Technology-assisted Teaching Research Articles

Stimulating ODL research at UNISA: exploring the role and potential impact of the UNESCO Chair

ABSTRACT This paper offers insights into the establishment of the United Nations Educational, Scientific and Cultural Organisation (UNESCO) Chair of Open Distance Learning (ODL) at the University of South Africa (UNISA). The aim of the UNESCO Chair is to stimulate ODL research at UNISA. The paper briefly describes UNISA, which is the largest dedicated distance education institution on the continent of Africa, with student enrolments in excess of 300,000. Notwithstanding its size and mandate to provide expanded access to quality higher education to previously excluded blacks, UNISA is hampered by a lack of capacity in ODL research in the form of articles, the UNESCO Chair at UNISA was established to respond to this challenge of a lack of ODL research capacity. The paper (1) provides a brief outline of the UNITWIN/UNESCO Chairs Programme; (2) outlines the objectives of the Chair in relation to UNISA’s challenges of capacity for technology-assisted teaching, learning and research; (3) maps out the imperative for technology-supported teaching, learning and research at UNISA with respect to digital literacy, digital proficiency, and digital fluency; and (4) closes with some concluding remarks.

Technology-Assisted Teaching Aids in Teaching and Learning: Evidence from the Malaysian Tahfiz Ulul Albab Model (TMUA)

The use of state-of-the-art teaching aids in teaching and learning activities (T&L) had been proven in enhancing teachers’ teaching effectiveness in the classroom. This study aims to examine the level of technology usage among teachers and students in the Tahfiz Ulul Albab Model (TMUA) program as well as teachers' perception on technology usage among teachers in the TMUA program based on 21st Century In-Service Training (LADAP PAK21). A total of 30 teachers and 100 students were selected as respondents in this study. Data analysis was performed using Statistical For Social Science (SPSS) Version 22.0 software. The findings show that the level of technology-assisted teaching aids usage is moderate to high. However, there is no difference among teachers who follow LADAP PAK21 towards technology-assisted teaching aids usage. The findings of this study show that although teachers have a positive perception of the importance of u technology usage, the level of usage is still at a moderate level. This shows that the level of awareness and encouragement in the usage of technology-assisted teaching aids needs to be increased.

FACILITATING AND HINDERING FACTORS OF TECHNOLOGY-ASSISTED TEACHING AND LEARNING: EVIDENCE FROM A DEVELOPING COUNTRY

Information and communication technology (ICT) redefines the landscape of education. It changes the way teachers teach and students learn. However, achieving innovative teaching and learning is not an easy task because technology-assisted teaching and learning are affected by many variables. Teachers are challenged to utilize new teaching strategy to fill in the gap with the millennial learners. This paper presents the experiences of 16 teacher educators from the Philippines who underwent intensive training on the use and integration of ICT in the classroom. Specifically, this article describes the facilitating and hindering factors of innovative teaching and learning as experienced by the respondents. Likewise, this paper articulates the lessons learned of ICT integration as experienced by the respondents. Further, this article presents the recommendations to achieve innovative teaching and learning using ICT. Results reveal that portability, usability, creativity, independent learning, commitment, dedication and administrative support are the facilitating factors in ICT integration in the classroom. On the other hand, time constraint, lack of technical and administrative support, and poor flexibility of the technology are the hindering factors in technology-assisted teaching and learning. Results show that there is a positive change as experienced by participants in using the technology in the classroom, in spite of obstructions which are always present in any classroom integration of technology. The study concludes that innovative teaching and learning are a responsibility not only of teachers but all stakeholders in the teaching and learning processes. Innovative teaching and learning are possible, yet, they need enough time and investments, especially in a developing country like the Philippines.

