Relevant bibliographies by topics / 160304 Teaching and instruction technologies

Academic literature on the topic '160304 Teaching and instruction technologies'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "160304 Teaching and instruction technologies"

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Ellis, Christina, Mae Lane, Tori Hollas, and Jaime Coyne. "Technologies for Teaching in an Online Environment." Issues in Informing Science and Information Technology 18 (2021): 031–39. http://dx.doi.org/10.28945/4798.

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Aim/Purpose: The authors provide different technology applications useful in online instruction in addition to providing effective strategies for use in a virtual environment. Background: Last year, educators were forced to move their instruction online almost overnight. Many were not prepared to teach effectively in a virtual environment. Contribution: This paper serves as a resource to educators who are unfamiliar with teaching online as well as for those who would like to enhance their current practice. Recommendations for Practitioners: Be flexible when teaching in a virtual environment. Remain open to using new and unfamiliar technologies. Be consistent in providing feedback to students and communicate frequently with them. Impact on Society: The abrupt transition for educators, as well as for most workplaces, to an exclusively online environment in response to COVID has long-lasting effects in how business as usual will be conducted. Being proficient and comfortable in navigating a virtual environment is essential. Future Research: As we continue to work virtually, ongoing research that informs our practice is critical for remaining effective educators. Additionally, it is important to remain knowledgeable about current and new technologies available to us. Keywords online instruction, technology applications, strategies
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Tomei, Lawrence A. "Top 10 Technologies for Designing 21st Century Instruction." International Journal of Information and Communication Technology Education 9, no. 3 (July 2013): 80–93. http://dx.doi.org/10.4018/jicte.2013070106.

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Faculties at all levels of education continue to ask, “How does technology fit into my teaching?” How can I teach my students to become technologically literate?” For some, the answers seem quite simple. Technology should be integrated into as many levels of the curriculum as possible. If we aspire to prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. The key is to know what works best in each classroom situation. Podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others are the latest in instructional technologies. Teachers use these tools to address the growing inventory of requisite 21st century skills that include: global awareness, self-directed learning, ICT literacy, problem solving skills, time management and personal responsibility, lifelong learning, financial, economic, business and entrepreneurial literacies, communications, collaboration, and more. This article explores best practices that lead to change and shares ideas about the use of these tools in the classroom. Emphasis is placed on many real-world examples of how technology has improved teaching and learning. This information paper will examine the hardware and software aspects of the following technologies: interactive white boards, web cameras, videoconferencing, iPods, digital cameras, digital video, wikis and blogs, social networking, digital electronic books, and student response systems. While the paper is not a scholarly endeavor, it is hoped that the review of important teaching and learning tools will provide the reader with an update on the latest in instructional technologies for the classroom. In addition to an introduction that includes a description of the technology, its primary features, advantages and disadvantages, there are links to online videos demonstrating each technology that bear witness to how these technologies actually impact the classroom. Finally, a link to current research pertaining to each technology is offered.
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Kim, Min Kyeong, Janet M. Sharp, and Ann D. Thompson. "Effects of Integrating Problem Solving, Interactive Multimedia, and Constructivism in Teacher Education." Journal of Educational Computing Research 19, no. 1 (July 1998): 83–108. http://dx.doi.org/10.2190/tl44-5llg-wrfl-7ghk.

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Research on mathematics teacher education indicates that offering an appropriate constructivist-based teaching model of mathematics instruction to preservice elementary teachers enhances their teaching abilities and confidence in future teaching. The purpose of this study was to investigate preservice elementary teachers' decisions about teaching strategies and their attitudes toward mathematics and computer-related technologies in a constructivist-centered methods course which included the use of problem solving multimedia. The treatment consisted of six hours of multimedia-enhanced instruction over two weeks. This study focused on three mathematics education topics taught to each group of students: problem-solving, technology, and ratios/proportions. The results indicated that constructivist-based instruction using multimedia helped the participants develop more positive attitudes toward computer-related technologies and influenced their decisions to plan more constructivist-based teaching strategies than those participants in the comparison groups.
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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.

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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.
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Yakubova, U., N. Parpieva, and N. Mirhojaeva. "Using Web Technologies in Effective Teaching of Mathematics at Universities." Bulletin of Science and Practice 7, no. 1 (January 15, 2021): 419–25. http://dx.doi.org/10.33619/2414-2948/62/48.

