Information Technology In Classroom Research Articles

Transprogramming in the primary-level programming lessons: reconceptualizing translanguaging in the era of artificial intelligence

Abstract In the current era of artificial intelligence, programming and coding have become crucial skills for students to navigate the constantly changing technological landscape. As technology increasingly influences various aspects of our lives, the ability to comprehend and interact with programming languages gains greater importance. However, there is limited research that examines the role of teachers’ and students’ linguistic and multimodal repertoires in facilitating programming education. This paper aims to investigate how a primary-level information technology teacher utilizes various linguistic, semiotic, and technological resources to teach programming to students. The study’s data is collected from a focussed observation in a primary information technology classroom in Hong Kong. Multimodal conversation analysis was employed to analyse the classroom data, which is triangulated with the analysis of video-stimulated-recall-interviews using interpretative phenomenological analysis. The findings illustrate that when engaging in programming tasks, teachers can employ a diverse range of multilingual, multimodal, and programming resources to enhance students’ programming skills. This article introduces the concept of ‘transprogramming’, which expands upon the idea of translanguaging as a theory of language. This concept of transprogramming acknowledges that programming languages and computational representations are not separate entities but are instead components of a larger linguistic and semiotic environment. The findings emphasize the importance of teachers incorporating diverse funds of knowledge in the classroom to enhance students’ capabilities in constructing and comprehending representations of programming codes during their engagement in programming activities.

Teaching Strategies for High School Information Technology Classroom Based on Project Learning

Teaching Strategies for High School Information Technology Classroom Based on Project Learning

Layered approach in energy-efficient Information Technology (IT) classroom design

Designing an energy-efficient IT classroom has not been straightforward due to the scattered recommended practices that involve different aspects. Some related aspects have not even been explored and need to be included - to increase the level of power saving and flexibility in implementation. Thus, a comprehensive layered approach or method is designed by this paper. It involves four (4) layers that represent different aspects of an IT classroom that can be made efficient in terms of energy consumption, namely hardware, platform, middleware, and application layers. Each layer is autonomous and hence can be implemented flexibly, subject to the bespoke feasibility of the use case. The proposed method is also expected to be future-proof and expandable due to its catering to both hardware and software-based optimizations. Such guidance is also crucial for the ongoing Industrial Revolution (IR) 4.0 and soon-to-be-established IR 5.0, where smart cities worldwide would be required to be energy-efficient.

The Practice and Research of Junior High School Information Technology Project-Based Learning Based on STEM Education Concept

With the continuous development of education informatization, STEM education has become the global trend of education. Project-based learning is widely discussed and applied as a learning method suitable for combination with STEM education concept. Currently, the problem of "how to teach" in STEM education is widely focused on two typical teaching methods, namely problem-based learning and project-based learning. Project-based learning is also learner-centered and tends to comprehensively apply multidisciplinary knowledge, which attracts more attention. Based on the analysis of the impact of combining applied subjects and STEM education with project-based learning on students and other aspects, this paper proposes the connotation of middle school information technology project-based learning under STEM education concept and how to practice the application of project-based learning in junior high school information technology classrooms under STEM education concept in order to promote the further development of STEM education.

Teachers’ Self-Efficacy and Attitudes towards the Use of Information Technology in Classrooms

This research aims to measure the level of integration of ICT in teaching, learning, and assessment practices during the COVID-19 pandemic. We propose measuring teachers’ attitude, self-efficacy, and skills in using technology because the quality of education during the pandemic was influenced by these factors. An online questionnaire was distributed amongst 189 teachers from all levels of education, from kindergarten to high school, and the sample was described using the means, distribution, and number of years of experience in education. The statistical analyses employed for the quantitative data included correlational study and mediation analysis. We found a correlation between gender, environment, barrier level and teachers’ attitude, self-efficacy, and skills. Also, the teachers’ attitude mediates the association between ICT skills and ICT integration in the educational process. The results reveal high positive scores in terms of ICT integration in teaching practices, teachers’ attitude, self-efficacy, and ICT skills. The novelty of this research is that this is the first time a questionnaire based on attitude, self-efficacy, ICT skills, and ICT integration in the classroom has been applied in the northern Moldavian region of Romania, and the results underline the educational implications for in-service teacher training.

