Development Of Technology Integration Research Articles

Historical Development of Technology Integration in Teaching Learning: From PCK to TPACK

Technology plays a crucial role in almost every aspect of our lives, including education. During the first two decades of 21st century, there is a paradigm shift in educational practices where technology became instrumental in increasing access and improving the quality of education with new models of educational environments. The aim of this study is to look at the historical development of technology integration in teaching learning from Shulman’s pedagogical content knowledge (PCK) to technological pedagogical content knowledge (TPACK) by Mishra and Koehler, 2006. Technology integrated learning environment has been regarded as the prerequisite for active, authentic, collaborative, and constructive learning (Howland, David Jonassen, and Rose M. Marra, 2013). Teachers’ knowledge of content and pedagogy separately is not sufficient for effective teaching. A fine interplay between pedagogy and content knowledge formulates new type of competencies i.e., pedagogical content knowledge (PCK), that are exclusive to teachers, rather than subject area experts or experts having an unquestionable understanding of students’ psychology (Shulman, Knowledge and Teaching: Foundations of the New Reform, 1987). After twenty years, Mishra and Koehler (2006) extended the model of Shulman to incorporate technology as the third domain and shaped technological pedagogical content knowledge (TPACK). TPACK combines teachers’ knowledge of general pedagogy, subject matter content, and technology (Harris and Hofer, 2009). This study tries to trace Historical Development of Technology Integration in Teaching Learning: From PCK to TPACK.

Digital literacy curriculum management in kindergarten

Education needs to formulate a curriculum that suits the digital era, especially in terms of digital literacy and cyber wellness. This research was conducted to get an overview of digital literacy curriculum management in kindergarten. A total of 122 kindergartens were purposely selected to take part in a survey of this study. Of the 122 kindergartens, 27 kindergartens have integrated digital literacy education in schools, while 95 kindergartens have no integrated digital literacy education in schools. Then, the 27 kindergartens joined a focus group discussion and the results showed that there were six valid and reliable indicators to evaluate the implementation of digital literacy curriculum management in kindergarten, they are: 1)availability of digital infrastructure; 2) competence of managers and teachers in digital literacy; 3) curriculum objectives related to mastery of basic digital literacy competencies in children; 4) digital literacy implementation in school (children’s learning experiences); 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development. In addition, there is a need for a technology integration development module in kindergarten classes that can become a guide for teachers and parents when using digital technology with children.
 
 Keywords: Curriculum, management, digital, literacy, kindergarten.

Flipping With the First Principles of Instruction: An Examination of Preservice Teachers’ Technology Integration Development

Proposed as an effective method for preservice teachers’ technology integration development, the flipped approach may afford opportunities to model face-to-face and online instruction with technology, and it may allocate additional class time for learning by design. This study examined a course designed with the flipped model of instruction and its impact on participants’ technological pedagogical content knowledge (TPACK). Using a single group pretest–posttest design, self-perceptions of TPACK and lesson designs were analyzed before and after participants completed an educational technology course. Findings revealed statistically significant gains in participants’ self-perceptions of pedagogical knowledge (PK) and application of TPACK. While gains in self-perceptions of technological knowledge (TK) and technological pedagogical knowledge (TPK) were not statistically significant, the small to medium effect sizes may merit a replication of this study with a larger sample. (Keywords: flipped model of instruction, teacher education, TPACK, first principles of instruction)

The Belt and Road: Mutual Connectivity, Shared Prosperity

As one of the six thematic sessions on the topic of the “the Belt and Road International Cooperation Forum”, infrastructure connectivity with the theme of “Connectivity and Prosperity”, has cooperated with all sides to discuss transportation, energy and telecommunication in China. In the future, the global infrastructure upgrades and interoperability, transportation, energy and telecommunication technology integration development, will have new power to stimulate economic growth. In the construction of a new generation of infrastructure network system, the late-developing countries face a rare opportunity for leapfrog development, and the experience of China’s infrastructure development is of great significance.

A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills

Technologies have dramatically changed the way people gather information, carry out research, and communicate with others worldwide. Technology has removed the distance obstacles and has made it possible for higher education to effectively teach anyone. Technology integration is being increasingly used in instruction to improve teaching and learning. This rapid development of technology integration has presented a better pattern to find the new teaching models. Consequently, it has a key role in learning and teaching language skills. The integration of technology to create a context to teach and learn English skills has a lot of advantages. The fundamental aim of this paper is to review the issues related to technology integration in the learning and teaching of language skills. In this paper, the researcher defines the term technology integration, expresses the reason of integrating technology, explains the role of technologies in promoting learning, elaborates teachers’ roles and learners’ roles, reviews previous studies on the benefits of technology in the learning and teaching of language skills, indicates the situation of Information and Communication Technologies (ICTs) in Iran, and finally mentions the recommendations for the successful integration of technology. The review of literature revealed that the integration of technology into the classrooms considerably improves the learning and teaching of English language skills.

Combining assessment and research during development of large technology integration projects

Descriptions of large technology integration projects can be found in the literature. Amongst reports of instructionally sound designs and increases in learning loom debates on the effectiveness and impact of the use of technology in education. Combining assessment and research components for large technology integration projects should yield results that inform this debate. The task of integrating assessment and research, however, is complex. Descriptions about how either assessment or research should be conducted can be found, but detailed examples illustrating integration of such strategies are scarce. This paper provides brief definitions of assessment, evaluation, and research and describes strategies for integrating and managing assessment and research activities for a large education technology development project. Examples of tools used to develop and manage a comprehensive assessment and research plan in a large technology integration development and research project are provided.