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EJ976062 - Digital Immigrant Teacher Perceptions of an Extended Cyberhunt Strategy

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ERIC #:	EJ976062
Title:	Digital Immigrant Teacher Perceptions of an Extended Cyberhunt Strategy
Authors:	du Plessis, Andre; Webb, Paul
Descriptors:	Curriculum Design; Journal Writing; Goal Orientation; Likert Scales; Measures (Individuals); Internet; Teaching Methods; Semi Structured Interviews; Computer Literacy; Classification; Cognitive Processes; Thinking Skills; Qualitative Research; Statistical Analysis; Critical Thinking; Problem Solving; Creativity; Teacher Attitudes; Questionnaires; Social Theories; Educational Technology; Online Searching; Intervention; Reflection; Foreign Countries; Elementary School Teachers; Secondary School Teachers
Source:	Australasian Journal of Educational Technology, v28 n2 p341-363 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Publication Date:	2012-00-00
Pages:	23
Pub Types:	Journal Articles; Reports - Research
Abstract:	This quantitative and qualitative interpretive exploratory case study investigates whether exposure to an Internet based "Extended Cyberhunt" strategy enables teachers to attain a set of outcomes similar to Prensky's "Essential 21st Century Skills" and the "Critical Outcomes of the South African National Curriculum Statement (NCS)". The outcomes referred to include effective planning, designing, decision making and goal setting; improved computer and data searching skills; enhanced confidence, interest, reflective ability, collaboration, judgment and creative and critical thinking; as well as effective problem solving and the ability to communicate and interact with individuals and groups. The Extended Cyberhunt strategy, which focuses on enabling participants to become the designers of questions on curriculum related topics at different cognitive levels of Bloom's "Taxonomy", was introduced to teachers who were first time users of the Internet, Microsoft "Word" and "PowerPoint". The intention was to ascertain these teachers' perceptions of the utility of the strategy in terms of assisting them to implement the critical outcomes described above with school level learners. Data on their perceptions and experiences related to these outcomes were generated and triangulated by means of a pre and post-Likert scale questionnaire, an open ended questionnaire, qualitative semi-structured interviews, reflective journal writing, and implementer reflections. Positive gains were revealed in terms of all of the above outcomes after exposure to the Extended Cyberhunt strategy. These findings are considered in terms of differences between the approach used and traditional teacher-centred teaching, and the strategy is examined using activity theory as a lens. While we are aware that many alternative approaches exist that may be just as successful in terms of attaining the desired outcomes, we believe that the Extended Cyberhunt strategy is both a fruitful extension of "WebQuests" and other existing Internet-based approaches, and a relatively easily implementable and viable way of attaining the desired outcomes. (Contains 1 figure and 1 table.)
Abstractor:	As Provided
Reference Count:	64

Note:	N/A
Identifiers:	Structured Interviews; South Africa (Eastern Cape Province)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1449-5554
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://www.ascilite.org.au/ajet/ajet28/duplessis.pdf

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