Integration Of Technology In Learning Research Articles

Konsep dan Operasionalisasi Model SAMR dalam Pembelajaran PAI

The development of education from time to time will always be followed by technological developments. Character education through Islamic Education learning is needed by students in an increasingly sophisticated era with increasingly modern technology. With the development of technology in the world of education, technology can help education by using modern learning models. The findings in this study are that technology can be integrated using the SAMR (Substitution, Augmentation, Modification, and Redefinition) model so that it can improve the quality of education better. The author considers that technology integration in learning with the SAMR model is very necessary, so that educators can more easily achieve goals in learning. In this journal, we will review how technology integration in Islamic Education learning using the SAMR model.

Pengembangan E-Modul Kontekstual Akuntansi Perbankan Syariah Kelas XI Berbasis Flip Pdf Professional

This research aims to develop teaching materials for Islamic banking accounting contextual e-module for class XI semester 1 with the help of professional flip pdf applications. The development of e-modules is based on the challenges of 21st century learning innovation, the absence of technology-integrated learning media so that online learning in the Covid-19 pandemic does not run effectively, and there is no learning media that contains basic competencies coherently. This research uses the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model. Collecting research data using review sheets and validation sheets of experts as well as student response questionnaires. The subjects of this research trial were 10 students of SMK Negeri 2 Mojokerto. The results showed that the product was very feasible. Product eligibility is calculated based on the material feasibility average, graphic feasibility average, and language eligibility average. Student response to the product is very good and very feasible. Based on the results of the feasibility of the products of the experts and the student response tests, it shows that the product is very suitable for use as teaching materials in the 21st century era.

Encouraging Student’s Soft-Skill by Web-Based EColloquium Learning Approach to Enhance Advance Feedbacks

The use of information technology in learning has become a demand for the implementation of modern education. Various patterns of technology integration in learning are proposed to improve optimal learning outcomes. This study aims to develop learning media in the form of web-based e-colloquium to increase students’ soft-skills. This development used research and development method with the ADDIE model (analyzing, designing, developing, implementing, and evaluating). This study found that web-based E-colloquium was feasible to be implemented. In addition, responses obtained from both students and the public show that product implementation provides broad opportunities to develop students’ skills such as communication skills, mental readiness, and public presentation technique skills. This development product contributes to an alternative learning media that could be beneficial for higher education institutions in Indonesia.

Design of Community-Based Transdisciplinary Learning for Social Studies Teachers in the Diverse School Contexts, Northern of Thailand

The objectives of this study are: 1) to study problems and the needs in community-based transdisciplinary learning for social studies teachers in the diverse school contexts, Northern of Thailand 2) to develop and find the efficiency of handbook of community-based transdisciplinary learning for social studies teachers in the diverse school contexts, Northern of Thailand and 3) to examine the implementation results of the handbook. This research is based on the research foundation of a mixed method in education research. The population involved in this study included 1) educational connoisseurship of area-based who are selected by means of purposive sampling, from not less than 5 persons and 2) social studies teachers in the Northern-region provinces of Thailand who are selected by means of accidental sampling, from not less than 334 persons. The research instruments are: 1) a questionnaire on problems and the needs in community-based transdisciplinary learning 2) an appropriateness assessment form on the handbook and 3) an evaluation form of teacher professional competence in community-based transdisciplinary learning. The qualitative data are analyzed and shown on content analysis and descriptive analysis. The quantitative statistics employed for data analysis are mean and standard deviation through statistical program. The research findings revealed as follows; 
 
 1) Problems and the needs: teacher professional competence needs to be improved in community-based transdisciplinary learning through 7 skills, namely; Integrated learning Management, Technology Integrated Learning, Integrating Ethics Learning, Community Resource Management, Transdisciplinary Innovation Integrated Learning, Creative Educational Measurement Design, and Competency of Networking skill.
 
