scholarly journals Meaningful Programming Learning Using Technology Integration: Implementation And Application Level

2021 ◽  
Vol 10 (02) ◽  
pp. 77-94
Author(s):  
Nurul Faeizah Husin ◽  
Hairulliza Mohamad Judi ◽  
Siti Aishah Hanawi
Keyword(s):  
Technology Integration ◽  
Undergraduate Students ◽  
Meaningful Learning ◽  
Learning Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Information And Communication ◽  
Media Systems ◽  
Programming Courses ◽  
Specific Challenge

Technology integration involves a combination of applications, media, systems, approaches and techniques guided by information and communication technology to increase student engagement and effectiveness of learning comprehension. Programming learning encounters a specific challenge related to students’ limited opportunities in dealing with real cases leading to inconsistent development of their interests and potentials. The integration of technology has a potential to provide a solution to this problem, but insuitable use of technology hinders students to gain meaningful learning and develop confidence in solving problems. This study develops a framework in the implementation of technology integration to promote meaningful learning for undergraduate students of programming courses. The study also measures the level of frequency and use of technology integration in meaningful learning of programming courses. The study identifies five main elements through literature to develop a framework namely learning technology, skills, application of technology, meaningful learning and contextual learning. Next, the measurement of the level of frequency and use of technology integration involves a sample of 109 undergraduate students in a programming course through stratified random sampling. The research framework is expected to provide guidance on the implementation of technology integration in meaningful programming learning and to measure the relevant elements. The findings of the study are expected to help educators and administrators to adopt and improve technology integration in meaningful learning for programming courses.

Facilitating Students-Driven Learning of Computer Programming with Technology

2009 ◽  
pp. 262-275
Author(s):  
Alessio Gaspar ◽  
Sarah Langevin ◽  
Naomi Boyer
Keyword(s):  
Education Research ◽  
Undergraduate Students ◽  
Computer Programming ◽  
Computing Education ◽  
Face To Face ◽  
Learning Barriers ◽  
Integration Of Technology ◽  
Introductory Programming Courses ◽  
Programming Courses

This chapter discusses a case study of the application of technology to facilitate undergraduate students’ learning of computer programming in an Information Technology department. The authors review the evolution of the didactic of introductory programming courses along with the learning barriers traditionally encountered by novice programmers. The growing interest of the computing education research community in a transition from instructivist to constructivist strategies is then illustrated by several recent approaches. The authors discuss how these have been enabled through the use of appropriate technologies in introductory and intermediate programming courses, delivered both online and face to face. They conclude by discussing how the integration of technology, and the switch to online environments, has the potential to enable authentic student-driven programming pedagogies as well as facilitate formal computing education research or action research in this field.

scholarly journals Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools

2016 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Rida Zehra ◽  
Anam Bilwani
Keyword(s):  
Technology Integration ◽  
Qualitative Approach ◽  
The Other ◽  
Small Scale ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Perceptions And Attitudes ◽  
Research Questions ◽  
Technology Perceptions ◽  
Perceptions Of Teachers

The primary purpose and objective of this study was to examine and compare the perceptions of teachers in elite and mediocre schools in Karachi. The secondary objectives included comparing the use of technology in classrooms by teachers and the challenges and barriers that they face in the integration of technology. This study was designed as a small-scale exploratory pilot study using the qualitative approach to address the research questions. To achieve the objectives, eight teachers from eight different schools of Karachi were surveyed through email. Four of these schools fell in the category of elite schools, while the other four fell in the category of mediocre schools. The research instrument was a self-developed open-ended questionnaire, which that was emailed to the research participants. The results of the study revealed key insights into the use of technology, perceptions of teachers towards the use of technology, and various barriers that they face in technology integration in the classrooms. The study found that the perceptions and attitudes of teachers of both elite and mediocre schools were favourable towards technology integration; however, due to lack of resources, especially in mediocre schools, implementation of technology in classrooms was a challenge.