Technology-Assisted Teaching and Students‘ Performance in Literature

The purpose of this study is to determine the relationship between the language macro skills and students‘ performance in studying literature when technology is used and when it is not. The teaching and assessment levels of the five macro skills have been shown by mean, Pearson correlation, and T-test and whether there was significant difference between the pretest and posttest mean scores of the students in technology-assisted teaching and in traditional technology teaching group and significant relationship among the macro skills using the appropriate statistical techniques. A set of 30-item pretest and posttest questions was constructed in speaking, listening, reading, writing, and viewing of which the language competencies were based on the English 10 curriculum guide issued by the Department of Education. In the technology-assisted group, aside from the non-technical media, the students have experienced also technical media support like audio-visual aids using LCD projector, speaker, and TV to use as springboard a piece of literature appealingly, while the traditional technology teaching group execute the traditional mode of studying Literature using textbooks, worksheets, charts, and posters. The anticipated outcome of this study is the identification of which language macro skill should receive the less or the greater use of technology in teaching and studying literature, and the crucial role of technology today in a millennial-born classroom. The results of this study can be used to design workbook and textbook for each of the language macro skill in studying pieces of Literature.

Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder.

The authors combined virtual reality technology and social robotics to develop a tutoring system that resembled a small-group arrangement. This tutoring system featured a virtual teacher instructing sight words, and included a humanoid robot emulating a peer. The authors used a multiple-probe design across word sets to evaluate the effects of the instructional package on the explicit acquisition and vicarious learning of sight words instructed to three children with autism spectrum disorder (ASD) and the robot peer. Results indicated that participants acquired, maintained, and generalized 100% of the words explicitly instructed to them, made fewer errors while learning the words common between them and the robot peer, and vicariously learned 94% of the words solely instructed to the robot.

The effectiveness of technology-assisted history teaching based on peace training: The case of history of Cyprus

Changes in history education in Europe are related to the new approaches in the field of education, particularly related to the usage of technology in education. Additionally, the interest in the history of war, which originated as a result of the previous world wars, has been replaced by peace education today. This study is based on the principles of peace education and is based on an eight-week educational process that was implemented in the 2016–2017 spring semester. The study sample was 11 secondary school students who were enrolled at a private school in Nicosia, Northern Cyprus. In order to collect data during the research period, student essays, the Cyprus history attitude scale and researcher observation reports were used. Qualitative data obtained in the research were evaluated using content analysis, whereas quantitative data were evaluated with the Wilcoxon signed-rank test. At the end of the study, it was determined that students expressed interest in receiving education on the history of Cyprus teaching in an environment that incorporates technology, which also reduces the necessity for memorizing details and political history, and where socio-cultural history is more prevalent. Researcher observations show that the awareness of students for peace education increased and their historical empathy and cooperative working skills were developed. However, despite such positive results, it was also discovered that there is no significant difference in quantitative terms in the attitude of students towards the history of Cyprus.

Modelling Online Innovation Among IR and Politics Lecturers

ABSTRACTThis article discusses the use of collaborative online technology in the teaching of international relations and politics. Using a case study from Australia, it finds low levels of online innovation in these discipline areas that correlate with broader examinations of technology use in higher education teaching. Themes of time poverty, technical competence, and lack of career reward are frequently cited as barriers to trying new approaches. The data indicate that at present the most common outcome of any aspiration for IR/politics staff considering innovation is that the effort required to incorporate collaborative online learning is not repaid. These findings are meaningful, since the current lack of innovation and the perceptions of staff regarding support for such approaches are at odds with the marketplace pressures staff and their institutions are under. Based upon the data collected and the wider literature on technology adoption, this article proposes a “Technology-Assisted Teaching Adoption Model” (TATAM) that attempts to encapsulate the innovation judgements made by academic staff and the steadily diminishing incentives they feel towards changing their online teaching methods.

Examining the impact of four teaching development programmes for engineering teaching assistants

As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs’ teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs’ teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs’ efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research.

Are We Better without Technology?

