CYN. K - Academia.edu (original) (raw)
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Papers by CYN. K
Jl. of Technology and Teacher Education, 2006
Research indicates that teachers who readily integrate technology into their instruction are more... more Research indicates that teachers who readily integrate technology into their instruction are more likely to possess constructivist teaching styles. Evidence suggests there is a parallel between a teacher's student-centered beliefs about instruction and the nature of the teacher's technology-integrated lessons. This connection between the use of technology and constructivist pedagogy implies constructivist-minded teachers maintain dynamic student-centered classrooms where technology is a powerful learning tool. Unfortunately, much of the research to date has relied on self-reported data from teachers and this type of data too often presents a less than accurate picture. Versus self-reported practices, direct observations that gauge the constructivist manner in which teachers integrate technology are a more precise, albeit protracted, measurement. In this study 32 classroom teachers completed a survey to measure their beliefs about instruction, but they were also directly observed and rated with the Focus on Integrated Technology: Classroom Observation Measurement (FIT:COM). The FIT:COM measures the degree to which technology integrated lessons are aligned with constructivist principles. Analysis did not reveal a significant relationship between practices and beliefs. Although most teachers identified strongly with constructivist convictions they failed to exhibit these ideas in their practices.
A study was performed with 33 Modern Foreign Language (MFL) teachers to afford insight into how c... more A study was performed with 33 Modern Foreign Language (MFL) teachers to afford insight into how classroom practitioners interact with Computer Assisted Language Learning (CALL) in Second Language (L2) pedagogy. A questionnaire with CALL specific statements was completed by MFL teachers who were recruited via UK based Facebook groups. Significantly, participants acknowledged a gap in practice from the expectation of CALL in the MFL classroom. Overall, respondents were shown to be interested and regular consumers of CALL who perceived its ease and importance in L2 teaching and learning.
In this paper we discuss the demand triggers and the components of consumer decision making to un... more In this paper we discuss the demand triggers and the components of consumer decision making to undertake medical tourism i.e. travel to a foreign destination for the purpose of availing medical treatment and also engaging in a vacation experience. We develop a model that describes the macro facilitating factors, the pre-decision propensities, and the role of the different entities involved in the tourism experience that impact the travel decision from a stakeholder perspective. Our conceptual model provides several propositions for empirical testing as well as directions for future research on medical tourism, a rich context for tourism scholars.
Jl. of Technology and Teacher Education, 2006
Research indicates that teachers who readily integrate technology into their instruction are more... more Research indicates that teachers who readily integrate technology into their instruction are more likely to possess constructivist teaching styles. Evidence suggests there is a parallel between a teacher's student-centered beliefs about instruction and the nature of the teacher's technology-integrated lessons. This connection between the use of technology and constructivist pedagogy implies constructivist-minded teachers maintain dynamic student-centered classrooms where technology is a powerful learning tool. Unfortunately, much of the research to date has relied on self-reported data from teachers and this type of data too often presents a less than accurate picture. Versus self-reported practices, direct observations that gauge the constructivist manner in which teachers integrate technology are a more precise, albeit protracted, measurement. In this study 32 classroom teachers completed a survey to measure their beliefs about instruction, but they were also directly observed and rated with the Focus on Integrated Technology: Classroom Observation Measurement (FIT:COM). The FIT:COM measures the degree to which technology integrated lessons are aligned with constructivist principles. Analysis did not reveal a significant relationship between practices and beliefs. Although most teachers identified strongly with constructivist convictions they failed to exhibit these ideas in their practices.
A study was performed with 33 Modern Foreign Language (MFL) teachers to afford insight into how c... more A study was performed with 33 Modern Foreign Language (MFL) teachers to afford insight into how classroom practitioners interact with Computer Assisted Language Learning (CALL) in Second Language (L2) pedagogy. A questionnaire with CALL specific statements was completed by MFL teachers who were recruited via UK based Facebook groups. Significantly, participants acknowledged a gap in practice from the expectation of CALL in the MFL classroom. Overall, respondents were shown to be interested and regular consumers of CALL who perceived its ease and importance in L2 teaching and learning.
In this paper we discuss the demand triggers and the components of consumer decision making to un... more In this paper we discuss the demand triggers and the components of consumer decision making to undertake medical tourism i.e. travel to a foreign destination for the purpose of availing medical treatment and also engaging in a vacation experience. We develop a model that describes the macro facilitating factors, the pre-decision propensities, and the role of the different entities involved in the tourism experience that impact the travel decision from a stakeholder perspective. Our conceptual model provides several propositions for empirical testing as well as directions for future research on medical tourism, a rich context for tourism scholars.