Technological Impact on Educational System and Societal Influence

2020 ◽  
pp. 195-205
Author(s):  
Abayomi Ayodeji Adedokun
Keyword(s):  
Developing Countries ◽  
Student Learning ◽  
Educational System ◽  
Technology Use ◽  
Educational Development ◽  
Technological Impact ◽  
Technological Constraints

The technology use has been an enormous factor in educational development all over the globe. Despite technological constraints in many developing countries, emphasis on technology use cannot but be referenced. There has been a pattern of technology use and integration in many colleges, but the passion for technology use has not been completely appraised by all the stakeholders. Obviously, technology use can positively and negatively affect student learning. However, control over negative uses of technology rests in the hand of both parents and teachers. Apparently, technology use in today's educational system should create an atmosphere that fosters creativity among the students.

scholarly journals Teachers beliefs and technology use in kindergarten and elementary classrooms

2015 ◽  
Vol 7 (3) ◽  
pp. 149 ◽  
Author(s):  
Majedah Fawzi Abu Al Rub
Keyword(s):  
Educational Technology ◽  
Elementary Teachers ◽  
Elementary Students ◽  
Student Learning ◽  
Technology Use ◽  
Elementary Classrooms ◽  
Distinct Difference ◽  
Advance Student ◽  
Technology Tools ◽  
Teachers Beliefs

With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants. Keywords: teachers’ beliefs, technology use, kindergarten and elementary students

Robótica Educacional e o ensino de Matemática

2021 ◽  
Author(s):  
José Ricardo e Souza Mafra ◽  
Angel Pena Galvão
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Student Learning ◽  
Educational Development ◽  
Teaching Experiment ◽  
Educational Robotics ◽  
Pedagogical Practice ◽  
Computer Lab ◽  
Teaching Of Mathematics ◽  
The City

Technologies are key alternative resources in the classroom. In relation to the teaching of mathematics, educational robotics can contribute to the development of learning and skills, where the use of technologies in education – as an important resource in educational development – proves to be increasingly permanent and present in our teaching environments. This book brings discussions and reflections on a teaching experiment, based on the use of robotics for the teaching of mathematics, showing the importance of technologies and their contribution to Education. The development of this proposal was organized according to a set of activities, through experiments in educational robotics, carried out in the computer lab of a municipal school, with students from the 7th year of elementary school, in the city of Santarém, state of Pará. The results obtained showed that the development of knowledge in technological areas encourages students to learn and collaborates for their interest, providing moments of significant learning within the discipline of Mathematics. As a result, the use of educational robotics in pedagogical practice resulted in participation, development of critical thinking and student learning, as well as contributing to the debate, involving discussions about interdisciplinarity between different areas of knowledge, such as education, mathematics and informatics.

Factors Related to Students' Performance of Hybrid Learning in an English Language Course

2015 ◽  
pp. 225-241
Author(s):  
Saovapa Wichadee
Keyword(s):  
Student Learning ◽  
Technology Use ◽  
English Language ◽  
Correlation Coefficients ◽  
Learning Achievement ◽  
Web Based ◽  
Hybrid Course ◽  
Face To Face ◽  
Hybrid Teaching ◽  
Face To Face Learning

Redesigning a course along the lines of a hybrid format that blends face-to-face and online learning brings about changes in instructional practice. This paper introduces hybrid teaching that uses multiple web-based tools to supplement the students' face-to-face learning environment in a difficult situation in Thailand. In order to examine factors related to student learning achievement in the hybrid teaching course, data regarding learning achievement score, amount of participation, comfort with technology, and course satisfaction were collected from 182 students enrolled in an English course and analyzed by using correlation coefficients and multiple regression analysis. The findings indicated that students had a moderate level of satisfaction with the hybrid course and comfort with technology use, and previous experience of hybrid courses did not have an effect on their satisfaction. Student learning achievement was positively correlated with how much participation students had, but was negatively correlated with students' comfort with technology. There were no correlations between student learning achievement and how satisfied they felt with the hybrid course. In addition, an analysis of benefits and drawbacks of this hybrid course allowed teachers insights into what changes were needed when adjusting the hybrid course for language teaching.

