Forms Of Educational Technologies Research Articles

Indian students' psychological and behavioral aspects on studying abroad decisions amidst fear of uncertainty and social unrest

PurposeThe study is an attempt to expand the knowledge about the psychological and behavioral aspects of Indian students studying abroad amidst fear of uncertainty and social unrest.Design/methodology/approachThe exploratory study is employed to seek a better and deeper understanding of the possible impact of the potential war on the student abroad study process. In the study, the participants were selected from Delhi NCR of India. The thoughts and opinions of students on studying abroad under the fear of uncertainty were covered in a semi-structured interview.FindingsFive broad themes emerged from the analysis of the interviews that influence students' choices and attitudes toward their decisions on studying abroad. The themes are “safety”, “fear of incomplete degree”, “financial stress”, “parents' apprehension” and “emotional breakdown”.Practical implicationsThe study leveraged an understanding of the mindset of Indian students. Considering the student's doubts and fear over such uncertainty and war-like situations, the higher education policymaker can adopt some measures (hybrid education, short-term programs, student exchange programs, shift in destination, distance learning and new forms of educational technology) to cope with such upcoming challenges, ensuring their safety and pursuing their dreams by taking higher education abroad.Originality/valueThis qualitative study develops a comprehensive understanding of how students perceive such extreme crises and how their thoughts, attitudes and behavior toward studying abroad change. The study contributes to comprehending the student's description of perceptions, emotions, opinions and behaviors under the fear of uncertainty and social unrest.

Inovasi Pembelajaran Pendidikan Agama Islam Di Masa Pandemi Covid-19

The concept of online learning is a form of innovation; of course, it cannot be separated from the role of technology. Technology can simplify all needs in the teaching and learning process. In line with Tounder's opinion, digital technology in educational institutions is a means of supporting learning, either as a means of accessing learning resource information or as a means of supporting learning activities and related tasks. As technology continues to develop, there are currently many platforms that can help implement online learning. Learning innovation in the form of educational technology can be defined as theory and practice in designing, developing, utilizing, managing, and assessing processes and resources for learning. The internet is a relevant media if used to support the quality of Islamic religious education. Because it can provide convenience and speed in conveying information, the PAI learning process can run effectively and efficiently.

Sakai: A Mobile Learning Platform

These days, humans have been witnessing related technological and social development, by means of which mobile technologies and Internet yield global access to information with mobility of knowledge. Mobile learning platforms are designed based on electronic learning (e-learning) and mobility. It is regarded as a useful way to enhance the learning process. Sakai as a mobile learning platform, design intentions are to be adaptable to any educational purposes, within or outside the institution, dependent on the provision of effectiveness in classroom instruction based on the learning style of the students, extensible in the cultivation of thinking skills in the learner, and efficient in communicating and exchanging data among its enrolled classroom members and other online platforms. This study employed a systematic review of related literature to investigate the predominant research methodology adopted by various scholars to assess necessary factors concerning mobile learning platform. Fifteen articles are selected based on established criteria. The findings indicated that most of the researchers used quantitative research methodology in investigating the effectiveness and concern variable of mobile learning. Also find out is that most of the outcome of the studies include, achievement, perception, pedagogy, motivation and mobile learning platform as a form of educational technology.

The sociology of education and digital technology: past, present and future

During the past 15 years of his career, John Furlong’s research and writing has focused—in part—on digital technologies and people’s everyday experiences of education. While hardly a technology expert, his work has shown an acute awareness of the significance of computers, the internet and mobile telephony in making sociological sense of education. This paper contrasts the limited visibility of such issues within the sociology of education over the past 30 years with how the present situation appears to be improving during the 2010s. The paper also identifies opportunities for future work that engages more in the co-production, development and design of new forms of educational technology. As such it is concluded that a future sociology of education and technology needs to be developed that acts not only against, but also in and beyond, the dominant field of education technology.

Increasing Interactivity and Authenticity of Chemistry Instruction through Data Acquisition Systems and Other Technologies

Interactivity and inquiry-based learning science are effective ways of helping students overcome their perception of chemistry as an alien and abstract topic and instead approach the subject as a creative way of understanding ideas and applying mastered concepts to new contexts. Data acquisition systems are an extremely useful form of educational technology that can be used alone or in conjunction with other technologies to bring about active learning and enable students to move beyond memorization to the verification strategies and knowledge base they need to successfully master chemistry concepts. This article describes the use of data acquisition systems and analysis software in combination with other technologies such as electronic response systems and online video. The technologies were used for laboratory activities, online learning, and lecture hall demonstrations and allowed for cross-disciplinary experiments. They also brought an element of interactivity to each instructional setting that proved ...

Educational Technologies and Mathematics: Signature Pedagogies and Learner Impacts

In this article the author focuses on signature pedagogies that are associated with different forms of educational technologies. The author categorizes forms of technologies that support the teaching and learning of mathematics in different ways, and identifies signature pedagogies associated with each category. Outcomes and impacts of different technologies are reviewed, as are implications of implementation, and the integration of signature pedagogies into teaching practices. In conclusion, the author asks whether technologies alone can bring about learning impacts, whether other key factors need to be in place, and the need to explore these integrally within future research.

ICT, educational technology and educational instruments. Will what has worked work again elsewhere in the future?

