Journal articles on the topic '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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Soetan, Aderonke Kofo, and Adesina David Cokerb. "University lecturers’ readiness and motivation in utilizing online technologies for instructional delivery in Kwara state, Nigeria." World Journal on Educational Technology: Current Issues 10, no. 4 (March 24, 2019): 165–81. http://dx.doi.org/10.18844/wjet.v10i4.4080.
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This study examined university lecturers’ readiness and motivation towards nutilizing online technologies for instructional delivery in Kwara State, Nigeria. The study adopted a survey research design. A total of 254 lecturers drawn from three universities within Kwara State, Nigeria represent the sample for the study. Four research questions were raised to guide the study. The results reveal that lecturers do access online technologies, however at a relatively low extent. Respondents are relatively ready to utilize online technologies in teaching and learning situations and they are also motivated to utilize online technologies in instruction. There is no difference between male and female lecturers readiness to use online technologies for instructional delivery. Both the male and the female lecturers were quite motivated in using online technologies to pass instruction. Based on the findings, it was concluded that university lecturers in Kwara State were relatively ready and highly motivated to utilize online technologies for instructional delivery. The implication of the study is that online technologies could be easily integrated into education with ease. It was recommended that lecturers should develop more interest in online technologies and find more ways they can be incorporated into teaching and learning. Keywords: Online technologies, Utilization, Readiness, Motivation, Instructional delivery, Lecturers, Nigeria.
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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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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
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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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Orhan-Karsak, Hanife Gülhan. "Investigation of Teacher Candidates' Opinions about Instructional Technologies and Material Usage." Journal of Education and Training Studies 5, no. 5 (April 27, 2017): 204. http://dx.doi.org/10.11114/jets.v5i5.2286.
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The purpose of this study is to determine the awareness of teacher candidates about instructional technologies and materials and the ways of giving place in instruction by integrating them with different activities, to reveal opinions about their usage. Seventeen female and eight male, in total twenty five participants are sampling. The ages of the participants within the group heterogeneous between twenty two and thirty five.According to the purpose, the opinions of the teachers candidates who have been taken ‘Instructional Technology and Material Design’ lesson in the ‘Pedagogical Formation Training Certificate Program’ which is a pre-service teacher training program and have been practiced learning outputs of this lesson in other practical instruction lessons and in their lectures in the teaching internship school, were taken by writing. In this context the study is designed as a qualitative research. The findings are presented in thematically coded and supported by mind maps as visuals.It has been seen that teacher candidates are focused on different instructional technologies and materials that they learned in the Instructional Technology and Material Design’ lesson. In addition different experiences of teacher candidates about the usage of instructional technologies and materials have been identified.
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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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Madden, John S., and Patricia L. Hardré. "Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction." Journal of Education and Training 3, no. 2 (August 21, 2016): 64. http://dx.doi.org/10.5296/jet.v3i2.9490.
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<p class="2M-body">Teaching assistants (TAs) in higher education are expected to teach courses in their major subject area with little to no formal instruction in the principles of effective teaching methods. The demands on TAs time are high and there is a need for easy to access, flexible, high quality instruction to provide them with the tools necessary to be effective instructors at the college level. One method of meeting this need is to provide TAs with a “toolbox” of instructional theory and methods based on instructional design principles. In order to be effective, it is important for TAs to understand the interconnected nature of effective educational principles including: instructional design, motivation, learning environments, instructional technologies and assessment. The current study looks at the effects of a self-paced online instruction designed for TAs on their teaching efficacy, perceived teaching competence and satisfaction with knowledge of the delivered instructional concepts using a pre-post, self-report design. Thirteen TAs at a southwestern research university completed both pre and post measures of knowledge and perceptions. Findings indicate that self-paced online training in instructional design concepts significantly increased TAs’ satisfaction with their knowledge of instructional theory and principles, design of learning environments and instructional technology. It further increased the significance and magnitude of their understanding of the interconnected nature of instructional principles and elements of the learning dynamic and led to appreciable knowledge change in key areas. These findings provide evidence of the benefits and utility of flexible, easily accessible training in instructional principles for TAs.</p>
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Garstki, Kevin James, Chris Larkee, and John LaDisa. "A Role for Immersive Visualization Experiences in Teaching Archaeology." Studies in Digital Heritage 3, no. 1 (August 16, 2019): 46–59. http://dx.doi.org/10.14434/sdh.v3i1.25145.
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As archaeologists continue to utilize digital 3D visualization technologies, instruction can also benefit from purpose-driven uses of these data. This paper outlines a pilot project that used previously captured 3D data in a large-scale immersive environment to supplement the instruction of basic archaeological concepts to an undergraduate introductory anthropology class. The flexibility of the platform allowed excavation trenches to be investigated in three-dimensions, enhancing the understanding of excavation methods and providing additional insight in the choices of the excavators. Additionally, virtual investigation of the artifacts provided a way for students to interact with objects on the other side of the world in a more complete way. Instructor-led immersive virtual experiences have significant potential to widen the interest in archaeology and enhance the instruction of archaeological concepts. They allow students to interact with the content, guided by an expert, and in the presence of each other. While the facilities are not available at every university at the current time, the cost effectiveness and ability to deliver these experiences via head-mounted displays represents an exciting potential extension for complementary self-paced, yet guided, exploration.
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Rule, Sarah, Charles L. Salzberg, and Kim Schulze. "The Role of Videodiscs in Special Education Methods Courses." Journal of Special Education Technology 10, no. 2 (December 1989): 80–85. http://dx.doi.org/10.1177/016264348901000203.
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This article describes applications of videodisc technology to instruction. The focus is on the incorporation of videodiscs into methods training for preservice teachers. Methods training requires that teacher trainees acquire a knowledge base for instructional skills, learn to identify specific instructional methods, and learn to discriminate between appropriate and inappropriate applications of particular methods. Next, trainees must learn to perform each method and, finally, must apply each method in the classroom. Videodiscs are an efficient medium for teaching about teaching methods. However, the videodisc cannot provide practice in the actual performance of teaching skills, and must be supplemented with live supervision. In combination with other instructional technologies, it provides an efficient medium for helping preservice teachers to learn instructional methods.
