Internet-Enabled User Interfaces for Distance Learning

2010 ◽  
pp. 905-930
Author(s):  
Wei Liu ◽  
Keng Soon The ◽  
Roshan Peiris ◽  
Yongsoon Choi ◽  
Adrian David Cheok
Keyword(s):  
User Interfaces ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
New Technology ◽  
Handheld Computers ◽  
Handheld Devices ◽  
Full Potential ◽  
Handheld Technology ◽  
Available Technology ◽  
K 12

This chapter describes the integration of handheld computers in K-12 classrooms and its impact on digital literacy. Following a brief description of this new technology for education, teacher stories are used to illustrate what types of educational activities are possible above and beyond what is possible with available technology, what pedagogical changes need to be made to effectively integrate handheld technology in K-12 classrooms, how handheld devices can be adapted to harness their full potential as ubiquitous devices for teaching and learning, and how digital literacy skills influence and are being influenced by this technology. The ultimate goal of the author is to show that handheld computers have the potential to have a tremendous impact on teaching and learning, given the right context.

Tapping into Digital Literacy

2011 ◽  
pp. 287-307 ◽  
Author(s):  
Mark van ‘t Hooft
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
New Technology ◽  
Handheld Computers ◽  
Literacy Skills ◽  
Handheld Devices ◽  
Full Potential ◽  
Handheld Technology ◽  
Available Technology ◽  
K 12

This chapter describes the integration of handheld computers in K-12 classrooms and its impact on digital literacy. Following a brief description of this new technology for education, teacher stories are used to illustrate what types of educational activities are possible above and beyond what is possible with available technology, what pedagogical changes need to be made to effectively integrate handheld technology in K-12 classrooms, how handheld devices can be adapted to harness their full potential as ubiquitous devices for teaching and learning, and how digital literacy skills influence and are being influenced by this technology. The ultimate goal of the author is to show that handheld computers have the potential to have a tremendous impact on teaching and learning, given the right context.

Teaching and Learning with Mobile Technologies

2009 ◽  
pp. 1366-1372
Author(s):  
Hyo-Jeong So ◽  
Bosung Kim
Keyword(s):  
Mobile Phones ◽  
Teaching And Learning ◽  
Traditional Classroom ◽  
Mobile Technologies ◽  
Handheld Devices ◽  
Personal Digital Assistants ◽  
Daily Lives ◽  
Practical Applications ◽  
Tablet Pcs ◽  
K 12

For the past decade, handheld devices with mobile and wireless capabilities have emerged as the next promising generation of technology for teaching and learning. Today, handheld devices such as mobile phones, personal digital assistants (PDAs), portable gaming devices, and tablet PCs have already become pervasive in daily lives of students. With this trend, there has been increased interest as to how mobile technologies can be used to enhance teaching and learning. One of the challenges for educators is to examine how we can use the new innovations of mobile technologies to create learning experiences that are often limited in traditional classroom environments. The purpose of this article, therefore, is to provide innovative and practical applications of mobile technologies in a variety of educational contexts, including from K-12 to higher education and informal learning.

scholarly journals Dynamic Evaluation Of The Multimedia Interface In Computer Supported Learning

2007 ◽  
Vol 4 (5) ◽  
Author(s):  
Mark Zaidel
Keyword(s):  
User Interfaces ◽  
Teaching And Learning ◽  
New Technology ◽  
Principal Characteristics ◽  
University Environment ◽  
Digital World ◽  
Technology Applications ◽  
E Learning ◽  
Visual Preferences ◽  
Multimedia Interface

As information technology applications become widespread in education, new innovations in computer systems and communication technologies stimulate changes in students’ visual preferences. In a university environment each new cohort of students is more comfortable in the digital world, expecting that new technology will enhance teaching and learning. This study analyzes changes in perception on graphic user interfaces in a four-year period both by college students and instructors; the surveys were used to compare different formats of e-learning presentations designed accordingly to student preferences and curriculum requirements. Using factor analysis the principal characteristics of preferred multimedia interface in 2006 are compared with interface preferences four years earlier.

