Technology Integration In Classroom Research Articles

From Blackboards to Gadgets: Unveiling Academic Dynamics and Digital Landscapes in Far Eastern University-Manila through the Integration of Technology in Classrooms

The researchers ought to shed light on the importance of educational technology in the student’s academic performance by looking into how students perceive the integration of educational technology in Far Eastern University–Manila, aiming to collect insights from 60 students and discuss how these students’ perception of the integration of technology affects their familiarity and confidence in utilizing innovative educational technologies. Using quantitative research method, the data were gathered through an online survey questionnaire to collect key insights on how students view technology integrated into their classes. The responses from the survey were analyzed by comparing and correlating their responses and finding their common grounds. Through the data analysis, the findings reveal that many of the students perceive integration of technology as something that is academically advantageous, utilizing diverse educational technologies to make their academic journey easier, more motivating, and more engaging. In the same responses, it is reported that few students still regard educational technology as a limitation that challenges their academic performance, limiting their performance in a way that distracts them from achieving their maximum focus and academic retention. These findings suggest that how students perceive the incorporation of different technological tools and platforms impacts how they perform in their classes by either developing or provoking regression in their capabilities and behavior.

Technology Integration in ESL Classroom: Advantages and Challenges

Technology Integration in ESL Classroom: Advantages and Challenges

The Mediating Effects of Generational Affiliation to The Influence of Principals’ Digital Leadership on Teachers’ Technological Self-Efficacy

New technology developments are rapidly altering the teaching and learning environment. Schools require leaders who can assist the transformation process and promote a digital culture of learning. As a result, this study aims to determine the influence of the respondents’ perceived digital leadership of principals on their technological self-efficacy when mediated by generational affiliation among private schools in Quezon province. Two instruments were used in this study: The principals’ Digital Leadership questionnaire, which is based on the International Society for Technology Education (ISTE) standard for Education Leaders (2022) was administered to school principals/heads, while Teachers’ Technological Self-Efficacy Questionnaire, which is based on the ISTE standard for Educators (2022) was administered to teachers. Descriptive and Inferential analysis was carried out using SPSS. The findings showed that the respondents significantly demonstrated generational work-related orientation, digital leadership, and technological self-efficacy. Furthermore, when respondents were categorized by generational affiliation, there were no significant differences in their work-related orientation, digital leadership, and technological self-efficacy. On the other hand, there was a significant influence of the principals’ digital leadership on teachers’ technological self-efficacy. Moreover, the respondents' generational affiliation/work-related orientation mediates the direct influence of Principals’ Digital Leadership on the Teachers’ Technological Self-efficacy. Principal preparation programs and teacher training programs may include technology-based leadership to improve technology integration in classrooms. It is advised that further studies be conducted on digital leadership and technical self-efficacy for administrators and teachers.

Malaysian Science Teachers’ Tech-infused Instruction and Assessment Strategies

Science education consistently displays unique traits shaped by evolving educational landscapes, as well as global trends and developments. Despite global enthusiasm for technology in education, there is a notable dearth of studies on Malaysian science teachers' skills in integrating instructional technology. Studies in this region seldom delve deeply into the use of specific Information and Communication Technology (ICT) tools and web platforms in teaching and assessment, indicating a significant gap in the literature on technology integration in Malaysian science classrooms. This paper presents a study carried out involving a survey of 36 science teachers across 16 secondary schools in a district in Kelantan, one of the eastern states in Malaysia. It aimed to achieve the following research objectives: 1) To examine science teachers’ use of digital tools and technology in lesson planning and the development of educational materials; 2) To investigate science teachers’ incorporation of technology into their science instruction; and 3) To determine how technology is integrated into the science assessment and reporting process. The findings reveal a high level of digital resourcefulness among teachers, contrasting with prior studies that indicated minimal technological integration in Malaysian classrooms. Teachers predominantly relied on web resources like YouTube and online textbooks for lesson planning, while Microsoft PowerPoint and Google Slides were frequently used in instruction. Google Classroom and Quizizz were identified as the most common platforms in science assessments. The findings highlight a significant shift in technology usage, advocating for continued professional development, collaborative networks, and policy reforms to further integrate technology into science education. It also suggests that future studies should focus on more specific aspects of technology use, aiming to enhance its impact on teaching methodologies and curriculum alignment, thus making a significant contribution to the discourse on instructional technology in Malaysian science education.