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Wysocka-Narewska, Marzena. "Distance Learning in Polish Schools During the Coronavirus Lockdown: the Areas of Success and Failure Experienced by Polish Teachers of English as a FL." International Journal of Research in E-learning 7, no. 2 (December 31, 2021): 1–15. http://dx.doi.org/10.31261/ijrel.2021.7.2.06.
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Based on Roblyer & Edwards (2000: 192), distance learning means “the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” The instructional delivery includes an instructor who is physically located in a different place from the learner, as well as possibly providing instruction at disparate times. More specifically, the instructor controls the instructional sequencing and pacing and all learners participate in the same learning activities. The aim of the paper is to show the advantages and disadvantages of distance schooling during the Covid-19 lockdown, the emphasis being placed upon among others, the teacher – student relationship, the equipment conditions required for running an English lesson and working online, as well as some “food for thought” in the form of necessary changes and modifications to be introduced, which have been suggested by the sample in question. The respondents constitute 9 teachers from secondary schools, who have replied to an online questionnaire investigating the situation in Polish schools, concerning distance education, specifically teaching a FL. Apart from presenting the current state of affairs, some suggestions for the future are remarked upon.
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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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Medaille, Ann. "Librarians View Instruction as Integral to Their Professional Identities." Evidence Based Library and Information Practice 6, no. 4 (December 15, 2011): 120. http://dx.doi.org/10.18438/b8rk6q.
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Objective – To explore the ways that professional and non-professional library staff experience and relate to their instructional roles.
Design – Online survey.
Setting – All types of Canadian libraries, including public, school, post-secondary, medical, special, and other libraries.
Subjects – A total of 788 library staff persons with instructional responsibilities.
Methods – In 2009, the authors constructed a 20-minute anonymous survey that contained questions about the nature of librarians’ instructional work, their preparation for doing instruction, and their experiences as instructors. Subjects were recruited via several electronic mail lists. The authors used SPSS to analyze the quantitative data and NVivo to analyze the qualitative data.
Main Results – The study found that the majority of subjects believed instruction to be integral to their professional identities, although some viewed it as an imposition. The nature of instructional work varied greatly, but included short presentations; a series of sessions; semester-length courses; and one-on-one instruction. Subjects prepared for instruction through on-the-job training; reading professional literature; attending workshops and conferences; taking a formal course in instruction; and other methods. On the whole, training helped library staff to feel more prepared for teaching and to embrace instructional work as integral to their professional identities. Study participants derived enjoyment from instruction in the form of satisfaction with facilitating student learning; relationship building; personal development; task variety; and appreciation of the heightened profile of library staff. Subjects also described several barriers to teaching, including administrative, technological, and logistical barriers; client and faculty interactions; and interpersonal challenges such as nervousness or lack of preparation. Finally, subjects described the ways that instruction has changed with the impact of new technologies, increased expectations, and changing pedagogical practices.
Conclusion – Library administrators should support the teaching duties of librarians and library staff by helping to provide them with adequate preparation time, resources, emotional support, and training. In addition, formal preparation for instruction should be integrated into professional library training programs, including MLIS programs, to better prepare librarians and other library staff to participate in information literacy instruction.
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De la Campa Portela, R. M., and A. Bocanegra. "New technologies as tools to support maritime technical english teaching – A revision of current use." EuroCALL Review 12 (September 16, 2007): 13. http://dx.doi.org/10.4995/eurocall.2007.16360.
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<p>The new information and communications technologies must become a standard tool in supporting language teaching within the context of the university. The use of such technology was not widely accepted until very recently. This was probably due to, among other factors, the lack of available equipment in centres as well as the lack of expertise in operating such equipment on behalf of the instructor. The initial reluctance by language teachers in general, and maritime English teaching in particular, to incorporate the new technologies into their teaching and learning methodologies has been overcome, as there are signs of significant improvement and innovation in adapting to these new teaching tools. This article presents an overview of the ways in which maritime English teaching is currently adapting to the new teaching context of ICT, computer labs, and simulations, taking into consideration their need to provide instruction through a common language in order to improve the quality, safety and security of maritime operations.</p>
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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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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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Tzur, Sharon, Nitza Davidovich, and Adi Katz. "Training and Instruction Skills Through the Test of Time." International Journal of Higher Education 11, no. 3 (November 5, 2021): 15. http://dx.doi.org/10.5430/ijhe.v11n3p15.
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This study involves e-learning skills via educational software, compared to instruction via educational software with the mediation of an instructor. In the last two decades, the role of the teacher-lecturer has changed, from teaching to guidance and instruction. The technological tools have changed the nature of the learning space and the manner in which the teacher interacts with his students. Educational software is a collection of digital pages, packaged as a learning unit, and is a common tool for delivering self-instruction in academia on a range of issues. This is despite the fact that the effectiveness of this tool in academia has not yet been tested. In addition, the educational software is a technological tool but it is not being updated regularly, therefore the development of the topics in educational software is low. The key motif of technological advancement is to enable constant updates, and therefore, the effectiveness of this learning tool, which has the potential of countering the need for the dynamics of content transfer with its static nature, must be examined. The current study aims to examine the use of this tool in teaching and instruction, and to examine the ways to bridge over this gap of a "static" tool and a "dynamic" learning world. The study focuses on a case study in the Israeli Air Force and integrates instruction with technologies means. We have looked into the skills of e-learning through educational software, as well as the contribution of the instructor to the teaching process. The study's literature reveals that e-learning focuses on the cognitive aspect of learning and on the knowledge of the instruction field. Yet there are studies that engage in reinforcing the in-person communication, meaning, the significance of a “face-to-face” encounter between the student and his instructor. We examined the probability and the extent of the added value of the teacher/instructor in e-learning through educational software. An examination of e-learning through educational software is conducted by a test that consists of questions broken down into levels according to the STEM Model. The findings of the study demonstrate the contribution of educational software as a means of instruction, when it is combined with an in-person encounters between the students and their instructor. We found that combining the in-person meetings with the educational software practice has vastly improved the motivation of the technicians in training, their learning experience and the learner’s ability to understand the learning material.The results of our study shed a spotlight on the instruction, which are a major part of the teaching process in general, as well as the use of educational software as a relevant and applicable mean in the training process in particular. The case study, conducted in the Israeli Air Force, which guides the training processes that are held in the army, is the first case study of its kind, which tracks the use of educational software as a means of instructional work. Our assumption is that training work using educational software has a high influence in the context of teaching and training in different and diverse institutions and organizations, such as in academia.
