scholarly journals University teaching with digital technologies

Comunicar ◽  
2015 ◽  
Vol 23 (45) ◽  
pp. 117-124 ◽  
Author(s):  
Carlos Marcelo-García ◽  
Carmen Yot-Domínguez ◽  
Cristina Mayor-Ruiz
Keyword(s):  
Digital Technologies ◽  
Learning Technologies ◽  
Learning Activities ◽  
University Teaching ◽  
Small Range ◽  
University Teachers ◽  
Use Of Technology ◽  
Frequency Of Use ◽  
Level Of Use ◽  
Teaching Learning

This research aims to analyze the level of use of technology by university teachers. We are interested by the frequency of their use in designing the teaching-learning process. The research questions were: what types of learning activities which include are designed by university teachers? What types of technologies do teachers use in the design of their instruction? What is the level of use of digital technologies in the learning designs? To respond to these issues, we designed an inventory of activities of learning technologies at the university which was completed by 941 Andalusian teachers. We have identified the type and frequency of use of technology by university lecturers in their different fields at the same time as studying learning activities that predominate in their learning designs. The results, first of all, reveal a poor integration of ICT in the teaching-learning processes which are, essentially, the teacher-centered learning activities. Secondly, we have identified four profiles which differentiate between d teachers depending on their level of use of ICT. The profile comprising an increased number of teachers makes making reference to the rare use of technology. There are teachers who use technology sparingly, and this is a very small range. Esta investigación tiene por objetivo analizar el nivel de uso que de las tecnologías hace el profesorado universitario, interesándose tanto por la frecuencia de uso de ellas, como por el tipo de actividades de aprendizaje en las que se utilizan. Los problemas de investigación se centraron en: ¿qué tipos de actividades de aprendizaje con tecnologías diseñan los docentes universitarios?, ¿qué tipo de tecnologías utilizan los docentes en el diseño de su enseñanza?, ¿cuál es el nivel de uso de las tecnologías digitales en los diseños del aprendizaje del profesorado universitario? Hemos diseñado el Inventario de Actividades de Aprendizaje con Tecnologías en la Universidad que fue respondido por 941 docentes andaluces. A través de él hemos identificado el tipo y frecuencia de uso que de la tecnología hace el profesorado universitario en sus materias al tiempo que hemos estudiado las actividades de aprendizaje que predominan en sus diseños del aprendizaje. Los resultados revelan una pobre integración de tecnologías en los procesos de enseñanza-aprendizaje los cuales se constituyen, esencialmente, de actividades de aprendizaje centradas en el docente. Hemos identificado cuatro perfiles diferenciados de docentes en función del nivel de uso que hacen de las TIC. De los cuatro, el perfil que mayor número de docentes agrupa es el que hace referencia a un uso poco frecuente de la tecnología; son docentes que emplean escasamente la tecnología y esta es de una gama muy reducida.

scholarly journals Digital Literacy of EFL Students: An Empirical Study in Vietnamese Universities

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Lan Anh Thuy Nguyen ◽  
Anita Habók
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
English Learning ◽  
Skill Levels ◽  
Use Of Technology ◽  
Frequency Of Use ◽  
Technology Applications ◽  
Efl Students ◽  
Students Attitudes ◽  
Digital Knowledge

Abstract The current research investigates the digital literacy levels of 1661 English as a foreign language (EFL) learner at Vietnamese universities. We used an adapted questionnaire to assess students’ digital knowledge and their perceived skills, their attitudes toward the use of digital technologies, and the frequency of use of technology applications in English learning. The findings reveal that most Vietnamese students can access digital technologies at home and in their institutions. Furthermore, students achieve an adequate level of knowledge regarding digital literacy, and their technological skills range from low to average. Students’ attitudes toward technologies are positive, but they do not use technologies extensively when learning English. Comparisons show that males have better digital knowledge and skills than their female peers. Although female students are more aware of the digital integration benefits of learning than their male peers, males tend to use technologies more extensively than females. There are also discrepancies among different year groups. Seniors have the best digital knowledge, while freshmen possess the highest technical skill levels. Junior and senior students’ attitudes toward technology applications in English learning are more positive than those of freshmen and sophomores.