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The article describes the role of web technologies in effective teaching of mathematics at universities. The advantages of the use of WebQuests are defined. This study aims to examine the effect of WebQuests used in instruction on students’ academic achievements and the student and teacher opinions on WebQuests.
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SAJID, A. W., G. A. EWY, J. M. FELNER, I. GESSNER, M. S. GORDON, J. W. MAYER, C. SHUB, and R. A. WAUGH. "Cardiology patient simulator and computer-assisted instruction technologies in bedside teaching." Medical Education 24, no. 6 (November 1990): 512–17. http://dx.doi.org/10.1111/j.1365-2923.1990.tb02667.x.

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Shomirzayev, Shomirzayev. "National followers in the students use of educational technologies instruction of interests." International journal of linguistics, literature and culture 7, no. 3 (April 26, 2021): 152–57. http://dx.doi.org/10.21744/ijllc.v7n3.1508.

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This article discusses how to use the craft of national crafts. More importantly, the role of the teacher in the learning process is determined by the fact that the learners are helped by independent learning. In addition to teaching the readers not only the knowledge they have, they also understand their role in teaching independent, creative thinking, critical thinking about their personality and knowledge, analyzing information, identifying what needs to be done, drawing conclusions, and teaching their own ideas. The main purpose of collaborative learning is to work on a common problem and focus on the problem.
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Kotsira, Maria, Klimis Ntalianis, Vasiliki Kikili, Filotheos Ntalianis, and Nikolaos Mastorakis. "New Technologies in the Instruction of History in Primary Education." International Journal of Education and Information Technologies 15 (March 10, 2021): 21–27. http://dx.doi.org/10.46300/9109.2021.15.3.

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Nowadays, the exploitation of augmented reality in education is linked to a multitude of pedagogical subjects, including history, geography, natural sciences and arts. The extensive use of computers in the educational process in recent years, in addition to learners’ familiarity with the use of Internet and applications associated with its operation, have led to a search for creative methods, which will enhance interaction in the pedagogical approach. As a result, a digital learning environment has emerged in which trainees gain access to knowledge in an entertaining and interactive way by making use of innovations and gaining the ability to control their knowledge. The purpose of this paper is to feature the role of new technologies in the educational process by studying the use of augmented reality applications in teaching history. Designing such applications requires direct involvement of the teacher and, as established by the case study, the benefits are extremely important; students acquire a particular interest in the learning object and achieve higher performance, as compared to conventional forms of teaching.
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Wang, Huan. "The Application of Data Mining in Distance Instruction." Advanced Materials Research 159 (December 2010): 228–31. http://dx.doi.org/10.4028/www.scientific.net/amr.159.228.

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With the continuous development of the network technology, a Web-based distance learning system and its use is appealed more and more attention, data mining, artificial intelligence and other technologies’ application in distance teaching Systems are becoming more extensive and more in-depth. Association rules, statistical analysis, classification, etc., these data digging techniques used in teaching system have improved the system's intelligence, Better to improve distance education services, so to help students improve learning efficiency much higher.
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Gautreau, Cynthia S., Kristin K. Stang, Chris Street, and Andrea Guillaume. "Making the Move." International Journal of Online Pedagogy and Course Design 4, no. 1 (January 2014): 27–42. http://dx.doi.org/10.4018/ijopcd.2014010103.

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This paper is intended for new faculty and faculty who are new to using digital technologies and a learning management system in their instruction. As experienced faculty in the College of Education, the authors make a concerted effort to support faculty in their use of instructional technology. In this paper, the authors share their experiences with faculty who are taking early the early steps in the journey to integrate digital technologies into their instruction. The authors hope this article will help faculty on their journey by supporting them in teaching with technology. The authors focus on faculty development, adoption of new technologies into faculties' instructional practices, and introductory online teaching practices. The authors' ultimate goal is to support student learning by helping faculty encourage learning for the entire continuum of students: students who need to be supported as they develop digital literacy and those who come to us embracing technologies wholeheartedly.
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Dissertations / Theses on the topic "160304 Teaching and instruction technologies"

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Flood, R. Warren. "Factors impacting faculty implementatin of educational technologies within teaching/learning exchanges /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486461246817445.

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Georganta, Angeliki. "Integrating new technologies in university second language instruction : teachers' perspectives." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79941.

