scholarly journals Teaching and learning with digital technologies in the intermediate school classroom: An Activity Theory analysis of classroom interactions

2021 ◽  
Author(s):  
◽  
Tara Lynn Evans
Keyword(s):  
Activity Theory ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Digital Technologies ◽  
Digital Tools ◽  
Careful Examination ◽  
Personal Factors ◽  
Intermediate School ◽  
Technology Users ◽  
The Impact

<p>In the three decades since digital technologies were introduced into classrooms with the potential of changing educational practices, an ongoing dialogue continues regarding the impact of these technologies on teaching and learning, for both teachers and their students. While current research has identified a number of elements that influence teachers’ integration of digital technologies, there is a need for a careful examination of the relationships between these factors and how they come together to underpin teachers’ decisions to use digital devices with their students. The purpose of the present study was to understand teachers’ motivations for integrating digital technologies into their teaching practice, how they accomplished this, and what environmental and personal factors underpinned these decisions. This research also investigated students’ experiences of working with digital technologies as they participated in teacher-planned lessons. Both contextual and personal factors contribute to teachers’ use of digital technologies; therefore, these aspects were considered through the Cultural-Historical Activity Theory (CHAT) theoretical framework to make sense of the sociocultural environment that influenced these intermediate school teachers as they made decisions to include digital technologies in their classroom practices. An interpretive multiple case study methodology was used, incorporating data collection methods of interviews, observations, document analysis, ‘think alouds’, and student focus groups, to explore the practices of teachers and their students in four classroom cases within two intermediate schools in New Zealand over the course of a year. The results showed that teachers included digital tools in their classroom practices to support their existing pedagogical practices, comply with school policies, communicate with parents and students, motivate and engage students, and prepare students for a digital world. As teachers’ knowledge of the affordances of digital technologies increased, they were able to integrate these tools in ways that aligned with their classroom objectives. School leadership and professional development played a key role in the methods through which teachers incorporated digital technologies. In addition, the perception of community members that these teachers were skilled technology users led to new roles and responsibilities within their school environments. This study showed that while some learners were experienced technology users, teachers’ assumptions of student abilities and/or engagement with these tools were sometimes inaccurate. Appropriate teacher scaffolding of student learning as well as teachers’ explicit expectations for the use of digital technologies combined to increase the success of learning activities within each classroom. The findings from this study illustrate the reality experienced by teacher participants when attempting to integrate digital tools into their teaching practices. The teachers were motivated to use digital technologies in their classrooms to support their students’ learning, and did so by gaining knowledge of the different tools available in their environments and reconfiguring the most effective ways to incorporate those within their classroom practices.</p>

scholarly journals Teaching and learning with digital technologies in the intermediate school classroom: An Activity Theory analysis of classroom interactions

2021 ◽  
Author(s):  
◽  
Tara Lynn Evans
Keyword(s):  
Activity Theory ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Digital Technologies ◽  
Digital Tools ◽  
Careful Examination ◽  
Personal Factors ◽  
Intermediate School ◽  
Technology Users ◽  
The Impact

