scholarly journals Project-Based Learning Approach in Teaching Information and Communications Technology

2020 ◽  
Vol 35 (2) ◽  
pp. 216-221
Author(s):  
John Lenon E. Agatep ◽  
Roy N. Villalobos
Keyword(s):  
Project Based Learning ◽  
Information And Communications Technology ◽  
Career Readiness ◽  
Present Condition ◽  
Communications Technology ◽  
Learning Approaches ◽  
State University ◽  
Test Analysis ◽  
Post Test ◽  
Result Analysis

The idea of outcomes-based education shifts educators from content-deliverer to project manager, facilitating the investigation of learning approaches and focusing on deeper learning to develop students’ essential skills for their career readiness. This study established the effectiveness of the project-based learning (PBL) approach in teaching topics on Information and Communications Technology (ICT) among selected students of three programs at President Ramon Magsaysay State University (PRMSU), Iba, Zambales during 2nd semester SY 2018-2019. The study employed a descriptive research method to describe and interpret the present condition and relate to the desired objectives. Descriptive and inferential statistics were used in analyzing data gathered. The study findings conclude that student-respondents had a “Fair” level of performance in ICT topics during the pre-test while “Very Good” after using the PBL approach; the PBL approach was effectively based on the result analysis of mean, frequency counts, standard deviation, and t-test computation. The variance test analysis revealed a significant improvement in students’ performance on ICT topics, as reflected in the post-test result. Recommendations are provided.

scholarly journals Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers

2019 ◽  
Vol 11 (22) ◽  
pp. 6370 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Alfredo Jiménez-Eguizábal
Keyword(s):  
Teacher Training ◽  
Social Problems ◽  
Collaborative Work ◽  
Project Based Learning ◽  
Information And Communications Technology ◽  
Control Group ◽  
Communications Technology ◽  
Social Competencies ◽  
Infant School ◽  
Infant Education

Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

scholarly journals The Challenge of Information and Communications Technology in Education

2021 ◽  
Vol 102 ◽  
pp. 01009
Author(s):  
Peter Ilic
Keyword(s):  
Information And Communications Technology ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Instructional Designers ◽  
Communications Technology ◽  
Learning Approaches ◽  
Body Of Knowledge ◽  
Ict Adoption ◽  
History Of ◽  
Supported Education

The dramatic impact of Information and Communications Technology (ICT) on society suggests the potential for an analogous effect on education. The prospects for some benefit from the affordances offered by ICT are appealing but not entirely understood by many educators. The challenges of design, implementation, assessment, and analysis of ICT supported education are considerable. These challenges include how ICT can support traditional learning approaches, add new educational opportunities, and reduce resistance to introducing disruptive technologies such as smartphones. The affordances of ICT in education open many possibilities to integrate with and support existing curriculums. However, many educational institutions have not fully embraced these opportunities. This paper will explore some barriers to ICT adoption in the educational context. The first section is a brief introduction followed by a section on the history of educational theory to illustrate the considerable body of knowledge available on this topic. The third section introduces a type of case study of the challenges faced by a nation in providing the infrastructure needed to implement many of these technologies. Section four gives a summary of many, but not all, barriers to technology adoption faced by educational administrators, instructional designers, educators, and learners. And the final section is a brief conclusion.

Effects Of The Project-Based Learning On Academic Achievement And Attitude Of Students With Mild Intellectual Disability In Life Science Course

2016 ◽  
Vol 8 (2) ◽  
pp. 90 ◽  
Author(s):  
Mustafa ÇEVİK ◽  
Fadime ÜREDİ
Keyword(s):  
Academic Achievement ◽  
Intellectual Disability ◽  
Science Achievement ◽  
Life Science ◽  
Attitude Scale ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Mild Intellectual Disability ◽  
Positive Direction ◽  
Post Test

The aim of this study is to determine effects of the Project-Based Learning Approaches(PBLA) on academic achievement and attitude of students with mild intellectual disability studying at 3th class of primary school in life science course. In the study, pre-test-post-test design, one group of pre-trial model, was used. The participants of the research consisted of 10 students mild intellectual disability At the beginning of the study, “Life Science Achievement Test”, “Life Science Attitude Scale” and “Concept Acquisition Interview ”pre-test-post-test were applied to the students. It was found that at the end of the study, students with mild intellectual disability improved their academic achievement in life science education meaningfully and the attitude towards the course were developed in a positive direction with PBLA. Keywords: Project-based learning, mild intellectual disability, academic achievement, attitude.

