scholarly journals Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training

2021 ◽  
Vol 37 (5) ◽  
pp. 61-76
Author(s):  
Sergio Tirado-Olivares ◽  
Ramón Cózar-Gutiérrez ◽  
Rebeca García-Olivares ◽  
José Antonio González-Calero
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Student Response ◽  
Male Students ◽  
Student Response System ◽  
History Teaching ◽  
Inquiry Based Learning ◽  
Response System ◽  
Information And Communication

Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers, particularly in the teaching of history. This quantitative study analysed the impact of the implementation of a mixed methodology using inquiry-based learning and a student response system (SRS) for the formative assessment of the academic achievement of 240 prospective primary teachers of history. The application of this mixed methodology shows better academic results than traditional lecture-based teaching. In addition, students’ scores achieved through use of the SRS predicted the scores of male students in the final exam; however, this was not in the case for females. Implications for practice or policy: The introduction of information and communication technology into history teaching brings active learning environments in higher education. Pre-service teachers can improve their knowledge of history through the implementation of inquiry-based learning methodology and SRSs. Our results indicate that an SRS can be an effective tool for teachers to carry out students' formative assessment. Teachers can effectively use SRS scores to predict male students' performance in history, but not female performance.

scholarly journals The Impact Of ICTs In Education: The Case Of University Of Macedonia Students

2008 ◽  
Vol 4 (3) ◽  
pp. 29-34 ◽  
Author(s):  
Areti Valasidou ◽  
Despoina Bousiou-Makridou
Keyword(s):  
Information And Communication Technology ◽  
Undergraduate Students ◽  
Communication Technology ◽  
Male Students ◽  
Administrative Personnel ◽  
Political Studies ◽  
Information And Communication ◽  
Students Attitudes ◽  
The University ◽  
The Impact

The aim of this paper is to describe the results of a research that took place in order to examine the opinion and impact of Information and Communication Technology to undergraduate students of University of Macedonia. The research was conducted with two main purposes. The first purpose is to investigate how familiar are the students of international and political studies with the use of ICTs on and off campus. The second purpose of the research is to examine the possible relationship between the use of ICTs and the gender and the students performance (marks) at the Introduction to Computers module that is part of their programme of studies. The results revealed that male students are more favourable toward ICT usage and the students that scored high at the module Introduction to Computers were more likely to find that the use of ICTs help them at their studies with various ways. The university academic and administrative personnel is highly recommended to find ways in order the students to be motivated and maintain positive students attitudes to use ICTs. Thus, the students will find it very helpful during their studying or even a supplement to other teaching activities.

The Development of Interactive Multimedia Learning in Information and Communication Technology Subjects

2020 ◽  
Vol 4 (4) ◽  
pp. 428
Author(s):  
Frandrio Syahputra ◽  
Hasan Maksum
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Development Stage ◽  
Student Response ◽  
Design Stage ◽  
Competency Assessment ◽  
Information And Communication ◽  
Validity Tests

Learning media is an important learning component. Therefore, teachers must able to develop instructional media that can improve student abilities. One of the learning media that supports these goals was interactive multimedia. This study aimed to develop valid, practical, and effective interactive multimedia learning on Information and Communication Technology subjects. This research was research and development. The development model used was a 4-D model, which consists of defining, designing, developing, and disseminating stages. The defined stage was carried out with curriculum analysis, material analysis, and student analysis. The design stage was carried out by designing the learning media. At the development stage, validity tests were carried out through validation sheets of learning media, practicality tests through media application observation sheets, teacher and student response questionnaires, effectiveness tests obtained from the knowledge competency assessment. The disseminated stage was carried out by spreading the device. The analysis results showed that the Interactive learning media in Information and Communication Technology subjects have been tested and got a valid score (89.25%), according to the teacher's response (90.23%) in very practical category, students’ response (90.09%). The response was in the very practical category. With this score, interactive multimedia is categorized as practical and effective learning media.

