THE COMPARISON BETWEEN THE EFFECT OF CONSTRUCTIVISM AND DIRECTED INSTRUCTION ON STUDENT TEACHERS’ TECHNOLOGY INTEGRATION

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

HOSSEINI Z.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Download Full-Text

Persian Verion

View:

983

Download:

Cites:

Information Journal Paper

Title

THE COMPARISON BETWEEN THE EFFECT OF CONSTRUCTIVISM AND DIRECTED INSTRUCTION ON STUDENT TEACHERS’ TECHNOLOGY INTEGRATION

Author(s)

HOSSEINI Z. | Issue Writer Certificate

Keywords

CONSTRUCTIVISMQ2

DIRECTED INSTRUCTIONQ2

TPACKQ2

TECHNOLOGY INTEGRATIONQ2

STUDENT TEACHERSQ2

Abstract

This study was aimed at comparing the impact of CONSTRUCTIVISM and DIRECTED INSTRUCTION on TECHNOLOGY INTEGRATION knowledge. Technological Pedagogical Content Knowledge (TPACK) was used as the framework to study and develop TECHNOLOGY INTEGRATION knowledge. The pretest-posttest quasi experimental method was defined as the study design. In this regard, 44 instructional technology students were selected as the sample group with a cluster random sampling method. Also, the TPACK questionnaire was selected as the data collection instrument. The sample received study treatment for one semester (15 sessions). The first experimental group was taught using DIRECTED INSTRUCTION approach and the second group experienced CONSTRUCTIVISM environment as their treatment. Science was chosen as the subject and content for integrating technology into teaching. At the end of semester, the data was gathered and analyzed employing Covarience (ANCOVA). The results of Covarience analysis did not reveal a significant difference between DIRECTED INSTRUCTION and CONSTRUCTIVISM teaching method to develop TPACK and its components.

Cites

No record.

References

No record.

Cite

APA: Copy

HOSSEINI, Z.. (2016). THE COMPARISON BETWEEN THE EFFECT OF CONSTRUCTIVISM AND DIRECTED INSTRUCTION ON STUDENT TEACHERS’ TECHNOLOGY INTEGRATION. JOURNAL OF NEW EDUCATIONAL APPROACHES, 10(2 (22) ), 21-40. SID. https://sid.ir/paper/201716/en

Vancouver: Copy

HOSSEINI Z.. THE COMPARISON BETWEEN THE EFFECT OF CONSTRUCTIVISM AND DIRECTED INSTRUCTION ON STUDENT TEACHERS’ TECHNOLOGY INTEGRATION. JOURNAL OF NEW EDUCATIONAL APPROACHES[Internet]. 2016;10(2 (22) ):21-40. Available from: https://sid.ir/paper/201716/en

IEEE: Copy

Z. HOSSEINI, “THE COMPARISON BETWEEN THE EFFECT OF CONSTRUCTIVISM AND DIRECTED INSTRUCTION ON STUDENT TEACHERS’ TECHNOLOGY INTEGRATION,” JOURNAL OF NEW EDUCATIONAL APPROACHES, vol. 10, no. 2 (22) , pp. 21–40, 2016, [Online]. Available: https://sid.ir/paper/201716/en

Related Journal Papers