Promoting Instructional Technology for Effective and Efficient Academic Performance in Nigerian Schools

2018 ◽  
pp. 1110-1125
Author(s):  
Ogunlade B. Olusola
Keyword(s):  
Academic Performance ◽  
Instructional Technology ◽  
Teaching And Learning ◽  
Instructional Materials ◽  
Problem Solver ◽  
Instructional Technologies ◽  
Instructional Tools ◽  
Enhance Efficiency ◽  
Effective Organization ◽  
Definition Of

The concept of Instructional Technology (IT) has become recognized as a crucial element in the educational field. Instructional technologies are now supporting curricula that promote effectiveness and efficiency in academic performance of all levels of education in Nigerian schools. The objectives of bringing all the instructional tools together are to engage students and have the best potential that enhances learning outcomes. The concern of this chapter, therefore, is to address the agreeable definition of instructional technology, IT as educational problem solver focused on emerging technologies for teaching and learning. Areas of consideration are instructional technologies and its challenges, effective organization of instructional materials in schools, usefulness of local instructional packages, and obstacles in using instructional technology in Nigerian schools. The chapter concludes and recommends that schools should create enabling environments for the use of Instructional Technology (IT), which would enhance efficiency in teaching and learning.

Promoting Instructional Technology for Effective and Efficient Academic Performance in Nigerian Schools

2014 ◽  
pp. 48-62
Author(s):  
Ogunlade B. Olusola
Keyword(s):  
Academic Performance ◽  
Instructional Technology ◽  
Teaching And Learning ◽  
Instructional Materials ◽  
Problem Solver ◽  
Instructional Technologies ◽  
Instructional Tools ◽  
Enhance Efficiency ◽  
Effective Organization ◽  
Definition Of

The concept of Instructional Technology (IT) has become recognized as a crucial element in the educational field. Instructional technologies are now supporting curricula that promote effectiveness and efficiency in academic performance of all levels of education in Nigerian schools. The objectives of bringing all the instructional tools together are to engage students and have the best potential that enhances learning outcomes. The concern of this chapter, therefore, is to address the agreeable definition of instructional technology, IT as educational problem solver focused on emerging technologies for teaching and learning. Areas of consideration are instructional technologies and its challenges, effective organization of instructional materials in schools, usefulness of local instructional packages, and obstacles in using instructional technology in Nigerian schools. The chapter concludes and recommends that schools should create enabling environments for the use of Instructional Technology (IT), which would enhance efficiency in teaching and learning.

Instructional Technology an Effective Panacea for Dynamic Education Transformation in Learning

2020 ◽  
pp. 127-137
Author(s):  
Ogunlade Bamidele Olusola
Keyword(s):  
Instructional Technology ◽  
Random Sampling ◽  
Teaching And Learning ◽  
Performance Test ◽  
Research Question ◽  
Simple Random Sampling ◽  
Instructional Technologies ◽  
Group Context ◽  
General Studies ◽  
Education Transformation

The chapter appraised the effectiveness of instructional technology in learning environment. The application of instructional technology will impact positively in a group context within given environment to satisfying the needs of the learners. Thus, the integration of Facebook, Twitter, and YouTube in teaching and learning of general studies. A sample of 120 students were drawn from the students in Veritas University Abuja using simple random sampling techniques. One research question and three hypotheses were stated to guide the study. The instrument used was instructional technology on students performance test (ITSPT) to collect data. Descriptive statistics were used to answer the research question, while ANOVA and ANCOVA were used for hypotheses. The study revealed that when lecturer used instructional technology in general studies this will significantly enhance their understanding of general studies. It is recommended that to make learning meaningful, a lecturer should always integrate instructional technologies in their classroom to enhance the understanding of general studies effectively.

scholarly journals Faculty Adoption of Teaching and Learning Technologies: Contrasting Earlier Adopters and Mainstream Faculty

2017 ◽  
Vol 28 (3) ◽  
pp. 71-98
Author(s):  
Terry Anderson ◽  
Stanley Varnhagen ◽  
Katy Campbell
Keyword(s):  
Instructional Technology ◽  
Research Universities ◽  
Teaching And Learning ◽  
Research University ◽  
Learning Technologies ◽  
Instructional Technologies ◽  
Adoption Of Innovation ◽  
Teaching Faculty ◽  
And Behavior ◽  
Canadian Research

