Technology-based Teaching Research Articles

Adoption of Information and Communication Technology: a Strategy For Promoting Lecturers’ Effectiveness in Nigerian Universities

Information Communication and Technology has become a global requirement to replace the traditional teaching methods with a technology-based teaching tools and facilities at all levels of education. It is on this premise that this study examined adoption of ICT as a strategy for promoting lecturers' effectiveness in Nigerian universities. To this end, the concept of information and communication technology with relevant theories and models were examined. Concept of lecturers’ effectiveness, usefulness of ICT and their challenges were critically examined. The challenges include inadequate power supply and poor funding. The study concludes that the importance of ICT in Nigerian universities cannot be underestimated, hence the need for integration of ICT for effectiveness of lecturers. The study suggests that adequate ICT facilities should be provided for lecturers to be efficient and effective in terms of teaching, research and community development.

INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN THE NEW NORMAL LEARNING: ITS EFFECT ON TEACHERS' INDIVIDUAL PERFORMANCE COMMITMENT RATING

Implementing the K to 12 Education program in the Philippines necessitates the use of technology in teaching. Technology integration in teaching helps teachers fill the gap and aid the weakness of traditional teaching methods with technology-based teaching and learning tools and facilities. Information and communication technology has served people for educative purposes and the formation of virtual social connections for the co-existence of human relationships amidst the COVID-19 pandemic. Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by scholars in education. This is due to ICT’s capability to provide dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT into their daily teaching and replace their traditional methods with modern tools and facilities. This paper’s primary focus is on the effectiveness of ICT integration in education. More specifically, this paper aims to identify the level of computer skills and knowledge of primary school teachers in teaching and learning. Moreover, this paper aims to identify the level of ICT integration in the teaching and learning process in the classroom. The findings illuminate that most teachers are normal users, and many teachers use ICT more frequently in the teachers’ room for their work rather than using it in their classroom for teaching and learning. Moreover, results show that teachers should always be ready and well-equipped in terms of ICT competencies and a positive attitude to provide ICT-based learning opportunities for students to improve their learning quality. Future studies need to consider other aspects of ICT integration especially from the management point of views such as strategic planning and policy-making. KEYWORDS – information communication Technology, new normal learning, teachers performance rating

NEW INFLUENCES AND HIGHLIGHTS IN INSTRUCTIONAL DESIGN

The theory of instructional design has progressively developed, marking the transition from a traditional prescriptive, normative meaning to a modern one, based on various approaches that are opposed to unique recipes and rigid specifications. The knowledge technology which is strictly applied, the rigorous control of the learning stages are no longer the center of attention today, but the way and level of involvement in building knowledge, collaborating through the use of the new information technologies. Technology shapes the way we teach, learn, evaluate, as well as the way we plan and design these activities. As technology does not make teaching better or worse, simpler or more complex, but entirely changes it, teachers are sometimes confused in choosing an adequate instructional planning. During the process of identifying the new tendencies in the field of didactic planning, we focused on the instructional design models that encourage teachers to be creative. We started from some of the explanatory models of technology-based instruction and, in the second part of the study, we designed a didactic activity. The design method is based on the Learning Designer tool, developed by a team led by D. Laurillard. This is a tool that supports the design process, whether learning is mixed or fully online. The tool is web-based and allows designing and sharing learning experiences, supporting the integration of technology in the instructional process.

DIGITAL TEACHING AWARENESS AND PRACTICE: NARRATIVES FROM INDONESIAN ESP TEACHERS

Research on the integration of digital technology in English language teaching has enormously been conducted. However, studies exploring digital teaching awareness and practice among English for specific purposes (ESP) teachers still remain a paucity of evidence. The present study aims to examine Indonesian ESP teachers’ digital teaching awareness and technology-based classroom activities. To reach the objective, qualitative approach under the procedure of narrative inquiry is applied. Semi-structured interview, observation, and document analysis are employed to obtain the required data from 14 Indonesian ESP teachers teaching at various fields of study. The results reveal that the Indonesian ESP teachers develop their digital teaching competence and awareness through professional training programs (e.g. joining workshop, seminar, and conference) and personal practice (e.g. learning from Youtube and other platforms). The results further depict that they utilize Social Networking Sites (e.g. Facebook, WhatsApp, and Instagram) and web-based materials (web-blog, Kahoot, Canva, and Edmodo) to assist their digital teaching practices. The results contribute to offering valuable insight and reference for English teachers to conduct interactive technology-based teaching and learning activities. In addition, the results can be used as a reference for school/college policymakers to ensure the efficacy of digital language learning practice.

