scholarly journals Technology Transformation and Its Impact on Lecturer’s Performance

2020 ◽  
Vol 9 (1) ◽  
pp. 153
Author(s):  
S. Arifin ◽  
M. Sukmawidjaya
Keyword(s):  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Technology Leadership ◽  
Teaching With Technology ◽  
Learning And Teaching ◽  
Technical Performance ◽  
Use Of Technology ◽  
Impact Of Technology ◽  
Technology Transformation ◽  
The Impact

The interest to do this research is to investigate the impact of technology transformation on the lecturer's performance. The terms technical performance in this research are divided into five (5) indicators: engaging and empowering learning, and teaching with technology, leadership, accommodation (syllabus and lesson scheme), and infrastructure provided by the campus. The findings indicate that many lecturers have a lack of knowledge in technology transformation.  However, all lecturers must have it for the teaching and learning process in the 21st-century. The research methods used were descriptive analysis, observations, quantitative and semi-structured qualitative research, and the questionnaires done using Google Form. There were sixty-four (64) respondents in this research. The result shows that the use of technology proves its significant impact on the lecturer's performance. 

scholarly journals The Impact of a Technology-Rich Environment

2021 ◽  
pp. 135-139
Author(s):  
Dania B. Meghabghab ◽  
Catherine Price
Keyword(s):  
Technology Implementation ◽  
Teaching And Learning ◽  
Information Access ◽  
State Funding ◽  
Technology Initiative ◽  
Use Of Technology ◽  
Key Issues ◽  
Impact Of Technology ◽  
K 12 ◽  
The Impact

The lottery funding for technology in the state of Georgia has reshaped the directions of K-12 schools and redefined education at all levels. The use of technology has improved information access and provided new means for information retrieval.The impact of technology integration on teaching and learning is evident in many of Georgia’s schools. The discrepancies in the allocation of state funding across school levels and among regions, however, have widened the gap between the “information rich” and the “information poor.” This paper describes the impact of Georgia’s Technology Initiative on information access, teaching, and learning. It will address key issues for creating a technology-rich environment and provides recommendations for technology implementation.

scholarly journals How Will the Use of Technology in Translation and Testing Affect Language Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 22 ◽  
Author(s):  
David Michael Bourne
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Educational Institutions ◽  
Human Element ◽  
Use Of Technology ◽  
The One ◽  
Impact Of Technology ◽  
Age Range ◽  
The Impact

Technology has an ever increasing impact on how we work and live. Article adressed the issue of the impact of technology in two key areas of language learning. On the one side learners increasingly used technology to translate. Given this trend, was there any real need to learn a language. On the other side, educational institutions increasingly used technology to rate language proficiency. Given this trend, would the work of the teacher become less and less important. The survey was conducted by using quantitative method. The respondents’ age range was 18-25. There were 53 respondents, 35% were male and 65% were female. The instrument was a questionaire having 9 questions describing the students’ reliance on computer in translation. It can be concluded that learners of English indicate that they accept and welcome the role of technology in language learning, but there is a doubt that the role and participation of humans in the learning process will be completely replaced. The human element remains an important ingredient. (EE)

scholarly journals Qualitative Development of Construction Student’s Attitude in Ecological Teaching and Learning Process

2015 ◽  
Vol 1 ◽  
pp. 217
Author(s):  
Andris Bērziņš
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Ecological Education ◽  
Pedagogical Tool ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Teaching Content ◽  
The Impact ◽  
Student’S Attitude

<p>The publication reflects the qualitative development of construction students' ecological attitude in learning and teaching process in a vocational school. By facilitating the teaching and learning process, developing the content of education, introducing in teaching ecologically-oriented forms of work, methods, approaches and instruments; using the environment as a pedagogical tool and highlighting the important role of teacher as an ecological person in the accentuation of teaching content as students understand it. The author emphasizes the impact of the components of ecological education in the promotion of the reflection on the most essential attitude criteria – knowledge, skills and behaviour. Applying quantitative and qualitative research, the author sums up the experimantally obtained results showing that by the introduction of the components of ecological education, it is possible to foster the development of an ecological person.</p>

Interdisciplinary Pedagogies in Higher Education

2017 ◽  
Author(s):  
Debora DeZure
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
Online Tools ◽  
Interdisciplinary Problem Solving ◽  
The Many ◽  
Impact Of Technology ◽  
The Impact

“Interdisciplinary Pedagogies in Higher Education” explores the increasing integration of goals for interdisciplinary learning in American higher education. The chapter begins with working definitions of interdisciplinary learning and the many factors that have led to its proliferation. It then reviews the elaboration of new methods to teach and to assess interdisciplinary learning, emerging models of interdisciplinary problem-solving, and practice-oriented resources and online tools to assist undergraduate, graduate, and professional students and their instructors with interdisciplinary problem-solving and communications in cross-disciplinary and interprofessional contexts. The chapter concludes with the impact of technology, for example, e-portfolios and other digital and technology-enabled tools, and evidence of an emerging body of scholarship of teaching and learning focused on interdisciplinary learning.