<p>In the three decades since digital technologies were introduced into classrooms with the potential of changing educational practices, an ongoing dialogue continues regarding the impact of these technologies on teaching and learning, for both teachers and their students. While current research has identified a number of elements that influence teachers’ integration of digital technologies, there is a need for a careful examination of the relationships between these factors and how they come together to underpin teachers’ decisions to use digital devices with their students. The purpose of the present study was to understand teachers’ motivations for integrating digital technologies into their teaching practice, how they accomplished this, and what environmental and personal factors underpinned these decisions. This research also investigated students’ experiences of working with digital technologies as they participated in teacher-planned lessons. Both contextual and personal factors contribute to teachers’ use of digital technologies; therefore, these aspects were considered through the Cultural-Historical Activity Theory (CHAT) theoretical framework to make sense of the sociocultural environment that influenced these intermediate school teachers as they made decisions to include digital technologies in their classroom practices. An interpretive multiple case study methodology was used, incorporating data collection methods of interviews, observations, document analysis, ‘think alouds’, and student focus groups, to explore the practices of teachers and their students in four classroom cases within two intermediate schools in New Zealand over the course of a year. The results showed that teachers included digital tools in their classroom practices to support their existing pedagogical practices, comply with school policies, communicate with parents and students, motivate and engage students, and prepare students for a digital world. As teachers’ knowledge of the affordances of digital technologies increased, they were able to integrate these tools in ways that aligned with their classroom objectives. School leadership and professional development played a key role in the methods through which teachers incorporated digital technologies. In addition, the perception of community members that these teachers were skilled technology users led to new roles and responsibilities within their school environments. This study showed that while some learners were experienced technology users, teachers’ assumptions of student abilities and/or engagement with these tools were sometimes inaccurate. Appropriate teacher scaffolding of student learning as well as teachers’ explicit expectations for the use of digital technologies combined to increase the success of learning activities within each classroom. The findings from this study illustrate the reality experienced by teacher participants when attempting to integrate digital tools into their teaching practices. The teachers were motivated to use digital technologies in their classrooms to support their students’ learning, and did so by gaining knowledge of the different tools available in their environments and reconfiguring the most effective ways to incorporate those within their classroom practices.</p>

Disruptive Classroom Technologies

2019 ◽  
Author(s):  
Anthony J. "Sonny" Magana
Keyword(s):  
Student Achievement ◽  
Learning Strategies ◽  
Technology Use ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Digital Tools ◽  
Educational Systems ◽  
Learning Challenges ◽  
The Impact ◽  
Future Learning

Of the many stated purposes of organized educational systems, one that might meet with general agreement is this: to ensure students build abundant learning capacity, achieve ample academic proficiency, and consolidate the requisite knowledge, skills, and aptitudes to successfully address future learning challenges. As computer technologies have transformed nearly every human endeavor imaginable, future learning challenges that students encounter will almost certainly require facility with digital technologies. In the realm of teaching and learning, the average impact of computer technology on student achievement has been both negligible and unchanged, despite astonishing technological developments since the 1960s. However, there is cause for renewed optimism about technology use in education. Compounding evidence suggests that large gains in student achievement are possible when digital tools are leveraged to enhance highly reliable instructional and learning strategies. The objective of the author’s investigation efforts is to develop a more precise language and set of ideas to discuss, enact, and evaluate high impact uses of digital tools in education. The result is the T3 Framework for Innovation in Education. The T3 Framework increments the impact of technology use into three hierarchical domains: Translational, Transformational, and Transcendent. Compounding evidence suggests that implementing the strategies in the T3 Framework, with reasonable fidelity, will likely increase the impact of digital technologies to unlock students’ limitless capacities for learning and contribution, and better prepare today’s students for tomorrow’s learning challenges.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

scholarly journals Padrões de Uso da Tecnologia Digital no Aprendizado de um Curso de Medicina

2017 ◽  
Vol 25 (01) ◽  
pp. 1
Author(s):  
Giovanna Truyts Biscardi ◽  
João Marcelo Rondina
Keyword(s):  
Young People ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Natives ◽  
Educational Institutions ◽  
The Internet ◽  
Know How ◽  
The Impact ◽  
De Medicina

The Y generation is understood as that born under the influence of the digital technologies. Now it’s represented by the young university students that created such a tight bond with the internet and its tools that uses them easily and frequently. Many works say that this generation of immediate young people accustomed to multitasking has developed a new kind of neuroplasticity entirely different of their antecessors and therefore possess peculiar habits and mechanisms of learning that should be respected and considered in the dynamics of teaching and learning, creating a pressure in the educational institutions to adequate in this reality. However, there are a few studies evaluating the real existence of these characteristics. Thus, we preset the conclusions of this descriptive qualitative project fulfilled with medicine students at Faculdade de Medicina de São José Rio Preto that aim to know how these students use digital technologies and the impact of their habits and behaviors regarding the involvement with technologies in their studies. The conclusion was that technologies are an important influence on student’s lifes, however continues to be one among several others, which allows the teachers to keep a fundamental role in the formation of these digital natives, especially helping and guiding them in the correct and full use of new technologies developed for learning.

