From App Attack to Goal-Oriented Tablet Use

2015 ◽  
pp. 1-21 ◽  
Author(s):  
Dominic Mentor
Keyword(s):  
Educational Technology ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Curriculum Content ◽  
Educational Objectives ◽  
Tablet Devices ◽  
Different Types ◽  
Educational Engagement ◽  
K 12 ◽  
Interactive Experience

There is a need to move from the hype of tablets and apps to the usefulness and functionality of tablets' hypermedia capabilities to engage K – 12 students and teachers. Tablets are dynamic devices allowing students and teachers to construct knowledge multimodally, individually, and collaboratively. With so many different types of tablet devices, it is important to make well-informed decisions around goals and educational objectives. A hybrid theoretical approach is offered in this chapter that offers guiding markers. Considering the “four Cs” of context, curriculum, content, and collaboration as foundational guidance, this chapter offers insights and support when integrating educational technology. Considering these elements offers clarity for which theories and practical pedagogy would be applicable and how they should be applied for successful tablet educational engagement. The need exists to theoretically and practically plot and plan how to use tablets and apps, making the educational teaching and learning practice a rich interactive experience.

International Teacher Education Network

2021 ◽  
pp. 1-19
Author(s):  
M. Dolores Ramírez-Verdugo
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Social Sustainability ◽  
Transmedia Storytelling ◽  
Teachers And Students ◽  
Education Network ◽  
K 12 ◽  
The Impact ◽  
International Teacher

This chapter presents an overview of the design and development of a research project aimed at setting the foundation of an international teacher education network to enhance teacher education from a transversal and interdisciplinary perspective. The network partnership explores the impact of applied educational technology, including digital and transmedia storytelling or augmented reality, to upgrade teacher education. This approach provides tailored training to equip lecturers, teacher trainers, pre- and in-service K-12 teachers, and students with specific competencies, skills, and strategies in instruction and assessment. This training also intends to raise their awareness of educational, social, sustainability, and environmental challenges. Within this framework, educational technology, language, and narrative genres become the articulatory axis of teaching and learning within bilingual and intercultural education contexts. This chapter also serves to define the scope and rationale for the edited volume.

Integrating Technology in Teacher Education Programs

2013 ◽  
pp. 28-43 ◽  
Author(s):  
James N. Oigara
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Prospective Teachers ◽  
Technology Use ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Integration Of Technology ◽  
K 12

This chapter discusses technology integration in teacher education programs. Although opportunities for technology training have become more available to prospective teachers, it is evident that successful technology integration needs a paradigm shift in pedagogical approaches and reform in teacher education programs to better support teachers’ integration of technology into instruction. This chapter offers valuable theoretical grounding to help guide researchers and leaders in the field of Educational Technology. Data indicate that basic technology skills alone cannot lead to higher levels of technology use in the classroom. Suggestions are provided on best ways to integrate educational technology into pre-service teacher education programs and in-service teacher professional development programs to enhance effectively teaching and learning in K-12 classrooms.

scholarly journals AUGMENTED REALITY

2016 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
Norma Patricia Salinas Martí­nez ◽  
Carlos Hernández-Nieto ◽  
Eliud Quintero ◽  
Xavier Sánchez ◽  
Eduardo González-Mendívil
Keyword(s):  
Educational Technology ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Mathematical Reasoning ◽  
Spatial Visualization ◽  
Graphical Representations ◽  
Educational Resource ◽  
Curriculum Content ◽  
Calculus I ◽  
The Creation

Augmented Reality, Visualization, Educational Technology In order to take advantage of the didactic potential that AugmentedReality (AR) provides we present an educational resource meant to help to transform the teaching and learning of Mathematics, through the creation of graphical representations for mathematical reasoning. The spatial visualization skill is a cross-curriculum content that has been taken for granted, the challenge then is to improve its development. With the design of this AR application we want to help students with this task. The application covers content that belongs to conventional courses of calculus I, II and III at college.

scholarly journals Do teachers and students get the ed-tech products they need: The challenges of ed-tech procurement in a rapidly growing market

2015 ◽  
Vol 7 (1) ◽  
pp. 63
Author(s):  
Jennifer Morrison ◽  
Steven M. Ross ◽  
Roisin P. Corcoran
Keyword(s):  
Educational Technology ◽  
School District ◽  
School Districts ◽  
Teaching And Learning ◽  
Rapid Rate ◽  
Procurement Process ◽  
Instructional Needs ◽  
Teachers And Students ◽  
The Many ◽  
K 12

Ed-tech courseware products to support teaching and learning are being developed and made available for acquisition by school districts at a rapid rate.  In this growing market, developers and providers face challenges with making their products visible to customers, while school district stakeholders must grapple with “discovering” which products of the many available best address their instructional needs.  The present study presents the experiences with and perceptions about the procurement process from 47 superintendents representing diverse school districts in the U. S.  Results indicate that, while improvements are desired in many aspects of the procurement process, the superintendents, overall, believe that, once desired products are identified, they are generally able to acquire them.  Difficulties lie in tighter budgets, discovering products that are potentially the best choices, and evaluating the effectiveness of the products selected as options.  These findings are presented and interpreted in relation to five major “Action Points” in the procurement process, and also with regard to implications for evaluating how educational technology impacts K-12 instruction. Keywords: Ed-tech, school districts, K-12.