Technology Shaping Education in Rural Communities

2018 ◽  
pp. 184-204
Author(s):  
Jillian R. Powers ◽  
Ann T. Musgrove ◽  
Jessica A. Lowe
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Teachers ◽  
Post Secondary ◽  
Face To Face ◽  
Grade Levels ◽  
Teachers And Students ◽  
Impact Of Technology ◽  
The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

Socrates and Descartes Meet the E*Trade Baby

2011 ◽  
pp. 1-20
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Teaching And Learning ◽  
Personal Epistemology ◽  
Generation Gap ◽  
Information Communication ◽  
Media Technology ◽  
Learning And Development ◽  
Potential Benefits ◽  
Teachers And Parents ◽  
Impact Of Technology ◽  
The Impact

Personal Epistemology is the study of an individual’s beliefs about the nature of knowledge and the process of knowing (Hofer & Pintrich, 1997). The study of epistemology has been debated for centuries from Socrates to Descartes; it was later revived in the field of educational psychology by William Perry (1970). Technology plays a significant role in all aspects of children’s life today, and this role will only increase in the future. The potential benefits of technology for young children’s learning and development are well documented (Wright & Shade 1994). Therefore, parents and teachers of young children have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children. When it comes to technology the generation gap is undeniable; what does this gap mean for teaching and learning in early childhood? Further, what does it mean for teachers and parents while our youngest learners tip the scale as their worlds are enmeshed with information, communication, and media technology? Does the E*Trade baby represent our future children?

Information Technology Leadership and Change in Higher Education

2020 ◽  
pp. 36-54
Author(s):  
Joseph Ezale Cobbinah
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technology Leadership ◽  
Educational Institutions ◽  
Learning Needs ◽  
Higher Educational Institutions ◽  
Use Of Technology ◽  
Higher Educational

Higher educational institutions are widening participation through the introduction of new programs, using different approaches to deliver learning so that many people can have access to education. With the growing number of students in our higher educational institutions, coupled with learners who are working and by virtue of their job commitments cannot do traditional face-to-face education, using information technology (IT) to support lessons in higher education institutions has become very laudable. The introduction and use of technology have brought changes in the way we teach and support students in our higher education institutions. This, therefore, calls for effective IT leaders who will be able to motivate, inspire, and meet the learning needs of the diverse students in our institutions while improving teaching and learning. The IT leaders should not only be individuals who can only lead the change crusade but should be able to manage the change process.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

Current and future impact of technology on physiology education.

1998 ◽  
Vol 275 (6) ◽  
pp. S8 ◽  
Author(s):  
R G Carroll
Keyword(s):  
Cognitive Processes ◽  
Word Processing ◽  
Teaching And Learning ◽  
Item Analysis ◽  
Multiple Choice Questions ◽  
The World ◽  
Teaching Learning ◽  
Impact Of Technology ◽  
The Impact

There are at least three areas in which technology can impact education: teaching, learning, and assessment. Teaching, when viewed as communication of information, has been transformed by the technology revolution. Word processing, multimedia, distance learning, and access to the World Wide Web are some prominent examples. The impact of technology on learning, defined as knowledge or skill acquired by instruction or study, has been less dramatic, in part because of our limited understanding of cognitive processes. Some forms of assessment, the collection of evidence of learning, have benefited from technology, such as item analysis of multiple-choice questions. To be effective, the focus on instruction must start with the learner and, from there, consider what should be done to enhance learning. An emphasis on what is technologically appropriate, rather than what is technologically possible, will improve the quality of both teaching and learning.

Research trends in flipped classroom empirical evidence from 2017 to 2018

2019 ◽  
Vol 16 (3) ◽  
pp. 255-277 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Yin Zhang ◽  
Xiuhan Li ◽  
Samuel Kai Wah Chu ◽  
Saifullah Idris ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Classroom Research ◽  
National Standards ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Content Type ◽  
Competency Based ◽  
The Impact

Purpose This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.

Sign in / Sign up

Export Citation Format

Share Document