Computer Technology In Classroom Research Articles

Utilization and Knowledge of Teachers and Students on Computer Tech-nology: Basis for Ict Intervention Program

The study was conducted to determine utilization and knowledge of teachers and students on Computer Technology in Zone I, Division of Zambales during the School Year 2019-2020. The sample population of the study was be limited to the use of twenty (20) teachers and two hundred seventy-five (275) students from selected secondary schools of DepEd at Zone I, Division of Zambales. The researcher framed this study based on the descriptive research design in order to gather pertinent data with regards to the presentation of the demographic profile of respondents and in the evaluation and analysis of responses made by both teacher-and student-respondents to determine both the utilization and knowledge on Computer Technology in classrooms in terms of teaching and learning, as mandated by the DepEd K-12 academic program as to provide for quality education in modern society. It also indicated that the level of significant difference on the perceptions of the respondents on utilization and knowledge of both students and teachers on the application of computer technology in classroom instruction may vary when they are grouped based on profile variables and based on categories of availability of resources, teaching styles and student knowledge in the use of computers. Furthermore, this study finds that there is no significant difference on the perceptions of the student-respondents and teacher-respondents on the perceived utilization and knowledge on the application of computer technology as to availability of resources; to teachers teaching styles; and to knowledge of students on the use of technology.

‘Waiting for the wow factor’: Perspectives on computer technology in classroom composing

Due to advancements, affordability and increased accessibility of technology, composing using computer technology has become prevalent in English secondary music classrooms. Despite this, there is still little research investigating the use of technology in music classrooms, resulting in teaching and learning approaches going unchallenged. This article explores how and why computer technology is being used for composing in upper secondary school music classrooms in England. Data were collected through a mixed-methodology approach involving five case-study schools and a survey of 112 classroom music teachers in England. Findings outline both positive and negative aspects of using computer technology to compose, such as how it was often perceived as a shortcut; however it can be argued that the computer software encourages a linear approach to composing, and the unrealistic Musical Instrument Digital Interface (MIDI) sounds can be a demoralising factor for students’ creativity.

Action knowledge and symbolic knowledge. The computer as mediator / Conocimiento basado en la acción y conocimiento simbólico. El equipo informático como mediador

I begin by stating a small set of troublesome but pervasive educational issues. While these have remained in the background during our work, they have served as the impetus for developing and reflecting on possible roles for computer technology in classrooms. In the remaining sections of the paper I propose that the computer can serve as an effective mediator between action and symbol. After setting the scene in the Laboratory for Making Things, I give an extended example of how computer-as-mediator contributes to learning when played out in this rather unusual classroom.

Utility and usability as factors influencing teacher decisions about software integration

Given the importance of teacher in the implementation of computer technology in classrooms, the technology acceptance model and TPACK model were used to better understand the decision-making process teachers use in determining how, when, and where computer software is used in mathematics classrooms. Thirty-four (34) teachers implementing Geometer’s Sketchpad and Fathom in algebra and geometry classrooms were observed and interviewed using the above models. The factors of perceived ease of use and perceived usefulness, and their contributing sub-factors, were used to elaborate on how teachers differed in their perceptions and actual use of these two software tools in different instructional contexts. The two primary themes that emerged were teachers’ comfort level with using the software tools and how this interacted with their perceived ease of use, and their understanding of the software’s capabilities and alignment with their curricular and teaching goals. This alignment became the over-riding factor driving perceived usefulness. Secondary factors influencing perceived usefulness included alignment with preferred pedagogical strategies and support from fellow teachers. This last factor probably also crossed over to perceptions of ease of use.

Factors influencing technology integration in teaching: a Taiwanese perspective

Although the use of computer technology in classrooms is an innovative approach to teaching, teachers with creativity might not use technology as intensively as they use other creative strategies in the classroom. Eight teachers who won an award for creative teaching were interviewed in order to identify the factors affecting their use of technology in creative teaching. Teachers’ perceptions about technology use were studied. Two major issues were explored. First, we studied how teachers integrated technology into creative teaching; we then identified the factors that influenced teachers’ use of technology in teaching. The identified factors were classified into four categories: environmental, personal, social and curricular issues.

A tool for analyzing implementation fidelity of an integrated learning system

One way to better understand the difficult instructional issues associated with the integration of computer technology in classrooms is to analyze the implementation of computer technology. This study developed and validated a measure for examining the quality of implementation of an Integrated Learning System (ILS). The measure was used to analyze ILS implementation and determine if there were differences in the operational patterns of teachers implementing an ILS and identify implementation practices of teachers that indicated implementation fidelity. The measure indicated which teachers were high fidelity implementers and which implementation practices distinguished high fidelity implementers.