Flipped University Classrooms

2017 ◽  
pp. 233-246
Author(s):  
Michael Sankey ◽  
Lynne Hunt
Keyword(s):  
Case Studies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
University Teaching ◽  
Instructional Designers ◽  
Support Teams ◽  
University Teachers ◽  
Teachers And Students ◽  
University Classrooms

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

Developing Pedagogical Skills for Teachers

2017 ◽  
pp. 128-144
Author(s):  
Bonface Ngari Ireri ◽  
Elijah I. Omwenga ◽  
Robert Oboko ◽  
Ruth Wario
Keyword(s):  
Significant Relationship ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Activities ◽  
Learner Centered ◽  
Use Of Technology ◽  
Pedagogical Skills ◽  
Student Ability ◽  
Rate Of Response ◽  
The Way

Since technology alone without the instructor or teacher cannot deliver learning to learners, the presence of the teacher or instructor is very important. For any meaningful teaching and learning to take place in a class, the teacher must gain learner's attention. Teachers who use learner centered approaches have a strong trust in students, they believe that students want to learn, have great faith in student ability and offer students ownership of class activities. They are able to manage their classroom. This chapter looks at the way attention can be measured and used as a tool to inform teachers in order to enable them manage the classroom and learning activities. There is a significant relationship between rate of response as a measure of attention and use of technology meant for teaching and learning. Teaching and learning technologies draw learners' attention, motivating them and arousing their curiosity to be engaged in learning.

scholarly journals Investigating EFL Teachers’ Strategies to Engage Learners in “Conversation” Classes at University Level

2020 ◽  
Vol 9 (1) ◽  
pp. 177
Author(s):  
Hussein A. Ahmed ◽  
Hawar Sh. Mohammed Salih
Keyword(s):  
Foreign Language ◽  
Learning Activities ◽  
Foreign Languages ◽  
University Teachers ◽  
Item Questionnaire ◽  
Efl Teachers ◽  
The Subject ◽  
University Level ◽  
Teaching Learning ◽  
Quality Learning

Engagement is broadly defined as learners’ involvement in activities that bring about high-quality learning. Educationally speaking, learners’ engagement outlines the degree of attention, curiosity, interest and passion that learners display as they are learning or being taught. Recently, learners’ engagement has been researched quite intensively as it plays a crucial role in the acquisition of knowledge and duly achievement in the field of teaching/learning foreign languages. The current research attends to English as a foreign language university teachers’ use of a set of strategies/techniques to make learners’ do some actions so as to be prepared for engagement in the ongoing teaching/learning activities and exercises related to their “Conversation” classes. It further aims at identifying the actions done by the teachers of “Conversation” themselves to engage learners. Based on the preceding aims, it is hypothesized that the researched sample of teachers does not require learners to do certain actions as preparation for engagement in the relevant learning activities and do not do what is required from them to engage learners in their classes and duly do not enhance learners’ engagement in the different learning activities To validate the hypotheses, a sample of 12 English as a foreign language university teachers (6 males and 6 females) specialized in linguistics and teaching the subject “Conversation” has been given a 43-item questionnaire, prepared by the researchers and validated through distribution to a panel of juries in the first place and then piloted to a number of English as a foreign language university teachers, to state their responses to a five-point scale that ranges from “always’ to “never”. The results show that the sample of teachers ask learners to do a set of actions as preparation for engagement in the relevant learning activities; they also do what is required from them to engage learners and duly enhance their engagement in the different learning activities.

scholarly journals What do university teachers do all day (and often into the night)?'

2010 ◽  
Vol 7 (1) ◽  
pp. 5-23
Author(s):  
Josie Arnold ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Personal Narrative ◽  
University Research ◽  
Learning Activities ◽  
University Teaching ◽  
University Teachers ◽  
Definition Of ◽  
The University ◽  
The Impact

Teaching and the student experience are interlocked. This paper takes a personal look at the pleasures and pressures of teaching in contemporary higher education. In doing so it adds to the definition of teachers’ work in higher education, surveys some of the creative and positive sides of University teaching and shines a light upon the impact of increased commercialisation and managerial approaches upon academic work. It focuses upon the teaching and learning activities that academics undertake in the service of the university, including the research that adds to and updates their own knowledge, and hence underpins their teaching, so as to enable and enrich the learning journeys of their students. This paper has been written as a personal narrative, as what I have come to call a ‘subjective academic narrative’. The ‘subjective’ refers to acknowledgement of the inevitability of the personal being an integral part of research; the ‘academic’ refers to the analytical and the intellectual ambience in which university research takes place; and the ‘narrative’ refers to the story, that is, the way in which we re-tell all of our research. Above all, this paper contributes to a sense of understanding some of the elements of teaching that are involved in student engagement.

scholarly journals Rethinking the selection of learning technologies

1989 ◽  
Vol 5 (2) ◽  
Author(s):  
John G. Hedberg
Keyword(s):  
Information Technologies ◽  
Learning Task ◽  
Learning Technologies ◽  
Learning Activities ◽  
Conceptual Representations ◽  
Modern Learning ◽  
Teaching Learning ◽  
Selection Of