Envisioning the Role of Educators' Technological Pedagogical and Content Knowledge and Self-Regulated Learning in an English as a Foreign Language Context.

In recent decades, more and more research has been conducted on the competencies of educators in improving the role of technology in academic activities. These competencies are based on a clear platform of technological knowledge, together with the recognized aspects of vast pedagogical knowledge and rich content knowledge. In such a modern era, the knowledge of technology, pedagogy, and content knowledge (TPACK) is quite vital in getting the educators ready to turn into qualified educators to cope with the difficulties of the 21st-century. Moreover, it is considered that self-regulation is a significant factor in English as a Foreign Language (EFL) educators’ learning and professional development. In line with the literature, nurturing and boosting self-regulated learning (SRL) capabilities assist individuals to gain complicated knowledge and manage challenging problems in the process of teaching. Consequently, this review makes an effort to inspect teachers’ TPACK growth by enhancing their SRL capabilities in the process of technology-based instruction. In a nutshell, the implications of the present review were presented together with suggestions.

The Use of Rosetta Stone in Improving Speaking Skill


 
 
 
 The purpose of this study is to determine the efficacy of using technology-based teaching media to improve the speaking skills of STP Mataram Hospitality Study Program students. Several media that use computers and the internet will be used in this study to teach speaking. Rosetta Stone is used as learning media for students' speaking learning. In this study, 30 students served as the experimental group, while 30 other students served as the control group. According to the findings of this study, the value of the t-test > t table (3.462> 2.676) indicates a significant difference in English speaking skills when using technology-based learning media. Finally, the use of technology-based learning media is effective in improving students' speaking abilities.
 
 
 

The Role of Technology-Based Education and Teacher Professional Development in English as a Foreign Language Classes.

The swift development of technology has had a considerable effect on teaching, especially in foreign language classes, and the rising procedure of using creative technology to help teachers’ instruction and learning indicates the growing domination of technology in academic environments. In addition, teacher professional development significantly affects enhancing the teaching quality, especially the quality of educational activities within the class. Nevertheless, the shortage of workshops on professional development education made educators reliant on informal education where they worked and learned collectively with classmates in mini-groups to enhance their technology usage. The functions of technology-based instruction in the process of learning have not been taken into account in the professional development programs in the Chinese context so far, and consequently, this review takes a look at this issue. In a nutshell, this review of literature has suggestions for academics, theoreticians, and experts in search of inspecting the roles of technology in teacher professional development programs.

The Impact of Digital Technology on the Optimization of Higher Education Teaching Models in an Epidemic Environment

The Corona Virus Disease 2019 epidemic broke out in 2020, and digital technologies pervaded all aspects of people’s lives, resulting in a significant shift in how education is delivered. The importance and role of digital technologies and online learning are highlighted in this paper, which examines the challenges posed by the sudden epidemic crisis to higher education institutions, analyses the factors that universities must consider in order to effectively create flexible learning pathways, and examines the challenges posed by the sudden epidemic crisis to higher education institutions. In the postepidemic era, the use of the Internet and online teaching platforms by university faculty to integrate online and offline teaching has not only facilitated the construction of “golden courses” but also added impetus to teaching reform, and digital technology-based teaching models have provided higher education practitioners with the opportunity to rethink scholarship and innovative teaching. In this paper, we propose a personalized learning resource recommendation system that includes user profiles to fully explore and analyze users’ learning behaviors and cognitive characteristics and enhance the depth and breadth of personalized education with the help of the Internet and artificial intelligence technologies in order to provide meaningful information and thoughts for higher education institutions to discuss and adapt to the education model in the postepidemic era. The goal is to provide useful information and ideas for higher education institutions to discuss and adapt to the postepidemic education paradigm.

