noh, Siti Hajar Abd Razak, Norlidah Alias, Saedah Siraj, Mohd Ridhuan Mohd Jamil

& Zaharah Hussin

Use of Information Communications Technology (ICT) in Malaysian science teaching; A microanalysis of

TIMSS 2011 ______________________________________________________________________ 1297

Ling Pick Yieng & Rohaida Mohd. Saat

Use of Nonverbal Communication in the Classroom as a Way of Enhancing Classroom Teaching: A Case

Study of Solusi High School, Zimbabwe. ________________________________________________ 1304

Mrs Stella Muchemwa

Using mobile phone texting to support the capacity of school leaders in Ghana to practise Leadership for

Learning ________________________________________________________________________ 1311

Sue Swaffield

a

_{, Stephen Jull}

a

_{and Alfred Ampah-Mensah}

b

Vocational School Students’ Attitudes Towards Internet ___________________________________ 1318

Murat TUNCER

a

_{͕zƵŶƵƐK)E}

b

_{͕ZĂŵĂnjĂŶdEb}

c

tĞďdĂďĂŶůŦŒŝƚŝŵ&ĂƌŬŦŶĚĂůŦŒŦŶŦŶƌĂƔƚŦƌŦůŵĂƐŦ͗ŐĞmŶŝǀĞƌƐŝƚĞƐŝPƌŶĞŒŝ

_____________________ 1323

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Web-based Instruction Model under Constructionism for Critical Thinking Development _________ 1333

Nutthakritta SIRISOPON

a

_{, Saroch SOPEERAK}

b

What does PowerPoint mean to you? A Phenomenological Study ___________________________ 1342

Limia Ali Mohamed Abdelrahman

a

_{, Mohammad Attaran}

b

_{, Chin, Hai-Leng}

c

What Drives a Successful Web-Based Language Learning Environment? An Empirical Investigation of the

Critical Factors Influencing College Students’ Learning Satisfaction __________________________ 1350

Yi-Cheng Chen

a

_{, Ron Chuen Yeh}

b

_{, Shi-Jer Lou}

c

_{, Yi-Chien Lin}

b

Ali Öztürk

Young Malaysian Children’s Silence in a Multicultural Classroom ____________________________ 1364

Hamidah Yamat

1

_{, Rosalind Fisher}

2

_{,Sarah Rich}

2

Using Eye Tracking Method and Video Record In Usability Test of Educational Softwares and Gender

Effects __________________________________________________________________________ 1370

7ƐŵĂŝůdŽŶďƵůŽŒůƵ

a

Using 5E or 7E Teaching Model as an Instructional Design Model ____________________________ 1376

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_{͕bŝƌŝŶ<mm<}

b

_{͕7ƐŵĂŝůb,7E}

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Leadership styles in synchronous and asynchronous virtual learning environments _____________ 1382

Stefano Ruggieri

a,b

_{, Stefano Boca}

a

_{, Maria Garro}

a

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_____________ 13

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13th International Educational Technology Conference

A Case Study of Secondary Pre-service Teachers' Technological

Pedagogical and Content Knowledge Mastery Level

Hasniza NORDIN

a1

, Niki DAVIS

b

, Tengku Faekah TENGKU ARIFFIN

c

a_{Universiti Utara Malaysia, 06010, Sintok, Malaysia} b_{University of Canterbury, 8041, Christchurch, New Zealand}