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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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Oigara, James N., and Jared Keengwe. "Pre-Service Teachers and Technology Integration with Smart Boards." International Journal of Information and Communication Technology Education 7, no. 4 (October 2011): 84–92. http://dx.doi.org/10.4018/jicte.2011100108.
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This study explores pre-service teachers’ experiences integrating SMART Board technology into their teaching practice. The results suggest that pre-service teachers found the technology mentoring process to be useful in preparing them to integrate instructional technology into their lessons. The pre-service teachers developed high interest in integrating SMART board technology within their own practice. They also reported the technology mentoring process to be useful in preparing them to integrate instructional technology into their teaching. This article highlights the need for teacher educators to create a better curriculum aimed at preparing teachers who can selectively, purposely, and effectively integrate appropriate educational technologies into classroom instruction.
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Han, Insook, Seungyeon Han, and Won Sug Shin. "Teachers' and Students' Perspectives on Good Teaching Using Technology in Elementary Classrooms." International Journal of Information and Communication Technology Education 15, no. 3 (July 2019): 103–16. http://dx.doi.org/10.4018/ijicte.2019070108.
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This article describes good teaching with technology from both teachers' and students' perspectives through analyzing two distinctive cases of teaching practices with technology in K-12 settings. Data was generated from teacher interviews, classroom observation, student interviews, and student reflection journals. From the analysis of these data, the authors identified four categories of behavior that were considered emblematic of good teaching with technology: deliberate instructional design, enhanced engagement, adaptive instruction, and a respectful learning environment. In addition, while teachers restructured the curriculum and integrated technologies in a way that was more meaningful for students, teachers' beliefs were embedded in their approaches towards instructional design and teaching practices, which resulted in the seamless integration of technology with sound pedagogy in a content-specific way. The results of the study provided practical guidelines for good teaching with technology and implications on what role technology should take in teaching practices.
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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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Romero-Ivanova, Christina, Michael Shaughnessy, Laura Otto, Emily Taylor, and Emma Watson. "Digital Practices & Applications in a Covid-19 Culture." Higher Education Studies 10, no. 3 (July 24, 2020): 80. http://dx.doi.org/10.5539/hes.v10n3p80.
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This article addresses reflections of one University instructor’s teaching and her pre-teacher education students’ innovative digital learning practices during the Covid-19 pandemic in Spring 2020. The question of How has one instructor embedded digital practices in her virtual teaching to engage and purposefully introduce and connect pre-teacher education students with diverse technologies and multimodalities of learning during a mandatory virtual instruction time? will be addressed and discussed.
Student-centered practices such as group work, pair work, the use of Zoom breakout rooms, and multimodal literary responses through technology applications such as Flipgrid and Google Docs will be described and reflected upon. The instructor’s own teaching practices that have included weekly mentoring meetings with her education students and continuing individual coffee meetings in diverse settings will be highlighted as ways of demonstrating care and encouragement toward face-to-face students who have been transitioned as online students. The reflections outlined in this abstract draw upon the notion of technologies as providers of active interactions and will include snapshots of an instructors’ students’ digital artifacts such as Flipgrid, video-recorded monologues, and Google Doc news stories with students reflecting on the uses of multimodal technologies in their own future teaching practices. This manuscript will also include student reflections and a sidebar of suggestions for using Zoom with virtual teaching.
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Kellems, Ryan O., Cade Charlton, Kjartan Skogly Kversøy, and Miklós Győri. "Exploring the Use of Virtual Characters (Avatars), Live Animation, and Augmented Reality to Teach Social Skills to Individuals with Autism." Multimodal Technologies and Interaction 4, no. 3 (August 11, 2020): 48. http://dx.doi.org/10.3390/mti4030048.
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Individuals with autism and other developmental disabilities struggle to acquire and appropriately use social skills to improve the quality of their lives. These critical skills can be difficult to teach because they are context dependent and many students are not motivated to engage in instruction to learn them. The use of multi-modal technologies shows promise in the teaching a variety of skills to individuals with disabilities. iAnimate Live is a project that makes virtual environments, virtual characters (avatars), augmented reality, and animation more accessible for teachers and clinicians. These emerging technologies have the potential to provide more efficient, portable, accessible, and engaging instructional materials to teach a variety of social skills. After reviewing the relevant research on using virtual environments virtual characters (avatars) and animation for social skills instruction, this article describes current experimental applications exploring their use via the iAnimate Live project.
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Gvelesiani, Ana, and Ketevan Khuskivadze. "Modern Approaches to Spanish Language Teaching, Blended Learning." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (June 24, 2019): 57–65. http://dx.doi.org/10.22333/ijme.2019.13007.
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Every language is a living organismand cannot be taught through the application of only theoretical or practical tools. Therefore, the integration of modern approaches in foreign language instruction takes on a particular importance. Along with the development of online technologies, modern foreign language classes are gradually undergoing changes and modifications. Introduction of online learning is one of such significant changes. There are various forms of online learning, including blended (online) learning, which represents a synthesis of classroom and online education. The present work sets forth the priorities of blended learning, which distinguish the blended approach from other methods of foreign language instruction. The work also includes the results of the student survey conducted to find out whether the Spanish language students actively use online means, in addition to classroom learning and how they view the idea of putting the blended learning model in place.
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Sun, Na Xin, Yue Hui Liu, and Yuan Xiu Wang. "A Look at the Effects of the Web-Based Instruction." Applied Mechanics and Materials 411-414 (September 2013): 989–92. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.989.
