Understanding Web Activity Patterns among Teachers, Students and Teacher Candidates
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| Title: | Understanding Web Activity Patterns among Teachers, Students and Teacher Candidates |
|---|---|
| Language: | English |
| Authors: | Kimmons, Royce (ORCID |
| Source: | Journal of Computer Assisted Learning. Dec 2017 33(6):588-596. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Internet, Preservice Teachers, Age Differences, Web Sites, Comparative Analysis, Educational Technology, Elementary School Students, Secondary School Students, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Student Attitudes, Role, Users (Information), Data Analysis, Educational Research, Online Searching |
| DOI: | 10.1111/jcal.12202 |
| ISSN: | 0266-4909 |
| Abstract: | This study sought to understand generational and role differences in web usage of teachers, teacher candidates and K-12 students in a state in the USA (n = 2261). The researchers employed unique methods, which included using a custom-built persistent web browser to track user behaviours free of self-report, self-selection and perception bias. Results revealed that all three groups utilized a variety of resources daily, but with some noticeable differences. For instance, (1) teachers and teacher candidates used the Internet on school devices much more than students; (2) they accessed general, multimedia, search, entertainment, shopping and social resources at a higher rate than students; (3) students visited a higher proportion of educational websites than their teachers; and (4) teachers visited a higher proportion of search pages than teacher candidates. Results may be useful for researchers (1) to better understand generational differences between groups; (2) to expand educational technology research to better include non-pedagogical support tools for educators; and (3) to serve as a counterpoint for self-report data on web resource frequency of use, which may provide different results. |
| Abstractor: | As Provided |
| Entry Date: | 2017 |
| Accession Number: | EJ1159705 |
| Database: | ERIC |
| Abstract: | This study sought to understand generational and role differences in web usage of teachers, teacher candidates and K-12 students in a state in the USA (n = 2261). The researchers employed unique methods, which included using a custom-built persistent web browser to track user behaviours free of self-report, self-selection and perception bias. Results revealed that all three groups utilized a variety of resources daily, but with some noticeable differences. For instance, (1) teachers and teacher candidates used the Internet on school devices much more than students; (2) they accessed general, multimedia, search, entertainment, shopping and social resources at a higher rate than students; (3) students visited a higher proportion of educational websites than their teachers; and (4) teachers visited a higher proportion of search pages than teacher candidates. Results may be useful for researchers (1) to better understand generational differences between groups; (2) to expand educational technology research to better include non-pedagogical support tools for educators; and (3) to serve as a counterpoint for self-report data on web resource frequency of use, which may provide different results. |
|---|---|
| ISSN: | 0266-4909 |
| DOI: | 10.1111/jcal.12202 |
