A Multi-Dimensional Perspective on Instructional Design-Based ICT Integration: A Case Study

Autor/inn/en	Yildirim, Denizer; Çirali Sarica, Hatice; Usluel, Yasemin
Titel	A Multi-Dimensional Perspective on Instructional Design-Based ICT Integration: A Case Study
Quelle	In: Education and Information Technologies, 27 (2022) 7, S.9065-9098 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yildirim, Denizer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-10972-2
Schlagwörter	Instructional Design; Information Technology; Technology Integration; Secondary School Science; Middle School Students; Grade 7; Technology Uses in Education; Science Achievement; Handheld Devices; Laboratory Equipment; Authentic Learning + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Informationstechnologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Laborausstattung
Abstract	This study aims to implement an exemplary instructional design-based ICT integration to allow students to acquire both course achievement and knowledge society skills. The research used the case study method. The participants consist of 30 students, who attend the course of Science and Technology at the 7th grade level in a state school, along with a teacher and two mentor researchers. During the application process, the researchers asked to prepare a video from students. Video content was associated with course outcomes. The data was collected through logs of tablet usage, videos of the tablet screen, reflection reports, informal and semi-structured interviews, participant observation, focus group meetings, and achievement tests. The data were analyzed through descriptive statistics, paired sample t-test, Jaccard similarity analysis, and content analysis. The findings showed that students' course achievement had improved significantly. In addition, it revealed that the students analyzed, organized, and evaluated the information both through the applications provided to them on the tablets and by choosing and using the tools and equipment they had in their laboratories and working collaboratively. Moreover, the teacher stated that she had an authentic experience that gave her the opportunity to improve her competencies on how to integrate ICT according to contextual conditions. In conclusion, the implementation is presented by setting goals within the contextual conditions from a micro perspective and to achieve an effective and efficient instructional design-based ICT integration through the design, implementation, analysis, review of the process as well as improvements where necessary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01