scholarly journals The Application Of A Flexible Learning Model To Enhance Engagement With Digital Technologies And Augmented Reality In Language Learning

2020 ◽  
Vol 8 (1) ◽  
pp. 15-21
Author(s):  
John Raymond Bostock
Keyword(s):  
Second Language Acquisition ◽  
Augmented Reality ◽  
Language Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Learning Model ◽  
Pedagogical Issues ◽  
Flexible Learning ◽  
The Impact

Digital Technologies (DT) including Augmented Reality (AR) provide advantages for educational provision in terms of flexible access and enhanced presentation of materials. They also continue to proffer a formidable yet exciting challenge to established teaching and learning practices. In this paper an attempt is made to research the impact of using DT and AR activities on the experiences of students who are learning modern languages generally and Spanish specifically in one tertiary Institution. Didactic methods of teaching have been superseded by the adoption of student centred learning, i.e. a collaborative and interactive learning style where the teacher is the planner, sequencer and facilitator who guides the students in achieving their learning objectives. Teacher centred, or didactic methods may have their advantages particularly when delivering explanations but can be over used and do not generally allow for active student involvement or an opportunity to use the ideas being taught. It is suggested in this study that in order to gain the maximum benefit from the use of DT and AR, there are specific curriculum and pedagogical issues to be addressed. A more focused understanding and approach is enabled by the use of the flexible learning model particularly with regard to how students learn, the role of the lecturer, the planning and development of course materials and the accessibility and reliability of both software and hardware. In addition, a review of the theories of Second Language Acquisition also provides a sound basis for researching language learning and appropriate pedagogies. Language teaching continues to adapt, respond and challenge traditional teaching and learning styles and recommendations for successful integration of DT and AR are suggested.

scholarly journals Online appropriations: collaborative technologies, digital texts, and Shakespeare’s authority

Authorship ◽  
2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Jenni Ramone
Keyword(s):  
Performance Studies ◽  
Digital Technology ◽  
Digital Technologies ◽  
Digital Tools ◽  
Digital Repositories ◽  
Collaborative Technologies ◽  
Internet Users ◽  
Democratic Engagement ◽  
And Performance ◽  
The Impact

This article considers the impact of digital technologies on Shakespeare's status as author. Digital technology encourages a more democratic engagement with literature which privileges the reader and thereby moderates the author's powerful hold over their text. As a result, it is to be expected that with the increased availability of digital tools, Shakespeare's status and conventional, universalist readings of his works might decline. Technologies have the potential to open up Shakespeare's works to new kinds of readers: these include academics studying Shakespeare's works perspectives outside the traditional disciplines of literary and performance studies, but also the general public who appropriate Shakespeare when shaping their online identities, or contribute to digital repositories of Shakespeare references. My paper considers the contradiction that while, in theory, digital technologies invite the reader to wrest control from the author, in practice those tools are sometimes used to bolster Shakespeare's universal value and genius. I consider the ultimate effect on Shakespeare's author status when digital technologies are applied to his works, and suggest that one way to measure this might be to explore appropriations of Shakespeare's characters online by individual internet users.

The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation Over Four Decades

2018 ◽  
pp. 23-49
Author(s):  
Sarah B. Bush ◽  
Shannon O. Driskell ◽  
Margaret L. Niess ◽  
David Pugalee ◽  
Christopher R. Rakes ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Rapid Expansion ◽  
Mathematics Teacher Preparation ◽  
The Impact ◽  
Pre Service Teacher

The rapid expansion of technology integration in everyday lives calls for a rethinking of teaching and learning with current and emerging digital technologies. How have pre-service teachers been prepared for teaching with these new technologies? Are they prepared for this educational revolution? This chapter presents an analysis of the impact of digital technologies in mathematics pre-service teacher preparation over the past four decades. The chapter examines how various technology types, content strands, grade-level bands, teacher outcomes, conceptual frameworks, research questions, and alignment with the Common Core State Standards for Mathematics (CCSSM) (CCSSO, 2010) Mathematical Practices (CCSSM-MP) have influenced the outcomes from mathematics teacher education papers and how this literature has affected teacher preparation. The goal of this examination is to identify recommendations for future mathematics teacher preparation research that show promise for revising mathematics teacher preparation in this digital age.