 2) The result of handbook development: “SOCIAL Action Learning Model”, includes 6 steps, should be implemented in community-based transdisciplinary learning for social studies teachers. Due to the evaluation of the handbook, the result is at the highest level of appropriation (x = 4.58, S.D. = 0.57)
 
 3) The result of handbook using: the handbook of community-based transdisciplinary learning for social studies teachers found the evaluation result at a high level (x = 3.96, S.D. = 0.89)

SMARTPHONE USE IN LEARNING AS PERCEIVED BY UNIVERSITY UNDERGRADUATES: BENEFITS AND BARRIERS

Smartphones are attractive tools for the majority of young people particularly university undergraduates and integrating them in learning is something valuable. Nevertheless, they might do harm to their achievement if the use barriers and bad effects are not identified. Motivated by this idea, the present study was undertaken. Participants were (42) university undergraduates at the departments of mathematics and English language at Najran University in the first semester of the academic year 2020/2021. Findings showed that students were agreeable to smartphone usefulness, ease of use, and barriers. However, their responses to the effects of smartphone use were not clear. The majority of them were neutral, i.e., could not decide whether smartphones affect their learning or not. In light of these results, the study concluded that smartphone technology integration in learning is very crucial but when barriers and bad effects are clear to both teachers and students.

Application of Fuzzy Delphi Technique Towards Designing and Developing the Elements for the e-PBM PI-Poli Module

Along with the wave of the Industrial Revolution 4.0 era, shifts in the aspects of approach in teaching and the integration of learning technology should always be given careful research and planning. Therefore, this study aims to see the elements needed to integrate technology and delivery strategies to design and develop an online problem-based learning module for the Islamic Studies course (e-PBM PI-Poli) in Polytechnic. The design of this study is a quantitative study using the Fuzzy Delphi technique. A questionnaire instrument was used to collect research data. The number of experts involved was 17 people, those experts in educational technology, problem-based learning, Islamic studies, and curriculum. The data analysis results showed that the experts accepted all these elements through the expert consensus value above 75%, the threshold value (d) ≤ 0.2, and the fuzzy score (A) ≥ α - cut value = 0.5. Therefore, it shows that these elements have gained expert consensus and are needed to design and develop the e-PBM PI-Poli module in Polytechnic. This research provides tremendous implications to the lecturers and students and references Malaysia's education system to transform education through technology-based active learning.
 
 Keywords: Fuzzy Delphi, Islamic studies, Problem-based learning, Technology.

Physics teachers’ perceptions and anxieties about the use of technology-integrated learning resources on magnetic field material: A preliminary research on augmented reality-integrated STEM learning

The educational world development faces the challenges of the 21st-century where technology plays an important role in learning so that technology-integrated teaching material is needed. The subjects of this study were 48 physics subject teachers in several schools in Lampung province. The research method used was a mixed method. The data was collected using questionnaires and interviews. The results of the study revealed that the teachers have never made learning resources assisted by the integration between STEM and augmented reality technology. The teachers also revealed that they were anxious that the learning resources that they will use cannot fully meet the competency standards if they are not equipped with learning technology that supports the abstract concepts learning. Thus, the teachers expected technology-assisted learning resources in which texts, images, 3D animations, and videos can be integrated. For further researchers, it is necessary to develop STEM learning resources assisted by augmented reality technology.

Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge

AbstractThe character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21stCentury Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21stCL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.

Smart Classrooms and E-learning

Smart classroom is technology-enhanced classrooms that foster opportunities for teaching and learning by integrating learning technology, such as computers, specialized software, audience response technology, assistive listening devices, networking, and audio/visual capabilities. Smart classroom allows students and teachers to personalize their environment according to their likes and needs.<br/> A learning system based on formalised teaching but with the help of electronic resources is known as Elearning. E-learning can also be termed as a network enabled transfer of skills and knowledge, and the delivery of education is made to a large number of recipients at the same or different times.<br/> Learning is not how much one can cramp up. It's rather the knowledge that remains after one forgets what he/she learned in schools. Thus we emphasize on learning the concepts with the help visuals and activities. To keep such view the smart learning was introduced. The Smart Learning approach provides learners of all ages and walks of life with a framework and a host of Smart Thinking Tools that motivate higher levels of understanding. Through the process learners activate and build background knowledge, process information, transform their learning into a product that shows what they know, and reflect on their learning. Structured talk and assessment as and for learning are carefully woven into the process to build a thoughtful context for learning and to advance the thinking of all learners.

