Evaluating a Social Annotation Tool for Engagement and Learning with Preservice Special Education Teachers

Autor/inn/en	Allen, Abigail A.; Randall, Kristina N.
Titel	Evaluating a Social Annotation Tool for Engagement and Learning with Preservice Special Education Teachers
Quelle	In: Information and Learning Sciences, 124 (2023) 11-12, S.460-477 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-04-2023-0040
Schlagwörter	Preservice Teachers; Special Education Teachers; Documentation; Educational Technology; Learner Engagement; Student Behavior; Student Attitudes; Technology Uses in Education + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Dokumentation; Unterrichtsmedien; Student behaviour; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Purpose: Empirical validation of educational technology is critical for best practice, particularly when courses are delivered online. This study aims to investigate the predictive relationship of usage behaviors on perceptions of 30 preservice special education teachers while reading in an online social annotation reading tool. Design/methodology/approach: In this single-group quasi-experimental study, participants completed two readings in Perusall, once individually and once in small groups, then took a researcher-created survey after each reading. Descriptive data and paired sample t-tests were calculated. Predictive relationships between usage behaviors and survey results were analyzed with linear regression models. Findings: Participants thought Perusall was useful for their learning and easier to use in small groups and that guided reading prompts were helpful. Usage behaviors did not significantly account for participant beliefs about Perusall. Instructors may wish to use guided reading prompts and small groups to maximize student learning and engagement. Originality/value: This study addresses gaps in the literature (Suhre et al., 2019; Sun et al., 2023) by following one group of students over two semesters, using a commercially available tool, measuring actual usage behaviors and not solely student perceptions and analyzing instructor perceptions of the tool. The authors contribute further evidence that group-constructed knowledge is valuable for undergraduate learning (Kalir et al., 2020b). The authors also provide data-based suggestions for the use of social annotation tools that maximize student learning and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01