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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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Social Cues in Animated Pedagogical Agents for Second Language Learners: the Application of The Embodiment Principle in Video Design
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In: Graduate Theses and Dissertations (2021)
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Impact of Instructional Technology on Student Motivation and Vocabulary Knowledge
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Computational Thinking in Children: The Impact of Embodiment on Debugging Practices in Programming
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| 7 |
Beyond the Keyboard: Implementing Speech Recognition Technology for Writing & Universal Design for Learning
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| 8 |
An examination of the use of computer-based formative assessements
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In: Georgia Educational Research Association Conference (2020)
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| 9 |
Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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| 10 |
Evaluating online information: Attitudes and practices of secondary English Language Arts teachers
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In: Journal of Media Literacy Education (2020)
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| 11 |
Developing and Validating Stealth Assessments for an Educational Game to Assess Young Dual Language Immersion Learners' Reading Comprehension
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In: All Graduate Theses and Dissertations (2020)
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| 12 |
Techniques and Methods Change, Methodology Remains the Same: Web Technology Use as Cosmetic Change in CFL Classrooms
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In: Chinese Language Teaching Methodology and Technology (2019)
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| 13 |
Perception of Young Adults in Higher Education: A Case Study of Caribbean Students in the Online Learning Environment
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| 14 |
Is a Picture Worth a Thousand Words? Effectiveness of iPad Technology in Preclinical Dental Laboratory Courses
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In: Publisher (2019)
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| 15 |
Teacher Attitudes Toward Technology Integration in a One-to-One Mobile Device Middle-School Classroom
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In: Doctoral Dissertations and Projects (2019)
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| 16 |
Digital Corpus Use in Learning L2 Prepositional Collocations: A Pilot Study
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In: Graduate Theses and Dissertations (2019)
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| 17 |
Examining EFL Learners’ Reading Comprehension: The Impact of Metacognitive Strategies Discussion and Collaborative Learning within Multimedia E-book Dialogic Environments
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In: Graduate Theses and Dissertations (2019)
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| 18 |
Instructional design to “train the trainers”: the start@unito project at the university of Turin
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| 19 |
Mobile Technology and Classroom Relationships
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In: Theses and Dissertations--Communication (2019)
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Abstract:
This dissertation examines the relational implications of the presence of mobile technology within the basic communication course. To guide the research and interpret the results Mottet, Frymier, and Beebe’s (2006) rhetorical and relational goals theory is utilized. To investigate this phenomenon a survey design was employed, and participants were asked to respond to open-ended, closed-ended, and descriptive questions. Results of this study shed light upon how and when university students use technology, as well as the positive and detrimental results such usage has upon the development and quality of their relationships in the classroom, both with instructors and other students. Results from this dissertation revealed that students are frequent and heavy users of mobile technology (particularly “social” applications), but generally do not feel as if they are dependent upon their devices. In open-ended responses, students described ways in which mobile technology facilitated out of class relationships with peers and instructors, but hindered the development of relationship with peers in the classroom; these descriptions aligned with the fact that students who exhibited or experienced phubbing (snubbing someone with one’s phone) described less classroom connectedness than their peers. While differing perceptions of classroom connectedness among students were correlated with differing experiences of phubbing, perceptions of rapport with instructors did not differ significantly among participants. Further, students who were more relationally oriented experienced higher perceptions of classroom connectedness than their more rhetorically oriented counterparts. Finally, students in this study generally prioritized rhetorical instructor attributes over relational ones. These results are further explored in the discussion portion of this dissertation.
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Keyword:
Classroom Relationships; Communication Technology and New Media; Educational Technology; Higher Education; Instructional Communication; Instructional Technology; Interpersonal and Small Group Communication; Phubbing; Rhetorical and Relational Goals Theory
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URL: https://uknowledge.uky.edu/comm_etds/87
https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1089&context=comm_etds
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| 20 |
Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study
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