The purpose of this study was to determine the effect of visual element and technology supported teaching upon perceived instructor behaviors by pre-service teachers. In accordance with this purpose, whereas the lessons were lectured without benefiting from visual elements and technology in a traditional way with the students included in the control group, in the experimental group, the lessons were lectured using visual elements and technology (PowerPoint, video, etc.) with the pre-service teachers included. In this research that was carried out using an experimental method, “Perceived Instructor Behaviors Scale” developed by Kara, İzci, Köksalan and Zelyurt (2015) was used as pre-application and post-application. According to the findings, visual elements and technology-assisted teaching caused pre-service teachers to perceive their instructors as calmer, more adequate and authoritative. When the probable negative effects of an authoritative instructor upon the students were considered, should sufficient and calm perception of the instructor be supported or should calmness and sufficiency of the instructor be preferred by avoiding technology-assisted teaching which makes the teaching process mechanic?

Impact of Technology-Assisted Context-Based Teaching on the Listening Skills of Teacher Candidates

Listening is highly critical as it is the first skill that is acquired from birth. However, this skill can be developed if it is acquired through proper methods and approaches. The purpose of this study is to identify whether technology-assisted context-based teaching improves the listening skills of teacher candidates. The research was based on a mixed research approach where quantitative data were obtained through experimental study and qualitative data were obtained through interviews. The study group of the research consisted of 50 teacher candidates in total; - 25 in the experimental group and 25 in the control group - who took the Comprehension Techniques II: Listening Education course in the Turkish Language Teaching department of Near East University in Northern Cyprus during the 2016-2017 academic year. The topics were conveyed to the experimental group using a context-based approach with technology-assisted context-based teaching, meaning the digital stories and drama method. A traditional method and approach was applied to the control group. “Listening Success Tests” and “Student interview forms” developed by the researchers were used for data collection. The obtained quantitative data were analysed using the Mann-Whitney U test, while qualitative data were analysed through content analysis. As a result of the findings obtained in the listening success tests, it was seen that there was a significant difference between the experimental group on which technology-assisted context-based teaching was applied and the control group where traditional teaching was used. Thus, it was proved that this approach applied to the experimental group was highly beneficial for developing the listening skills of the teacher candidates. Additionally, based on the opinions of the teacher candidates, it was revealed that this approach improved the listening skills from several perspectives.

IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS

The present study aimed to investigate the perceptions of Iranian English as Foreign Language (EFL) learners regarding the impact of technology-assisted instruction through the utilization of Information and Communication Technologies (ICTs) on their listening comprehension and speaking ability. To this end, eighty Iranian EFL learners whose age range was between twenty to thirty five took part in the study. They were randomly divided into four groups and were exposed to technology-assisted instruction on their course-related contents through different ICTs as their out-of-class activities for one hour per week during two and a half months. The ICTs which were the focus of this study included: Podcasts, YouTube, Skype, and Instagram. The analysis of the participants’ answers indicated that the majority of them (83.8%) were positive toward technology-assisted instruction. In addition, 80% of them tended to use ICTs for their future language learning purposes.

Seams remain in seamless learning

Purpose This paper aims to identify the digital gaps in seamless learning concept within the higher educational institutions (HEIs) context. Design/methodology/approach The most cited mobile-assisted seamless learning framework, recent Educause higher education research report and relevant articles have been reviewed. Findings The digital gaps among educators and students hinder the implementation of the seamless learning framework in HEIs. Practical implications The finding will inform HEIs in addressing digital gaps to ensure learning and teaching enhancement with educational technology across institutions. It will also be useful for the design and improvement of the seamless learning framework. The finding may also be useful in creating awareness among educators and students as to the benefit of educational technologies. Originality/value No previous viewpoints have been published on digital gaps in the seamless learning concept. The digital gaps among educators and students constitute one of the most critical issues in implementing technology-assisted teaching and learning design in HEIs. This paper addresses the root of the problem by examining the digital gaps among educators and students within the seamless learning framework.