Computers in education have been around for more than 30 years. They have been the vector not only of diverse forms of educational technology, but also of many new kinds of learning activities using software instruments. With the gradual trivialization of computer systems, the initially rather positive expectations about computers in education have progressively turned into more skeptical attitudes about the use of ICT. What is really working with computers in education? Was the investment worth the outcomes? The number of scientific studies focusing on these issues is huge. Most of their results have been obtained either by very focused experiments on some educational technology, generally involving a limited number of students, or by surveys, taking into account large numbers of learners but with little control about the kind of activities that were actually organized. Overall, hardly any conclusive results about possible causal implications of using ICT in learning have been obtained and there is no evidence about the stability of existing results over time. This paper, particularly taking into account the French experience, draws attention on the specific case of software instruments. These instruments do not exactly aim at performing more efficiently existing activities, but lead to invent new learning activities better in line with constructivist views. It suggests that, besides studies about what works, more research is in order about how it works and contends that what will work in the future is linked to the capability of the teaching profession and their allies to collectively build and discuss new interrogations and solutions to pedagogical problems, which will sustain and regulate the many discoveries of innovators.

Use of Technology for Constructivist Learning in a Performance Assessment Class

The use of educational technologies in teaching and learning presents pedagogical concerns and challenges to educators. Combining multimedia technologies with the Web has created new possibilities for the development of instructional materials to deliver course content. However, this use of technology continues to represent traditional conceptions regarding the use of computers. The question remains as to when and how to use various forms of educational technology and how to best integrate them into the classroom. Disciplines such as measurement and evaluation are not free from these challenges, especially when instructors are looking for ways to improve learning of statistical concepts that are hard to retain. Using educational technology as a constructivist tool could aid students to represent their ideas, articulate what they know, and explore, manipulate, and process information, while actively collaborating with each other (Jonassen, Peck, & Wilson, 1999). The purpose of this article is to describe constructivist uses of technology and to present a curriculum unit for a performance assessment class in health and physical education, which is presented as an example of a project-based learning activity that exemplifies a constructivist use of software to support problem solving.

Multi-Media and History Education: A Partnership to Enhance Teaching and Learning

Politicians constantly urge teachers to use ICT in the classroom since it is viewed as an important educational tool and one vital to the national interest. However, ICT per se has no greater validity than other forms of educational technology as it must significantly enhance teaching and learning. This article discusses the impact on teaching and learning of five multi-media programs relating to themes within Scottish History and concludes that six key criteria must be met for the successful integration of ICT into the History classroom. Multimedia et le cours d'histoire: Une collaboration commercialle pour renforcer l'enseignement et l'apprentissage. Les hommes politiques poussent constamment les professeurs À utiliser ICT (Information et Communication Technologie) dans les salles de classe; ce dernier étant considéré comme un outil éducationnel important et même vital À l'intérêt national. Cependant, (ICT) en soi n'est pas plus valable que les autres formes de technologie éducationnelle car il doit renforcer l'apprentissage et l'enseignement de faÇon significative. Cet article examine l'impact de cinq programmes multimedia, en rapport avec des sujets d'histoire écossaise, sur l'enseignement et l'apprentissage. Il en conclut sur le fait que six critères clés doivent être réunis afin d'assurer l'intégration avec succès de (ICT) au cours d'histoire. Multimedia und Geschichtsunterricht eine Partnerschaft um das Lehr- und Lernverhalten zu verbessern. Ständig drängen Politiker die Lehrer ICT im Unterricht einzusetzen, da es als wichtiges Unterrichtsmittel eingestuft wird und von nationaler Bedeutung sei. ICT selbst hat jedoch keinen grösseren Wert als andere Formen des technologisch gestützten Unterrichts, da es den Lehr- und Lernprozess deutlich verbessern sollte. Dieser Artikel beschreibt die Auswirkungen auf das Lehr- und Lernverhalten bei Anwendung von 5 multi-media Programmen bezogen auf Themen der schottischen Geschichte und kommt zu dem Ergebnis, dass 6 Schlüsselfaktoren beachtet werden müssen, um eine erfolgreiche Einbeziehung von ICT im Geschichtsunterricht zu gewährleisten.

One Dozen Ways to Motivate Teacher Education Faculty to Use Technology in Instruction

AbstractThis article describes strategies that can enhance the use of technology by faculty in teacher education programs. As these programs evolve, forms of educational technology can help professors deliver effective instruction, develop and enhance curricula, evaluate student progress, and better manage resources. Educational technology is a discipline that combines instructional media (e.g., video recorders, cassette/microcassette recorders, videodiscs, and compact discs), computerized tools (e.g., laptops, microcomputers, and pen-based systems), and cognitive processing (e.g., information processing, learning, and memory). Although useful and effective, computerized tools are the most reluctantly used form of educational technology. Some teacher education faculty lack either the experience, expertise, or confidence needed to effectively use computerized resources. Administrators can help eliminate this by providing technical support (e.g., troubleshooting, configuration support, and written procedure...

Some thoughts on computers and greatness in teaching

This paper argues that computers are the first form of educational technology that can be honestly described as "revolutionary". It also argues that this is because the real forte of computers is to support person-to-person educational influence, not replace it. This suggests that it is timely to reexamine the goal of "great teaching" in a system dedicated to mass education, but for very different reasons from those implied by early work in computer-assisted instruction. The consequences of such a viewpoint for both teacher education and in-school practice are discussed.