Student Opinions Regarding Information and Communication Technology in the Education System

2021 ◽  
Vol 13 (3) ◽  
pp. 1-15
Author(s):  
Kawalpreet Kaur ◽  
Parampal Singh ◽  
Gursimranjeet Singh
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Activities ◽  
Male Students ◽  
Master's Level ◽  
Student Opinions ◽  
Main Emphasis ◽  
Information And Communication ◽  
Ict Tools ◽  
The Relationship

The main emphasis of this study is to examine the core factors that affect student opinions and any dissimilarity between the student opinions regarding the implementation of ICT tools/hardware and software. Another objective of this study is to analyze what kind of issues are faced by the students while using ICT tools and to find the relationship between the student productivity and usage of ICT in their learning activities. For data analysis, descriptive statistics, t-test, ANOVA, and Tukey HSD test were used. The study revealed that master's level students have a more positive opinion regarding the integration of the latest ICT tools in education as compared to bachelor's level students. However, the other variables like gender, locality, private, and government universities do not affect student opinions. The study also reveals that the majority of male students face problems while using ICT tools in research laboratories or project development.

scholarly journals Using Mentimeter to enhance learning and teaching in a large class

2020 ◽  
Author(s):  
Ma Mohin ◽  
Leonine Kunzwa ◽  
Sagar Patel
Keyword(s):  
Formative Assessment ◽  
Large Class ◽  
Classroom Environment ◽  
Positive Impact ◽  
Good Practice ◽  
Student Response ◽  
Assessment Model ◽  
Student Response System ◽  
Learning And Teaching ◽  
Response System

Mentimeter is a web-based Clicker, Audience Response System (ARS) or Student Response System (SRS) which allows students to answer digital questions using a mobile device. It has the potential to transform the classroom environment into a more interactive, engaging and inclusive one. In this paper, a brief literature review has been provided which addresses the benefits of using ARS including Mentimeter in a large class. Also, the mechanics behind how the workings of the Mentimeter, its features and applications have been evaluated, in order, to offer the instructors with the insights about using Mentimeter for their own practice. Finally, a case study has been explained where Mentimeter was used for the formative assessment. In the present study, a Mentimeter formative assessment model has been developed which can be implemented as a good practice in Higher Education (HE). A survey on perception of students about using Mentimeter has been assessed; from the results, it is evident that using Mentimeter has a positive impact on students’ attitude and performance, learning environment and technical aspects. These results will be further discussed by linking pedagogical theories and its benefits.

scholarly journals THE EFFECTIVENESS OF ICT IN TEACHING THE PREFIX PEN-

2020 ◽  
pp. 187-194
Author(s):  
Sanisah Rahim ◽  
Nuraishah Mahmood
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Immediate Feedback ◽  
Information And Communication ◽  
The Subject ◽  
Level Of Understanding

This study examines the effectiveness of Information and Communication Technology (ICT) as one of the Formative Assessment tools in the teaching and learning of Malay Language grammar. This study focuses on the level of understanding and understanding of pupils on the lessons learned through the application of Nearpod. The subject involved in this study were 26 students of Primary 4. They are from middle and high progress students. Through Nearpod Application, teachers can monitor and evaluate students' learning-related lessons. Teachers are able to give immediate feedback as students’ responses will be flashed on the projector screen. Peer assessments are also used in this lesson. Through teacher observation, the Nearpod Application was successfully used as one of the Formative Assessment tools. The findings show that 90% of students are able to understand the use of prefix peN- clearly. This application can also arouse students’ interest to learn Malay in a fun environment.

Extending Computational Thinking into Information and Communication Technology Literacy Measurement

2021 ◽  
Vol 21 (1) ◽  
pp. 1-25
Author(s):  
Han Sung Kim ◽  
Soohwan Kim ◽  
Wooyoul Na ◽  
Woon Jee Lee
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Computational Thinking ◽  
Female Students ◽  
Male Students ◽  
Ict Literacy ◽  
School Students ◽  
Information And Communication