Perspective on Creating Problem Situation in High School Information Technology Teaching

In order to improve the quality of information technology classroom teaching in senior high school and promote the development of students, according to the situational teaching theory, combined with the teaching practice of information technology curriculum in senior high school, the creation of problem situations in information technology classroom teaching in senior high school was studied. On the basis of reflection and induction, how to improve the teaching efficiency has been the focus of information technology curriculum teachers in senior high school. Based on the current situation of information technology teaching in senior high school, this paper puts forward some reasonable suggestions on the contextualized teaching strategy of information technology curriculum in senior high school from the significance and strategy of creating situation.

Research on Scratch Programming Teaching Design for the Cultivation of Computational Thinking

With the rapid spread and development of information today, computational thinking has become an important skill in the current era of highly information and wisdom. It is an important part of the core literacy of high school information technology curriculum, and its cultivation is a long-term process. This study designed a teaching design model for Scratch programming in junior high school information technology aimed at cultivating computational thinking, and based on this model, specific teaching designs were carried out and applied to actual junior high school information technology classrooms. The article uses "storytelling" as a specific teaching case for detailed explanation. After a month of teaching practice, the research results obtained through the evaluation of students' pre and post computational thinking level show that under this teaching model, students' computational thinking level has been significantly improved. This provides some reference for the cultivation of students' computational thinking and the teaching practice of Scratch programming in the future.

Investigation and Analysis of the Current Situation of Information Technology Classroom Example Teaching in High School

Investigation and Analysis of the Current Situation of Information Technology Classroom Example Teaching in High School

Research on the construction of a teaching skills graph of information technology normal students

The role of information technology courses in basic education is becoming more and more important. However, in the training of classroom teaching skills, due to the lack of practical application experience of teaching skills, it is difficult for information technology normal students to translate teaching skills theory into practical application.Which led to poor training effects and poor teaching effects. Therefore this paper used knowledge graph and ontology technology to build a skill graph that satisfies the teaching skills training of information technology normal students. First, aiming at the problem that the current skill knowledge was fragmented and unsystematic, and on the basis of screening and sorting out the selected data sources, it defines the teaching skill ontology quadruple TS={E, C, M, P} , and constructs it through the protégé ontology. Second, it built a hierarchical structure model of teaching skills ontology, and then used stuttering word segmentation, statistics-based TF-IDF keyword extraction method and graph-based Textrank keyword extraction algorithm to extract core knowledge points. Third, after the core knowledge pointswere determined, they were classified according to teaching skills. The core knowledge points were added to it in turn to improve various skills knowledge information, so that the skill graph had a hierarchical network structure. Finally, the neo4j graph database was used for storage and visualization. The construction of the skill graph can provide guidance for normal students in information technology classroom teaching training, so as to improve the effect of teaching skills training.

Research on Cooperative Learning Mode of Junior High School Information Technology Classroom under the Background of "Double Reduction"

Research on Cooperative Learning Mode of Junior High School Information Technology Classroom under the Background of "Double Reduction"

Analysis of the current situation and influencing factors of information technology education in middle school