ANALYZING THE IMPACT: EMERGING CLASSROOM TECHNOLOGIES AND THE EVIDENCE ON LEARNING

This paper aimed to analyze the multifaceted impact of modern technological integration in education on pedagogy, learning processes and outcomes. A detailed literature review was conducted examining key developments in educational technologies over the past two decades including online learning platforms, 1:1 device initiative, and adaptive learning software. Impacts were analyzed using existing evidence from multiple systematic reviews and meta-analyses on learning analytics, engagement, student achievement and teaching practices. The integration of technology in classrooms was found to enable more self-directed, personalized learning approaches leading to significant gains in core skills. However, uneven access to technology and issues around data privacy were also highlighted. Benefits were maximized when technologies supplemented rather than substituted teachers. With astute policy and teacher training, classroom technology presents transformative opportunities to improve access, equity, achievement and prepare students with vital future-oriented skills. However, care must be taken to continually address ethical issues around privacy, screen time, and digital divides. Understanding both opportunities and pitfalls will be key as education systems leverage technologies effectively to enhance learning on a global scale in coming decades

Management Support and Acceptance of the Implementation of Classroom Technology Integration Among Private School Teachers

This study evaluated the level of support provided to teachers in leadership, instructional practices, technology infrastructure, and professional development, and measured the extent of technology integration in classrooms. It also investigated the correlation between classroom technology integration, management support, and teachers' acceptance of technology. The study employed a quantitative, descriptive analytical approach. Findings indicate that teachers have a positive perception of technology integration, particularly when they receive robust support from school leaders, have access to adequate resources, and possess sufficient technological knowledge. Furthermore, the study reveals a significant relationship between management support and teachers' acceptance of technology integration in the classroom, underscoring the crucial role of administrative support in facilitating technology adoption in education. Based on these results, the study offers recommendations for policymakers, school leaders, and educators to enhance technology integration. Recommendations include developing comprehensive ICT policies, ensuring adequate support and resources for teachers, implementing mentorship and training programs, and fostering a culture of continuous professional development. The study highlights the importance of aligning management support with teachers' acceptance to effectively integrate technology and improve educational outcomes in private secondary schools.

Virtual Reality-based Meta-Cosmic Perspective on Curriculum Integration Innovations in Art and Technology Programs

Abstract At the end of the 20th century, the development of science and technology has made remarkable achievements, and some artists have begun to try to integrate science and technology into art creation. In this paper, based on DEM art space analysis, Unity technology is added to build a three-dimensional scene for teaching art and technology professional courses. At the same time, HoloLens2-based sensory interaction technology is introduced to enhance the integration of art and technology in the virtual classroom. Based on this basis, a teaching framework for VR art and technology fusion courses centered on students’ learning and interaction experience is designed and applied to actual teaching. In the sample correlation analysis, the experience of the relevant courses in the early stage had a significant impact on both the shadow students’ artistic self-perception (t=0.7854, p<0.01) and their learning behaviors in the later stage (t=0.6452, p<0.01). After the integration of art and technology teaching, the student’s interest in art learning and technology learning were both enhanced, with the mean values of 0.07398 and 0.0.20255, respectively, and the integration of art and technology professional course curriculum based on virtual reality technology effectively improved the students’ learning interest.

Applied mathematics in today’s education system in India

Applied mathematics plays a pivotal role in today’s education system in India, offering a dynamic approach to learning that bridges the gap between theoretical knowledge and real-world applications. This paper explores the significance and integration of applied mathematics within India’s contemporary education landscape. It delves into the evolving pedagogical strategies, curriculum enhancements, and the practical implications of applied mathematics in fostering critical thinking, problem-solving, and innovation among students. The first section of this paper provides an overview of the traditional mathematical education system in India and highlights the growing demand for applied mathematics skills in various industries. It emphasizes the need to adapt to the changing educational landscape by incorporating applied mathematics to equip students with practical abilities that align with modern workplace requirements. The second section explores the challenges and opportunities in implementing applied mathematics in Indian schools and higher education institutions. It addresses curriculum design, teaching methodologies, and the role of educators in making mathematics education more application-oriented. It also discusses the potential impact of applied mathematics in nurturing a workforce capable of addressing contemporary societal challenges. Furthermore, this paper examines the role of technology in facilitating applied mathematics education, with a focus on digital tools, simulations, and online resources that can enhance the learning experience. It emphasizes the importance of digital literacy and the integration of technology in mathematics classrooms. The final section assesses the outcomes and potential benefits of integrating applied mathematics in the Indian education system. It considers the impact on students’ problem-solving skills, employability, and their ability to contribute to research and innovation in STEM-related fields.