As Information and Communication Technology (ICT) literacy education has recently shifted to fostering computing thinking ability as well as ICT use, many countries are conducting research on national curriculum and evaluation. In this study, we measured Korean students’ ICT literacy levels by using the national measurement tool that assesses abilities of the IT (Information Technology) area and the CT (Computational Thinking) area. A research team revised an existing ICT literacy assessment tool for the IT test and developed a new CT test environment in which students could perform actual coding through a web-based programming tool such as Scratch. Additionally, after assessing ICT literacy levels, differences in ICT literacy levels by gender and grade were analyzed to provide evidence for national education policies. Approximately 23,000 elementary and middle school students participated in the 2018 national assessment of ICT literacy, accounting for 1% of the national population of students. The findings demonstrated that female students had higher literacy levels in most sub-factors of IT and CT areas. Additionally, in the areas of strengths and weaknesses, the ratio of below-basic achievement among male students was at least two times greater than that of female students. Nonetheless, male students scored higher on CT automation, a coding item that involved problem solving using Scratch. Looking at the difference according to grade level, the level improved as the school year increased in elementary school, but there was no difference in middle school. When analyzing the detailed elements of middle school students, the automation factor of seventh grade students was found to be higher than eighth and ninth grade students. Based on these results, this study discussed some implications for ICT and computing education in elementary and middle schools.

scholarly journals Information And Communication Technology As A Pedagogical Tool In Teacher Preparation And Higher Education

2012 ◽  
Vol 9 (4) ◽  
pp. 327-338 ◽  
Author(s):  
Chien-Hui Yang ◽  
Pei-Wen Tzuo ◽  
Heidi Higgins ◽  
Clarence Puay Yon Tan
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Peer Interactions ◽  
Current Trend ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Educational Systems ◽  
Inquiry Based Learning ◽  
Information And Communication

Under the current trend of globalization and economic dynamics, the accountability of our educational systems is being seriously tested. In response to the demands of the future, the Ministry of Education (MOE) in Singapore has wisely proposed several initiatives to promote the integration of Information and Communication Technology (ICT) in education, and to increase the competitiveness of the workforce by emphasizing inquiry-based learning, higher order thinking, and problem solving (i.e., Thinking Schools Learning Nation, Students Effective Engagement and Development). This study asserts that these two goals, rather than being mutually exclusive, are highly related. Research has shown that integrating technology in teaching and learning can have positive influences on higher order thinking, students motivation, inquiry-based learning, attitudes, achievement, and peer interactions in the classrooms (Bennett, 2001; Schofield, 1995).

scholarly journals Information and Communication Technology: Social Networking Sites in Career Centers in Vocational High Schools

2019 ◽  
Vol 9 (1) ◽  
pp. 1482-1485
Keyword(s):  
Social Media ◽  
High Schools ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Student Response ◽  
Career Center ◽  
Career Centers ◽  
Information And Communication ◽  
Vocational High Schools ◽  
Use Of Social Media

This study aims to analyze information and communication technology used by career center institutions in vocational high schools. Career centers in vocational high schools are institutions whose job is to manage graduates by conveying important information about employment. The method used in this research is descriptive. This research involved 9 vocational high schools. Respondents in this study are the heads of career center institutions in vocational high schools. The selection of vocational high school research samples uses the Stratification Sampling technique. The tool used to collect data is a questionnaire. The results of the study found that at career centers in vocational high schools do not use SMS gateways in conveying information, using websites by 43%, tweeters by 71%, yahoo mail and Gmail by 0%, Instagram by 100%, Facebook by 100%, telegrams by 19%, and WhatsApp by 100%. The advantage obtained from the use of social media in vocational high schools is the ease of use criteria with a value of 96%, the ease of interacting with alumni criteria is obtained a score of 92% and the student response criteria of 78%. While the use of social media has disadvantages including students giving responses that are not following the information provided, must be prepared to answer many questions raised by students, and can create content to deliver on social media.

Information and Communication Technology and Cultural Change

2012 ◽  
Vol 43 (4) ◽  
pp. 222-231 ◽  
Author(s):  
Nina Hansen ◽  
Tom Postmes ◽  
Nikita van der Vinne ◽  
Wendy van Thiel
Keyword(s):  
Cultural Values ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Cultural Change ◽  
Control Group ◽  
Self Construal ◽  
Information And Communication ◽  
The Impact ◽  
Ict For Development ◽  
Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.

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