Empowering “Digital Immigrants”

2017 ◽  
pp. 246-259
Author(s):  
Shufang Shi Strause ◽  
Sophia Tan
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Significant Proportion ◽  
Daily Practice ◽  
Emerging Technology ◽  
Digital Immigrants ◽  
Trial And Error ◽  
Contemporary Research ◽  
K 12 ◽  
Educational Technology Courses

Contemporary research shows that a significant proportion of American K-12 teachers feel that they are inadequately prepared for the challenges of applying new and unfamiliar technology to existing curricula and using technology as part of their daily practice in classrooms (Tondeur et al., 2012). In this chapter, the authors examine how they motivate a group of in-service teachers to use emerging technology tools for teaching and learning through their educational technology courses. For a few semesters in their educational technology courses, the authors have experimented with different ways to help both pre-service and in-service teachers overcome their challenges. Through trial and error, the authors have found strategies to help these digital immigrants to “learn, unlearn, and relearn” (Toffler, 1973) their acquired misconceptions and habits regarding technology. This inquiry is a distillation of these strategies.

Integrating Technology in Teacher Education Programs

2013 ◽  
pp. 1488-1503
Author(s):  
James N. Oigara
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Prospective Teachers ◽  
Technology Use ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Integration Of Technology ◽  
K 12

This chapter discusses technology integration in teacher education programs. Although opportunities for technology training have become more available to prospective teachers, it is evident that successful technology integration needs a paradigm shift in pedagogical approaches and reform in teacher education programs to better support teachers’ integration of technology into instruction. This chapter offers valuable theoretical grounding to help guide researchers and leaders in the field of Educational Technology. Data indicate that basic technology skills alone cannot lead to higher levels of technology use in the classroom. Suggestions are provided on best ways to integrate educational technology into pre-service teacher education programs and in-service teacher professional development programs to enhance effectively teaching and learning in K-12 classrooms.

Gathering Evidence: The Basics

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Numerical Data ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Starting Point ◽  
Different Types ◽  
Gathering Data

Chapter 4 provides an introduction to gathering data for scholarship of teaching and learning (SoTL) investigations, including the importance of triangulation, that is, collecting several different types of evidence. Examples are given of typical kinds of quantitative (numerical) and qualitative (non-numerical) data that might be used in a SoTL study. That quantitative and qualitative data are more closely related than it might seem at first is discussed. The taxonomy of SoTL questions—What works? What is? What could be?—provides a starting point for considering what type of data to collect. Suggestions are offered for ways to design assignments so that the coursework students produce can also serve as evidence, something that benefits both students and their instructor.

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

scholarly journals A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Blessing Mbatha
Keyword(s):  
Paradigm Shift ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Transactional Distance ◽  
Focus Group Interviews ◽  
Disruptive Innovations ◽  
Different Types ◽  
Group Interviews ◽  
Axial Coding ◽  
The University

<p class="norm">The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning innovations? What is the level of interaction with disruptive innovations? What training do Unisa academics require on disruptive innovations? A qualitative approach was adopted by conducting focus group interviews with 76 Unisa academics. The data was analysed using open and axial coding, where dominant themes from the discussions were identified and discussed in detail. The findings show that the interaction of Unisa lecturers with different technologies varied from technology to technology. The study also found that disruptive innovations play a pivotal role in opening avenues and collapsing the transactional distance in an ODL institution. Some lecturers lack skill in using some technology, which is a cause for concern. Therefore, lecturers need to be trained in using technology and develop a good understanding of it to improve teaching and learning.</p>

Designing a Computer Network in Building a Smart School with Case Study of SMA Negeri 1 Kediri

2020 ◽  
Vol 8 (2) ◽  
pp. 177
Author(s):  
Ni Putu Ega Meiliana Wijaya ◽  
I Komang Ari Mogi
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Computer Network ◽  
Integrated System ◽  
Network Development ◽  
Top Down ◽  
Star Topology ◽  
Use Of Technology ◽  
School Concept

Smart school is a technology-based school concept used in the teaching and learning process in the classroom. The use of educational technology includes an integrated system that assists the educational community in carrying out their respective functions with the aim of developing the potential of students. The use of technology in the field of education is expected to help and facilitate students and schools in conducting learning so that technology is able to facilitate and solve problems in learning. In building smart schools, it is also necessary to design technology developed in technology. The concept of network development that will be used is to use the Top-Down method and the topology used is to use ring topology and star topology. With the development of smart schools, it is expected that education using technology will continue to develop.

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