Cyberbullying, Sexting, and Online Sharing

2019 ◽  
pp. 70-81
Author(s):  
Thanh Trúc T. Nguyên ◽  
Lauren K. Mark
Keyword(s):  
Social Media ◽  
Student Learning ◽  
Technology Use ◽  
Computer Usage ◽  
Internet Safety ◽  
Us States ◽  
Safety Issues ◽  
Online Social Media ◽  
Explicit Material ◽  
Online Activities

Schools are pushing to implement more technology use to promote student learning. Yet, adults may not be completely aware of the non-academic online activities students engage in, like cyberbullying, sexting, and online sharing. In this study, parents (N = 663) and educators (N = 548) from four US states were surveyed on their understanding and awareness of their children's/students' online activities. Adult awareness levels and perspectives were compared. Parents and educators were found to be similarly supportive of computer use adding value to student education, but significantly differed in their trust levels of students' computer usage, preparedness to talk to students about Internet safety issues, and comfort regarding students using online social media. Additionally, parents and educators differed significantly in their understanding of how sharing of explicit material occurs online.

scholarly journals School pressures and child mental health in Afro-Asian countries

1996 ◽  
Vol 20 (5) ◽  
pp. 301-303
Author(s):  
L. B. Bartlet
Keyword(s):  
Mental Health ◽  
Developing Countries ◽  
Middle Class ◽  
Educational System ◽  
Child Mental Health ◽  
Educational Expectations ◽  
Asian Countries ◽  
Psychosomatic Symptoms ◽  
The United Kingdom ◽  
High Educational

Educational pressure on children is worldwide. In the United Kingdom this is seen in the growth of structured classes and courses for two- to four-year-olds such as ‘Making French Fun’ and ‘Musical Appreciation for Under Fours' (Matthews, 1995). Such programmes are of particular interest to aspiring middle-class parents but other groups also have high educational expectations. Some parents with a West Indian background, believing the British educational system to be superior to that in their country of origin, look for high attainments which often results in their children showing psychosomatic symptoms. In developing countries the signs of educational pressure are especially evident.

scholarly journals Many Children Left Behind? Textbooks and Test Scores in Kenya

2009 ◽  
Vol 1 (1) ◽  
pp. 112-135 ◽  
Author(s):  
Paul Glewwe ◽  
Michael Kremer ◽  
Sylvie Moulin
Keyword(s):  
Developing Countries ◽  
Educational System ◽  
Test Scores ◽  
Educational Expansion ◽  
Student Preparation ◽  
Third Language ◽  
Left Behind ◽  
Randomized Evaluation ◽  
Rural Kenya ◽  
Children Left Behind

A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)

The Impact of Vocational Teachers on Student Learning in Developing Countries

2016 ◽  
Vol 60 (1) ◽  
pp. 131-150 ◽  
Author(s):  
Jamie Johnston ◽  
Prashant Loyalka ◽  
James Chu ◽  
Yingquan Song ◽  
Hongmei Yi ◽  
...  
Keyword(s):  
Developing Countries ◽  
Student Learning ◽  
Vocational Teachers ◽  
The Impact

scholarly journals The Effectiveness of Educational Games on Post-Pandemic Learning

2021 ◽  
Author(s):  
Yogi Dwi Satrio ◽  
Cipto Wardoyo ◽  
Sheerad Sahid ◽  
Slamet Fauzan ◽  
Dudung Ma’ruf
Keyword(s):  
High School ◽  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Technology Use ◽  
Educational Games ◽  
Student Learning Outcomes ◽  
Game Based Learning ◽  
School Students ◽  
Positive Effect

Learning through interactive media gives additional value to the educational world because it enables learners to represent themselves. Game-based learning promotes learners’ creativity, critical thinking and cognitive skills related to technology use. Previous research discovered that game-based learning has a positive effect on learners. Therefore, in this research, an applied study was conducted on the use of the E-CrowdWar educational game with high school students. The purpose of this study was to determine the effectiveness of using games in learning to improve student learning outcomes. The study was conducted with 100 high school students in Blitar and 100 in Kediri. E-CrowdWar was used during the classroom activities along with in-class learning. An independent sample t-test was used to measure the effectiveness of game-based learning. The integration of games into online learning had a significantly positive effect on student learning outcomes. The pre-test results showed that the average student learning outcome score in both cities was the same, namely 65 points. After implementing game-based learning, student learning outcomes in Kediri increased to 90.74 points and in Blitar to 86.95 points. The study discovered that game-based learning through E-CrowdWar was effective in promoting the students’ academic outcomes, although there were differences in the mean score. Based on the results, game-based learning provides tremendous improvements in learning outcomes and so should be applied, especially in the economic field. Keywords: Gamification, Education, Learning Result

scholarly journals 29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning

2011 ◽  
Vol 3 ◽  
pp. 177
Author(s):  
Natasha Patrito Hannon ◽  
Svitlana Taraban-Gordon
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Effective Teaching ◽  
Student Learning ◽  
Graduate Student ◽  
Teaching And Learning ◽  
Educational Development ◽  
Faculty Members ◽  
Development Programs ◽  
Scholarship Of Teaching

Graduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with SoTL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.

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