BLENDED LEARNING: INCREASING INSTRUCTIONAL EFFECTIVENESS IN EDUKASYON SA PAGPAPAKATAO (EsP) SUBJECT OF GRADE 7 SPECIAL SCIENCE CLASS STUDENTS

The study is geared towards increasing instructional effectiveness in EsP subject of Grade 7 Special Science Class students through Blended Learning (BL). It also aimed to identify the profile of the student-respondents in terms of age, first quarter grades in EsP, technology frequently used, and the level of the student-respondents before and after implementing BL; to differentiate students’ outputs and scores in a traditional versus blended class; and to ascertain the measures of instructional effectiveness. Using Paired t-test, it was found out that BL is effective in increasing the instructional effectiveness in the EsP subject of the student-respondents. It means that the instructional strategy matches its technology. For this research, Facebook and Google are the languages of BL. Appropriate use of technology is a major tool in BL. In this digital age, learners learn best through computer-mediated instruction. Blended learning promotes improved pedagogy, increased access and flexibility, increased cost effectiveness, social interaction, personal agency, and ease of revision (measures of instructional effectiveness). The researcher recommends the following: as part of the DepEd Computerization Program (DCP) stipulated in DO No. 78 s.2010, schools should have its own computer facility to help learners meet the demands of the 21st century education; applications/software such as Google, Facebook and e-Mail among others should now be used as part of the virtual classroom to augment classes or tasks missed during typhoons, holidays or unexpected disruption of classes; students’ use of smartphones, embedded with the aforementioned applications/software, should be legitimized in classes only when its use is needed i.e. when the class exercises BL; and teachers, as the frontline movers of global education, should be equipped with proper training in technology-assisted instruction.

Information Technology-assisted Teaching in the Field of Geodesy: Mentor – Debutant Co-operation

The purpose of this paper is to analyse and asses the information technology-assisted teaching process of a debutant teacher, by following the advice of a mentor and using new teaching methods in the subject area of algorithms for geodetic networks analysis within the framework of the mentoring program “University school for initial and continuous training of the teachers and trainers in the field of technical and engineering specializations – DidaTec”, POSDRU/87/1.3/S/6089. As a result of the mentor – debutant meetings, evaluation reports were prepared by the debutant establishing the adequate teaching process and methods to be used; the design and development of a seminar material in electronic form, with the specific structure of blended learning and e-learning.

Generating the patterns of variation with GeoGebra: the case of polynomial approximations

In this paper, we report a teaching experiment regarding the theory of polynomial approximations at the university mathematics teaching in Sweden. The experiment was designed by applying Variation theory and by using the free dynamic mathematics software GeoGebra. The aim of this study was to investigate if the technology-assisted teaching of Taylor polynomials compared with traditional way of work at the university level can support the teaching and learning of mathematical concepts and ideas. An engineering student group (n = 19) was taught Taylor polynomials with the assistance of GeoGebra while a control group (n = 18) was taught in a traditional way. The data were gathered by video recording of the lectures, by doing a post-test concerning Taylor polynomials in both groups and by giving one question regarding Taylor polynomials at the final exam for the course in Real Analysis in one variable. In the analysis of the lectures, we found Variation theory combined with GeoGebra to be a potentially powerful tool for revealing some critical aspects of Taylor Polynomials. Furthermore, the research results indicated that applying Variation theory, when planning the technology-assisted teaching, supported and enriched students’ learning opportunities in the study group compared with the control group.

Can Technology-Assisted Instruction Improve Theoretical Awareness? The Case of Fundamental Theorem of Calculus