The adoption of teaching and learning technologies is an innovation that challenges the structure, culture and practice of modern research universities. This paper documents quantitatively and qualitatively the attitudes, skills and behavior of the faculty related to the use of instructional technology at a large Canadian research university. The data was gathered from a survey (n = 557) of teaching faculty. The data is analyzed with respect to Roger's (1995) categories of adoption of innovation differentiating "Earlier Adopters" (EAs) from "Mainstream Faculty" (MF). The paper discusses four factors that have tended to create a "chasm" between these two groups and discusses strategies for reducing the chasm and providing support and incentive for all faculty in the adoption of instructional technologies.

scholarly journals EL DOMINIO AFECTIVO EN LA RESOLUCIÓN DE PROBLEMAS MATEMÁTICOS: UNA JERARQUIZACIÓN DE SUS DESCRIPTORES

2017 ◽  
Vol 7 (1) ◽  
pp. 233 ◽  
Author(s):  
Ana Caballero Carrasco ◽  
Janeth Cárdenas Lizarazo ◽  
Rosa Gómez del Amo
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Affective Domain ◽  
Problem Solver ◽  
Clear Definition ◽  
Persistent Problem ◽  
Mathematics Problem Solving ◽  
And Mathematics ◽  
Definition Of ◽  
Mathematics Problem

Abstract.THE AFFECTIVE DOMAIN IN MATHEMATICS PROBLEM SOLVING: A HIERARCHY OF DESCRIPTORSAt present the relevance of the affective domain in the learning and personal development and, specifically, in mathematics and mathematics problem solving (MPS) is observed. However, as Gómez- Chacón ( 2000) suggests, a persistent problem in the understanding of affect in the teaching and learning of mathematics has been to find a clear definition of what is affection or the affective domain. That is why the aim of this paper is to provide a clear definition of the affective domain in mathematics and MPS as well as identify and rank the descriptors or dimensions that comprise this construct: attitudes (mathematics and toward mathematics) , emotions (emphasis in anxiety as the most influential in the MPS) and beliefs ( about the nature and the teaching and learning of mathematics and MPS, about the social context and about self as problem solver. As a innovative aspect, further elucidate the discussion between consider the anxiety as an emotion or attitude, we include generalized control expectations (contingency, helplessness, belief in luck, self-efficacy and success) in beliefs about oneself as a mathematic learner and mathematics problems solver..Keywords: affective domain; mathematics problema solving; beliefs; attitudes; emotions.Resumen.En la actualidad queda constatada la relevancia que tiene el dominio afectivo en el desarrollo y en el aprendizaje de las personas y, de forma concreta, en las matemáticas y la resolución de problemas matemáticos (RPM). No obstante, tal como indica Gómez-Chacón (2000), un problema persistente en la comprensión del afecto en la enseñanza y aprendizaje de las matemáticas ha sido encontrar una definición clara de qué es el afecto o el dominio afectivo. Es por ello que el objetivo de este trabajo es ofrecer una definición clara del dominio afectivo en las matemáticas y RPM así como también determinar y jerarquizar los descriptores o dimensiones que componen este constructo: actitudes (matemáticas y hacia las matemáticas), emociones (haciendo hincapié en la ansiedad como la más influyente en la RPM) y creencias (sobre la naturaleza y la enseñanza y aprendizaje de las matemáticas y la RPM, sobre el contexto social y sobre uno mismo como resolutor de problemas). Como aspecto innovador, además de dilucidar la discusión entre considerar la ansiedad como actitud o como emoción, incluimos las expectativas generalizadas de control (de contingencia, de indefensión, de creencia en la suerte, de autoeficacia y de éxito) dentro de las creencias sobre uno mismo como aprendiz matemático y resolutor de problemas matemáticos.Palabras claves: dominio afectivo; resolución de problemas matemáticos; creencias; actitudes; emociones.

scholarly journals New pedagogical configurations for traditional learning tools: a proposal

2017 ◽  
Author(s):  
Elena Raimúndez-Urrutia ◽  
Mariella Azzato Sordo
Keyword(s):  
Teaching And Learning ◽  
Digital Technologies ◽  
Traditional Learning ◽  
Learning Tools ◽  
Instructional Tools ◽  
Transmedia Storytelling ◽  
The World ◽  
Disruptive Innovations ◽  
Definition Of ◽  
Interactive Navigation