Gamifying Portuguese Language Learning: A Case Study Examining a Quest-Based Website to Prompt Oral Production and Interaction in Learners of Portuguese L2

ABSTRACT One of the major challenges when teaching second language learners is to maintain them motivated and eager to learn and work on the proposed activity. The literature showed that a combination of social constructivism and technology-integrated learning is crucial for achieving the goals set by modern educational objectives. However, in order to have a robust response from students, one should take into account the psychological aspect of intrinsic and extrinsic motivation. This paper proposes a gamified activity in Portuguese L2 that aims to intensify the students’ motivation. Ten undergraduate students participated in this study. Their responses show that novel studies based on awards and gamification can boost the students’ motivation when learning Portuguese.

Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners' through English Newspaper Articles

Following the recent developments in educational technology-integrated learning, interest in the true implementation of flipped and blended classrooms as innovative approaches has become increasingly popular among language education authorities. This research aimed at comparing flipped, blended, and traditional teaching (T-learning) contexts on Iranian EFL learners’ grammar learning. To this end, 60 intermediate EFL students out of 80, based on their performance in an Oxford Placement Test (OPT), were selected and divided into three groups, including two comparative and one control group, 20 in each. At the beginning of the study, the three groups participated in a pretest to assess their initial ability of grammar knowledge. To integrate technology into their instruction, both comparative groups received the same treatment and materials based on the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. The blended comparative group received instruction in both on-line and T-learning contexts, while the flipped comparative group received instruction in an online context. The control group received instruction in a T-learning context. After the treatment sessions, they participated in a post-test. The findings showed that reading interesting English newspaper articles, both in the blended and flipped classrooms had a statistically significant effect on developing EFL learners' grammar knowledge. The findings of the study may be beneficial for EFL teachers and material developers to reconsider the role of educational technology (Ed Tech) tools to support classroom-based learning.

Universities in the Post-COVID-19 Era: Crisis or Catharsis?

Universities in the Post-COVID-19 Era: Crisis or Catharsis?1 Ray Kinsella Introduction The COVID-19 pandemic has been an unprecedented shock to all aspects of every country’s functioning. The most visible effects have been on healthcare and the economy, with associated restrictions on freedoms of movement and worship. The consequences are truly systemic; broader and deeper than 9/11 and more pervasive than the post-2008 global economic crisis. In the fullest sense of the word, it is an existential crisis, expressing itself most explicitly in mortality rates not seen outside of war. Correspondingly, this crisis is encompassed within a broader phenomenon of ‘psychosocial scarring’, as our engagements with others are turned inside out and our way of ‘being-in-theworld ’changes, such that ‘The comfort of being in the presence of others may be replaced by a greater comfort with absence’.2 The OECD (2020) points out: ‘The COVID-19 pandemic is a global health crisis without precedent in living memory. It has triggered the most severe economic recession in nearly a century and is causing enormous damage to people’s health, jobs and wellbeing ’.3 Martin Wolf, the vastly experienced chief economics correspondent of the Financial Times, underscored the scale and systemic nature of the impact: ‘This is no ordinary recession or even depression, caused by a collapse in demand. Economic activity is being switched-off, partly because people fear contact and partly because governments have told them to stay at home. The immediate impact of these actions could be a reduction in the gross domestic product in the Group of Seven leading high-income countries between 20 and 30 per cent’.4 The pandemic has already had a 360° impact on universities and all higher education institutes (HEIs), not least in Ireland. Moreover, these events are unfolding against the backdrop of a critical time in the ongoing development of the university. Notwithstanding very different institutional and funding models, the crisis has exacerbated the considerable pre-existing financial, logistical, and operational pressures confronting universities. These events, Studies • volume 109 • number 435 252 Universities in the Post-COVID-19 Era: Crisis or Catharsis? in turn, raise questions not alone about the sustainability of their business models but even more fundamentally of their purpose. Universities now function within a new paradigm, and this issue merits reflecting on. Firstly, recent years have witnessed a convergence of the higher education sector and innovation within the technology-based, including Artificial Intelligence (AI), sectors as the fulcrum of knowledge-driven economic growth.5 At the heart of this paradigm shift is ‘knowledge’being the new form of equity, which has shaped the role of universities in the generation, transfer and commercialisation of the knowledge economy. The latent vulnerabilities that have followed on from these events pose very stark questions for universities and society, namely, are universities now essentially a training facility for Ireland Inc.? Are they a research annexe for a globalised economy that is ethically problematic, whose vulnerability has been so dramatically demonstrated by COVID-19? Secondly, there has been an exponential proliferation in the integration of learning technologies into the design and delivery of teaching and learning strategies. The digitisation of such strategies is now determining all forms of academic engagement between students and staff – including teaching, learning, and assessments. This process is occurring at a far swifter rate than even the most far-sighted institutions had anticipated, towards a near-total dependence on virtual learning environments (VLEs) and digital communication-platforms in the development and delivery of tertiary education. Even with an eventual rebalancing of teaching and learning back to a ‘blended’ model, there is no going back to the way things were even six months ago. The convergence of this digitalisation with the accelerated development of globalised societal engagement has taken universities to a different place. Itisimportanttohighlightthespeedwithwhichuniversitiesandresearchers have adapted to the emerging landscape. Equally, notwithstanding the enormity of the economic destruction arising from the pandemic, note must be taken of the opportunities that have emerged, especially in the medical and health sciences because of the pandemic, representing a new landscape for innovation and vividly illustrating Schumpeter’s paradigm of ‘creative destruction’. At the same time, there is...

