Academics' Perceptions of Using Technology with Face-to-Face Teaching

2014 ◽  
pp. 1135-1150
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Learning Strategies ◽  
Technical Support ◽  
Digital Tools ◽  
Teaching With Technology ◽  
Face To Face ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Effective Use ◽  
Intended Use

Many academics are using technology in their teaching, and universities are strongly involved in the provision of support to help academics make the most effective use of the technology. How academics perceive technology for teaching partly filters their response to the provided support. It is therefore useful to explore academics' perceptions of the use of technology in teaching. The study (N=53) reported on in this chapter provides insights into academic perceptions of teaching with technology by addressing the questions: (1) Which teaching tools (both face-to-face teaching and digital) are most popular? (2) For what purpose are the tools being used? (3) Do academics intend to extend their current use of technology with face-to-face teaching for the purposes of implementing learning strategies? and (4) Which feasibility conditions do academics perceive to be important to the realization of their intended use of technology ? The results of the study show that, for the academics in the study, face-to-face teaching is perceived as the preferred tool, especially for learning purposes such as helping students to understand concepts. The use of technology by the academics was limited to the simpler digital tools, and these were used mostly for non-learning-related purposes such as communication. However, the academics expressed the intent to increase their use of technology for improving learning in the future, and perceived feasibility conditions such as professional and technical support, teaching facilities, and especially time to be important to the realization of their intentions.

Academics' Perceptions of Using Technology with Face-to-Face Teaching

2015 ◽  
pp. 1373-1388
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Learning Strategies ◽  
Technical Support ◽  
Digital Tools ◽  
Teaching With Technology ◽  
Face To Face ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Effective Use ◽  
Intended Use

Many academics are using technology in their teaching, and universities are strongly involved in the provision of support to help academics make the most effective use of the technology. How academics perceive technology for teaching partly filters their response to the provided support. It is therefore useful to explore academics' perceptions of the use of technology in teaching. The study (N=53) reported on in this chapter provides insights into academic perceptions of teaching with technology by addressing the questions: (1) Which teaching tools (both face-to-face teaching and digital) are most popular? (2) For what purpose are the tools being used? (3) Do academics intend to extend their current use of technology with face-to-face teaching for the purposes of implementing learning strategies? and (4) Which feasibility conditions do academics perceive to be important to the realization of their intended use of technology ? The results of the study show that, for the academics in the study, face-to-face teaching is perceived as the preferred tool, especially for learning purposes such as helping students to understand concepts. The use of technology by the academics was limited to the simpler digital tools, and these were used mostly for non-learning-related purposes such as communication. However, the academics expressed the intent to increase their use of technology for improving learning in the future, and perceived feasibility conditions such as professional and technical support, teaching facilities, and especially time to be important to the realization of their intentions.

scholarly journals Blending Online Digital Tools in Low Resourced Classrooms in Nepal

2020 ◽  
Vol 3 (1-2) ◽  
pp. 45-56
Author(s):  
Ashok Sapkota
Keyword(s):  
Digital Divide ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Tools ◽  
Classroom Teaching ◽  
Experienced Teacher ◽  
Face To Face ◽  
Use Of Technology ◽  
Online Tools ◽  
Effective Use

 The wider uses of digital online tools have been explicitly practised in the educational spheres including access and use of technology in Nepal during the pandemic situation, like COVID 19. This article focuses on the use of six different digital online tools which could be effectively blended in face-to-face and distance classroom teaching by teacher educators to reshape the way they teach. It links the idea of tech integration along technological, pedagogical and content knowledge (TPACK) model in the use of technology. The data elicited from the narratives of ten experienced teacher educators relate the grassroots challenges in the use of tech tools to foster the professional identity of teachers. It further discusses the effective use of digital online tools even in the difficult circumstances minimizing the challenges and digital divide.  

scholarly journals Pre-Service Teachers’ Perception and Vision about TPACK and Its Implementation

2021 ◽  
Vol 20 (1) ◽  
pp. 142
Author(s):  
Arrizalu Arsa Ringotama
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
English Education ◽  
Language Education ◽  
Information And Communications Technology ◽  
Teaching With Technology ◽  
Education Department ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching

The need for educators to integrate the use of technology in the classroom is growing for the past few years. However, previous studies indicated that the use of Information and Communications Technology (ICT) is still at a low level of what the education program requires. Furthermore, it seems that in the field of language education, there is limited research focusing on pre service teachers (PTs). Therefore, to address this gap, this paper aims at investigating how the pre service teacher's understanding of the TPACK principle and how they will apply TPACK in their classroom. This mix-method study is using TPACK questionnaire and interview through a random sampling of 68 pre-service teachers of English Education Department of UNS. Furthermore, the results revealed that most of the participants understood the concept of TPACK well, and they also had various ways to apply it in their classroom. It is expected that knowing pre service teachers' (PTs) perceptions about TPACK in teaching and learning process that can be beneficial for both English Education Department programs and PTs, such as understanding the PTs' teaching abilities, development of the use of technology in teaching by pre service teachers in order to improve teacher department programs itself to develop the teaching practice with the support of technology. In addition, this study has implications for experts interested in the development and assessment of pre service teachers' understanding of teaching with technology.