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The wide application of Information and Communication Technologies offers great opportunities for the innovation of education, especially in universities. There are varieties of resources on the Internet, which teachers can use for their teaching, assimilating into the curriculum and into teaching methods. Based on constructivism learning theory, this paper centers on the advantages of practicing the web-based instruction by comparison to the traditional one. The media centers, a web-based learning enviroment, has been set up for students to learn as a platform for their after-class review, for their individulized instruction, for their collaborative learning and for exchanging educational resources among teachers. The notes of the Internet-assisting instruction is also discussed to emphasize that the new instruction is a useful complement not replacement to conventional teaching. So it is pointed out that the Internet should become a necessary supplementary for teaching and learning in university as the input resources and the output tools.
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Marcelo-García, Carlos, Carmen Yot-Domínguez, and Cristina Mayor-Ruiz. "University teaching with digital technologies." Comunicar 23, no. 45 (July 1, 2015): 117–24. http://dx.doi.org/10.3916/c45-2015-12.
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This research aims to analyze the level of use of technology by university teachers. We are interested by the frequency of their use in designing the teaching-learning process. The research questions were: what types of learning activities which include are designed by university teachers? What types of technologies do teachers use in the design of their instruction? What is the level of use of digital technologies in the learning designs? To respond to these issues, we designed an inventory of activities of learning technologies at the university which was completed by 941 Andalusian teachers. We have identified the type and frequency of use of technology by university lecturers in their different fields at the same time as studying learning activities that predominate in their learning designs. The results, first of all, reveal a poor integration of ICT in the teaching-learning processes which are, essentially, the teacher-centered learning activities. Secondly, we have identified four profiles which differentiate between d teachers depending on their level of use of ICT. The profile comprising an increased number of teachers makes making reference to the rare use of technology. There are teachers who use technology sparingly, and this is a very small range. Esta investigación tiene por objetivo analizar el nivel de uso que de las tecnologías hace el profesorado universitario, interesándose tanto por la frecuencia de uso de ellas, como por el tipo de actividades de aprendizaje en las que se utilizan. Los problemas de investigación se centraron en: ¿qué tipos de actividades de aprendizaje con tecnologías diseñan los docentes universitarios?, ¿qué tipo de tecnologías utilizan los docentes en el diseño de su enseñanza?, ¿cuál es el nivel de uso de las tecnologías digitales en los diseños del aprendizaje del profesorado universitario? Hemos diseñado el Inventario de Actividades de Aprendizaje con Tecnologías en la Universidad que fue respondido por 941 docentes andaluces. A través de él hemos identificado el tipo y frecuencia de uso que de la tecnología hace el profesorado universitario en sus materias al tiempo que hemos estudiado las actividades de aprendizaje que predominan en sus diseños del aprendizaje. Los resultados revelan una pobre integración de tecnologías en los procesos de enseñanza-aprendizaje los cuales se constituyen, esencialmente, de actividades de aprendizaje centradas en el docente. Hemos identificado cuatro perfiles diferenciados de docentes en función del nivel de uso que hacen de las TIC. De los cuatro, el perfil que mayor número de docentes agrupa es el que hace referencia a un uso poco frecuente de la tecnología; son docentes que emplean escasamente la tecnología y esta es de una gama muy reducida.
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Cubukcu, Feryal. "PRACTICES AND PERSPECTIVES OF TEACHER TRAINEES UPON ONLINE LANGUAGE EDUCATION PROGRAMME." Modern Higher Education Review, no. 5 (2020): 81–90. http://dx.doi.org/10.28925/2518-7635.2020.5.8.
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The expansion of instructional technologies in education has made it possible to learn and teach a second or foreign language online, without recourse to face-to-face teaching. A great deal of information is available on the varying formats and relative efficacy of online language-learning programmes. Teaching and learning is one of the core activities within higher education, such as universities and colleges. Almost every university in the USA now offers some type of computer online courses and most offer online programs in which all or most of the courses are taken via electronic means with a minimum of face to face real personal contact between instructor and student. There are many instructors and professors who claim that this electronic instruction is the future of teaching and the future of learning. Technology brings a lot of benefits to online classes such as flexibility, reduced costs, networking, documentation, increased student time, accessibility and self-discipline. Instructional technologies have been used extensively after the spread of COVID19. Council of Higher Education in Turkey closed down all the universities and embarked on online education by issuing a statement that all universities were free to choose the platform they wished to use. This study aims at discovering how online language teacher education programmes yielded emerging patterns and how teacher trainees’ perspectives were in relation with these online language teacher education programmes. To reach this aim, 275 teacher trainees at the Department of English Language Teaching participated in the study and semi-structured interviews were held with them. This discussion illuminates critical issues and attitudes of teacher trainees along with the challenges unique to programmes as a future research agenda.
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Zami Atibuni, Dennis, Deborah Manyiraho, and Agnes Nabitula Nabitula. "A Fourth Industrial Revolution Paradigm Shift in Teacher Education?" International Journal of African Higher Education 9, no. 2 (July 13, 2022): 1–21. http://dx.doi.org/10.6017/ijahe.v9i2.15365.
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This article explores the plausibility of shifting from the instruction paradigm to the learning paradigm in order to prepare teachers to meet the needs of 21st century learners within the fourth industrial revolution (4IR). While the instruction paradigm is dominated by teacher-centred instructional strategies, a shift to the learning paradigm would require teacher training institutions to prepare teachers who will facilitate the teaching/learning process through interactive strategies, that is, teachers who are ‘meddlers in the middle’, who create puzzling situations and work alongside students to construct knowledge. Key aspects of such a shift include training institutions’ mission and purpose, criteria for the institutional and personal success of teacher trainers and trainees, teaching/learning structures within institutions, learning theory, productivity, funding, and the nature of educational stakeholders’ roles. In line with the dictates of the 4IR, training institutions should cultivate versatility to continuously identify, develop, test, implement, and assess effective learning technologies. In turn, their graduates should value learning as a continuous process for themselves, their learners, and their institutions.
Key words: Fourth industrial revolution, paradigm shift, teacher training, instruction paradigm, learning paradigm
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Higgins, Kyle, and Randy Boone. "Technology as a Tutor, Tool, and Agent for Reading." Journal of Special Education Technology 12, no. 1 (March 1993): 28–37. http://dx.doi.org/10.1177/016264349301200102.
