Реферат_Павленко. Реферат для сдачи кандидатского экзамена по дисциплине иностранный язык
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Findings/Results First, we present the profile of the participants regarding their use of technology and social media. Our analysis found some of these variables to be significant. Table 1 shows the number of participants who indicated using different technologies in a personal (private) setting or in the context of in-class teaching. Table 1: Use of Technologies in a Personal Setting or in the Context of In-Class Teaching
As shown in Table 1, the technologies most often used for personal purposes are, in descending order: PowerPoint, tablets, smartphones, YouTube, and Doodle. Technologies are not used as much for educational purposes; in fact, most respondents only use PowerPoint and YouTube for this. However, there is no significant association between using PowerPoint for personal or teaching purposes (Cramer’s V = 0.284; p = 0.287). The same observation is true with YouTube (Cramer’s V = 0.189; p = 0.480). There is no direct relationship between these two contexts, as they are not used by the same participants. Table 2 shows the number of participants who indicated using social media for personal or professional purposes. Table 2: Use of Social Media
As shown in Table 2, Facebook was the most widely used social media platform by the participants, followed by LinkedIn, both for personal and professional purposes. The measures of association can be used to see how personal use transfers into a professional teaching or research context. The association is strong (all Cramer’s Vs are significant and exceed the 0.5 threshold), meaning that participants who use social media for personal purposes do so in other contexts. Table 3 shows the use of cloud computing or large-file data applications. This type of use may prove useful for Web conferencing and targets knowledge related to file management. Table 3: Use of Cloud Computing
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