Tapping into Digital Literacy with Mobile Devices

2009 ◽  
pp. 436-456 ◽  
Author(s):  
Mark van‘t Hooft
Keyword(s):  
Mobile Devices ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Learning Activities ◽  
Digital Tools ◽  
Full Potential ◽  
Educational Activities ◽  
Pedagogical Changes ◽  
Wireless Mobile

This chapter describes the use of wireless mobile devices for teaching and learning, and their impact on digital literacy. Following a brief description of these digital tools for education, a sampling of short narratives is used to illustrate what types of educational activities are possible above and beyond what is possible without them, what pedagogical changes need to be made to effectively integrate wireless mobile devices in teaching and learning activities, how these devices can be adapted to harness their full potential as ubiquitous devices for teaching and learning, and how digital literacy skills influence and are being influenced by this technology. The ultimate goal of this chapter is to provide evidence of the potential that wireless mobile devices have for teaching and learning.

scholarly journals Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ximena D. Burgin ◽  
Sheila Coli Coli ◽  
Mayra C. Daniel
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
School Administrators ◽  
Well Being ◽  
Content Type ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Available Technology ◽  
Qualitative Phenomenological ◽  
K 12

PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

scholarly journals Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications

2019 ◽  
Vol 7 (2) ◽  
pp. 128-136
Author(s):  
Chang Yuan ◽  
Lili Wang ◽  
Jessica Eagle
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Practices ◽  
New Technology ◽  
Shared Vision ◽  
Future Research ◽  
Digital Literacies

In the context of an increasingly global society and rapidly changing technology, English Language Learners (ELLs) need support to develop digital literacies to prepare for a future in which learning new technology is an intuitive process. In the past few decades, technological advances have been shifting how information is produced, communicated, and interpreted. The Internet and digital environments have afforded a broader range of opportunities for literacy practices to take place. Technology has transformed the social practices and definitions of literacy, which leads to transformative implications for the teaching and learning environments facing ELLs. Despite immigrants’ attraction to the US, the tension between the public school system and emergent bilingual students has garnered broad attention. There is a need for a more appropriate teaching pedagogy that embraces the cultural identities of ELLs, and empowers ELLs as critical consumers and producers of information. Though complex, the authors advocate for examining this issue using an asset perspective rather than a deficit lens. Using the sociocultural perspective of learning and critical theory, this paper aims to define and conceptualize ELL learning, establish a shared vision of digital literacies, and review the literature on how practices of digital literacies empower ELLs to become active learners. In the final section, implications and future research directions are articulated in order to move the digital literacy field forward.

Robotics and Programming Integration as Cognitive-Learning Tools

2018 ◽  
pp. 6859-6871
Author(s):  
Nikleia Eteokleous
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cognitive Learning ◽  
Comfort Level ◽  
Full Potential ◽  
Learning Tools ◽  
Study Approach ◽  
Teaching Cases ◽  
Teacher Age

Robotics and programming integration as cognitive-learning tools, in selected teaching cases exploits its full potential; therefore, it upgrades and enhances the teaching and learning process and promotes school transformation. Employing a case study approach, the current study examines how robotics and computer programming can be integrated within the elementary teaching practice (2nd to 6th grade) in order to achieve learning objectives across disciplines beyond STEM (8 teachers and 169 students participated at the study). Results are discussed taking into account class size, robotics package used, teacher age, gender, experience and teacher digital literacy/ comfort level with technology. The innovative educational robotics curriculum developed by the Robotics Academy provides the theoretical and educational framework to achieve the above.