Design-based research on integrating learning technology tools into higher education classes to achieve active learning

This study adopted the design-based research (DBR) method to explore whether the integrated technology-enhanced learning mode could help college teachers design more interactive classes, and to assist undergraduate students in achieving active learning. The study lasted for 4 semesters and consisted of 3 research phases, in which the issues of how to use learning technology tools to promote active learning of course participation and peer assessment were explored. The participants of the whole study included about 458 2nd and 3rd year undergraduate students. After 3 iterative DBR phases, it is concluded that the individual use of IRS tools plays a role in assisting students in improving their learning retention, whereas students with the cooperative IRS activities were able to produce and reach meaningful learning conclusions through course interaction. Peer assessment with guiding assessment descriptions and evaluation rubrics using the Google suite was evaluated positively by most students. It facilitated advanced level cognitive knowledge acquisition and helped the students to produce constructive peer feedback. The future work for the next phases of DBR study is also discussed.

Investigating EFL Teachers’ Barriers of Using Internet Application at University Level

This study examines perceived barriers of using internet application in higher education level. Quantitative data were collected by using questionnaires. A total of 16 participants assigned to teach English were randomly selected from 3 faculties using both simple random and purposive sampling procedures. Data were analyzed both descriptively and statistically and were presented in tables and percentages. Microsoft excel was used in the descriptive statistics The study found several barriers of using internet application for teaching and learning which include: lack of personal’s ICT competency, lack of consistent technical support, lack of training on how to use internet application for teaching and learning, and poor internet connectivity. This study recommends to the management of the institution to facilitate and support the teachers actively with many training activities to improve the academic performance of the teachers so that can fulfill the millennial students’ learning needs. 
 HIGHLIGHTS:
 
 English teachers have strong intention for the integration of ICT into classroom context, but they encountered many barriers to implement it.
 The major barriers faced in this study were lack of facilities or infrastructure, training, and time constraint.
 The presence of ICT competency increases technology integration in learning and teaching process. 
 

Integrating Learning Technologies (Mobile Devices) into the Teaching and Learning of English Language in Higher Institutions in Nigeria

Integrating Learning Technologies (Mobile Devices) into the Teaching and Learning of English Language in Higher Institutions in Nigeria

Student perceptions on using cell phones as learning tools

Purpose This paper aims to examine students’ perception, views and opinions about the usage of mobile phones in an educational setting in a higher education institution located in Jamaica. The results of these findings were used to gain insights and to assist education policymakers in adopting most suitable approaches to integrating mobile technology in learning. Design/methodology/approach A survey approach was used for this study. A total of 145 students participated in the study using structured questionnaire design containing 14 questions. Findings The results indicated an overall positive student perception toward cell phones usage as a learning tool and integrating cell phones into learning activities. Students were keen on its usage as a social connectivity and collaborative tool, which they can use for flexible and personalized learning activities. Originality/value Less research has been done in Caribbean and developing countries in analyzing student perception toward using cell phones for learning purposes. This research provides insights in developing policies to assist with the integration of mobile phone technology in learning and how institutions can respond to the advent of advancing mobile technology.