Bu calismanin amaci, teknoloji destekli ogretimin teorik farkindaliga etkisini, yuksekogretim matematiginin onemli teoremlerinden biri olan Analizin Temel Teoremi (ATT) baglaminda degerlendirmektir. Coklu yontem modeline gore yapilandirilan arastirmada, bir ogretim deneyinin etkililigi nitel veri toplama surecleri uzerinden, var olan durum ile karsilastirmali olarak degerlendirilmistir. Bir devlet universitesinin ilkogretim matematik ogretmenligi 2. sinif programina kayitli olan 84 ogrencisi yansiz atama ile iki esit gruba ayrilmis; bu islem sonucunda deney grubunda Bilgisayar Cebiri Sistemi (BCS) destekli yaklasim, kontrol grubunda ise geleneksel yaklasim takip edilerek ogretim sureci yurutulmustur. Ogretim sureci oncesi ve sonrasinda uygulanan testler ile ogrenim girdi ve ciktilari degerlendirilmis; surecin katilimci gozuyle degerlendirilmesi icin gorusme bulgularindan yararlanilmistir. Bulgular, uygulama oncesine kiyasla deney grubundaki ogrencilerin ATT’nin gerek ve yeter sartlarini dikkate alarak integral hesabi gerceklestirdigini gostermistir. Kontrol grubundaki ogrenciler, ATT’yi teorik olarak ifade edebilmelerine karsin, teorik bilgilerin gerekliliklerini cozum surecine yansitamamislardir. Calisma sonuclari, surecin sadece analitik degil ayni zamanda gorsel cozumler ile desteklendigi durumlarda, ogrencilerin daha yuksek teorik farkindaliga sahip olabilecegini gostermistir. Anahtar Kelimeler: Analizin Temel Teoremi, teknoloji, teorik farkindalik

Automated and Amplified: Active Learning with Computers and Radio (1965-1979)

Two combined design cases examine historically significant projects in technology-assisted instruction developed at Stanford in the 1960’s and 1970’s: Computer Assisted Instruction (CAI) for elementary school students, and the Nicaraguan Radio Mathematics Project (NRMP). The combination of the cases allows for the exploration of the commonalities in instructional design, use of technology, and methodology of each project, and reveals the practical and theoretical forces which positioned the highly experimental CAI as the genesis of NRMP, which became the model for Interactive Radio Instruction (IRI) which itself fulfilled the initial projects’ vision of active learning at scale. Today, as we pursue these same goals of student engagement and global access, these two integrated cases offer the successes and failures of the early experiments as considerations for our present designs while establishing a clearer intellectual heritage of technology-enhanced instruction.

Influences of Multimedia Lesson Contents On Effective Learning

In the information era that we experience today, there is a rapid change in the methods, techniques and materials used for education and teaching. The usage of information and communication technology-assisted teaching materials are becoming more commonplace. Parallel to these developments, the Ministry of National Education took steps to develop IT substructures of all schools in the country and implemented many projects. The purpose of this study is to determine whether or not the multimedia lesson content used by teachers affect effective learning. This study is a qualitative study, conducted with 45 teachers working in primary schools during the 2011-2012 academic year. According to the study findings, participants believe that using multimedia lesson content during lectures increases student motivation, makes students more curious and interested, and think that using multimedia lesson content has positive effects.

A Study of the Moodle System and its Application to Language Learning

As the development of e-learning technology has shifted educational paradigm, the innovative teaching and learning methodology using social e-learning software has been suggested. Technology-assisted instruction supports self-regulated learning, enabling learners to engage in interactive class activities. Among the social e-learning software, Moodle, known for its many interactive and social features, has been implemented as an instruction and learning system at the university level. Nevertheless, it has not been investigated yet how the Moodle system is being effectively utilized to support self-regulated learning. So this study aims to examine how the Moodle system functions to support interactive and self-regulated learning for pre-service English teachers on the basis of their feedback about the Moodle-based activities In addition, the analysis was also conducted to find out which features of Moodle reflect constructivist pedagogy. The result of the study shows that Moodle-assisted instruction benefited students to have more chances to interact with their peers and their instructor. It was also found that the versatile features of the system have a lot of potential to be utilized effectively as a supplementary tool for language learning. It is recommended that for optimal outcome from Moodle-based course, students` positive attitudes toward technology-based instruction and robust technological environments for operating the system should be set.

Socialization Experiences Resulting from Doctoral Engineering Teaching Assistantships

The purpose of this study was to explore and characterize the types of socialization experiences that result from engineering teaching assistantships. Using situated learning and communities of practice as the theoretical framework, this study highlights the experiences of 28 engineering doctoral students who worked as engineering teaching assistants.