<span>In this paper, the criteria for selecting modern learning technologies are discussed and it is suggested that four teaching/learning activities might form the basis for selection combined with a number of types of conceptual representations. The most important aspects for a designer are the match between learning task and its ability to be presented or manipulated by the learner using a decreasing range of information technologies.</span>

Flipped University Classrooms

2014 ◽  
Vol 16 (2) ◽  
pp. 26-38 ◽  
Author(s):  
Michael Sankey ◽  
Lynne Hunt
Keyword(s):  
Case Studies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
University Teaching ◽  
Instructional Designers ◽  
Support Teams ◽  
University Teachers ◽  
Teachers And Students ◽  
University Classrooms

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

scholarly journals New Methods of Teaching at Russian Universities in the Context of Society Digitalization

2021 ◽  
Author(s):  
O.E. Reshetnikova
Keyword(s):  
Blended Learning ◽  
Teaching Methods ◽  
Rapid Development ◽  
Digital Technologies ◽  
Learning Technologies ◽  
Project Based Learning ◽  
University Teachers ◽  
Teacher Student ◽  
New Material ◽  
Russian Universities

The article provides a classification of new teaching methods used by university teachers in order to adapt students to learn new material in the context of their cognitive activities. In modern conditions of the rapid development of digital technologies, it is becoming increasingly difficult to navigate the growing flow of information, so teachers are faced with the problem of helping students learn more effectively, especially if students lack knowledge of new digital technologies. Therefore, the function of the teacher is changing significantly, and there is a need to use such teaching methods that help students more easily and quickly recognize reliable sources, at the same time acquiring the ability to set the necessary search queries and navigate through digital space. New learning technologies, such as gamification, blended learning, mobile learning, micro-learning, project-based learning and facilitation sessions, contribute to the active teacher-student interaction and the formation of new knowledge and competencies. At the same time, the process of acquiring knowledge becomes secondary, and the acquisition of new competencies that will be necessary in future professional life comes to the fore. The digital educational landscape offers students a greater choice, which actualizes the promotion of new educational technologies in the modern university space. Keywords: new teaching methods, digitalization, Russian universities, blended learning, gamification

scholarly journals Communication and didactics, the difficult but needful symbiosis in higher education systems

2019 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Stefano Mustica
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
University Teaching ◽  
University Teachers ◽  
Equal Importance ◽  
The Individual ◽  
Teaching Learning ◽  
The University

Abstract The first purpose of the university system is to deliver qualitative education through solid didactics/educational, but not many university structures seem really interested in the subject. Sets of laws, measures, rules, and prescriptions of all kinds are in fact relegating it to a corner, making it less and less central and effective while also increasing the difficult to decipher, update and innovate it. As a matter of fact, the issue of modernization of teaching methods has been tackled decisively by the European Commission, which has placed it among the priorities of its agenda. By acting in this way, EU is manifesting the conviction that a better quality for higher education will determine a growth in development and competitiveness not only for the Union itself but also for the individual universities that will define a strategy to improve the level of their teaching and learning and to give equal importance to research and teaching. In its report on the theme of modernization and quality of teaching and learning, the European Commission summarizes its conclusions in 16 recommendations, including: - the need for adequate teaching training for teachers; - the need for the merits of teachers who make a significant contribution to improving teaching and learning methods to be recognized and rewarded. But in order to achieve such quality prospects, it is necessary for university teachers to combine the knowledge of their discipline with specific communicative, cognitive and, more generally, relational skills. All this must become a principle of the university teaching of the future. However, on a practical level, it is not uncommon to meet teachers who are not sufficiently attentive to these dimensions of the teaching-learning dynamic, failing to identify the “language” capable of transferring their theoretical/practical knowledge in the function of real learning of the student.

scholarly journals A Descriptive Case Study of Using Line Application for Learning Writing

2018 ◽  
Vol 1 (2) ◽  
pp. 158-164
Author(s):  
Paskalina Widiastuti Ratnaningsih
Keyword(s):  
Research Result ◽  
Learning Activities ◽  
Descriptive Case Study ◽  
Use Of Technology ◽  
The Media ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teaching Learning ◽  
Document Review

Abstract   Writing as part of English skills is highly concerned in the present days. The development of technology influences the use of media for teaching-learning activities. This paper aims at discovering students’ learning in English writing by using Line application as the media for learning. As one of the applications in the smartphone, Line application can be used in the teaching-learning activities. A task-based instruction is applied in the study. The method of study is case-study. The data were gathered with observation, interview, and document review. Holistic analysis was conducted after getting the data. The research result is writtten in descriptive. The description is divided into major themes. The themes are mainly in the scope of the use of technology for writing.   Keywords: case study, line application, writing, task-based instruction  

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