An Investigation of Educational Use of Information and Communication Technology from the Perspectives of Ghanaian Students

2017 ◽  
Vol 13 (3) ◽  
pp. 40-52
Author(s):  
Charles Buabeng-Andoh
Keyword(s):  
Information And Communication Technology ◽  
Undergraduate Students ◽  
Communication Technology ◽  
Technology Use ◽  
Repeated Measures ◽  
Pearson Correlation ◽  
Integration Of Technology ◽  
Information And Communication ◽  
Technology In Schools ◽  
Survey Questionnaires

The purpose of this study was to study undergraduate students' acceptance and use of ICT in classrooms. A total of 361 students from four universities participated in the study. Survey questionnaires which comprised both closed-ended and open-ended questions were used to collect data. Descriptive statistics, Pearson correlation, repeated-measures of Analysis of variance and multiple regression were used to analyze the findings. The study revealed that students use technology for personal purposes rather than for instructional purposes. Despite, students' high acceptance of technology, their technology integration into learning has remained low. The analysis showed that students believing that technology can improve their relationship with other students significantly contributed to their acceptance of technology in schools. Understanding students' acceptance and their experiences of technology use offer insights into their integration of technology into learning.

scholarly journals STUDENTS’ PERCEPTION TOWARD THE INTEGRATION OF TECHNOLOGY TO IMPROVE MULTILITERACIES COMPETENCE IN EFL CLASSROOMS

2020 ◽  
Vol 3 (2) ◽  
pp. 144
Author(s):  
Siti Kustini ◽  
Herlinawati Herlinawati ◽  
Yoenie Indrasary
Keyword(s):  
Communication Technology ◽  
School Environment ◽  
Word Processing ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Perceived Barriers ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Information And Communication ◽  
Technology Level

The rapid development of information and communication technology in the 21st century undoubtedly has profound impacts on human lives and dramatically transforms education. This research aimed at finding out students’ perceptions on the integration of technology to improve multiliteracies in EFL teaching. This study employed explanatory sequential mixed method in which the data were obtained through questionnaire, interviews, and classroom observations. The results indicated that vast majority of the students supported to the use of technology in the teaching and learning practices (90.6%) for the reasons that  technology helped them acquire  lots of resources in their learning (89.5%) and boost their motivation (86.5%). Regarding with the students’ perceived technology level, they believed that they had good skills in using word-processing, spreadsheet, and presentation program (50%). They also could use communication tools (56.3%), social media (61.5%), authoring tools (52.1%), desktop publishing (57.3%), and creating video (57.3%).  In terms of the perceived barriers to integrating technology, the data indicated that the biggest constraint that the students had was the lack of or limited internet access in the their school environment (42.7%), followed by the limited to produce digital projects (39.6%). In addition, the findings show that technology was utilized as a tool for accomplishing the tasks given by the teachers and helped the students gather information from online resources and provided them more understanding about the topic learned in the classroom

scholarly journals EXPLORING THE POTENTIALS OF TECHNOLOGY INTEGRATION FOR TEACHING LANGUAGE SKILLS: A LITERATURE REVIEW

2021 ◽  
Vol 4 (3) ◽  
pp. 488
Author(s):  
Isry Laila Syathroh ◽  
Evie Kareviati ◽  
Ayu Lestari ◽  
Nurlaila Fitria
Keyword(s):  
English Language Learners ◽  
Technology Integration ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Essential Element ◽  
Learning Abilities ◽  
Language Class ◽  
Use Of Technology ◽  
Integration Of Technology

The use of technology has become an essential element in teaching and learning process. Usually, each language class uses some type of technology tools that are used to support and enhance language learning. They are tools to help teachers facilitate their students' language learning. This research focuses on the role of technology in learning English as a foreign and second language. It addresses the significance of technology that allows English language learners to develop their learning abilities. In this paper, the researchers describe the term technology integration,  of technology, explain the use of technology in the language classroom, discuss the advantages and challenges of technology integration, and provide some suggestions for better use of these technologies to help learners develop their learning abilities.

Technology Integration in Teacher Education

2020 ◽  
pp. 282-299
Author(s):  
Charity Mukiri Limboro ◽  
Ephantus Micheni Kaugi
Keyword(s):  
Technology Integration ◽  
Teaching And Learning ◽  
Ict Integration ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Teacher Colleges ◽  
Information And Communication ◽  
Teacher Trainers ◽  
Ict Infrastructure ◽  
Technology In Classroom

This study examined the availability of computers and internet in the classroom or elsewhere at teacher colleges, teacher preparation and training in technology integration, as well as trainers' use of technology in classroom instruction. A survey questionnaire was distributed randomly to 63 teacher trainers from three public and one private teacher training college in Kenya. The data was analyzed descriptively using SPSS software. The results indicated that technology integration at the classroom level was too low due to lack of computers and internet access in the classrooms. Teacher trainers were inadequately trained in information and communication technology integration and therefore poorly equipped to integrate technology in the classroom. The study concludes that teacher colleges were not adequately prepared for ICT integration in teaching and learning. It is recommended that teacher colleges' ICT infrastructure be improved and teacher trainers' capacity on ICT integration be developed for the success of the current curriculum reforms.