c_{Universiti Utara Malaysia, 06010, Sintok, Malaysia}

Abstract

In recent years, researchers reported that effective ICT integration requires teachers to acquire knowledge of technology, content, pedagogy and the intersection of these, known as TPACK (Mishra & Koehler, 2006; Archambault, & Crippen, 2009). This study specifically sought to answer: 1) What are pre-service teachers’ perceptions of their TPACK mastery level before and after field experience; and, 2) Is there a significant difference of TPACK after field experience in schools? The TPACK survey instrument was adapted from Schmidt et al. (2009) and Archambault and Crippen (2009) and administered before and after their field experience to 107 pre-service teachers in a research intensive university programme in New Zealand. In addition, three student teachers were interviewed before and after field experience. These pre-service teachers scored highest in Content Knowledge (CK) and lowest in Technology Knowledge (TK) domains within TPACK at both before and after field experience. Paired-sample t-tests showed significant increases in most TPACK domains, namely, TK, PK, PCK, TCK and TPACK. Interviews and observations of three students clarified complex changes in knowledge of TPACK that linked to their experience in schools. The study continues to support the need for field experience while also adding caution to the interpretation of TPACK survey evidence given the strength of the student teachers’ perceived knowledge before field experience. Further research is underway with a comparative survey in a programme that prepares teachers for secondary schools in Malaysia.

Keywords: pre-service teachers, TPACK, ICT Integration

INTRODUCTION

The integration of information and communications technologies (ICT) in teaching and learning remain as key issue in most educational institutions (Jones, Harlow & Cowie, 2003; Choy, Wong & Gao, 2008). A study of ICT implementation across all schools in New Zealand showed that ICT is implemented across all school types with differences in implementation between the primary, middle and secondary school systems (Jones, Harlow & Cowie, 2003). Bolstad’s (2011) more recent synthesis of the future focus in the New Zealand curriculum indicates the increasing challenges of integrating ICT.

Therefore the preparation of teachers for New Zealand schools and in many countries worldwide includes preparation to enhance learning and teaching with ICT (Davis, 2010). However, it is important to note that many student teachers have inaccurate perceptions of their competence to teach before they gain experience in schools and such beliefs must be challenged throughout their programme; field experience is a particularly relevant strategy (Howey & Zimpher 1996; Knowles & Cole, 1996). Most if not all pre-service teacher education programmes include field experience in schools to provide a hands-on opportunity for pre-service teachers to put what they have learned into classroom instructions (Darling-Hammond & Baratz-Snowden, 2007; Smith & Lev-Ari, 2005). Field experiences provide “the first formalized opportunity for pre-service teachers to verify, challenge, and modify their preconceptions” (Knowles & Cole, 1996, p. 654). Within such field experience student teachers in the 21st century are also likely to gain experience with ICT in classrooms that enhance their understanding of the complex

interaction of digital technologies with content and pedagogical knowledge (Compton & Davis 2010). For this reason pre-service teachers’ confidence to teach may drop in the process of becoming more competent. In other words, measures of pre-service teachers’ perception of their competence to teach may drop as a result of all or part of their programme, particularly as they experience of the complexity of education during a field experience (Compton, Davis & Mackey 2009).