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This study explores the relationships among technology, language literacy and instruction in University Continuing Education Institutions. Adult second language education strives to update media resources in an information era in which literacy encompasses the abilities to communicate both in different languages and in a variety of media across disciplines.
The main assumption underlying this study is that teaching adults to use language in an era in which networks and multimedia are major components, is a challenging task and responsibility. Instructional implications of literature regarding the implementation of new technologies in language learning suggest a persistent disagreement on the merits of new technologies as learning tools and a mismatch between expectations and applications of new media. I interview four teachers of second or foreign languages to adults to explore the challenges embedded in mediating adults' literacy in using multiple representations of second language knowledge within technology enhanced classroom environments.
Teachers are shown to integrate digital technologies into traditional print and audiovisual tools to advance three main literacies: Cultural literacy relates to the ability to make socioculturally appropriate links of language and media. Disciplinary literacy denotes the ability to effectively identify, analyze, evaluate and apply language resources in various contexts. Media literacy denotes the ability to make informed choices among the various language representations. Integrated media applications are challenging for teachers who need to be aware of media benefits and constraints. The ongoing development of teachers' media literacy is a prerequisite for meaningful and constructive uses of the instructional resources available that will enable adults to apply second language knowledge within and beyond linguistic, cultural, and disciplinary contexts.
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Coughlin, Richard Francis. "A study of K-8 preservice teachers' use of digital technologies when student teaching." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10242008-143627.

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Coulombe, Steven Louis. "Using Blackboard technologies as an instructional supplement for teaching high school chemistry." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1907.

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This project attempts to use an on-line telecommunication supplement to extend the boundary of the classroom beyond the limits of time and space in order to improve communication and extend the reach of the classroom.
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Mostert, Markus. "Information communication technologies to enhance teaching and learning in higher education a survey of teaching staff at Rhodes University /." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-11242009-161047.

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Morton, Allan D. "Teachers' intentions to use information technologies : a study of Western Sydney secondary teachers /." View thesis View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030602.144042/index.html.

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Thesis (M.Ed.)(Hons)--University of Western Sydney, Nepean 1999.
Includes appendices. "A thesis submitted in partial fulfillment of the requirements for the degree of Master of Education (Hons)" Bibliography : leaves 219-235.
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Fong, Sze-nga Natalie, and 方思雅. "An analysis of the use of information and communication technologies in Hong Kong primary school English lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42664470.

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Frier, Aimee. "Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7291.

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In this dissertation, I present the findings from a qualitative case study of the digital literacy integration of a teacher and the digital literacy practices of three students with literacy-related learning difficulties within her classroom. As a researcher, I was interested in the ways students with literacy- related learning difficulties navigated digital tools in a technology-infused environment created by a teacher who has experience using digital tools for instructional and student-learning purposes. My research was guided by the following questions: (1) What was the context, content, and structure of the teacher’s technology instruction? (2) In what ways did the students use technological tools? (3) How did students with reading difficulties compose during digital literacy events? The data for this case study included classroom observations, interviews, field notes, work samples, and lesson plans. Through the use of both inductive (Phase I and II) and a priori (Phase III) analysis, the data highlight several important findings to inform the research questions: (a) Knowledge of Technology Does Not Ensure Technological Pedagogical Content Knowledge (b) Students with Reading Difficulties Still Have Difficulty with Reading Despite Technology Integration and (c) Change in Writing Tool (technology) does not Guarantee Change in Writing Performance.
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Chen, Shao-Hung. "Using technologies of the self to stimulate students' intelligences in English as a foreign language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2111.

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The purpose of this curriculum project is to provide an approach to enrich the process of teaching and learning. This project uses psychological tools to stimulate students' multiple intelligences and to encourage students to know how to manage their learning, so that learning English will no longer be boring; instead it will be creative and practical.
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Underwood, Zackary Wayne. "The Evolution of Learning Technologies within the UNC German Consortium 2000-2016: A Hermeneutic Phenomenlogical Analysis of German Faculty Member Experiences." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011836/.

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Beginning in 2000 and continuing today, the University of North Carolina (UNC) German Consortium offers online German courses to undergraduate students across sixteen of the seventeen UNC public universities. The delivery of online classes differs per faculty member and little previous research investigated the UNC German Consortium's learning technologies. This dissertation investigates the evolution of learning technologies within the UNC German Consortium over the last sixteen years among German faculty from different UNC public universities. Seven faculty and one administrator shared their experiences through interviews. The methodology for this research was hermeneutic phenomenology. Interviewees shared their experiences with learning technology and teaching in the UNC German Consortium including how learning technologies changed over time. Interviews were transcribed, coded, and analyzed to deduce themes. Themes included the importance of the North Carolina Research Education Network (NC REN) for teaching German online, an asynchronous versus synchronous debate, how professors taught in synchronous courses, the importance of learning management systems (LMS) systems, the resilient characteristics of UNC German Consortium faculty, and the need for continual learning as an instructor.
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Books on the topic "160304 Teaching and instruction technologies"

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Dynamic advancements in teaching and learning based technologies: New concepts. Hershey PA: Information Science Reference, 2011.