APEC Cyber Academy

2007 ◽  
pp. 154-177 ◽  
Author(s):  
C. S. Lin ◽  
C. C. Chou
Keyword(s):  
Learning Community ◽  
Knowledge Construction ◽  
Intelligent Agent ◽  
Project Based Learning ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Global Collaboration ◽  
Ict Skills ◽  
Self Regulated Learning ◽  
K 12

This chapter introduces how APEC Cyber Academy, an international networked learning environment designed for K-12 students, can foster global collaboration through the integration of sound pedagogy and human computer interaction (HCI). Pedagogical principles that encourage project-based learning, knowledge construction, collaborative learning, community building, and critical thinking are incorporated into the design of this human computer interface. Furthermore, HCI is enriched by 3D virtual reality, multi-player games, an intelligent agent, video/voice conferencing, text-to-speech technologies, and instructional modules that are rooted in constructivist and self-regulated learning. APEC Cyber Academy provides a platform for engaging students in global collaboration and increasing information and communications technology (ICT) skills.

PENGARUH PEMBELAJARAN INOVATIF TERHADAP HASIL BELAJAR BAHASA INGGRIS SISWA KELAS VIIIB1 SMP NEGERI 2 GEROKGAK DENGAN PENGENDALIAN KECERDASAN LINGUISTIK

2019 ◽  
Vol 1 (1) ◽  
pp. 108-114
Author(s):  
I Made Wirta
Keyword(s):  
Sampling Technique ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Learning Approaches ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Innovative Learning ◽  
Inferential Analysis ◽  
English Students

The main objective of the present study is to investigate the effect of implementing innovative learning approaches upon English students’ achievement. The study was quasi experimental study using the post-test only control group design involving 35 students altogether selected using census sampling technique. The instrument which is used to gather data in the study was test. There were two tests used to gather intended data. They were linguistic test and student achievement test. The obtained data were analyzed statistically using descriptive and inferential analysis. The analysis of covariance was conducted to test the hypotheses.

PENGARUH PENGGUNAAN METODE PROJECT BASED LEARNING (PjBL) DAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS MAHASISWA (Studi Eksperimen Pada Mata Kuliah Kewirausahaan Tingkat II Tahun Akademik 2014/2015 Program Studi Pendidikan Ekonomi FKIP Universitas Kuningan)

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Yeyen Suryani ◽  
Sri Mulyati
Keyword(s):  
Problem Based Learning ◽  
Project Based Learning ◽  
Post Test

Masalah dalam penelitian ini adalah rendahnya kemampuan berpikir kritis mahasiswa pada mata kuliah kewirausahaan tingkat II di Program Studi Pendidikan Ekonomi FKIP Universitas Kuningan. Rendahnya kemampuan berpikir kritis tersebut ditunjukkan dengan masih banyaknya mahasiswa yang hanya menguasai salah satu aspek pembelajaran pada ruang lingkup kemampuan berpikir tingkat rendah yaitu berkisar pada aspek mengingat atau menghafal. Selain itu, makalah atau tugas-tugas yang dibuat mahasiswa kebanyakan hanya copy paste dari modul atau buku yang sudah ada dan jarang sekali menggambarkan hasil pemikiran mahasiswa sendiri sebagai indikator kemampuan mahasiswa dalam berpikir kritis. Kebanyakan mahasiswa juga masih merasa kesulitan mengaitkan konsep dengan kondisi yang ada di lingkungan nyata. Kondisi semacam ini terjadi akibat dari proses perkuliahan yang hanya berjalan satu arah. Dengan banyak permasalahan-permasalahan yang muncul, perlu adanya pembaharuan di lingkungan pendidikan yang mengarahkan pembelajaran agar mahasiswa memiliki kemampuan berpikir kritis.Tujuan penelitian ini adalah untuk mendeskripsikan perbedaan kemampuan berpikir kritis mahasiswa pada pengukuran akhir (post-test), dan mendeskripsikan perbedaan peningkatan (gain) kemampuan berpikir kritis mahasiswa antara kelas eksperimen yang menggunakan metode PjBL dan kelas kontrol yang menggunakan metode PBL.Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan pada� pretest antara kelas eksperimen yang menggunakan metode PjBL dengan kelas kontrol yang menggunakan metode PBL. Sedangkan setelah pembelajaran terdapat perbedaan hasil posttest kemampuan berpikir kritis mahasiswa antara kelas eksperimen dengan kelas kontrol. Adapun terdapat perbedaan peningkatan kemampuan berpikir kritis mahasiswa antara kelas eksperimen yang menggunakan metode PjBL dengan kelas kontrol yang menggunakan metode PBL dapat dilihat dari nilai gain kelas eksperimen sebesar 0,65 dan kelas kontrol sebesar 0,60. Dari bukti diatas, dapat disimpulkan bahwa kedua metode tersebut yaitu PjBL dan PBL dapat dijadikan sebagai salah satu alternatif bagi dosen untuk meningkatkan dan mengembangkan kemampuan berpikir kritis mahasiswa.

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