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The use of computer-based technology in teaching reading with students with disabilities is outlined in this article. Research from the last 10 years is presented and discussed using the metaphors of Tutor, Tool, and Agent as categories of instructional purpose. Although the new multimedia technologies now dominate much of the discussion and investigation concerning technology and reading instruction, drill and practice and tutorial computer assisted instructional programs are the most thoroughly researched area of computer use in reading and provide most of the substantive data that is supportive of computer use for students in special education.
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Shunevych, B. I., H. S. Drapalyuk, and N. I. Pyndyk. "INNOVATIVE COMPUTER TECHNOLOGIES IN FOREIGN LANGUAGES INSTRUCTION AT UKRAINIAN HIGHER SCHOOLS." Ukrainian Journal of Information Technology 2, no. 1 (2020): 73–78. http://dx.doi.org/10.23939/ujit2020.02.073.
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The global process of transition to the information society, as well as economic, political and social changes that accompany it, accelerate the reform of the Ukrainian education system. First of all, it concerns providing access to education and training for all people who have the necessary skills and knowledge. The effective solution of these problems is facilitated by distance and blended learning, carried out on the basis of modern pedagogical, information and telecommunication technologies. In the article the ways of organizing blended teaching/learning of foreign languages in Ukrainian higher education institutions (HEI) are analyzed; types of software used for creating educational materials by means of innovative computer technologies to organize blended language learning are revealed; the prospects of using electronic materials of known platforms of online courses for teaching languages as supplements to distance courses compiled by the lecturers of the Department of Foreign Languages at Lviv Polytechnic National University on the basis of Lviv Polytechnic virtual learning environment (VLE) are considered. Materials of research are as follows: dissertations, scientific papers, materials of Ukrainian and international scientific and practical conferences, published by lecturers of foreign languages at Ukrainian higher education institutions, as well as web pages of these institutions and software for compiling educational materials. On the basis of the analyzed materials, partially presented in the article, it was revealed that for organization of blended learning the lecturers of Foreign Language Departments at HEI, in addition to traditional educational materials for full-time study (manuals, dictionaries, audio and video recordings, etc.), actively use: electronic materials compiled by means of different types of tools in open access; portal materials for language learning; distance courses or their elements compiled by means of the VLE of their educational institutions; educational materials of the platforms of mass open online courses (MOOC). Lecturers of the Department of Foreign Languages at Lviv Polytechnic National University have used MOOC for their students teaching since January 2019. English language practical classes, held at Lviv Polytechic for the first year students, demonstrated that the students using successfully the materials of distance course, compiled by the lecturers of the Department of Foreign Languages for their students, can improve better their knowledge of the language than the rest students. The further researches will be concerned to description of the techniques for organization of foreign languages blended learning by incorporating the materials of the MOOC platforms in the course of classes with full-time and part-time students.
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Adediran, Yinka Oluranti, and Abiodun A. Oladiti. "Towards ‘New Normal’ Teaching-Learning for Quality Education: Media-Mediated Instruction Option." WILBERFORCE JOURNAL OF THE SOCIAL SCIENCES 5, no. 2 (September 1, 2020): 76–90. http://dx.doi.org/10.36108/wjss/0202.50.0260.
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The wave of changes pervading the global community presently has called for proactive measures in virtually all aspects of human endeavours to meet the exigencies of change and challenges coded new normal. Education and instructional delivery should therefore be global best practices compliant to give a country relevance among nations. Doing this successfully requires stakeholders in education to meet with the exigencies of the time. Since teachers are the drivers of the nation’s education programmes, they should be prepared to go beyond the traditional face-to- face (F2F) classroom setting. This requires being exposed to the rapid development in Information Communication Technology (ICT) and being able to cope with the challenges of the new normal in teaching. This is encapsulated in the media-mediated instruction that allows for the use of advances in various communication technologies in achieving educational goals which is the major reason of this study. This research therefore examines how, within the new normal, teachers can conduct effective teaching and learning, improve the quality of education, and the way forward for effective teaching and learning in the Arts and Humanities using media-mediated instructional tools.
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Liu, Zhengxia, Jie Hua, and Zixu Zhang. "Scaffolding Instruction in Virtual Language Learning." Journal of Language Teaching and Research 13, no. 2 (March 1, 2022): 386–91. http://dx.doi.org/10.17507/jltr.1302.20.
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In the digital age, language learning by way of Internet technology has been popular among learners and the traditional classroom teaching is being replaced by virtual learning due to the pandemic. The upcoming technologies presenting a number of challenges for language teachers are changing teaching and learning environment. The models of virtual language learning require learners to be more cooperative to construct their own learning pace. A new scaffolding instruction is booming in terms of language education to promote linguistic and academic development. Different from the traditional classroom education, it is necessary for instructors to provide scaffolds for the students to enter the situation, set up a support and explore the differences with independence. The effect of good scaffolding instruction can optimize the virtual language learning in such aspects as cooperative learning and quality control and facilitate the learners’ development on critical thinking with the ultimate purpose of independent learning.
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Ramachandran, Subhadra. "Integrating New Technologies into Language Teaching: Two Activities for an EAP Classroom." TESL Canada Journal 22, no. 1 (October 1, 2004): 79. http://dx.doi.org/10.18806/tesl.v22i1.167.
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In its position statement, the International Reading Association states that technology needs to be an integral part of literacy instruction. This article describes two ways of integrating technology into an EAP curriculum that focuses on building students' reading and writing skills. . In essence, the goal of the article is to demonstrate that teachers can quite easily integrate the existing content with assignments and activities that involve the use of technology without necessarily adding new pieces to the curriculum.
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Temur, Atilla, Alper Durukan, and Huseyin Artun. "The Relationship between the Pre-Service Science Teachers’ Self-Efficacy towards Science Teaching and Tendency to Use Technology in Classes." Mimbar Sekolah Dasar 9, no. 2 (August 30, 2022): 367–80. http://dx.doi.org/10.53400/mimbar-sd.v9i2.44846.