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Teaching mathematics online: Emergent technologies and methodologies. Hershey, PA: Information Science Reference, 2011.

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A, Dubinskas Frank, and McDonald James H, eds. Electronic technologies and instruction: Tools, users, and power. [Arlington, Va.]: National Association for the Practice of Anthropology, American Anthropological Association, 1993.

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Alan, Pritchard. Effective teaching with internet technologies: Pedagogy and practice. London: SAGE Publications, 2007.

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McLean, Alistair, and Leila Alem. Supporting e-learning with technologies for electronic documents. Chesapeake, VA: Association for the Advancement of Computing in Education, 2009.

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1949-, Ferguson David L., ed. Advanced educational technologies for mathematics and science. Berlin: Springer-Verlag, 1993.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 3rd ed. New York: Macmillan, 1989.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 4th ed. New York: Macmillan Pub. Co., 1993.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 2nd ed. New York: Wiley, 1985.

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Pedagogical and andragogical teaching and learning with information communication technologies. Hershey PA: Information Science Reference, 2011.

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Book chapters on the topic "160304 Teaching and instruction technologies"

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Zamfir, Gabriel. "An Assisted Instruction System Designed for Online Teaching and Learning." In Education, Research and Business Technologies, 361–69. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8866-9_30.

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Vivet, Martial. "Evaluating educational technologies: Evaluation of teaching material versus evaluation of learning?" In Computer Aided Learning and Instruction in Science and Engineering, 37–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022588.

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Abbey, Cody, Ma Yue, Guirong Li, Prashant Loyalka, and Scott Rozelle. "EdTech for Equity in China: Can Technology Improve Teaching for Millions of Rural Students?" In Emerging-Economy State and International Policy Studies, 213–29. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5542-6_16.

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AbstractDespite major advancements in China’s K-12 educational outcomes over the past several decades, large regional inequities in academic achievement still exist, a proximal cause of which are gaps in teaching quality. Although conventional approaches to improving teaching quality for disadvantaged populations have overall been unsuccessful in China (i.e., student relocation to better-resourced urban schools, attracting high-quality teachers to low-resource rural schools, and rural teacher training), technology-assisted instruction may play a role in bridging these gaps. This paper explores why conventional approaches to improving teaching have not been effective in rural China and then describes the potential applications of technology-assisted instruction based on the small but growing body of empirical literature evaluating such interventions in other low- and middle-income countries. The paper concludes that while other (non-tech) interventions have thus far been ineffective at raising teaching quality, China may be uniquely positioned to harness technology-assisted instruction due to a favorable ecosystem for the scaling of EdTech in rural areas, though much more experimental research is necessary to assess which approaches and technologies are most cost-effective and how to best scale them.
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Yu, Chien, Angela Williams, Chun Fu Lin, and Wei-Chieh Yu. "Planning Effective Multimedia Instruction." In Multimedia Technologies, 1668–82. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-953-3.ch119.

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Multimedia benefits students learning in many different ways. There are so many things that students can do and learn because of the variety of instructional media that is available for their use. The use of instructional multimedia increases an instructor’s ability to propose and execute teaching strategies that come with a multiplicity of learning styles. Therefore, there are a myriad of reasons why teachers use these resources both as a teaching tool and a teaching resource. Several strategies can be implemented so that teachers have opportunities to become skillful in attaining technological fluency. This chapter reviews the trends and issues of today’s multimedia education, and attempts to provide strategies and guidelines for planning multimedia instruction. The effective use of pedagogical design principles with appropriate multimedia can permit greater individualization, which in turn fosters improved learning, greater learner satisfaction, and higher retention rates.
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Swartz, Louis B., Michele T. Cole, and Daniel J. Shelley. "Instructor Satisfaction with Teaching Business Law." In Advancing Education with Information Communication Technologies, 1–15. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch001.

