Strategies for Defining and Understanding Critical Technology Integration Terms

Ahmed Yahya Fagehi, Ph.D., The University of Kansas, 2013.

Abstract


With the advancement of technology and its usability in education, many terms have emerged to describe new ways of teaching and learning with various technologies. These terms describe relatively complex concepts that require educators to understand the critical capacity of the technologies and effective ways to integrate them into teaching and learning. That makes identifying and defining these terms essential.

The purpose of this study was to identify critical terms related to technology integration in education as well as investigate what instructional strategy is the most effective in aiding native English speakers and non-native English speakers to learn the technology integration terms. Experts in educational technology identified critical technology integration terms (i.e., Global classroom, webquest, blended learning, and digital storytelling). These terms were then defined using three instructional strategies: text-only (T), text plus video (V), and text plus video plus a practice question (Q).

This study consisted of 95 participants, 53 were non-native English speakers mainly from Arabic speaking countries and 42 were native-English speakers. A within-subject design was used with the 95 participants who were measured under three instructional interventions: text-only (T), text plus video (V), and text plus video plus a practice question (Q). Each of the 95 participants studied 21 terms with the three interventions, and then they took a comprehension test on the 21 technology integration terms.

The results revealed that the multimedia instructional strategy with the combination of text and video (V) (M = 4.70, SD = 1.55) was significantly better than the text only instruction (T) (M=4.04, SD=1.93), p < .01. Also, the multimedia instructional strategy that has a combination of text, video and a practice question (Q) (M = 4.72, SD = 1.63) was significantly better than text only instruction (M = 4.04, SD = 1.93, p < .01). The results also revealed that there was a significant correlation (r (53) = .31, p < 0.05) between the level of English proficiency of the non-native English speakers and the scores on the comprehension test under the text-only condition. The results revealed that the higher the English proficiency of the non-native English speakers, the better they were able to understand the meaning of unknown technology integration terms from text only.

This study found that video-enhanced instruction is more effective for non-native English speakers than text-only instruction. The advantages of video-enhanced vs. text-only instruction were less apparent with learners who have more advanced English skills. Those learners with a high knowledge of English are able to understand the learning material from reading text only.