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IAFOR Journal of Education Volume 5 Special Issue Summer 2017

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IAFOR Journal of Education Volume 5 Special Issue Summer 2017 the iafor journal of education Volume 5 – Special Issue – Summer 2017 Editor: Bernard Montoneri ISSN: 2187-0594 IAFOR Journal of Education Volume 5 – Special Issue – Summer 2017 IAFOR Publications The International Academic Forum IAFOR Journal of Education Editor Bernard Montoneri, National Chengchi University, Taiwan Co-editor Lucy K. Spence, University of South Carolina, USA Associate Editors Yvonne Masters, University of New England, Australia Massoud Moslehpour, Asia University, Taiwan Published by The International Academic Forum (IAFOR), Japan IAFOR Publications, Sakae 1-16-26-201, Naka-ward, Aichi, Japan 460-0008 Executive Editor: Joseph Haldane Layout: Bernard Montoneri IAFOR Journal of Education Volume 5 – Special Issue – Summer 2017 Published August 16, 2017 IAFOR Publications © Copyright 2017 Individual articles are published under the Creative Commons 4.0 Attribution Non Commercial International licence. ISSN: 2187-0594 ije.iafor.org Cover Image: Unsplash/Štefan Štefančík IAFOR Journal of Education Volume 5 – Special Issue – Summer 2017 Edited by Dr Bernard Montoneri Table of Contents Notes on Contributors 1 IAFOR Journal of Education Editors and Reviewers 5 Editors’ Introduction 23 Bernard Montoneri, Lucy Spence, Yvonne Masters and Massoud Moslehpour Call to Arms: Generations Clash over Digital Technology in the 29 Foreign Language Classroom Sandor Danka Competency-Based Blended Learning: Flipping Professional Practice 47 Classes to Enhance Competence Development Mark Ragg and James C. Piers Examining Effects of Two Computer Programming Learning Strategies: 69 Self-Explanation versus Reading Questions and Answers Nancy Lee and Eunsook Hong Blended Learning and Total Engagement – Posters That Teach 91 Adina Stan, Mahnaz Armat, Elyssebeth Leigh, Elizabeth Rosser and Nikki Hayes Social Network Misuse in the Classroom and Its Impact on Male Student 115 Motivation in UAE Tertiary Education Sultan A. Alkaabi, Peter Albion and Petrea Redmond Academic Engagement and Technology: Revisiting the Technological, 133 Pedagogical and Content Knowledge Framework (TPACK) in Higher Education (HE): The Academics’ Perspectives Matt Glowatz and Orna O’Brien Future Primary Teachers’ Beliefs, Understandings and Intentions to 161 Teach STEM Premnadh M Kurup, Michael Brown, Greg Powell and Xia Li Theatrically Digital: Education and Online Identity 179 Nastaran Khoshsabk The Use of Technology for EFL Classes in a Brazilian School: 195 Consolidating Education 3.0 Aline Fay de Azevedo, Asafe Davi Cortina Silva and Heloísa Orsi Koch Delgado The Flipped Classroom: Teaching the Basic Science Process Skills to 213 High-Performing 2nd Grade Students of Miriam College Lower School Mark Kenneth Camiling Guide for Authors 228 IAFOR Journal of Education Volume 5 – Special Issue – Summer 2017 Notes on Contributors Professor Peter Albion has been a university instructor for more than 25 years. He is currently a professor of educational technology at the school of teacher education and early childhood, University of Southern Queensland (USQ) in Australia. His field of research include: science, technology and engineering curriculum and pedagogy, educational technology and computing, teacher education and professional development of educators. His research interests cover many areas such as ICT in education, e-learning, online education and teacher beliefs. Dr Sultan Ali Rashid Ali Alkaabi is currently an education consultant and an instructor of research methods at the National Defense College in the United Arab Emirates (UAE). Previously, he has worked as a research engineer and deputy manager at UAE National Knowledge Center (NKC) Project. His field of research includes: technology in education and motivation. His research interests are in the fields of blended learning, online learning, student motivation and impact of technology on student learning. Mahnaz Armat is currently a senior Arts (Social Sciences) lecturer and facilitator at UNSW Global Foundation Studies, a pathway to university program in Sydney, Australia. She has been involved with ESL teaching for several years. As part of her current position, her primary focus is on assisting international students meet tertiary entry requirements through improving their independent thinking, problem-solving skills, academic integrity and raising their cultural awareness. Dr Mike Brown is a senior lecturer at the School of Education, La Trobe University, Melbourne, Australia. He received his PhD from Monash University, Australia. His professional interest is in teacher education. Mark Kenneth Camiling currently serves as the Assistant Principal for Academic Affairs at Miriam College Lower School, a