Exploring the role of instructional technology in course planning and classroom teaching: implications for pedagogical reform

2013 ◽  
Vol 25 (2) ◽  
pp. 68-92 ◽  
Author(s):  
Matthew T. Hora ◽  
Jeremiah Holden
Keyword(s):  
Instructional Technology ◽  
Classroom Teaching ◽  
Course Planning ◽  
Pedagogical Reform ◽  
Teaching Implications

The Teacher Behavior Checklist: The Mediation Role of Teacher Behaviors in the Relationship Between the Students’ Importance of Teacher Behaviors and Students’ Effort

2020 ◽  
pp. 009862832097989
Author(s):  
Michael T. Geier
Keyword(s):  
Critical Thinking ◽  
Negative Relationship ◽  
Teacher Behavior ◽  
Teacher Behaviors ◽  
Stepwise Multiple Linear Regression ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Relationship ◽  
Teaching Implications

Background: Previous research suggests a relationship between teacher behaviors and students’ effort. However, it is not clear what role the students’ expectations (i.e., importance of teacher behaviors) play in this relationship. Objective: Utilizing the teacher behavior checklist, this study sought to investigate whether teacher behaviors mediate the relationship between the importance students set on teacher behaviors and students’ effort. Further, the study explored which specific behaviors influence students’ effort. Method: Cross-sectional survey data were analyzed ( N = 159) using mediation analysis and stepwise multiple linear regression. Results: There was evidence that teacher behaviors mediate the relationship between the importance students set on teacher behaviors and students’ effort. Four of the 28 teacher behaviors had a significant relationship to students’ effort: creative and interesting, enthusiastic about teaching, happy/positive/humorous, and promotes critical thinking. Conclusion: Knowing students’ expectations (i.e., the importance of teacher behaviors) is essential to increasing students’ effort. Teaching Implications: Happy/positive/humorous had a negative relationship with students’ effort, while creative and interesting, enthusiastic about teaching, and promotes critical thinking showed a positive relationship with students’ effort.

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

scholarly journals Evergreen Library Penetrating into Classroom Teaching: Applying and Expanding – Take Tianzhu No.1 High School in Northwest China as a Sample

2021 ◽  
Author(s):  
Zhou Wenjie
Keyword(s):  
High School ◽  
Information Quality ◽  
School Library ◽  
Northwest China ◽  
School Libraries ◽  
Vital Role ◽  
Literacy Skills ◽  
Classroom Teaching ◽  
The World

This paper provides a study of the school library programs sponsored by the Evergreen Education Foundation (EEF) and identifies the vital role of school libraries in improving students’ information quality. Based on analyzes Strategies for building literacy skills in the library of Tianzhu No.1 High School, the study confirmed the program developed reading and literacy skills among students. As EEF programs continue to expand into other locations in China, it is the authors’ hope that this study may provide useful information and analysis based upon which decisions about future programs can be made. It is also their hope that this study provides impetus for more studies on the rural library programs in other areas of China or programs in other underdeveloped regions of the world.

Preparing Beginning Teachers to Use Instructional Technology Effectively

2013 ◽  
pp. 85-99
Author(s):  
Nanette I. Marcum-Dietrich ◽  
Oliver Dreon
Keyword(s):  
Instructional Technology ◽  
Beginning Teachers ◽  
21St Century ◽  
Future Teachers ◽  
Course Content ◽  
21St Century Classroom ◽  
Technology Course

In this case study, two education professors examine how an instructional technology course founded historically in an industrial model of teaching evolved to reflect and model the pedagogy needed in a 21st century classroom. Critical in this evolution is the development of course content and structure that allowed their students (all future teachers) to identify problems and collaboratively create solutions. With this new focus, the role of the students changed from being passive actors in an instructor-designed space and evolved into one where students were actively engaged in creating their understanding through their participation.

Simulation of Human Brain

2021 ◽  
pp. 150-160
Author(s):  
Navita Malik ◽  
Arun Solanki
Keyword(s):  
Human Brain ◽  
Computer Science ◽  
Learning Process ◽  
Intelligent System ◽  
Classroom Teaching ◽  
Reinforcement Material ◽  
Ict Tools ◽  
Mode Of Instruction ◽  
Teaching Learning

AI is a branch of computer science that gives the ability to a computer to think and make decisions like humans. It stimulates the human brain in the computer and makes appropriate decisions when required. AI-enabled education impacts the designing of curriculum, mode of instruction, and many more. The use of these tools revolutionizing the education sector with the progression of ICT tools have now become AI-enabled. The main feature of an AI-enabled tool is personalization. These AI-enabled tools work like intelligent assistants for the students. The intelligent system having features like answer the queries of the students, give assistance, support learning, provide or take assignments, and provide reinforcement material according to their opted courses. A teacher has a minimum intervention with this process and has the role of a facilitator only. This chapter concludes that the AI-enabled teaching-learning process can't replace the classroom teaching; instead, it is handy. In the future, AI could replace the need of a teacher in class to some extent.

Multimedia, Cognitive Load, and Pedagogy

2011 ◽  
pp. 1564-1585
Author(s):  
Peter E. Doolittle ◽  
Andrea L. McNeill ◽  
Krista P. Terry ◽  
Stephanie B. Scheer
Keyword(s):  
Working Memory ◽  
Instructional Technology ◽  
Cognitive Load ◽  
Coding Theory ◽  
Cognitive Theory ◽  
Dual Coding ◽  
Web Based ◽  
And Performance ◽  
Pedagogical Research

The current emphasis, in education and training, on the use of instructional technology has fostered a shift in focus and renewed interest in integrating human learning and pedagogical research. This shift has involved the technological and pedagogical integration between learner cognition, instructional design, and instructional technology, with much of this integration focusing on the role of working memory and cognitive load in the development of comprehension and performance. Specifically, working memory, dual coding theory, and cognitive load are examined in order to provide the underpinnings of Mayer’s (2001) Cognitive Theory of Multimedia Learning. The bulk of the chapter then addresses various principles based on Mayer’s work and provides well documented web-based examples.

The Role of Learning Styles and Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 50-65 ◽  
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Virtual Space ◽  
Classroom Teaching ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

scholarly journals Observation manuals as lenses to classroom teaching: Pitfalls and possibilities

2017 ◽  
Vol 17 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Kirsti Klette ◽  
Marte Blikstad-Balas
Keyword(s):  
Teaching And Learning ◽  
Classroom Teaching ◽  
Common Language ◽  
Local Production ◽  
Teaching Approaches ◽  
Subject Specific ◽  
Observation Instruments ◽  
Recent Developments ◽  
The Impact

The aim of this paper is to discuss the role of coding and observation manuals in classroom studies. While observation manuals have been a part of the methodological toolkit for measuring various aspects of instruction for decades, the field has also been suffering from ‘paradigm wars’, fragmentation and local production of instruments. Common frameworks for investigating teaching are needed, including observation instruments for teaching that are both generic and subject specific. Such common tools for research developed within an integrated methodological design could help researchers make progress in aggregating knowledge about the impact of different teaching approaches across settings and subjects. This article serves as one such integrative mechanism by summarizing and reviewing existing manuals targeted towards developing knowledge for and in teaching. The analysis provides status, overview and focus of the different observation manuals; additionally, the article discusses how recent developments in instruments and coding procedures might provide increased rigour and a shared vocabulary to talk about teaching. We discuss both pitfalls and possibilities of coding manuals, and argue that if used in a reflexive manner, coding manuals can provide a common language and vocabulary when talking about – and researching – classroom teaching and learning.

Sign in / Sign up

Export Citation Format

Share Document