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The effectiveness of science instruction undoubtedly relies heavily on the teacher. Moreover, international guidelines for science teacher training and the standards for their competencies emphasize the adequate utilization of instructional technologies. In this light, sophisticated instruction of science demands a teacher who has a high self-efficacy perception and is fluent in the use of instructional technology during the classes. Given these motives, this quantitative correlational study examined the relationship between senior pre-service science teachers’ self-efficacy perceptions towards teaching science and their tendency to use technology in class. The study sample consisted of 91 undergraduate students enrolled in the Science Education program of a state University in the Eastern Anatolian region of Turkey. The data was collected using two Likert-type scales subjected to Pearson Correlation analysis. The findings implied a positive, although the relatively weak linear relationship between the tendency to use technology in class and self-efficacy perceptions towards teaching science. Moreover, the calculated coefficient of determination value implies that either of the factors only infers 8% of the total variance of self-efficacy tendency to use technology. Finally, the implications and potential underlying factors affecting this relationship are discussed.
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Wei, Dan Dan, and Le Xing Qiu. "Research on Key Technologies of Multimedia Courseware Operation Based on Authorware." Applied Mechanics and Materials 443 (October 2013): 571–75. http://dx.doi.org/10.4028/www.scientific.net/amm.443.571.
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Development and making of multimedia courseware also become the focus of instruction and research. This paper researches several key technologies in making multimedia courseware based on Authorware software, including multimedia materials loading, PowerPoint file calling, full screen realization and screen resolution recovery, program package, etc,In order to better reflect the Authorware multimedia teaching courseware making characteristics and function.
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Vargas, E. A. "The Triad of Science Foundations, Instructional Technology, and Organizational Structure." Spanish Journal of Psychology 7, no. 2 (November 2004): 141–52. http://dx.doi.org/10.1017/s1138741600004844.
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Over the centuries and across all societies educational achievement does not improve. The attempt to improve the instructional process has concentrated on instructional technology. But these attempts have overlooked the importance of two other factors: the science that should underlie the instructional technologies and the organization that must operate those technologies. A considerable step forward in handling the problems of instructional effectiveness has been the derivation of instructional technologies based on Skinnerian science. But the instructional technologies based on Skinner's analysis of behavior are promoted as if they were to operate in an organizational vacuum. The division of labor, and its necessary coordination and control, is taken for granted. But in any large scale enterprise, the organization of the division of labor must fit the technology through which that enterprise achieves its mission. Educational technology must tie directly to a pertinent science and to a proper organizational structure. To teach effectively requires an overhaul along three lines: 1) a relevant science that reflects and encapsulates an accurate understanding of behavior; 2) a contingency-based technology of instruction that directly derives its practices upon proper scientific principles; and 3) a suitable organization based on teaching teams that operate the new instructional technology.
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Mehrotra, Rashmi, Ram Murat Verma, Manita Devi, and Raju Singh Jakhar. "Online Teaching Skills and Competencies." World Journal of English Language 12, no. 3 (April 7, 2022): 187. http://dx.doi.org/10.5430/wjel.v12n3p187.
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The technique of instructing people using virtual networks is known as online teaching. Live courses, video calls, lectures, and other internet technologies are all used in this form of education. The web programs are created and intended to make studying and comprehension easier. The goal of this study and analysis was to narrow down the abilities and competencies that professors need to successfully instruct in virtual training contexts. Six groups of skills and competencies have been identified: Instructional skills, subject abilities, creative ability, technical abilities, managerial and organizational skills, and verbal ability are all important. Online education allows both the instructor and the learner to establish their teaching speed, with the additional benefit of being able to create a timetable that works for everybody. As a consequence, adopting a virtual learning environment provides for a healthier work combination, but there is no need to sacrifice everything.
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Wetzel, Melanie, David Dempsey, Sandra Nilsson, Mohan Ramamurthy, Steve Koch, Jennie Moody, David Knight, et al. "Faculty Workshop on Using Instructional Technologies and Satellite Data for College-Level Education in the Atmospheric and Earth Sciences." Bulletin of the American Meteorological Society 79, no. 10 (October 1, 1998): 2153–60. http://dx.doi.org/10.1175/1520-0477-79.10.2153.
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An education-oriented workshop for college faculty in the atmospheric and related sciences was held in Boulder, Colorado, during June 1997 by three programs of the University Corporation for Atmospheric Research. The objective of this workshop was to provide faculty with hands-on training in the use of Web-based instructional methods for specific application to the teaching of satellite remote sensing in their subject areas. More than 150 faculty and associated scientists participated, and postworkshop evaluation showed it to have been a very successful integration of information and activities related to computer-based instruction, educational principles, and scientific lectures.
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Alani, Taye Rasheed Rasheed, Omotayo Olabo Obielodan, Amos Ochayi Onojah, Aderele Shadrack Omotayo, Adenike Aderogba Onojah, and Ndaceko Joel Alasan. "Relationship between Sciences and Education Lecturers’ Perceived Use of Mobile Technologies for Instruction." Media Komunikasi FPIPS 21, no. 1 (April 1, 2022): 39–48. http://dx.doi.org/10.23887/mkfis.v21i1.41141.
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Mobile technologies enable both education and science lecturers to provide the educational materials to their students on mobile technologies. But many science and education lectures educators were likely not using mobile technology to its maximum potential. The objectives were to examine the relationship between science and education lecturers and the effect of specialisation in the use of mobile technologies for instruction. The study was a descriptive research of survey type. 160 respondents were randomly selected for this study from the faculty of science and education. Frequency, percentage, multiple regression, and ANOVA were used for the analysis. The findings established that a positive relationship exists between science and education lecturers in the use of mobile technologies for instruction. It was recommended that lecturers should be encouraged to explore different ways in which mobile technologies can be used in teaching and learning.
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Jing, Chen. "Innovative Pedagogical Teaching Technologies: Content and Characteristics." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 252–67. http://dx.doi.org/10.31470/2415-3729-2018-8-252-267.