Technology Integration to Promote Desire to Learn Programming in Higher Education

The use of technology integration is the way of innovation in today’s world-class learning. Technology integration is a combination of technologies such as computers, mobile devices like smartphones and tablets, digital cameras, the internet, and more in the practice of daily lecture sessions. Technology integration could help the process of learning especially for courses that considered as tough by the students. Therefore, educators need to be aware of the choice of methods or approaches so that teaching and learning are conducted in meaningful ways. Programming courses are compulsory for students in Faculty of Information Sciences and Technology, National University of Malaysia. However, some students find it difficult to excel in programming courses. In this study, technology integration in learning programming courses challenges the limitations of student opportunities in solving real problems lead to inconsistently use of the expertise and skills. In addition, the challenge of learning programming leads students to generate rote learning. Hence, technology integration in learning programming should be appropriate with the application of technology and applying meaningful learning so that the technology integration will be effective and meaningful. This study is conducted to propose and verify a technology integration framework for learning programming courses. Stratified Random Sampling through quantitative study method is used which involving 109 respondents. Quantitative data are analyzed using multiple linear regression method. Based on previous studies, five factors have been identified namely learning technology, learning competence, technology implementation, meaningful learning and contextual learning that would affect students’ desire to learn programming courses. The results discover that all the factors have significant relationships in influencing the desire to learn programming courses among undergraduate students for the faculty. This study is expected to assist educators and administrators to apply and improve the use of technology integration in meaningful learning for programming courses.

Developing a virtual learning Tool for Industrial High Schools’ Welding Course

Abstract Virtual learning can provide an environment to reduce the waste of test material and immersive. Currently, the welding technique also uses the virtual learning environment for training skills. The contest integrating learning technology for developing a mobile application by students, such as Augmented Reality, virtual Reality. In the contest, students need to cooperation with different country students and integrating their idea in to a new mobile application. They also need to provide project proposal, promoting video, pitch deck and the complete mobile application. Above all, we developing an interdisciplinary course through the operation of the teacher community. Understand the content of subject learning by consulting teachers in different disciplines and try to find out where they can integrate. The complete curriculum development was construct by three teachers major in mechanical, electronic, and math. The development of curriculum can provide school that need to construct transdisciplinary learning.

Perception of Accounting Teachers to Digital Disruption in Accounting Learning

Digital disruption is a fundamental change that is happening massively towards digital technology. These changes occur in all aspects of life, including education. Changes in education can be seen from the use of Information Technology in the teaching and learning process in the classroom. The study was conducted on accounting teachers at vocational high schools in Malang. The data source used in the form of primary data is the result of interviews with accounting teachers. Data collection techniques used in this study are interview and observation methods. The data analysis used in this study is descriptive qualitative analysis. The results showed that the teacher's perception of digital disruption in accounting learning was very necessary because it could support pedagogical aspects of the teaching and learning process and meet the technological needs of teachers and students in the future. The forms of technology applied in the classroom include audio visual, audiovisual, e-learning, E-book, and learning media software. Integration of technology in learning will have a positive impact on teachers, students, and school equipment. The industrial revolution 4.0 encourages educational institutions and the devices within it to prepare themselves in global competition so that the aspects of facilities and infrastructure need to be prepared in addition to human resources. To make this happen, educational institutions need to hold training, workshops or activities that can improve the professionalism of teachers in the field of technology

Digital Storytelling in Language Education.

Modern technology provides lots of opportunities in order to connect classrooms with the world. Technology provides a greater and better source of information, yet solutions are needed to be mediated through the appropriate remedy. The emergence of new technology and digital resources during the past few decades has significantly influenced the learning environment and educational prospects. However, one of the challenges of practitioners and researchers is preparing learners with the required skills for the effective use of modern technology in the process of learning. Researchers proposed that a combination of societal constructivism and technology-integrated learning is crucial for obtaining and accomplishing present-day academic goals. The present paper highlights the significance and intricacy of modern technology, specifically digital storytelling (DST), in education. It elaborates the most salient aspects of DST application in language education, considering phases and elements of effective digital stories, steps of composing a digital story, and a critical description on the implementation of DST and fosterage of academic performance.