Effective ICT integration requires teachers to acquire knowledge of technology, content, pedagogy and the intersection of those (Neiss, 2005; Mishra & Koehler, 2006; Archambault, & Crippen, 2009). Therefore Technological Pedagogical and Content Knowledge (TPACK) model provides a useful theoretical framework for this study. The TPACK model was developed by Mishra and Koehler (2006), derived from Shulman’s Pedagogical Content Knowledge (PCK) model. According to Shulman (1986) pedagogical content knowledge (PCK) is a “specific category of knowledge which goes beyond knowledge of subject matter per se to the dimension of subject matter knowledge for teaching”. As for TPACK model, Technology Knowledge (TK) covers pre-service teachers’ knowledge of technology tools to be used in teaching (Koehler et al., 2007). Pedagogy Knowledge (PK) is defined as knowledge in applying strategies to deliver the instruction which includes teaching approaches for assessing individual’s learning needs, performance and strategies to present the content (Koehler et al., 2007). Content Knowledge (CK) is a subject matter knowledge in which teachers specialize. The intersection between three domains of knowledge produces Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK). The PCK domain refers to knowledge of integrating effective teaching strategies with the content knowledge (Mishra & Koehler, 2006). TPK involves pre-service teachers’ understanding of using technology with suitable teaching strategies. The heart of the suggested model is Technological Pedagogical and Content Knowledge (TPACK), which is described as knowing how to integrate technology within the subject matter in pedagogically sound ways (Mishra & Koehler, 2006). The TPACK model lays out the core knowledge; TK, CK and PK, and their intersections; PCK, TCK, TPK and TPACK to enhance teaching with technology (Mishra & Koehler, 2006). Pre-service teachers’ perceptions of TPACK may be used to ensure effective integration of ICT in classroom instructions (Mishra, & Koehler, 2006; Schmidt, Baran, Thompson, Mishra, Koehler & Shin, 2010; Lux, Bangert, & Whittier, 2011). Studies have been conducted to measure teachers’ TPACK development (Koehler & Mishra, 2005; Graham, Burgoyne, Cantrell, Smith, St. Clair, & Harris, 2009; Jimoyiannis, 2010), in-service teachers’ TPACK (Archambault, & Crippen, 2009; Lee & Tsai, 2010; Jang & Tsai, 2012) and pre-service teachers’ TPACK (Schmidt, et al., 2010; Lux, Bangert, & Whittier, 2011; Yurdakul, Odabasi, Kilicer, Coklar, Birinci, & Kurt, 2012). However, the majority of the TPACK survey studies were administered with teachers in the USA (e.g. Schmidt, et al., 2010; Lux, Bangert, & Whittier, 2011) and very few studies have been conducted outside the country (e.g. Jimoyiannis, 2010; Yurdakul et. al., 2012) and now in New Zealand. Therefore, there is a need for measuring pre-service teachers’ level of TPACK in New Zealand to effectively integrate ICT in teaching. A reliable measure of TPACK could benefit the field by enabling a better understanding of the ICT in pre-service teacher education. This is very relevant with the planned increased access to ICT introduced above.

PURPOSES

The study reported in this paper is part of an ongoing research project examining pre-service teachers’ use of ICT during field experience and their development of Technological Pedagogical and Content Knowledge (TPACK) mastery before and after completing the field experience in New Zealand and in Malaysia. In this paper, we limit our findings to one programme in New Zealand and seek to answer: 1) What are pre-service teachers’ perceptions of their TPACK mastery level; and, 2) Is there any significant difference in pre-service teachers’ perceptions of their TPACK mastery level before and after field experience.

METHODOLOGY

Research Design

starting field experience and after completing field experience and also observed during the field experience by the consists of 36 items that measure pre-service teachers’ perceptions of TPACK with a five-point Likert-type scale: (1) strongly disagree; (2) disagree; (3) neutral; (4) agree and (5) strongly agree. A pilot study was conducted with pre-service teachers (N = 33) in New Zealand to test the reliability of the TPACK instrument.

Participants

The participants in the New Zealand study were enrolled in a Graduate Diploma in Teaching and Learning (Secondary) from a research intensive New Zealand university. A total of 107 respondents participated both in the pre-survey and post-survey. As summarised in Table 1 the sample comprised 62 females and 45 males. In terms of age 53 were between 21-24 years, 26 were between 25-29 years, 13 were between 30-39 years, and 15 were above 40 years. As for the major subject taken by the pre-service teachers in the teacher education program, the majority of the respondents took English or another language as their major (n=29); 16 pre-service teachers majored in Social Studies, while pre-service teachers majored in Science Education (n=14), Physical Education (n=24), Arts Education (n=12), Mathematics Education (n=7), or Technology Education (n=5). The Technology Education group included the two pre-service teachers with ICT major who volunteered for closer study.

Table 1. Profile of respondents based on gender, age and major

Profile Respondents (N=107)

examined by the principal researcher. The themes emerged were then reviewed and discrepancies were discussed and resolved. All data are reported anonymously where possible and the three pre-service teachers were given fictitious names of Vanessa, Paige and Melinda. Both data sets were analyzed and merged during data interpretation for data triangulation to provide more information (Creswell & Clark, 2011).

FINDINGS score was for technological knowledge (M = 3.61, SD = .68). However, the mean scores for all TPACK domains indicated an overall positive response to the scales. In other words, generally, pre-service teachers agreed that their level of TPACK before and after were above average. Although the mean score for technology knowledge was the lowest mean score among the seven domains of perceptions of TPACK, it was observed that pre-service teachers perceived that they had the necessary technology knowledge, sufficient enough for them to be able to apply TK during field experience.