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The article is devoted to the problem of innovative pedagogical teaching technologies, implemented in the institutions of higher education, namely their content and characteristics. Analysing the problem, it was found that the term «educational technologies» is very common in science and education, and there are different approaches to its determination. The author of the article defines that «educational technologies» can be represented in three aspects, namely: scientific-methodological and descriptive, processual effective. It is noted in the article that, determining the structure of the category of «educational technologies», the scientists refer to its conceptual part, substantive, procedural and methodological and software support; they have singled out the basic methodological principles and criteria to be met by educational technologies. It is also noted in the article that the technical information technologies develop the idea of a programmed instruction associated with the unique capabilities of modern computers and telecommunications. The main goal of modern information technologies study is to prepare students for a full life in the informational society. The leading principles, as the basis for educational technologies introduction to higher educational institutions, are: the principle of orientation clearly and thoroughly defined goals; the principle of chosen training; the principle of subjectivity training; the principle of variability study; the pedagogical competence principle; the principle of professional similarities and borrowings; the principle of corresponding human nature. The author of the article defined that the methods of NIT training suppose: a traditional learning model; an alternative learning model. The modern educational technologies are discussed in the article and it gives the reason to believe that now they develop the idea of programmed study, which is associated with the unique capabilities of modern computers and telecommunications. The author of the article makes a conclusion that studies of many authors suggest that the main goal of modern information technology education is to prepare students for a full life in the information society. In author’s opinion, the newest modern technologies are the technologies of mobile learning, based on the intensive use of modern mobile equipment and technologies.
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Kim, Choi, and Lee. "Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning." Education Sciences 9, no. 2 (April 23, 2019): 87. http://dx.doi.org/10.3390/educsci9020087.
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We investigated teachers’ perceptions and behaviors regarding the integration of tablets into their activities in the one-to-one classroom. The use of tablets in classroom instruction can enrich the pedagogical quality of students’ collaborative activities, enhance classroom engagement, and facilitate various classroom activities. Seven focus group interviews were conducted with 37 teachers from seven rural public schools in Korea. Data were mostly generated using semi-structured interviews and were then analyzed using content analysis. Our results show that teachers made efforts to incorporate various interactive activities into the classroom using tablets. With technology tailored to one-to-one environments, interactive instruction was based on teachers’ perceptions of the unique advantages of the tablets and relevant technologies. The teachers reported that instruction using one-to-one technology could enhance each student’s engagement. However, the teachers faced multiple challenges in using tablets in terms of meeting their instructional objectives or teaching goals in the context of classroom teaching. In tablet-integrated classes, the teachers reported curriculum completion issues and the need for a longer period of teacher training before tablet integration. This study is valuable because few studies discuss the role of teachers with regard to their pedagogical experiences with tablet-integrated classrooms in the context of one-to-one computing activities.
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Kusuma, I. Putu Indra. "EFL teachers’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia." Studies in English Language and Education 9, no. 1 (January 17, 2022): 203–21. http://dx.doi.org/10.24815/siele.v9i1.21239.
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The implementation of online English instruction in remote areas during the COVID-19 pandemic, which mandates school closures, remains unknown, especially given these areas’ reputation for inadequate educational facilities. Additionally, the preparations, implementation, and challenges experienced by English as a Foreign Language (henceforth, EFL) teachers in rural areas remain unclear. This study therefore aimed at exploring the experiences of EFL teachers in rural areas on (1) their readiness for conducting online teaching, (2) their implementation of online teaching, and (3) the challenges during the implementation of online teaching due to the COVID-19 pandemic. The research was conducted in Indonesia with eight English teachers in rural schools. This study was a qualitative study that employed a phenomenological study approach and used semi-structured interviews to collect the data. The findings indicate that EFL teachers, during this pandemic time, were able to conduct fully online English teaching because they possessed sufficient knowledge of English instruction using technology. Additionally, these teachers might leverage various technologies and adapt those tools to transform their usual face-to-face English instruction into online instruction. Nonetheless, these teachers in rural schools frequently encountered challenges with internet connectivity, student-owned technology devices, student enthusiasm, and student netiquette when enrolling in online English teaching. Additionally, this article discusses some practical considerations for implementing online English teaching during a pandemic.
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Leigh, Jacqueline, Cristina Vasilica, Richard Dron, Dawn Gawthorpe, Elizabeth Burns, Sarah Kennedy, Rob Kennedy, Tyler Warburton, and Catherine Croughan. "Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies." British Journal of Nursing 29, no. 10 (May 28, 2020): 566–69. http://dx.doi.org/10.12968/bjon.2020.29.10.566.
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During the current coronavirus pandemic, undergraduate nurse teaching is facing many challenges. Universities have had to close their campuses, which means that academics are working from home and may be coping with unfamiliar technology to deliver the theoretical part of the undergraduate nursing curriculum. Emergency standards from the Nursing and Midwifery Council have allowed theoretical instruction to be replaced with distance learning, requiring nursing academics to adapt to providing a completely virtual approach to their teaching. This article provides examples of tools that can be used to deliver the theoretical component of the undergraduate nursing curriculum and ways of supporting students and colleagues in these unprecedented times.
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Zhang, Jingjing. "Computer Assisted Instruction System under Artificial Intelligence Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (March 16, 2021): 4. http://dx.doi.org/10.3991/ijet.v16i05.20307.
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In order to promote the development of intelligent teaching system, artificial intelligence technology is combined with computer assisted instruction (CAI) system to produce intelligent CAI (ICAI), and the design of ICAI is studied in order to facilitate the application and implementation of intelligent teaching system. First, there is an introduction of the basic concepts, related theories, and implementation principles of ICAI. Then, the requirements of ICAI are analyzed in detail on the basis of studying the relevant technologies required by ICAI, including the functional and non-functional requirements. The subsystem is set based on the different needs of the target users (administrator, teacher, and student users). Finally, the general and functional structure of ICAI are designed, and there are tests for the system functions. The results show that the system takes Java Server Pages (JSP) as the development language, Struts2 as the technical framework, and SQL Server 2008 as the back-end database, which realizes a teaching platform mainly for teachers, students, and administrators. After testing, the overall operation of the system is good, and the functional test results of the login module, homework release, and learning resource upload meet the software design requirements. The response time of the system prolongs, the number of users who can’t successfully log in grows, and the utilization of server central procession unit (CPU) and memory utilization both increase, which are caused by the increasing number of concurrent users. The results indicate that the combination of CAI and artificial intelligence (AI) technology can meet students’ online teaching demands, break the time-space limitation of traditional teaching, and provide important reference value for the reform of teaching mode and the improvement of teaching quality
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Wagner, Monika-Natalia, and Umeda Ovezova. "The use of Internet technologies in the implementation of offline teaching a foreign language to students of non-linguistic universities." KANT 35, no. 2 (June 2020): 199–204. http://dx.doi.org/10.24923/2222-243x.2020-35.41.