Special Education Integration Program: Teacher’s Insights on utilizing Technology in ESL Classroom

In the dynamic landscape of technology-infused education, this research delves into English language instruction for students with special needs within Malaysia’s Special Education Integration Program (SEIP). Despite the potential benefits of technology, educators in Special Education grapple with distinctive challenges. The pandemic-driven transition to technology underscored its pivotal role in bridging educational disparities for special needs students. Aligned with Malaysia’s commitment to inclusive education, this study focuses on the intersection of technology and special education. The research aims to garner insights and recommendations from special education teachers regarding technology integration in SEIP ESL classrooms. Employing a qualitative approach, the study conducted semistructured interviews and analyzed data thematically based on the participants’ answers. Findings highlighted a positive transformation in ESL instruction upon technology usage, elevating student participation, engagement, and independent learning. However, a notable absence of specialized tools or software for SEIP students has also been uncovered. Implications extend to pedagogical practices in special education, proposing avenues for future research. This study reveals an unexplored dimension of technology advancement tailored to SEIP students in Malaysia, making a substantial contribution to the theoretical and practical discourse on inclusive education and technological innovation in ESL classrooms.

Investigating science teachers’ technology integration in classrooms. A case study of a private higher secondary school in Karachi, Pakistan

Investigating science teachers’ technology integration in classrooms. A case study of a private higher secondary school in Karachi, Pakistan

TPACK and Teachers’ Self-Efficacy: A Systematic Review

Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.

Exploring pre-service teachers’ intention to use virtual reality: A mixed method approach

Despite the increasing integration of virtual reality (VR) into classrooms globally, there is a dearth of empirical evidence concerning perceptions and behavioural intentions of pre-service teachers to employ the technology in Nigerian classrooms, particularly within the Technology Acceptance Model (TAM) framework. Consequently, this study examines pre-service perceptions and behavioural intentions to use VR. To accomplish this objective, we engaged pre-service teachers who voluntarily participated in this study by filling out an online survey for data collection. Quantitative and qualitative data were collected and analyzed using variance-based structural equation modelling, SmartPLS, and Atlas.ti, respectively. This data triangulation provided a comprehensive understanding of pre-service teachers' perceptions and behavioural intentions to use VR. Our findings, among others, reveal that perceived usefulness strongly predicts pre-service teachers' readiness and behavioural intention to use VR. This finding contributes to the ongoing discourse on how teachers, particularly trainee teachers, make decisions to integrate emerging technologies like VR in their classrooms, thereby offering valuable insights for policy formulation to enhance teacher training programs, especially regarding technology integration in Nigerian classrooms. It also emphasizes the importance of equipping teachers to address challenges related to adopting innovative technologies.

Revolutionizing Education: Advanced Machine Learning Techniques for Precision Recommendation of Top-Quality Instructional Materials

AbstractThe integration of educational technology in the modern classroom has transformed the way students learn yet challenges in providing high-quality materials persist. To address this, we propose a novel support vector-based long short-term memory (LSTM) recommendation model. Our model combines support vector machines (SVM) and LSTM networks to enhance accuracy. The SVM analyzes material content, identifying key features for topic relevance. Meanwhile, the LSTM assesses word sequences to predict material relevance to the topic. We conducted experiments on a diverse instructional dataset, demonstrating superior performance in accuracy and relevance compared to existing models. Our model adapts to new data and continuously improves based on user feedback. Therefore, our Support Vector-based LSTM recommendation model can revolutionize instructional material recommendations. Its accuracy and relevance enhance student engagement and learning outcomes, optimizing the educational experience.

EFL Pre-Service Teachers’ Experiences Using a Digital Multimodal Composing Framework to Design Digital Storytelling Books

In the twenty-first century, educators must have competency in technology integration in language classrooms for language learning, which should receive much attention in teacher training programs and professional development. Furthermore, integrating digital multimodal composing into English language teaching through digital storytelling books might assist teachers in building their technological abilities. Therefore, this study aims to investigate the pre-service teachers' experiences in designing digital storytelling books with digital multimodal composing frameworks. The present study adopted narrative inquiry to elucidate pre-service teachers' experiences designing digital storytelling books with multimodal composing framework. This study highlights the experiences of four postgraduate students as pre-service EFL teachers in designing digital books as teaching media. According to the findings, pre-service teachers employ the critical, creative, and technical domains as phases in creating digital storytelling books, which include information from written reflections and interviews. Further research needs to examine the teacher's perceptions of designing digital books as teaching media in real class and students' perceptions when using books designed by the teacher.

IMPROVING THE METHOD OF ACTIVATING STUDENT'S COGNITIVE ACTIVITY IN SCHOOL BIOLOGY EDUCATION

This article explores innovative approaches to enhance cognitive activation among students in the field of school biology education. Recognizing the pivotal role of active learning in fostering deep understanding and critical thinking, the study delves into methods that go beyond traditional teaching paradigms. Through an extensive review of literature, encompassing influential works by Hattie, Marzano, and Gardner, this research investigates the efficacy of interactive learning tools, experiential learning, collaborative techniques, and the integration of technology in biology classrooms.

Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model

This study investigated how Thai EFL pre-service teachers (PSTs) use technology in their classrooms and the level of substitution, augmentation, modification, and redefinition (SAMR) they implement. Seven English education majors enrolled in the course “teaching internship 2” in their fourth year at a Thai university participated in the study. Due to COVID-19, the participants were trained to teach online, but during their teaching practicum, they were required to teach in a traditional on-site setting. Because of this novel arrangement, it was essential to investigate how these PSTs incorporate technology into the classroom. For the purpose of analyzing the process of educational technology integration, this study employed SAMR model. Observations and semi-structured interviews were used as data collection methods. Throughout the semester, observations were conducted twice. SAMR observation form was used to investigate how PSTs used technology in their teaching. Participants were asked to participate in an interview after each observation. The interviews included open-ended questions based on the conceptual framework of SAMR. Observation results show that technological tools were used to engage students, check comprehension, create teaching content, and evaluate students’ understanding. For the study, the participants were divided into three groups based on the extent of technological tools used. One participant was deemed to be in the substitution stage, five participants in the augmentation stage, and only one participant in the modification stage. The results of the interviews indicated that teacher motivation and the availability of ICT equipment, as well as familiarity with technological tools, played a significant role in PSTs’ integration of technology into the classroom.<b> </b>The study’s conclusions are helpful in developing PSTs’ technology integration in EFL classrooms. SAMR model should be introduced to PSTs to let them critically reflect on and develop their own technology integration.

Exploring Dimensions of Teacher Education in Nepal: Perspectives, Challenges, and Reform Opportunities

This study evaluates Nepal's English Language Teacher Education (ELTE) reform possibilities and challenges. The study examines teacher education in connection with social contexts, knowledge transformation, and knowledge generation from many perspectives. Reflective teaching, modelling, and research habits improve instructors' professionalism and create effective learning environments. According to the report, English Language Teachers in Nepal face obstacles that must be addressed in teacher education. Content analysis is used to study the diverse literature. Surkhet English teachers and headteachers participate in a focus group. The paper's results and discussion section summarize the literature review and participants' opinions. It covers key concerns such as the absence of physical facilities and funds for teacher training, poor English language ability among instructors, coordination issues between pre-service and in-service training programs, and minimal research on ELT classroom methods. Reforming teacher education to improve topic knowledge, pedagogical skills, and technology expertise is recommended. English language teacher education faces societal inequities, uneven government regulations, and limited access to internet resources and databases. The study also examines technology integration in English language classrooms, online platforms, and the lack of research on ICT integration in Nepalese education. This research article helps to understand ELTE in Nepal and suggests areas for development and additional study.

Barriers to technology integration in the A-level history classroom in Northern Ireland

Technology has the potential to enhance learning; however, generic technocentric strategies in schools have exacerbated barriers to technology integration in the classroom. Teachers are key to successful technology integration in schools. Factors such as subject culture and pedagogy will affect teachers’ willingness and ability to adopt technology in the classroom, yet subject-specific studies tend to focus on STEM subjects at the expense of the humanities. This mixed-methods study investigates technology use by teachers and pupils in the A-level history classroom in Northern Ireland, through the lens of Ertmer, P. 1999. “Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration.” Educational Technology Research and Development 47 (4): 47–61 classification of barriers. A number of impediments to effective technology use in the classroom were identified and strategies to minimise these barriers are recommended.

Integrating Technology in ESL Reading Classroom: Accounting Pupils’ Perspectives

Technology integration in language teaching has become a more prominent option for more effective teaching and learning process. However, few studies have examined the use of technology in reading classrooms, especially in the Malaysian context. This study aims to investigate pupils’ perceptions of technology use in ESL (English as a second language) reading classrooms. In order to fulfill the research objective, the research question, ‘What is the perception of Year 6 primary school pupils on using technology in the reading classroom?’ was formulated to guide the study. The present study investigates the pupils’ perceptions towards the integration of technology in reading classrooms by collecting data from 70 participants of a semi-urban primary school in Pahang using a questionnaire that is adapted from the Technology Acceptance Model model. The findings indicated that pupils have positive perceptions towards the use of technology in reading classrooms in terms of perceived usefulness, perceived ease of use, attitude towards the use of technology and behavioural intention of using technology. Significantly, this study’s findings offer teachers and stakeholders with evidence to embrace technology in language teaching. Understanding pupils’ perceptions of technology use in reading in language learning classrooms provide significant information for teachers, school administrators and stakeholders

IT LEADERSHIP ON CLASSROOM TECHNOLOGY INTEGRATION WITHIN HIGHER EDUCATION: A NARRATIVE REVIEW

IT LEADERSHIP ON CLASSROOM TECHNOLOGY INTEGRATION WITHIN HIGHER EDUCATION: A NARRATIVE REVIEW