Digital technologies have changed the world dramatically and, as a consequence, higher education is undergoing significant teaching and learning transformations based on their use. The need to plan and produce disruptive innovations for traditional learning tools brings a challenge in this sense. One of these modern pedagogical perspectives is the use of transmedia storytelling in education, which has given a new configuration to instructional tools and have changed their forms and educational function. We present a proposal of specialized vocabulary in reproductive biology of plants using the principles of transmedia storytelling. The design of an educational transmedia artifact for the particular terminological entry of the term «polinizador» is shown to illustrate the proposed structure for the vocabulary. This artifact is constituted by diverse resources made with the use of different media and is based on the use of tags linked to each resource, which allow interactive navigation between them, structuring the storytelling about the selected term. Each resource adds particular information on the definition of the term, so that the student can obtain the answer he needs. Transmedia storytelling allows the students’ interaction with resources in a way consistent with their own interests, making them the center of their learning. 

School Climate and Academic Performance

2020 ◽  
Author(s):  
Siti Noor Ismail ◽  
Faizahani Abd. Rahman ◽  
Aizan Yaacob
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Teaching And Learning ◽  
Climate Model ◽  
Learning Activities ◽  
System Structure ◽  
Effective School ◽  
Effective Organization ◽  
The 1960S ◽  
Effective Teaching And Learning

Definitions of school climate have been interpreted in various ways by scholars since the 1960s. They have been closely associated with achievement, quality control, and school management, among many others that denote characteristics of highly effective organization. It has long been recognized and acknowledged by administrators of the organization, practitioners, psychologists, motivators, and educators that a healthy school climate promotes a positive attitude and openness that will thus create a learning environment that motivates and encourages effective teaching and learning activities; increases teachers’ job satisfaction; and, finally enhances students’ academic performance. The school climate model that determines the characteristics of an effective school climate encompasses four main factors: culture (assumptions, values, norms, beliefs), ecology (structure and facilities), humanity structure and system (instructions, administration, decision making, planning structure), and social system (structure element). Definitions derived from past literature and criticisms as well as arguments against what constitute healthy school climate are presented in this article. A clear set of goals and transparent definitions of the concept are recommended so as to ensure that both school and the other elements in the school body can work synchronously to achieve the same goal, which is providing a positive and healthy school climate.

Technology and Literacy for Students with Disabilities

2013 ◽  
pp. 1269-1291
Author(s):  
Anya S. Evmenova ◽  
Margaret E. King-Sears
Keyword(s):  
Students With Disabilities ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
School Personnel ◽  
Instructional Materials ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Implementation Guidelines ◽  
The Impact

Literacy is an important part of our culture, providing access to a wide variety of information and opportunities. A myriad of assistive and instructional technologies exist to allow and enhance literacy activities for students with different abilities and needs. This chapter presents the TECH framework that can be used to guide school personnel in making decisions of which technology to choose: Targeting the students' needs and the learning outcome; Examining the technology choices, then deciding what to use; Creating opportunities to integrate technology with other instructional activities; and Handling the implementation and monitoring the impact on students’ learning. Four scenarios for using TECH framework for literacy goals are described, including: (a) choosing and using mobile apps for literacy development of young students with developmental disabilities; (b) adapting curriculum literacy materials for students with significant intellectual disabilities; (c) enhancing writing for students with learning disabilities; and (d) providing and integrating accessible instructional materials (AIM) for students with print disabilities. This chapter provides technology implementation guidelines as well as suggestions of numerous technology tools available to support literacy teaching and learning for all students.

Technology and Literacy for Students with Disabilities

2013 ◽  
pp. 83-104 ◽  
Author(s):  
Anya S. Evmenova ◽  
Margaret E. King-Sears
Keyword(s):  
Students With Disabilities ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
School Personnel ◽  
Instructional Materials ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Implementation Guidelines ◽  
The Impact