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Our study presents the results of a satisfaction survey of business law instructors who have taught, or are teaching, online and/or onground. The authors used the framework suggested by Berge to examine the level of instructor satisfaction, using his four role categories: pedagogical, social, technical, and managerial. Their study found that for 73% of the categories’ aspects, instructors were generally satisfied with online instruction. With regard to the classroom experience, instructors were generally satisfied across the board with regard to all aspects. In comparing the level of satisfaction with online and onground instruction, they found statistically significant differences between the two methods of instruction. In all four areas measured, instructors were more satisfied with classroom instruction than they were with online instruction of business law courses.
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Butcher-Powell, Loreen Marie. "Teaching, Learning and Multimedia." In Multimedia Technologies, 1. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-953-3.ch074.

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“We must not forget that almost all teaching is Multimedia” (Schramm, p.37). Today, the magnetism of multimedia is clearly oblivious via the use of streaming video, audio clips, and the Internet. Research has shown that the use of multimedia can aid in the comprehension and retention of student learning (Cronin & Myers, 1997; Large Behesti, Breulex & Renaud, 1996; Tennenbaum, 1998). As a result, more educators are utilizing Web-based multimedia materials to augment instruction online and in the classroom. This chapter provides a theoretical framework for transforming Student Centered Discussion (SCD), a traditional based pedagogy strategy, to a new multimedia pedagogy SCD strategy. The new multimedia SCD pedagogy represents a new way of teaching and learning. As a result, positive responses and feedback have been collected from students in their ability to interpret facts, compare and contract material, and make inferences based on recall of information previously presented or assigned in article readings.
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Morphew, Valerie N. "Web-Based Learning and Instruction." In Distance Learning Technologies, 1–15. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch001.

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The precipitous rise in Web-based education and employee training speaks volumes of technology’s far-reaching potential. While most agree that Web-based instruction can be cost-effective and convenient, few academicians and practitioners have examined the efficacy of Web-based learning in terms of constructivism, the most widely accepted model of learning in education today. The constructivist approach to learning acknowledges that both teacher and student bring prior knowledge to the learning experience. Over time and through interaction with others in the learning environment, the student co-constructs new meaning as a knowledge-building process—piece by piece, new knowledge is built onto former knowledge. This differs from the former notion of learning that considered children as empty vessels waiting to be filled (tabula rasa). While constructivism is widely accepted by educators in theory, it is not always evident in teaching practices, including Web-based instruction. To help academicians and practitioners provide effective constructivist learning experiences for students and employees, the following issues will be addressed:
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Gettys, Serafima. "Usage-Based Instruction." In Advances in Educational Technologies and Instructional Design, 412–33. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch020.

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The following case study describes the effort of a small foreign language program at a medium-size private Mid-Western university in which instructors representing several world languages collaborated to undertake a complete modification of traditional textbook-driven curriculum to develop an innovative approach to teaching interpersonal communication in foreign languages. This approach was inspired by the insights coming from the Cognitive Perspective in Second Language Acquisition Cognitive Perspective in SLA, a relatively young, interdisciplinary field, which in its conclusions relies on research in such disciplines as Cognitive Linguistics, Cognitive Psychology, Construction Grammar, Usage-Based Grammar, Artificial Intelligence, and so forth, served as a theoretical foundation for the pilot study that is currently underway. The case will demonstrate how application of Cognitive Perspective increases the efficiency of instruction for oral proficiency. Although the role of technology in this approach is not decisive, it represents a significant element of the instructional sequence to be described in this chapter.
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Ferguson, Maggie, and Adrian Ibbetson. "The Use of Online Technologies in the Teaching and Learning Process." In Information Communication Technologies, 1616–29. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch113.

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This paper provides an evaluation of the effectiveness of a year-one module delivered by a combination of traditional and online teaching methods to leisure and tourism undergraduates. The research further considers the value of the extemporized implementation of computer-mediated instructional settings that do not consider or refer to existing evaluative frameworks, in view of the fact that initiatives often are driven more by pragmatism and policy than pedagogy and theory. The findings show that there are negative and positive attributes to both methods of instruction, but overall, traditional methods are seen as preferable to new online developments. The reasons for this preference are explored and include communication interaction and contact with a tutor. The main positive attributes of the online system are flexibility and accessibility. The issue of appropriateness of online instruction at differing higher educational levels is also considered.
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Robinson, Paulette, and Ellen Yu Borkowski. "Faculty Development for Web-Based Teaching." In Web-Based Learning and Teaching Technologies, 216–26. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-60-5.ch013.