Barriers to the Effective Use of Technology in Education: Current Status

1997 ◽  
Vol 17 (4) ◽  
pp. 385-395 ◽  
Author(s):  
Dee L. Fabry ◽  
John R. Higgs
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Current Status ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Actual Use ◽  
Major Discrepancy ◽  
Effective Use

While the number of computers in the classroom continues to increase and tremendous support for technology integration exists in government, business, and academia, a major discrepancy exists between the level of technology use expected of educators and the actual use and integration of technology in the classroom. This article examines barriers that impede the effective use of technology in education.

scholarly journals Technology Integration in Higher Education: Situations of Faculty Members

2021 ◽  
Vol 11 (3) ◽  
pp. 717-733
Author(s):  
Erkan Çalışkan ◽  
Nezih Önal ◽  
Semirhan Gökçe
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Teaching Experience ◽  
Central Anatolia ◽  
Learning Technology ◽  
Use Of Technology ◽  
High Level

Since the use of technology in education is considered critical in terms of both teaching and learning, technology integration into instructional methods and teaching environments is a must. This requirement is indispensable for the education organizations at all levels of education, including higher education organizations. The use of instructional technology not only increases the success of the students but also offers many advantages to the academic staff. To benefit from technology for educational purposes, the staff must first adopt the technology and use it to support their teaching and then restructure their teaching experience with technology. The purpose of this study is to investigate the issues in technology integration of academic staff at a Turkish university located in Central Anatolia. Both qualitative and quantitative data analysis techniques were used in this study designed as a correlational survey research. The results showed that the techno-pedagogical competence of academic staff was almost at the advanced level. Moreover, the staff had high level of information and communication technologies (ICT) acceptance so they used technology in their teaching quite often. The participants reported that they used technology during the presentation of slides, and listed their major problems as insufficient infrastructure, limited ICT skills, inadequate technical support, and student- and software- related problems. The findings indicated that it was the daily life experiences of the academic staff rather than the in-service trainings that enhanced their technological and pedagogical skills.

Activity Theory for Studying Technology Integration in Education

2011 ◽  
pp. 14-21
Author(s):  
Lorna Uden ◽  
Griff Richards ◽  
Dragan Gaševic
Keyword(s):  
Technology Integration ◽  
Activity Theory ◽  
Cultural Issues ◽  
Ict Integration ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
E Learning ◽  
Cultural Historical Activity ◽  
Impact Of Technology ◽  
The Impact

As can be seen, successful integration of technology into the classrooms depends on many factors. How do we study the effectiveness of technology integration in schools? We believe that cultural historical activity Activity Theory for Studying Technology Integration in Education a theory can be used as a framework to study the ICT integration processes in schools. This paper describes how learning activities in ICT-mediated classrooms must be understood in the context of larger socio-cultural issues. The structure of the paper is as follows. In the next section, we briefly review the use of technology for e-learning, followed by the impact of technology integration. A brief review of activity theory is then given, followed by how it can be used to study the effectiveness of technology integration. The final section of the paper presents the conclusion.

Effective Integration of Technology in Inquiry Learning

2021 ◽  
pp. 664-676
Author(s):  
Lisa J. Lynn
Keyword(s):  
Deep Learning ◽  
Information And Communication Technologies ◽  
Inquiry Learning ◽  
Communication Technologies ◽  
Grade Levels ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Education Leaders ◽  
Information And Communication ◽  
Effective Integration

For education leaders (teachers, professors, curriculum designers, and administrators), there are well-documented benefits to using inquiry learning in a wide variety of grade levels, content levels, and contexts. Besides promoting deep learning and critical thinking, inquiry learning is readily adaptable to 21st century skills such as information and communication technologies literacy. However, the combination of sophisticated pedagogy and cutting-edge technologies can be overwhelming to education leaders when planning an inquiry learning curriculum. Faced with a wide variety of technology options, education leaders have little research-based guidance for choosing the ones that are best suited to an inquiry learning curriculum. This chapter reviews recent findings on the use of technology in inquiry learning and provides suggestions and guidelines for incorporating technology in inquiry learning in order to maximize the pedagogical affordances of technology.

Sign in / Sign up

Export Citation Format

Share Document