Literacy is an important part of our culture, providing access to a wide variety of information and opportunities. A myriad of assistive and instructional technologies exist to allow and enhance literacy activities for students with different abilities and needs. This chapter presents the TECH framework that can be used to guide school personnel in making decisions of which technology to choose: Targeting the students’ needs and the learning outcome; Examining the technology choices, then deciding what to use; Creating opportunities to integrate technology with other instructional activities; and Handling the implementation and monitoring the impact on students’ learning. Four scenarios for using TECH framework for literacy goals are described, including: (a) choosing and using mobile apps for literacy development of young students with developmental disabilities; (b) adapting curriculum literacy materials for students with significant intellectual disabilities; (c) enhancing writing for students with learning disabilities; and (d) providing and integrating accessible instructional materials (AIM) for students with print disabilities. This chapter provides technology implementation guidelines as well as suggestions of numerous technology tools available to support literacy teaching and learning for all students.

scholarly journals Availability of Instructional Materials on Students’ Academic Performance in Senior Secondary Schools in Maiduguri Metropolis, Borno State

2020 ◽  
pp. 11-17
Author(s):  
Mustapha Ali ◽  
Aminu Baba Kura ◽  
Sherifat Bello Abdu ◽  
Dauda Aliyu
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Instructional Materials ◽  
Correlational Design ◽  
Collection Data ◽  
Senior Secondary Schools ◽  
Level Of Significance ◽  
Senior Secondary

This study examined the availability of instructional materials and students’ academic performance in senior secondary schools, Maiduguri Metropolis, Borno State, Nigeria. Two (2) objectives and a null hypothesis were used to determine the availability of instructional materials and students’ academic performance in senior secondary schools in Borno state. Survey and Correlational design were used. The total population of the study was 1,236 teachers and 10,349 students out of which 371 teachers and 3,105 students were sampled through simple random sampling. SSCE results for five consecutive years of the 2014-2018 academic sessions were obtained for the study. Checklist and Pro-forma were used for data collection. Data collected were analyzed using Pearson Product Moment Correlation coefficient, frequency and percentage at 0.05 level of significance. The study revealed a significant relationship between availability of instructional materials and students’ academic performance in senior secondary schools in Maiduguri Metropolis. The study also found that the instructional materials for teaching and learning are available. Based on the findings, it was recommended that government and other stakeholders should continue to support schools in the state with the necessary instructional materials needed for teaching and learning and School administration should emphasize the use of instructional materials to make learning easier.

scholarly journals USING TECHNOLOGY AS A STRATEGY FOR INSTRUCTIONAL METHOD IN HIGHER EDUCATION FOR POST COVID- 19 INNIGERIA

2021 ◽  
Vol 10 (1) ◽  
pp. 107-117
Author(s):  
Oni Bola ◽  
Keyword(s):  
Higher Education ◽  
Instructional Technology ◽  
Teaching And Learning ◽  
Instructional Method ◽  
Instructional Materials ◽  
Higher Education System ◽  
Use Of Technology ◽  
Assessment Approach ◽  
The Government ◽  
The Impact

This study examines the role of technology-based instructional method to achieve the goals of higher education in the face of COVID-19 pandemic. This paper aimed at investigating the effectiveness of instructional technology in higher education institutions in relation to the role and usage of Information Communication Technology (ICT), its effectiveness in faculty teaching and its impact on student learning in universities in the post- COVID-19 in Nigeria. This study applied the Need Assessment Approach (NAA). A self-designed questionnaire, that employed benchmarks from similar studies conducted in the West, was used to collect data for this study. One hundred and twenty-five (n = 125) respondents participated in the study. The results suggest that there are significant relationships between the impact of instructional technology, the usage of instructional technology and students’ academic achievement. An absence of ICT instructional materials, ineffective policy implementation and a lack of other resources (infrastructures) to aid teaching and learning are responsible for short comings in the effective implementation of ICT in education in the post- COVID-19. Even though technology presents higher education with challenges - ranging from planning of technological enhancements to educational programmes as technology changes so quickly and unpredictably; and especially for a nation like Nigeria that will be venturing into the use of technology for education newly; and also, the challenge of funding of technologies for educational applications for higher institutions of learning in the post- COVID-19. The paper concluded that the inability of government tertiary institutions to teach students remotely during the pandemic will have effects that will take some time to eradicate. The study recommended that the government need to increase funding for higher education in the post- COVID-19. Management of higher education need to glean insights from other climes to be able to develop a suitable technological tool for teaching and learning in the nation’s higher education system such that our higher education could once again become a springboard for achieving an effective system that will produce employable graduates.

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