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At the institutional level, Web-based teaching focuses on faculty development. In the 1980s and 1990s, campuses invested their resources on building an infrastructure—putting computers and connective systems in place. Hand-in-hand with the development of an infrastructure is the proliferation of the World Wide Web (WWW). This near ubiquitous phenomenon has provided a common graphic based interface that campuses can use to communicate to a larger audience both internally and externally. It is not surprising then, that attention is now turning to the use of computers to deliver instruction. However, just having a technology infrastructure does not mean that faculty will use it as a part of their teaching. This chapter will examine a faculty development process focused on Web-based instruction within a major research university, faculty reactions to the process, the issues that faculty are facing in Web-based teaching, technology and instructional support, and a glimpse at the future.
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Conference papers on the topic "160304 Teaching and instruction technologies"

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Yul Chu. "A simple project for teaching instruction set architecture." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.23.

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Županec, Vera, Tijana Pribićević, Tomka Miljanović, and Branka Radulović. "TEACHERS’ ATTITUDES TOWARD COMPUTER-ASSISTED INSTRUCTION IN SCIENCE TEACHING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0312.

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Stephens, Desmond, Genyne Boston, Lewis Johnson, Franzetta Fitz, Deidre Williams, and Maurice D. Edington. "PANDEMIC PIVOT: MAINTAINING QUALITY INSTRUCTION THROUGH EFFECTIVE TRAINING FOR REMOTE TEACHING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2442.

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Herner-Patnode, Leah, and Hea-Jin Lee. "PRESERVICE TEACHERS KNOWLEDGE AND APPLICATION OF CULTURALLY RESPONSIVE TEACHING TECHNIQUES IN MATHEMATICS INSTRUCTION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2218.

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Ellis, Christina, Tori Hollas, Mae Lane, and Jaime Coyne. "Technologies for Teaching in an Online Environment." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4777.

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Aim/Purpose: The authors provide different technology applications useful in online instruction in addition to providing effective strategies for use in a virtual environment. Background: Last year, educators were forced to move their instruction online almost overnight. Many were not prepared to teach effectively in a virtual environment. Contribution: This paper serves as a resource to educators who are unfamiliar with teaching online as well as for those who would like to enhance their current practice. Recommendations for Practitioners: Be flexible when teaching in a virtual environment. Remain open to using new and unfamiliar technologies. Be consistent in providing feedback to students and communicate frequently with them. Impact on Society: The abrupt transition for educators, as well as for most workplaces, to an exclusively online environment in response to COVID has long-lasting effects in how business as usual will be conducted. Being proficient and comfortable in navigating a virtual environment is essential. Future Research: As we continue to work virtually, ongoing research that informs our practice is critical for remaining effective educators. Additionally, it is important to remain knowledgeable about current and new technologies available to us. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 31-30. At the bottom of this page, click DOWNLOAD PDF to download the published paper. ***
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Kammer, Monique. "BALANCED TEACHING: STRATEGICALLY MAXIMIZING EVERY MOMENT OF INSTRUCTION TO ENHANCE STUDENT LEARNING AND PERFORMANCE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0335.

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Szőköl, István, and Kinga Horváth. "MONITORING THE LEVEL OF TEACHING SLOVAK LANGUAGE AND SLOVAK LITERATURE IN PRIMARY SCHOOLS WITH HUNGARIAN LANGUAGE OF INSTRUCTION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0026.

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Louca, Loucas, Katerina Mavrou, Marios Vryonides, and Loizos Symeou. "SPEED, INNOVATION, AND ADAPTABILITY AS PILLARS FOR SUCCESS: EUROPEAN UNIVERSITY CYPRUS' TRANSITION TO EMERGENCY RESPONSE TEACHING THROUGH ONLINE INSTRUCTION DURING SPRING 2020 SEMESTER." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0882.

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Tziovara, Charis, Stavroula Kaldi, and Vasiliki Golfinopoulou. "DIFFERENTIATED INSTRUCTION AND ANTI-RACIST EDUCATION IN EFL LESSON PLANNING AND TEACHING. THE CASE STUDY OF ALICE WALKER’S “IN SEARCH OF OUR MOTHERS’ GARDENS” IN AN EFL CLASSROOM." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0350.

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Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.

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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertis-ing films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orches-tration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software. This paper that was presented at the conference was previously published in the Journal of IT Education: Research
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