A Review on Exploratory based Learning Implementation by Integrating Technology Strategy in Teaching and Learning

2020 ◽  
Vol 24 (03) ◽  
pp. 657-664
Author(s):  
Ida Aryanie Bahrudin ◽  
Maizam Alias
Keyword(s):  
Teaching And Learning ◽  
Technology Strategy ◽  
Integrating Technology

Marketing and Technology: A Strategic Coalignment

1987 ◽  
Vol 51 (3) ◽  
pp. 1-14 ◽  
Author(s):  
Noel Capon ◽  
Rashi Glazer
Keyword(s):  
Resource Allocation ◽  
Technological Change ◽  
Marketing Strategy ◽  
Firm Behavior ◽  
Technology Strategy ◽  
Changing Environments ◽  
Integrating Technology ◽  
Technological Resource ◽  
Optimal Set

The authors present a case for integrating technology and marketing strategy as key elements that affect corporate success in rapidly changing environments. After describing the implications of technological change for firm behavior, the authors propose a framework for developing a technology strategy and introduce the technology portfolio. The technology portfolio serves both as a model for technological resource allocation and as an aid in choosing an optimal set of technologies from a set of feasible alternatives.

scholarly journals University 4.0: Model of University 4.0 Meeting the Development of Industry 4.0.

2021 ◽  
Author(s):  
Nguyen Thi My Loc ◽  
Hoang Si Tuong
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Industry 4.0 ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Education Technology ◽  
Digital Transformation ◽  
Educational Organizations ◽  
Integrating Technology ◽  
Industrial Revolutions

The industry has different industrial revolutions leading to great fluctuations in all areas of life, especially in the field of education. Technology has become ubiquitous in educational organizations help meet the demands of improving, optimizing, and personalizing education. The ability to automate learner tracking becomes possible, at least in the assessment of learner's diligence and progress as well as their acquisition of knowledge and skills. Especially in the context of knowledge becoming increasingly heterogeneous and complex in today's learning environment. With constant innovation and development in today's teaching and learning, we need transform the paradigm of integrating technology into the teaching process to accommodate collaboration and coordination. In this article, we propose a solution integrating technology into higher education in the context of higher education 4.0. University 4.0 concept is inspired by the industry 4.0 model and applies this concept to higher education to better meet the increasing needs of learners. The article also focuses on presenting the context of the industrial revolution and the education revolution, especially the digital transformation in education from education 3.0 to education 4.0, the challenges facing university 4.0. proposed university model 4.0. It is an open, flexible and interconnected university model, with the aim of providing learners with professional capabilities to meet the requirements of Industry 4.0, creating a lifelong learning environment, according to specific conditions, individual needs, aspirations and preferences of learners.

scholarly journals Research Trends in Technological Pedagogical Content Knowledge (TPACK): A Systematic Literature Review from 2010 to 2021

2021 ◽  
Vol 10 (4) ◽  
pp. 2045-2054
Author(s):  
Irwanto Irwanto
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Asia Pacific ◽  
Pedagogical Content ◽  
Integrating Technology ◽  
The Us ◽  
Prior Literature ◽  
Information And Communication

<p style="text-align: justify;">In recent years, integrating technology into education continues to attract more attention along with the rapid growth of information and communication technology. In the literature, teachers’ technological pedagogical content knowledge (TPACK) plays an essential role in successfully integrating technology into teaching and learning contexts. This study aims to provide a comprehensive view of prior literature and some possible directions for researchers and educators for further TPACK studies. A total of 106 papers were chosen from the Springer database and synthesized. Frequency of annual publications, number of documents with and without TPACK in the title, research methods, number of authors, major contributed countries, most cited papers, and most productive journals in TPACK research were reviewed. The results showed that TPACK has continued to receive attention from researchers in the past decade. Among the reviewed publications, each of the 53 documents included the term TPACK in the title and abstract. To date, qualitative methods were more frequently adopted in TPACK research than quantitative, mixed, and non-empirical methods. Most papers published in TPACK research have two authors. When ranked by country, the US has the highest contribution compared to other countries in this field, followed by Turkey, Australia, Singapore, and Taiwan. The authors with the most cited papers were Min-Hsien Lee and Chin-Chung Tsai with 210 citations. Based on the number of articles published in TPACK, <em>The Asia-Pacific Education Researcher</em> and <em>TechTrends</em> seemed to be the most contributing journal in this field.</p>

Integrating Technology into Teaching and Learning: The Three Keys to the Kingdom

1997 ◽  
Vol 34 (4) ◽  
pp. 252-256
Author(s):  
Neal Grandgenett ◽  
Don Grandgenett ◽  
Neal Topp ◽  
Jarene Fluckiger ◽  
Elliott Ostler ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Integrating Technology

scholarly journals Educators’ perceptions of technology integration into the classroom: a descriptive case study

2019 ◽  
Vol 12 (3) ◽  
pp. 236-249
Author(s):  
Rita J. Hartman ◽  
Mary B. Townsend ◽  
Marlo Jackson
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Teaching And Learning ◽  
School Level ◽  
High School Level ◽  
Content Type ◽  
Descriptive Case Study ◽  
Level Of Confidence ◽  
Integrating Technology

Purpose The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning environment integrating technology. Design/methodology/approach The descriptive case study design was employed using descriptive statistical analysis and inductive analysis on the data collected. Findings Themes on a high level of confidence, the importance of professional development and training, self-motivation, and excitement about the way technology can enhance the learning, along with concerns over the lack of infrastructure and support for integrating technology, and about the ability of students to use the technology tools for higher ordered thinking surfaced. Research limitations/implications Additional research may include a more diverse population, including educators at the kindergarten to high school level. Another recommendation would be to repeat the study with a population not as vested in technology. Practical implications A pre-assessment of the existing values, beliefs and confidence of educators involved in the change process will provide invaluable information for stakeholders on techniques and strategies vital to a successful transition. Social implications To effectively meet the learning styles of Generation Z and those students following, educators need be able to adapt to quickly changing technology, be comfortable with students who multitask and be open to technology-rich teaching and learning environments. Originality/value This study filled a gap in the literature where little information on the humanistic challenges educators encounter when integrating technology into their learning environment providing insights into the values, beliefs and level of confidence of educators experiencing change.

Exploring Pre-Service Physical Education Teacher Technology Use During Student Teaching

2017 ◽  
Vol 36 (2) ◽  
pp. 173-184 ◽  
Author(s):  
Emily M. Jones ◽  
Jun-hyung Baek ◽  
James D. Wyant
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Physical Education ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching And Learning ◽  
Early Career ◽  
Action Research Project ◽  
Research Project ◽  
Integrating Technology

Purpose:The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.Methods:Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.Results:Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.Discussion/Conclusion:Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.

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