Table 2. Reliability, mean scores, standard deviations, t-value and effect size of TPACK domains (n = 107)

Note: *. t-value is significant at p < .05; Cohen’s d values were presented for TPACK domains with the significant difference

There was a small improvement between pre and post mean scores on all seven TPACK constructs (Table 2). In order to measure the significant differences between the two times of data collection, a paired-samples t-test was conducted to evaluate the differences in the mean of the pre-service teachers’ TPACK mastery level before and after field experience with a total of 107 respondents. There was a statistically significant increase in the mean scores between the pre- and post-survey for TK, t(106) = 2.25, p < .05, d = 0.25; PK, t(106) = 4.97, p < .05, d = 0.55; PCK, t(106) = 2.46, p < .05, d = 0.34; TCK, t(106) = 2.61, p < .05, d = 0.32 and TPACK, t(106) = 5.16, p < .05, d = 0.63. Cohen (1988) defines effect sizes as small, d = .2, medium, d = .5, and large, d = .8. Therefore, the findings reported that the Cohen’s d for TK, PCK and TCK indicated a small effect size and a medium effect size for PK and TPACK.

Reliability Pre-survey Post-survey t Effect Size (Cohen’s d)

participation as a volunteer in an ICT project led by New Zealand Association for Computing, Digital and Information Technology Teachers. During the period of field experience, Vanessa was assigned to three associate teachers: 1 Economic and 2 ICT. Vanessa rated agree in all TPACK domains. However, after field experience, whilst TK, PK, PCK, TPK and TPACK remained at the same level, she rated a negative change in her CK and a positive change of her TCK. The negative change of her CK in the survey was supported in the third interview session after field experience. “[M]y economics part was quite old, and when I was teaching my year 13 economics…I was learning two or three steps ahead of the students and it was coming back… but because I don’t use economics every day its quite rusty” Thus Vanessa needed to revise the work before continuing her teaching. Furthermore, “my economics associate [teacher]… was never around”. In contrast, her ICT subject, “all of the content is not a problem for me at all, but in saying that there is still so much more - especially in my area that needs to be maintained and upgraded and so on”. Vanessa stated that this knowledge developed throughout her field experience. She noted that her understanding of TPACK concepts was “getting there” and that her “…PK is improving all the time”; she further added that “we can’t chop one of them out as we need them all”, (Vanessa, 3rd interview, 2011).

Melinda was majoring in ICT and taking a minor in Mathematics and she was guided by three associate teachers: two Mathematics and one ICT. Melinda rated ‘agree’ for all TPACK domains before and after field experience. She further described that there was not much teaching involved during her field experience as the students had a group discussion on the project they were working on. Thus, “ICT use was not really there” which suggested her TK remaining at the same level as rated in the pre-survey. However, in the third interview session after field experience, Melinda agreed that she had improved more of her CK when they discussed the students’ projects and during their revision period. She added that she was not able to enhance her content knowledge during her studies perhaps because the “student teachers have already done a degree (in most cases) on the subject they taught, thus they knew a lot about the content of that subject and they may just pick up new bits and pieces during field experience” (Melinda, 3rd _{interview, 2012). Additionally, she stated that there was a significant increase in} PCK as she was able to solve students’ misunderstanding of the concepts taught previously.