Teaching with Technology: Active Learning in International Studies

2017 ◽  
Author(s):  
Steven F. Jackson
Keyword(s):  
Distance Education ◽  
World Wide Web ◽  
Teaching And Learning ◽  
World Wide ◽  
New Technologies ◽  
Personal Digital Assistant ◽  
International Studies ◽  
Teaching With Technology ◽  
Use Of Technology ◽  
Technology In Teaching

The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.

scholarly journals Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge

2021 ◽  
Vol 11 (1) ◽  
pp. 390-400
Author(s):  
Anis Rahmawati ◽  
Nunuk Suryani ◽  
Muhammad Akhyar ◽  
Sukarmin Sukarmin
Keyword(s):  
Teaching And Learning ◽  
Lesson Plan ◽  
Information And Communications Technology ◽  
Self Assessment ◽  
Central Java ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Fast Development ◽  
Effective Use ◽  
Building Engineering

Abstract The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21st Century Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21st CL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.

Strategies for Effective Use of Technology in Face-to-Face and Hybrid University Level Courses to Improve Student Learning

2013 ◽  
Vol 4 (2) ◽  
pp. 45-58 ◽  
Author(s):  
Balkeese V. Kunhi Mohamed
Keyword(s):  
Student Learning ◽  
Empirical Studies ◽  
Research Literature ◽  
Face To Face ◽  
Use Of Technology ◽  
White Boards ◽  
Multimedia Technologies ◽  
University Level ◽  
Face To Face Learning ◽  
Effective Use

The purpose of this paper is to (1) briefly discuss the definitions of face-to-face learning, hybrid learning, and related terms concerning the continuum of technology-based learning methods as proposed by Bates (2001) and Bates and Poole (2003); (2) introduce effective uses of technology in face-to-face and hybrid university level courses; and (3) discuss justifications based in research literature for the use of technology to enhance student learning. Technological recommendations include use of multimedia technologies; interactive white boards; and course management systems. This review of literature discusses both theoretical and research based articles and includes empirical studies showing the relationship between effective use of technology and student. The main focus of this paper is to introduce strategies for effective use of technology in both face-to-face and hybrid-style university level courses. This paper is intended for higher-education instructors in both face-to-face and hybrid-style instructional contexts.

scholarly journals IMT Skills of the pre-service teachers in Cebu City

2018 ◽  
Vol 7 (3) ◽  
pp. 212
Author(s):  
Helen B. Boholano
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Modern Technology ◽  
Use Of Technology ◽  
The People ◽  
Technology In Teaching ◽  
Information Media ◽  
Teaching Learning ◽  
Effective Use ◽  
Media And Technology

Information, media and technology is an essential skill in the 21<sup>st</sup> century. The development of the country relies on the people. The preservice teachers are task to mold the 21<sup>st</sup> century learners. The purpose of this study is to investigate and analyze the information, media and technology skills in the 21<sup>st</sup> century of the preservice teachers in the different Higher Education Institutions (HEIs) in Cebu City. Findings revealed that the preservice teachers possessed very IMT good skills.  There are three themes formulated regarding the effects of new digital technologies in the 21<sup>st</sup> century instruction. Making taking and learning more convenient with the use of technology, the 21<sup>st</sup> century role of modern technology in teaching and learning and using technology as tool in research are essential in the 21<sup>st</sup> century undertakings. Thus, ICTs have been very useful in the teaching-learning process and it has been the modernize way of education which caught the interest of everybody. The effective use of technology enables the preservice teachers to facilitate and adjust their instructional strategies to optimize students’ learning.

scholarly journals Flipped Classroom at the Defence University

2018 ◽  
Author(s):  
Jowati Juhary ◽  
Ahmad Fahimi Amir
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Education Students ◽  
Face To Face ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
E Learning ◽  
Learning Institutions ◽  
Ministry Of Higher Education

Flipped classroom is not a new concept in education. Students are expected to be well-prepared before coming to face-to-face sessions since they have to read/watch/listen to the lectures through the learning management system (LMS) or an e-learning portal before coming to the classes. What traditionally was practised is that students were given lectures during face-to-face sessions. Now, the lectures are online, and only activities to enhance students’ understanding will take place during face-to-face sessions. The concept is now being implemented successfully in some higher learning institutions in Malaysia, including Universiti Sains Malaysia, Penang; Universiti Malaysia Sabah, Sabah; and Universiti Kebangsaan Malaysia, Selangor. In fact, the emphasis is given by the Ministry of Higher Education, Malaysia for all higher learning institutions to incorporate the use of technology in teaching and learning. Given this, the National Defence University of Malaysia (NDUM) must also be prepared to rise to this challenge. This research becomes the main study on the use of flipped classroom at the NDUM

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