Abstract The development of science and technology is becoming more and more rapid, and the educational empowerment of information technology (IT) in middle schools is becoming more and more obvious. The interesting and operational aspects of IT are suitable for middle school students, who are gradually becoming more rational in their thinking and problem-solving skills, and who are curious to discovering new things. This paper analyses the factors influencing the acceptance of IT education among middle school students by reviewing a large amount of literature and compiling technology-related theories. The research variables are determined by combining the characteristics of middle school students, and a structural equation model is constructed to select the factors influencing the acceptance of technology in secondary school IT classrooms, and the hypothesis is proposed, tested and revised, and then the scientific and effective measures are proposed according to the model. By the statistical analysis of variables, it can be seen that the average values of perceived ease of use and social influence (SI) are relatively high, which are 3.9899 and 4.1933, respectively, indicating that SI and subjective initiative have significant positive correlations with the behavioural intentions of middle school students in learning IT. As technological literacy is low, with an average value of only 3.4966, the influence of the technological literacy of IT on middle school students’ learning ability is not significant. This reflects the degree of middle school students’ mastery of the knowledge of IT, which is not enough. Further, the initiative of learning in the network is low and the needs of teachers in IT classes indirectly affect students’ learning initiative. It is hoped middle school students learn IT through the network by their initiative and provide guidance for teachers in teaching, to promote the application and deep popularity of IT in secondary school education.

Research on Innovation Capability Cultivation Oriented Design-Based Learning: Model and Case of Junior High School Information Technology Curriculum

The cultivation of innovative talents is an important development strategy in China. Especially in the stage of basic education, there is an urgent need for specific instructional strategies for cultivating innovative capability. Based on the theories of "Hands-On Inquiry learning" and Constructionism and teaching practice, this study put forward an innovation capability cultivation oriented design-based learning model in junior high school information technology curriculum. The model has three characteristics: simple teaching links, reverse teaching design and equal teacher-student relationship. It is hoped to provide guidance on teaching operation level for frontline information technology classroom teaching, or for other disciplines’, and to provide a reference for international scholars to do the research about constructing instructional models for skill cultivation in the 21st century.

How to Cultivate Students' Creativity in Junior High School Information Technology Classroom Teaching

How to Cultivate Students' Creativity in Junior High School Information Technology Classroom Teaching

Exploration on the Application of Incentive Evaluation in the Teaching of Information Technology Classroom in Primary Schools

Exploration on the Application of Incentive Evaluation in the Teaching of Information Technology Classroom in Primary Schools

Network Interactive Teaching in High School Information Technology Classroom

Network Interactive Teaching in High School Information Technology Classroom

Research on the Application Strategy of Mixed Teaching Mode of Visual Communication Design Specialty in Colleges and Universities Based on Multidimensional Interaction

With the change of teaching methods and the continuous advancement of educational reform, blended teaching has become a new trend in higher education. The application of network information technology in classroom has changed the traditional learning environment, teaching structure and learning methods, and improved teaching efficiency. In the information age, the talent training of visual communication design major must keep pace with the times, aiming at training innovative talents and practical talents. According to this goal, this paper puts forward a mixed teaching mode based on multi-dimensional interaction and massive open online course platform to make up for the shortcomings in current teaching. It has a certain guiding effect on the practical teaching of visual communication design specialty.

Becoming Shuri: CTE, Racializing Affect, and the Becoming‐Technologist

AbstractRacializing affect draws on Black feminist theories to extend affect theory and related poststructuralist approaches within literacy studies. The authors examined literacies via a study of affect and youth of color in career and technical education (CTE) and the reconfiguration of CTE to enable radical change in the racializing experiences of/with technologies. An information technology classroom and its spatial arrangements, plus the larger CTE school, offered a lens into how material spatial movement (mobility and dislocation) affects bodily movements (rhythm, relationality, intensity, and energy) in a rhizomatic becoming process of reconstituted racializing affect with technology. Interested in the emergent rhythms and living intensities within affect theory, the authors also drew on the movie Black Panther to further theorize affect in relation to the discussion on becoming‐technologist through the character of Shuri. This creative rendering provided a different methodological approach to reflect the authors’ own intensities as researchers and consumers of popular culture in the analysis. Together, the authors hope to shed light on CTE as an understudied educational context and to reimagine race, gender, and difference in relation to technology and literacy learning.