Organizational Factors and Technological Barriers are Determinants for the Intention to Use Wireless Handheld Technology in Healthcare Environment

2011 ◽  
pp. 1197-1211
Author(s):  
Raj Gururajan
Keyword(s):  
Technology Adoption ◽  
New Technology ◽  
Organizational Factors ◽  
Healthcare Setting ◽  
Ease Of Use ◽  
Handheld Devices ◽  
Handheld Technology ◽  
Healthcare Environment ◽  
Two Factors ◽  
Technological Barriers

Traditional technology adoption models identified ‘ease of use’ and ‘usefulness’ as the dominating factors for technology adoption. However, recent studies in healthcare have established that these two factors are not always reliable on their own and other factors may influence technology adoption. To establish the identity of these factors, a mixed method approach was used and data were collected through interviews and a survey. The survey instrument was specifically developed for this study so that it is relevant to the Indian healthcare setting. Authors identified clinical management and technological barriers as the dominant factors influencing the wireless handheld technology adoption in the Indian healthcare environment. The results of this study showed that new technology models will benefit by considering the clinical influences of wireless handheld technology, in addition to known factors. The scope of this study is restricted to wireless handheld devices such as PDAs, smart telephones, and handheld PCs.

scholarly journals Perspectives on App Use Among Nutrition and Dietetics Professionals

2015 ◽  
Vol 9 (1) ◽  
pp. 76-81 ◽  
Author(s):  
Jyotsna Sharman ◽  
Susanne Ashby
Keyword(s):  
New Technology ◽  
Survey Study ◽  
Handheld Devices ◽  
Personal Digital Assistants ◽  
Handheld Technology ◽  
Tablet Pcs ◽  
Software Applications ◽  
Technology Tools ◽  
Personal Use ◽  
Nutrition And Dietetics

Despite the proliferation and use of handheld technology tools (such as Smartphones and Tablet PCs) along with software applications within the general US populace, little is known regarding their specific use by dietetics practitioners and instructors. As part of a dietetics informatics project to develop useful visualizations from nutrition datasets, the researchers sought first to explore how those in the field viewed the use of these handheld devices. The authors describe an exploratory survey study intended to investigate the current uses of new technology tools such as personal digital assistants like Smartphones and Tablet PCs by dietetic practitioners and instructors (from institutes of higher education and from Extension programs). Results revealed that a majority either do not own the latest technology or, if they do, use it primarily for personal use. Results also demonstrated that the target audiences had minimal experience with emerging technologies such as apps and visualizations. However, results showed that the target audiences did have a strong interest in learning the use of these tools and applications within their field. Respondents offered many ideas for useful applications while indicating that they required more instruction in how to utilize nutrition visualizations and apps within their classroom or field.

scholarly journals Live Learning: Online Teaching, Digital Literacy and the Practice of Inquiry

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Leo Casey ◽  
Michael Hallissy
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Space ◽  
Technology System ◽  
Face To Face ◽  
On Line

There has been significant discussion in recent times around improving the quality of teaching and learning in higher education (Laycock, 2009; Laurillard & Masterman, 2010; DES, 2010).  The Lisbon Strategy (Commission to the Council and the European Parliament, 2006) has framed much of this discussion at a European level with individual countries, such as Ireland, developing their own-targeted strategies to expand and improve higher education (DES, 2010).  In the case of Ireland, these strategies specifically mention the need for institutions to provide ‘excellent teaching’ whether in face-to-face or online settings.  Whereas there is a significant body of on-going research conducted around effective teaching in traditional, face-to-face settings in higher education (for example, Bennett & Barp, 2008, Beetham & Sharpe, 2007) there is, in recent times, an emerging need for investigations that focus on new contexts for teaching particularly in online synchronous classrooms.Many institutions have invested substantial time and resources in procuring new technology systems to support on-line teaching and in training staff to operate the many varied functions within these technologies.  However, there is also a need to go beyond mere functionality and to provide deeper pedagogical support to faculty so they can fully realise the instructional potential of these systems (Kim & Bonk, 2006; Lee & Hirumi, 2004).  Technological innovations in the area of online teaching lead to new challenges for teachers and educators as new tools are developed and adopted by their institutions. A question for researchers is the extent to which these tools augment or inhibit existing roles and practices in the classroom and to ask how we can conceptualize learning and teaching in such contexts.The case for considering inquiry learning as the ‘telos’ or central purpose of classroom practice is presented here. In this way the live on-line classroom is conceived as a communal learning space where teacher and students participate in activities that are enabled, sustained and enriched by the functionality of the technology system.

Sign in / Sign up

Export Citation Format

Share Document