Validitas Modul Elektronik “Pembelahan Sel” Berbasis Keterampilan Berpikir Kritis

Along with the rapid development of the times, the use of technology is widely used by students in schools. The use of technology-based teaching aids will make teaching and learning activities more fun, easy, and efficient. One of the teaching aids is teaching materials. Teaching materials that are easy, practical, and close to life will make it easier for students to understand the lesson. Cell division material is still considered a difficult learning material. This is because the characteristics of the object are indeed difficult to be presented in real to students. Therefore, research and development on teaching materials are carried out in the form of cell division material modules for class XII SMA based on critical thinking skills. This research and development aim to describe the validity of the e-module material for class XII high school cells based on critical thinking skills. This type of research is research and development with a 4D model. Aspects of validity include aspects of compatibility and participation. The research data were analyzed descriptively in categories. The results showed that the e-module developed was in the very appropriate category with a value of 3.83, which means that this e-module was in accordance with the objectives of learning Biology at SMA 4 Banjarmasin and received a feasibility score of 3.93 in the very feasible category, which means that the module is technically very feasible to be used as a source of learning Biology.

A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia.

Healthcare education providers are eager to apply technologies in teaching and learning activities; however, students are the consumers in higher education, and their opinion and experience should be considered. We performed a meta-synthesis of qualitative studies to help inform our understanding of Southeast Asian healthcare students’ perceptions and experience of technology-based teaching and learning in their education. Our search strategy located 1599 articles from a dozen electronic research databases. Articles were analyzed for quality using the Hawker’s Evidence Appraisal Tool, and 23 qualitative studies were included in the final meta-synthesis. Technologies investigated largely involved online or blended learning, with fewer exploring virtual reality, simulations, telehealth, game-based learning, and videos. Three overarching themes were synthesized: (i) culture does matter in the implementation of technology-based learning; (ii) the values and limitations of technology used for learning; and (iii) technology is part of daily life and creates new challenges in education. Technology is an asset to enhance the learning experience, but educators must be aware of its limitations. Pre-coronavirus disease 2019 (COVID-19) studies were more focused on technology and product, and were optimistically reported, whereas COVID-19–spanning studies focused on life experience and paid more attention to reporting on the inherent challenges. The educational approaches, theories, cultural aspects, and availability of facilities all play a vital role in steering successful technology use in learning.

Teachers’ professional digital competence: an overview of conceptualisations in the literature

Educational research has increasingly drawn attention to teachers’ professional digital competence.Various theoretical and methodological perspectives involving a plethora of terms are used to investigate teachers’ competences in relation to technology-based teaching. The concept of teachers’ professional digital competence still appears to be ambiguous and elusive. This literature overview aims to scrutinise if, and how the concepts addressing teachers’ professional digital competence are defined or conceptualised in research. In the publications retrieved from the search in educational databases, we found that the concept of teachers’ professional digital competence, or related concepts, was frequently mentioned in abstracts, keywords and full texts, but to a large extent, it was rarely described in detail. In our final corpus of 18 publications, we could distinguish seven recurring aspects of teachers’ professional digital competence; 1) technological competence, 2) content knowledge, 3) attitudes to technology use, 4) pedagogical competence, 5) cultural awareness, 6) critical approach and 7) professional engagement, with the technological and pedagogical competences as the most prominent. Inspired by Bronfenbrenner’s ecological systems theory, these aspects are analysed as operating within microsystems of individual teachers and within meso- and macrosystems of interactive teachers in interplay with the situated classroom contexts and on larger societal systems.

Youth English Language Learners’ Learning Outcomes and Experiences of Digital Technology-Based Writing Instruction: A Literature Review of Key Empirical Evidence

A growing body of research has revealed that the use of digital technology, including digital media, for writing instruction positively impacts English language learners’(ELLs’) learning and engagement; however, little is known about how this instruction impacts the development of ELLs’ writing skills. This scoping literature review is comprised of empirical evidence from 32 studies published between 2010 and 2020 that reported on the impact of digital technology-supported writing instruction on youth ELL’s writing skills. Although the types of digital technology media that were used varied across the studies, the results revealed that all 32 studies found a positive or perceived positive impact of digital technology-supported writing instruction on ELLs’ writing skills in areas of grammar, language mechanics, metalinguistic awareness, organization, sentence/paragraph structure, and/or word choice/language use. Specifically, 29 articles reported positive outcomes or perceived positive outcomes, while three showed mixed results in which certain areas improved but not others. Pedagogical implications, and recommendations are provided to language educators and youth ELLs.