premiere exclusive school for girls in the Philippines which advocates for DREAMS education (Design, Robotics, Engineering, Arts, Mathematics, and Social Responsibility). He is currently finishing his Master’s thesis on eHealth literacy of Filipino high school students at the University of the Philippines. He holds an undergraduate degree in special education and certificates in STEM education and Teaching Online Facilitation. He was also an Australia Awards grant recipient who took part in a fellowship program on digital literacy at Queensland University of Technology in Brisbane, Australia. His research interests include creative teaching strategies, digital and health literacy, robotics, design thinking and STEM. Sandor Danka is a full-time lecturer of English for Academic Purposes at Assumption University, Thailand; he holds a Master of Arts in English Language and Literature from Eotvos Lorand University, Budapest, Hungary. He is an uncompromising supporter of learner independence. In a career that spans over two decades, his teaching approach has gradually moved from the chalkface to cyberspace. His IT skills and educational background in foreign language teaching fuel his passion to integrate digital technology into the foreign language classroom. Having progressed from small-scale experiments to curriculum redesign, from basic software applications to online learning management environments, he constantly encourages his students and colleagues to explore and to benefit from the diverse array of tools that the Internet provides. 1 IAFOR Journal of Education Volume 5 – Special Issue – Summer 2017 Dr Aline Fay de Azevedo holds a PhD in Linguistics from the Pontifical Catholic University of Rio Grande Do Sul (PUCRS), Brazil, and has been teaching English for more than 18 years. She is an associate professor at the School of Humanities, PUCRS, and currently coordinates the Language and Technology Lab at the same institution. Her main interests in teaching are related to mixed methodologies and educational technologies; in linguistics, she researches the neural basis of dyslexia in bilingual and monolingual dyslexic learners with the use of fMRI in the Brain Institute of PUCRS. Professor Heloísa Orsi Koch Delgado is an English language educator and a translator of scientific literature. She is an associate professor at the School of Humanities and the Dean of International Affairs of the Pontifical Catholic University of Rio Grande Do Sul (PUCRS), Brazil. She holds a PhD in Language Studies from the Federal University of Rio Grande do Sul (UFRGS). She has published articles in national and international journals in the areas of language teaching and translation studies. Her major fields of research interest are medical terminology, translation pedagogy and educational technology. Dr Matt Glowatz is Assistant Professor at the College of Business, University College Dublin (UCD), Ireland, delivering both undergraduate and postgraduate modules covering Social Media Strategy, MIS, Project Management, Electronic Business, Digital Marketing and Innovation. His main research interests cover electronic learning (eLearning), Innovation and Social Media related themes. He is the College of Business’ academic coordinator for international and subject area coordinator for overseas MIS modules offered in Singapore, Hong Kong and Sri Lanka. The European Commission awarded him with two research scholarships advising both the University of Nizwa (Oman) and Mahidol University (Thailand) on eLearning-related issues. He has twice received the Excellence in Teaching Awards in the Higher Diploma of Business Studies (IT) programme and he won the Educational Contribution Award at the Irish Internet Association's Net Visionary Awards 2006, recognizing his significant contribution to the Irish Internet industry through education. Nikki Hayes is an adult educator and educational developer. Her work at UNSW Global, Australia, focuses on professional development of educators, curriculum development, e- learning and academic support for students. She is also involved in the development of systems and processes to support these areas, with the goal of helping students to achieve academic success through rich learning experiences. Dr Eunsook Hong is Professor of Educational Psychology at the University of Nevada, Las Vegas, USA. She received her PhD in Educational Psychology and Technology from the University of Southern California. Her areas of research interest include instructional application of self-regulated learning, metacognition, motivation, and creative thinking. She is an associate editor of the American Educational Research Journal and a member of the editorial board on several journals in education and creativity. Her published books include Homework: Motivation and Learning Preferences and Preventing Talent Loss.
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