In contrast, Paige, who was majoring in Social Studies with a minor in Geography, rated ‘agree’ in all TPACK domains before field experience and remained ‘agree’ in all domains except for TCK and TPK which were rated as ‘strongly agree’ in the post-survey. The reason for this was clarified when she said that “We won’t be an effective teacher if we were lacking in one of those areas”. Furthermore, those three domains of knowledge were important and “I don’t think there is one more important than the other”, (Paige, 3rd _{interview, 2011). Paige} continued that “I guess you could teach without technology if you had the other two, but the lessons would be probably more boring”. She further commented that “[A]ll the feedback from students that I've received says that using technology in class makes it much more interesting”. Paige noted that “if you have learnt what they [TPACK] are, then, you can develop it during teaching practice”. Though Paige found that most of the time during her field experience she was unfamiliar with the topic, she tried to find out what was taught in school in the different year levels in that subject and to make sure that she learnt the topic before she got to teach the class. She was then able to teach the topic. She stated in relation to TK that “I have been exposed to ICT tools, and then I need to just have some time actually working on them and learning them practically”.

DISCUSSION

The mean level of each TPACK domain was similar to that of previous studies (Koh, Chai and Tsai, 2010; Schmidt, et al. 2009). Contrary to the findings of Graham, et al., (2009), but consistent with those of Archambault and Crippen (2009), participants in New Zealand showed lower levels of TK before and after field experience than other domains of knowledge. Although the mean score for technology knowledge was the lowest mean score among the seven domains of perceptions of TPACK mastery level, results still indicated that the pre-service teachers in New Zealand perceived that they do have a certain level of technology knowledge. For example, they can keep up with the important new technologies and they can learn to use new software easily, -- technology knowledge they thought would be adequate enough to enable them to use ICT during their field experience. In spite of this, participants in New Zealand showed significant differences in their TK mastery level which indicates that they have developed their TK mastery level after completing field experience.

integrating technology into their lesson plans, however, when it comes to the actual implementation, they faced issues, such as a lack of time and difficulties in reserving technology for their class. While pre-service teachers perceived that their CK were good in comparison with other domains, they showed no significant improvement of CK after field experience. In support of this finding, the contexts of the students interviewed provided evidence of the lack of opportunity to develop content knowledge while in the field. For example, Melinda noted that “student teachers have already done a degree (in most cases) on the subject they taught, thus they knew a lot about the content of that subject and they may just pick up new bits and pieces during field experience” (Melinda, 3rd interview, 2012). Having rated their initial CK the highest among all domains, it became less likely that the trainees would show significant development of their CK during their field experience, as compared to the significant pre- and post- field experience differences observed in most of the other domains of TPACK. The significant increase in technology-related domains; TK, TCK and TPACK within New Zealand context provide support for the recommendation of Archambault and Crippen (2009) to integrate technology throughout content courses including field experiences where the use of technology can be contextualized.

Understanding of TPACK components was not an easy task, nor developing the knowledge bases among pre-service teachers. It requires a comprehensive understanding of the core knowledge and interaction of the knowledge within the teaching context (Mishra & Koehler, 2006; Niess, 2005). Although pre-service teachers were confident about the complementary knowledge bases before field experience, their use of ICT during field experience was limited. However, the requirement to complete two teaching practices during this teacher education program is likely to have contributed to the significant improvement in many of the TPACK domains, namely, TK, PK, PCK, TCK and TPACK.

CONCLUSION

In conclusion, pre-service teachers in New Zealand rated their CK as the highest and TK as the lowest mean score in both surveys, indicating little change in their knowledge. However, as noted in the introduction, pre-service teachers often have inaccurate preconceptions of their knowledge and skill of teaching and this can explain the puzzling findings on the TPACK survey of New Zealand pre-service teachers. There was medium effect size in PK and TPACK and small effect size in TK, PCK and TCK. The interviews and observations of three students enhanced our view of changes in the pre-service teachers’ perceptions of TPACK mastery level. Although the TPACK provides a model to guide effective integration of ICT into teaching, the implementation of these intersecting knowledge bases is a complex process that includes challenging students’ preconceptions. Therefore, the survey findings and the three students interviewed suggest further research of TPACK development during field experience to build up students’ knowledge of the three components and their interactions. Further research is underway with a comparative sample of pre-service students in a Malaysian teacher education programme.

Acknowledgements

We would like to thank the participants involved in this study; also the Ministry of Higher Education, Malaysia, for funding the doctoral research and the University of Canterbury, College of Education for supporting the first author to attend the conference.

References

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