Using Technology to Personalize Middle School Math Instruction: Evidence From a Blended Learning Program in Five Public Schools

Schools are increasingly using technology to personalize instruction. Programs such as Khan Academy and Zearn produce a vast array of data on students’ behaviors and outcomes when engaged in technology-based instruction. However, these datasets rarely include equally detailed information from when students engage in non-technological learning activities. This study explores the implementation of an innovative model for adolescent mathematics instruction that includes detailed data from both technological and non-technological learning modalities. Much of the research on the implementation of technology-based personalization has focused on the effects of technology programs as isolated interventions rather than within blended models that combine instructional technology with significant changes to teacher-led instruction. Furthermore, existing studies of blended, personalized programs very rarely utilize daily programmatic data to push inside the “black box” of day-to-day interactions among students, teachers, and content. We attempt to address these gaps by using hierarchical cluster analysis, cluster trees, and clustergram heatmaps to explore and visualize data from 170,075 daily lesson assignments and assessments generated by 1,238 unique fifth through eighth grade students across five schools implementing an innovative model for blended and personalized middle school math instruction. We explore three research questions: (1) To what degree did the daily implementation of this program reflect its stated goal of personalizing instruction? (2) Did student outcomes vary based on exposure to each of the learning modalities utilized by this program? (3) Did student outcomes vary based on the academic proficiency of students entering the program? These analyses support three main findings: (a) The instructional reform succeeds in creating a highly personalized student experience, but was likely hampered in implementation by policy and logistical constraints; (b) Participation in a learning modality focused on long-term projects was associated with a lower degree of personalization but higher student outcomes than the other six learning modalities utilized by the program, particularly for some latent clusters of students; and (c) Initially higher-performing students earned higher scores on daily assessments than initially lower-performing students, despite the program’s intended goal of fostering equity in student outcomes through personalization of content to meet each student’s supposed level of readiness.

Effects of Four Teaching Strategies on the Academic Performance of Senior High School Students

Determining the effects of four teaching strategies on the academic performance of senior high school students was the main objective of this study. The quasi-experimental design, specifically the equivalent pretest-posttest design was used. A grade-11 class was divided into four sections, the three sections served as the experimental classes subjected to game-based, outcome-based, and technology-based teaching strategies, and one section served as the control group who undertook the traditional teaching method. Results showed that all groups were at a "satisfactory" level of performance before the treatment. Although the means of the experimental groups increased a little than that of the control group after the treatment, still all groups were at a "satisfactory” level. Before treatment, all groups were comparable, but difference was observed after the treatment. Improvement from pretest to posttest performance of the experimental groups and control group was found for outcome-based and traditional teaching methods. However, no significant statistical differences were found between the pretest-posttest for the other pairings. The utilization of outcome-based teaching strategies is an effective way of enhancing the level of performance of students in Mathematics compared to other teaching strategies. In the mean gain scores, statistical significance existed in the mathematics performance of the experimental groups and control group. Students exposed to outcome-based strategy performed better than those students who are exposed to other teaching strategies; while game-based, outcome-based, technology-based, and traditional teaching methods also improved the mathematics performance of students.

Human-centered design in acoustics education for undergraduate music majors.

An acoustics course for undergraduate music majors should take advantage of the natural affinity between acoustic science and musical practice. In this study, current students and recent graduates of one university's music school were surveyed with the goal of assessing their unique needs in an acoustics curriculum. The results of the survey are reported, and several curriculum recommendations are provided based on the principles of human-centered design. In particular, the acoustics course can harness musicians' intuitive understanding of sound by incorporating musical instruments into classroom demonstrations. Also, acoustics instructors should strive to introduce students to acoustical software, which is also used in the music industry. Finally, the survey findings suggest that the contemporary shift toward active learning and technology-based instruction in acoustics pedagogy is beneficial to music students.

Developing Kazakh language speaking skills in primary schools with zoom: Teachers' opinions

This study aims to evaluate the opinions of teachers on how students gain Kazakh speaking skills with zoom in primary schools. In the 2020-2021 academic year, 24 teachers who gave training in the distance education process in various primary schools in Kazakhstan participated in the research. A semi-structured interview form was created by the researchers to collect the data. As a result of the research, the environment in which the student is located, the advantages of self-confidence and time saving for the student, the advantages of the teacher for saving time and reinforcing the technology-based teaching, the advantages for the parents to follow the student's participation in the course and contributing to their motivation, the opportunity to watch the student's repetition and benefit from different learning environments are the advantages of the system. they have defined. The high level of stress and anxiety and negative thoughts of the parents and the problems arising from the computer, internet, image, and sound quality were also defined as disadvantages.
 