Research on Problems and Countermeasures of Information Technology in Classroom Teaching Application

At present, countries all over the world are vigorously promoting the development of education informatization. The core of education information is the integration of information technology and curriculum, and the application of information technology classroom teaching is the concrete realization of this thought in teaching. This paper focuses on the problems and countermeasures of information technology in classroom teaching applications. Firstly, it briefly reviews the development process of education informatization in China, and summarizes the main contents of classroom teaching reform under the background of informatization and the role of information technology in promoting classroom teaching reform. Then it discusses in detail the 4 specific problems of information technology applied in classroom teaching, that is, the positioning of information technology in teaching is not clear, the awareness and ability of teachers' application technology are lacking, the application of information technology in the classroom is inappropriate, and the interactive feedback in the information environment is poor. Finally, the countermeasures are given, that is, the application of information technology in classroom teaching should focus on the organic integration of information technology and classroom teaching, enhance teachers' technical application ability, expand communication channels and achieve diversified evaluation, so as to achieve the purpose of optimizing classroom teaching, improving teaching quality, and facilitating the cultivation of talents in the information age.

Creating micro-videos to demonstrate technology learning and digital literacy

Purpose Short videos, also known as micro-videos, have emerged as a platform for sharing ideas, experiences and life events via online social networks. This paper aims to share preliminary results of a study, involving students from two universities who created six-second videos using the Vine mobile app to explain or illustrate technological concepts. Design/methodology/approach Students were assigned the task of creating a Vine video to demonstrate their understanding of an assigned technological concept. A survey, performed after creating their micro-videos, asked students about the technology tools they use that allow them to be creative, their current personal digital literacy skills and the extent to which they are able to express a complex concept in a simple way. The study categorizes the students’ micro-videos to determine which formats might be most effective in demonstrating technology learning. Findings An analysis of their videos shows that the six-second constraint often inspires creativity and critical thinking, as students need to carefully consider the message they wish to convey, and how they can do so effectively in a compelling micro-video. The creation of such videos provides an effective way to demonstrate student learning and digital literacy skills. Research limitations/implications The study presents preliminary results gathered during one semester, with 68 videos created by 75 students. Practical implications Micro-video platforms are popular among today’s students, whose increased use of social media, dependence on mobile devices and desire for constant connectivity enable new outlets for creativity and communication. This study examines the introduction of a micro-video platform, which many students already use in their personal lives, in an educational context to develop their technology and digital literacy skills. Social implications Students learn to use an emerging social media platform as a vehicle to inspire creativity and learning. Originality/value This study explores and shares preliminary results related to the use of micro-videos for demonstrating technology learning and developing digital literacy skills in the information technology classroom.

Measurement and improvement of indoor air quality in an information technology classroom

With the rapid development of information technology equipment and its use in the teaching and learning activities, the working environment (especially indoor air quality) in which students and pupils spend a great deal of time in educational institutions has been changing. Therefore, special attention must be paid to indoor air quality and comfort. It is of great importance to maintain indoor air quality in an object, such as information technology classrooms, where a large number of students spend long periods of time. Poor indoor environment can negatively affect scholarly performances and cause discomfort and poor work performance. The problem of indoor air quality in educational institutions can be more serious than in other types of objects, because of the higher concentration of students and information technology equipment. This paper analyzes the changes in air quality in an information technology classrooms, when occupied with students, for the period from March to April. The changes of indoor air temperature, relative humidity, and carbon dioxide concentration are monitored in the classroom, as well as outdoor temperature and relative humidity. Several cases are studied: the classroom with closed windows and doors (closed classroom), the classroom with natural ventilation, the classroom cooled with a split system (cooled classroom). Responses of students are followed for each case. The analysis is performed based on the measurement results and numerical simulations using the computational fluid dynamics package, and measures are proposed to improve the indoor air quality in the considered classroom.