scholarly journals The Impact of Learning by Doing Application to Enhance Students Inquiry in The Classroom

2021 ◽  
Vol 1 (12) ◽  
Author(s):  
Vimala Murti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Learning Process ◽  
Student Voice ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Learning By Doing ◽  
Limited Resources ◽  
The Impact

Background: Learning by doing, also known as experiential learning, is a method when the learners actively participate in the learning process. The role of the teacher is to guide and facilitate the learners by providing a variety of activities and teaching materials that enhance inquiry in the classroom.Research purposes: The purpose of this study was aimed to investigate the impact of learning by doing applications to enhance students‟ inquiry in the classroom.Research methods: The present study involved forty-six (46) teachers across disciplines. Literature review, teachers‟ questionnaires, and open-ended questions through interviews were used for this study.Research results: The finding showed that most of the respondents understood and agreed about the impact of learning by doing application in the classroom and have been applied the method in their teaching and learning process. Some strategies, strengths, and possible challenges were shared during the interview. Hence, the result emphasized that the method enhances active participation that promotes inquiry.Conclusion: Most of teachers are familiar and consistently implement the learning by doing strategies to extend inquiry in the classroom. Some of the learning by doing strategies were shared during the interview. Most of the teachers have occupied with professional development workshops to increase their understanding on how to implement learning by doing that enhance inquiry in the classroom practices. Accordingly, over 90% of teachers agreed on the importance of application learning by doing in the classroom practices. Regarding some feedback, more than half of teachers agreed that learning resources and environment are helpful in the application of learning by doing. Moreover, learning by doing also enhanced inquiry and promote student voice and choice. Despite all the strengths have mentioned above, some challenges also were shared. For example limited resources, time and cost consume and different teachers' abilities in applying learning by doing in the classroom

scholarly journals Practices of Filipino Public High School Teachers on Digital Teaching and Learning Technologies during the COVID-19 Pandemic: Basis for Learning Action Cell Sessions

2022 ◽  
Vol 6 ◽  
pp. 707-722
Author(s):  
Babylyn Javier ◽  
Keyword(s):  
High School ◽  
Best Practices ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Mission Statement ◽  
Digital Technologies ◽  
Learning Technologies ◽  
Digital Tools ◽  
Public High School ◽  
School Teachers

Purpose–With industry 4.0 revolutionizing the digitally renowned teaching and learning societies, this research study aims to uncover the practices of public high school teachers on digital teaching and learning technologies during the COVID-19pandemic. Method–This descriptive-correlational study surveyed 34 consented Filipino teacher-participants of a public high school system in the Buguey District, Northern Philippines. Validated responses extracted thru Google forms administered in 30 days were described using frequency counts and percentages. Perceived practices were correlated with teacher-participants' profiles, while qualitative key informant interviews disclosed best practices, challenges, and problems along with the use of digital technologies for teaching and learning.Results–Findings revealed rare practices on the use of digital technologies to teaching and learning during the COVID-19 pandemic among teachers which are mostly on early to middle age brackets, dominantly female, completed their equivalent Masters' degree, holding teacher 2 or 3 ranks, and permanently teaching in 6 to 10 years now. Practices of teachers in the use of digital teaching and learning tools are somewhatevident, eager to practice and acknowledging the benefits of using the digital tools and radiating best practices in the workplace. Despite some technical issues that are beyond control, having internet at home necessitates the teacher's role to enhance teaching and learning while maximizing the potential of varied tools.Conclusion–With the onslaught of the COVID-19 pandemic, the Department of Education (DepEd)has indeed necessitated teachers to be innovative in class towards achieving its vision-mission statement by integrating into the curriculum and instruction the use of digital teaching and learning tools.Recommendations–It is recommended that DepEd must continually upscale its technological competencies with the implementation of the proposedlearning action cell sessions.Research Implications–The relevant research findings provided insights for school administrators for implementing training sessions for teachers to be technologically pandemic-responsive.Practical Implications–The results of the study provided inputs for teachers to be adaptive to utilizing digital tools for teaching not only in time of a pandemic.

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