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The article discusses the use of Internet technologies in the implementation of autonomous foreign language teaching for students of non-linguistic universities. The analysis of various pedagogical approaches to the definition of the category of "autonomous learning" as a special type of educational activity. The possibilities of using ICT in the process of offline learning a foreign language for students of non-linguistic universities are described. The advantages of using the Internet when teaching a foreign language are given, the means of instruction, the types of independent work when using information technologies, information technologies are identified. A model of the educational process organization on the basis of students' educational autonomy using Internet technologies is presented, examples of the corresponding exercise system using Internet technologies are substantiated and given.
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Genc, Zeynep. "The opinions of primary school teachers’ candidates towards material preparation and usage." Cypriot Journal of Educational Sciences 11, no. 2 (June 28, 2016): 70. http://dx.doi.org/10.18844/cjes.v11i2.899.
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Instruction materials help students to acquire more memorable information. Instruction materials have an important effect on providing more permanent and simple way of learning in every step of education. Instruction materials are the most frequently used by primary school teachers. Primary school teachers should support their lectures with instruction materials in order to provide permanent learning. The Teaching Technologies and Material Designing (TTMD) course which is one of the compulsory courses that students must take aims to acquire students the information and skills related with the preparation and use of materials. Evaluation of TTMD course is important in terms of the effectiveness of the course which provides the opportunity of motivating the students to learn by attracting their attention, keeping their attentions alive, making abstract concepts more concrete, facilitating the acquisition of knowledge in an organized way in the process of learning and teaching. In this context, it was aimed to determine the opinions of students in the department of primary school teaching about preparation and use of materials through teaching practice which is done within TTMD course in this study. This study is a descriptive study based on qualitative data. The sample of this research included 37 students from the department of primary school teaching who took TTMD course in the second semester in 2014-2015 academic year at Ataturk Education Faculty of Near East University or students who took this course in previous academic years. The data of this research were collected with structured interview form. According to the results, it was revealed that primary school teachers’ candidates attach importance to prepare and use materials based on their answers about the use and preparation of materials in instruction. When the opinions of primary school teachers candidates about the criteria that they give value in preparing and using materials, it was figured out that they emphasize the criteria such as suitability for student level, suitability for aim, simplicity and easy comprehensibility. Furthermore, the results indicated that primary school teachers’ candidates mostly experience difficulty in finding suitable materials and tools for the aim. It was also revealed that the majority of primary school teachers’ candidates stated that they will use materials and a few of them indicated that they will not use materials since they find materials as insufficient based on their answers about the question asking if they will use the materials which they prepared in TTMD course when they begin teaching profession. Keywords: primary school, primary teaching candidates, teaching technologies and material designing (TTMD) course, material design, instruction materials
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Cai, Jinfa, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, and James Hiebert. "Reconceptualizing the Roles of Researchers and Teachers to Bring Research Closer to Teaching." Journal for Research in Mathematics Education 49, no. 5 (November 2018): 514–20. http://dx.doi.org/10.5951/jresematheduc.49.5.0514.
Full textAbstract:
In this editorial, we elaborate our vision of the changing roles of researchers and teachers in a future world in which research has a much more direct and meaningful impact on practice (Cai et al., 2017). In previous editorials, we have described characteristics of this future world, including setting research agendas based on instructional problems teachers want to solve (Cai et al., 2017a), developing authentic partnerships between researchers and teachers and connecting multiple partnerships to solve common problems (Cai et al., 2017a, 2018a, 2018b), using new technologies to collect and analyze data on the relationships between students' instructional and learning histories that would enable teachers to plan more effective lessons (Cai et al., 2018a, 2018b), taking advantage of connected partnerships and new data-gathering technologies to build a knowledge base accessible to all teachers facing similar instructional problems (Cai et al., 2018a, 2018b, 2018d), and creating new incentives to appropriately reward researchers and teachers for improving the learning opportunities for all students across classrooms within their school district or state (Cai et al., 2017a). We have alluded to the changing roles this vision would require, including researchers developing hypothetical learning trajectories for concepts that are implicated in teachers' instructional problems (Cai et al., 2017b) and teachers accepting professional responsibilities for contributing to knowledge that improves instruction in all classrooms in their district or state rather than just in their own classroom (Cai et al., 2017a). In this editorial, we create a more complete picture of the new professional roles of researchers and teachers in this future world that intertwines research and practice.
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Housseine, Bachiri. "ICT-Based Instruction amid COVID-19: The Case Study of Faculty of Sciences and Technologies, Tangier (FSTT)." Linguistic Forum - A Journal of Linguistics 2, no. 4 (December 30, 2020): 27–32. http://dx.doi.org/10.53057/linfo/2020.2.4.4.
Full textAbstract:
This paper contextually endeavors to grant insights and perceptions on the teaching of English for Specific purposes (ESP) through ICT-based instruction amid COVID-19 at the Faculty of Sciences and Technologies in Tangier (FSTT). To avoid total curriculum disruption, the FSTT urgently declares online learning, which has palpably manifested a plethora of pitfalls primarily pertinent to logistics according to the study results. Drawing on previously published materials, the use of quantitative research analysis allows the researcher to empirically unravel different challenges and educational gaps among the research population. The findings of the survey indicate that more investment should be made at the level of research in order to enable ICT- based instruction to be more regulated, yet most importantly properly managed. By so doing, students’ motivation and interaction tremendously augment as they become more genuinely and actively engaged in the teaching/learning process.