 Keywords; Kazakh language; speaking skills; teacher opinions; zoom applications

Scrutinizing the Effects of e-Learning on Enhancing EFL Learners’ Reading Comprehension and Reading Motivation

Technology-based teaching and learning are always an innovative technique that absorbs many researchers’ attention throughout the words. Considering the vital role of online learning, this study aimed to examine the effects of e-learning on Iranian EFL learners’ reading comprehension and reading motivation. To this end, the OQPT was given to 101 Iranian EFL learners, and 60 of them who were at the intermediate level were selected as the participants of the study. Then, they were randomly divided into two groups: one experimental group (EG) (n = 30) and one control group (CG) (n = 30). After that, a reading comprehension test and a reading motivation questionnaire were administered to both groups as the pretests of the study. After pretesting, the participants of the EG received the treatment through e-learning. Eight lessons of Connect Book 4 were taught to the experimental participants online. On the other side, the participants of the CG were taught traditionally, through a face-to-face fashion. In the last session, a reading comprehension test and a reading motivation questionnaire were again given to both groups. The independent-samples t-test revealed that the EG outflanked the CG on the posttests. The e-learning instruction aided Iranian EFL learners in enhancing their reading comprehension and reading motivation. Regarding the findings of this study, some implications are mentioned for learners, teachers, and curriculum designers.

COOPERATIVE LANGUAGE LEARNING IN SPEAKING CLASS

The purpose of this study is to describe the implementation of Cooperative Language Learning in speaking class during online class. Several challenges regarding technology-based teaching during this such as technology is isolating, learner interaction is limited, boredom, and low motivation. Cooperative language learning is one of teaching strategy that could be implemented in online class. a teaching and learning strategy that emphasizes shared attitudes or behavior in working or helping among students. Descriptive qualitative used in this study with sample from student on the first semester. It can be expressed that by implementing cooperative language learning in speaking class showed great enthusiasm from all the students. Through this method, Cooperative learning can develop the ability to express ideas or ideas with words verbally and compare them with other friends ideas, aware of all limitations and accept all differences, empower each student to be more responsible in learning develop students' ability to test their own ideas and understanding, receive feedback., and nteraction during the cooperative can increase motivation and provide stimulation to think.

Arabic Teacher Creativity Towards The Use Of Information Technology In Distance Learning

<p class="acmabstract"><em><span>The main problem in this study, along with the COVID-19 pandemic, which has plagued Indonesia for more than a year, has caused various problems and impacted various aspects of life, especially in education. To reduce the spread of COVID-19, the government enforces distance learning, which also impacts learning Arabic and requires teachers to develop creativity in learning. Using a qualitative field research method, this study aims to determine the creativity of Arabic language teachers in utilizing information technology for distance learning during the covid-19 pandemic. As for some of the media used, such as. Create video content, take advantage of social media, use video conferencing applications such as Zoom and Google Meet, to take advantage of educational website services in the form of Google Classroom and Wordwall games. Based on the results of the analysis conducted by the researchers, this study proved that there are various kinds of teacher creativity in learning Arabic online, such as interactive multimedia, quizzes with google forms, word wall games, and so on. Second, eliminating student learning boredom by developing teacher creativity based on information technology. Third, it is still necessary to conduct information technology-based creativity development training, especially in learning Arabic, because not all Arabic language teachers can develop information technology-based teaching skills. This study proved that there are various kinds of teacher creativity in learning Arabic online, such as interactive multimedia, quizzes with google forms, word wall games. Second, eliminating student learning boredom by developing teacher creativity based on information technology.</span></em><span></span></p><p class="acmparagraph"><em><strong><span>Keywords: </span></strong></em><span>Creativity, Arabic Teacher, Distance Learning, Information Technology.</span></p>

Investigating English Language Learners' Reading Gains From Technology-Based Instruction

The enrollment of K-12 English language learners (ELLs) has grown substantially over the last several decades and is projected to continue to increase in American public schools. Consequently, educators need to understand how to best support ELLs’ simultaneous acquisition of the English language and grade-level content. The purpose of this study was to investigate how technology can be most effectively utilized to enhance English learning students’ reading gains. Specifically, this study examined ELLs’ assessment scores received across the academic year through online reading enrichment programs. The findings of this study revealed that kindergarteners and second graders’ reading assessment scores resulted in significant differences across time but not for teachers. As a result, educators need to be mindful in how they structure literacy activities across the entire academic year particularly in the last quarter of the academic year since findings from this study revealed that students’ scores decreased during the last nine weeks of school.