Hacettepe University, Computer Education and Instructional Technology 2015 Annual Meeting, "Toward Justice: Culture, Language, and Heritage in Education.

Hacettepe University, Computer Education and Instructional Technology2015 Annual Meeting, "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis April 16-20, 2015, Chicago

Prof. Dr. Yasemin KOAK USLUELRes. Asst. Hatice IRALIHow Do Students Utilize Technology? Students Views versus Log RecordsHacettepe University, Computer Education and Instructional Technology12015 Annual Meeting, "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis April 16-20, 2015, Chicago

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Students assume roles such asinformation seeker, viewer,producer, etc.while using technology, but utilize technology for production purposes the least.1. Purposes2. Theoretical Framework3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

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Studies have shown that self-reports differ from log data and dont completely represent actual usage patterns

1. Purposes2. Theoretical Framework3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

4In this study, new generation learners were asked to create digital stories by using mobile learning technologies.

Accordingly, the utilization of technologies for productive purposes was observed and

1. Purposes2. Theoretical Framework3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

5How do students utilize technology when given a specific task to perform but without introducing any restrictions?

What do the log records show regarding this question?

What do the students think regarding this question?1. Purposes2. Theoretical Framework3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

6Digital Learners

1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceDigital NativesGeneration M/ZNet GenerationUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

New generation learners differ from previous generations in their multitasking, parallel processing, peer-to-peer learning, technical confidence, collaboration, enthusiasm and affinity for ICT, etc.capabilities and their style of utilizing technology (Green & Hannon, 2007; Kolikant, 2012; Prensky, 2001; Pedr, 2006; Tapscott, 2008).

7Whether the new generation learners are better learners must be discussed (Kolikant, 2010).

1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

8On the other handStudents utilize technology without even being aware of their potential and skills.

It is important to take new generation learners qualities into consideration, and to make them producers in the education and teaching process.

Various teaching techniques are employed using mobile applications and software towards various goals (Gudanescu, 2010).

1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

9Digital Storytelling (DST) is the integration of multi-media and storytelling for various purposes, across different disciplines.

1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

103.1. Research Groupconsists of 29 primary school second grade students14 girls and 15 boys

1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

113.2. Implementation process Training was administered for a period of thirteen weeks, one day a week.

Each training session lasted 90 min.

1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

12DST implementation process Students wrote their stories on My World or Here is My Life themes.

Visuals to support the stories were prepared by hand or on the tablets.

3. The students voices were recorded using Audacity.

4. The digital stories were created by combining images and sound using Microsoft Photo Story and Movie Maker softwares.

1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

133.3. Data Sources

the App Usage Tracker for Androidsemi-structured interviews 1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

14Row NumberApplicationFrequency (F)TypeUsage dataAverage time (seconds)Frequency of accessTotal time (seconds)1Gallery1171View 35.70117141,9092KidsDoodle 869Drawing App140.70869122,3523Camera 708Photo 55.0070838,9844Video Player 453Imaging 59.8043025,7385Rainbow Doodle 443Drawing App117.4044352,0166Google 421Internet 43.8042118,4637Animated Paint 386Drawing App 97.8038637,7698Google Play Store 267System 25.382676,7789Settings 256System 51.0725613,07610Bubbles 241Game 75.3324118,15611Internet 233Internet134.8123331,41112Subway Surf 230Game475.90230109,45813Dr Driving 173Game243.0017342,20614Photo Editor 162Photo 66.0016210,71515Music Player 151View 42.271516,38416Football Shooter 112Game 58.731126,57817Weather Widget Main 107Tool 27.951072,99118Note 97Text Entry200.989719,49619Minion Rush 93Game483.189344,93620Guide 87Tool 22.59871,966Table 1. Log data of applications used by the students on the tablets15Row NumberApplicationFrequency (F)TypeUsage dataAverage time (seconds)Frequency of accessTotal time (seconds)1Gallery1171View 35.70117141,9092KidsDoodle 869Drawing App140.70869122,3523Camera 708Photo 55.0070838,9844Video Player 453Imaging 59.8043025,7385Rainbow Doodle 443Drawing App117.4044352,0166Google 421Internet 43.8042118,4637Animated Paint 386Drawing App 97.8038637,7698Google Play Store 267System 25.382676,7789Settings 256System 51.0725613,07610Bubbles 241Game 75.3324118,15611Internet 233Internet134.8123331,41112Subway Surf 230Game475.90230109,45813Dr Driving 173Game243.0017342,20614Photo Editor 162Photo 66.0016210,71515Music Player 151View 42.271516,38416Football Shooter 112Game 58.731126,57817Weather Widget Main 107Tool 27.951072,99118Note 97Text Entry200.989719,49619Minion Rush 93Game483.189344,93620Guide 87Tool 22.59871,966Table 1. Log data of applications used by the students on the tablets16Row NumberApplicationFrequency (F)TypeUsage dataAverage time (seconds)Frequency of accessTotal time (seconds)1Gallery1171View 35.70117141,9092KidsDoodle 869Drawing App140.70869122,3523Camera 708Photo 55.0070838,9844Video Player 453Imaging 59.8043025,7385Rainbow Doodle 443Drawing App117.4044352,0166Google 421Internet 43.8042118,4637Animated Paint 386Drawing App 97.8038637,7698Google Play Store 267System 25.382676,7789Settings 256System 51.0725613,07610Bubbles 241Game 75.3324118,15611Internet 233Internet134.8123331,41112Subway Surf 230Game475.90230109,45813Dr Driving 173Game243.0017342,20614Photo Editor 162Photo 66.0016210,71515Music Player 151View 42.271516,38416Football Shooter 112Game 58.731126,57817Weather Widget Main 107Tool 27.951072,99118Note 97Text Entry200.989719,49619Minion Rush 93Game483.189344,93620Guide 87Tool 22.59871,966Table 1. Log data of applications used by the students on the tablets17Row NumberApplicationFrequency (F)TypeUsage dataAverage time (seconds)Frequency of accessTotal time (seconds)1Gallery1171View 35.70117141,9092KidsDoodle 869Drawing App140.70869122,3523Camera 708Photo 55.0070838,9844Video Player 453Imaging 59.8043025,7385Rainbow Doodle 443Drawing App117.4044352,0166Google 421Internet 43.8042118,4637Animated Paint 386Drawing App 97.8038637,7698Google Play Store 267System 25.382676,7789Settings 256System 51.0725613,07610Bubbles 241Game 75.3324118,15611Internet 233Internet134.8123331,41112Subway Surf 230Game475.90230109,45813Dr Driving 173Game243.0017342,20614Photo Editor 162Photo 66.0016210,71515Music Player 151View 42.271516,38416Football Shooter 112Game 58.731126,57817Weather Widget Main 107Tool 27.951072,99118Note 97Text Entry200.989719,49619Minion Rush 93Game483.189344,93620Guide 87Tool 22.59871,966Table 1. Log data of applications used by the students on the tablets18AnswersThe number of respondents (N)I played games.14I drew pictures.9I took photos.5I wrote.1I surfed the internet.1I recorded my voice.1Table 2. The students views on the applications they used on the tablets

Usluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

19AnswersThe number of respondents (N)I played games.14I drew pictures.9I took photos.5I wrote.1I surfed the internet.1I recorded my voice.1Table 2. The students views on the applications they used on the tablets

Usluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

20AnswersThe number of respondents (N)I played games.14I drew pictures.9I took photos.5I wrote.1I surfed the internet.1I recorded my voice.1Table 2. The students views on the applications they used on the tablets

Usluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

21AnswersThe number of respondents (N)I played games.14I drew pictures.9I took photos.5I wrote.1I surfed the internet.1I recorded my voice.1Table 2. The students views on the applications they used on the tablets

Usluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

22Table 3. The students reflections on the DST preparation process

Usluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

AnswersThe number of respondentsWhich of the following did you like doing the most?Which of the following did you dislike doing?Writing my story176Drawing pictures on paper1411Drawing pictures on the tablet231Taking photos with the tablet231Recording my voice139Choosing music for my digital story17723Table 3. The students reflections on the DST formation process

Usluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

AnswersThe number of respondentsWhich of the following did you like doing the most?Which of the following did you dislike doing?Writing my story176Drawing pictures on paper1411Drawing pictures on the tablet231Taking photos with the tablet231Recording my voice139Choosing music for my digital story17724Log data versus interview recordsit is noticed that the logs indicate that the DST applications were used the most,

although students stated that they mostly played games.

1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

25In conclusion the students were able to primarily perform the given tasks, despite their young age, and express themselves via digital stories in this study.

it is shown that technology is utilized in accordance with intended goals when learners are provided with adequate opportunities and activities.

1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

26it is important to design activities for students where technology may be utilized for productive purposes,

The process should be considered as a whole with learners needs,

When implementing new applications, students should be guided accordingly. 1. Purposes2. Theoretical Framework 3. Methods4. Results5. Scholarly SignificanceUsluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

27ReferencesBoase, J., & Ling, R. (2013). Measuring Mobile Phone Use: SelfReport Versus Log Data.Journal of ComputerMediated Communication,18(4), 508-519. doi:10.1111/jcc4.12021Frazel, M., 2010. Digital storytelling guide for educators. Washington, DC. International Society for Technology in Education (ISTE).Green, H., & Hannon, C. (2007). Their space education for a digital generation. London: Demos.Gudanescu, S. (2010). New educational technologies.Procedia-Social and Behavioral Sciences,2(2), 5646-5649. doi:10.1016/j.sbspro.2010.03.922Kolikant, Y. B. D. (2012). Using ICT for school purposes: Is there a student-school disconnect?.Computers & Education,59(3), 907-914. doi:10.1016/j.compedu.2012.04.012Luckin, R., Clark, W., Graber, R., Logan, K., Mee, A., & Oliver, M. (2009). Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 1116yearold students.Learning, Media and Technology,34(2), 87-104. doi: 10.1080/17439880902921949Luckin, R., Logan, K., Clark, W., Graber, R., Oliver, M. and Mee, A. (2008). Learners Use of Web 2.0 Technologies In and out of school in key stages 3 and 4. Retrieved from http://dera.ioe.ac.uk/1476/1/becta_2008_web2_learnersuse_report.pdf Ohler, J., 2013. Digital storytelling in the classroom. New media pathways to literacy, learning, and creativity. (2nd ed.) Sage Publications, Thousand Oaks, CA.Parslow, R. C. , Hepworth, S. J., & McKinney, P.A. (2003). Recall of past use of mobile phone handsets. Radiat Prot Dosimetry, 106 (3), 233-240.Pedr, F. (2006). The new millennium learners: challenging our views on ICT and learning. Paris: OECD-CERI. Retrieved from http://www.oecd.org/edu/ceri/38358359.pdfPrensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 16.de Reuver, M., & Bouwman, H. (2015). Dealing with self-report bias in mobile Internet acceptance and usage studies.Information & Management. http://dx.doi.org/10.1016/j.im.2014.12.002Tapscott, D. (2008).Grown up digital: How the net generation is changing your world HC. McGraw-Hill.Usluel, Y. K. And Atal, D. (2013). Students approach to social network in educational context. The international journal of web communities, 9 ( 2), 188-198.Usluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

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Usluel, Y.K. & ral, H. Hacettepe University, Computer Education and Instructional TechnologyAERA 2015

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