Technology Adoption for Teaching

2020 ◽  
pp. 70-78
Author(s):  
Airen Adetimirin
Keyword(s):  
Ethical Behavior ◽  
Appropriate Technology ◽  
Literacy Programs ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Ethical Education ◽  
Use Of Technology ◽  
Global Trend

Lecturers use technology for teaching to make learning more interactive and meet the different learning needs of students to promote their learning outcomes. The use of technology by lecturers will achieve the global trend of student-centered learning, where the course curriculum, pedagogy and type of technology should be focused on the needs of the students. To achieve meeting the needs of the students in a class, lecturers adopt technology such as interactive boards, learning management systems, videos, webcam to deliver their course content. However, the appropriate technology must be adopted for the topics in each course and used based on the rules and regulation referred to as ethics. Lecturers must use technology appropriately to avoid unethical acts such as copyright infringement and plagiarism in the retrieval of information resources from electronic sources such as the internet. Literature has revealed that lecturers are involved in unethical acts and need to be educated on ethical use of technology. This chapter examines the use of technology by lecturers for teaching, ethical behavior and recommended that regular ethical education should be provided to the lecturers through information literacy programs for them to become knowledgeable in the ethics of using technology and avoid unethical acts.

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

Innovations in Mobile Photography for Digital-Age Teachers and Learners

2018 ◽  
pp. 90-105
Author(s):  
Theresa A. Redmond ◽  
John Henson
Keyword(s):  
Teacher Educators ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Millennial Students ◽  
Social Constructivist Learning ◽  
Pre Service Teacher

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used to design a social-constructivist learning experience. Pre-service teachers were invited to shift from media consumers to technology producers, participating in innovative, student-centered learning. PSTs were positioned to use their prior-knowledge to engage in meaningful learning using their mobile phones in a way that modeled strategies they could use in their future classrooms to meet the learning needs of millennial students. Literature reveals that mobile tools are often used in limiting ways, such as accessing and consuming industry-produced media content. However, they have the potential to be used for active, social-constructivist learning. This chapter has implications for teacher educators and administrators in higher education who are seeking emerging practices for how to prepare PSTs to learn how to innovate using technology by designing learning experiences that focus on students as media makers.

Technology and Teaching

2018 ◽  
pp. 69-87
Author(s):  
David Feist ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
Current Literature ◽  
Teacher Practices ◽  
Appropriate Technology ◽  
Learning Approaches ◽  
Pedagogical Practice ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology And Teaching

Teachers at a technology diverse school explored ways to shift toward a more student- centered pedagogical practice. The project determined whether a shift in teacher practices could impact student engagement and success. The results were positive: many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning that includes non-linear learning approaches can work in more generalizable settings than what have been expansively published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.

New horizons in entrepreneurship: from teacher-led to student-centered learning

2016 ◽  
Vol 58 (7/8) ◽  
Author(s):  
Sarah Robinson ◽  
Helle Neergaard ◽  
Lene Tanggaard ◽  
Norris Krueger
Keyword(s):  
Learning Strategies ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Learning Theories ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Diverse Learning ◽  
Ethnographic Analysis ◽  
Practical Implications

Purpose The aim of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper combines educational psychology with perspectives from entrepreneurship education research to make explicit educators tacit assumptions in order to understand how these assumptions guide teaching. Design/methodology/approach Using ethnographic analysis, the paper reports data from the continuous development and implementation of a single course over a period of ten years bringing in the educator’s and the students perspectives on their achievements and course content. Findings We find that it is sometimes advantageous to invoke and combine different learning theories and approaches in order to promote entrepreneurial awareness and mindset. It is also necessary to move away from entrepreneurship education as being teacher-led to being more student-centered and focused on experiential and existential lifelong learning practices. Practical implications Practically, we make suggestions for the design and delivery of a course that demonstrates how four diverse learning theories can be combined to consolidate entrepreneurial learning in students invoking experiential and curiosity based learning strategies. Originality/value There are very few examples of concrete course designs that have been researched longitudinally in-depth using ethnographic methods. Moreover, most courses focus on the post-foundation period, whereas this paper presents a course that is a primer to the entrepreneurial process and exclusively centered on the pre-foundation phase. Rather than building on a single perspective, it combines a range of theories and approaches to create interplay and progression.

scholarly journals Student Participation in Syllabus Development as a Student-centered Learning Technique in Horticulture Classes

2000 ◽  
Vol 10 (2) ◽  
pp. 290-293
Author(s):  
Margaret McMahon
Keyword(s):  
Student Involvement ◽  
Student Participation ◽  
Evaluation Criteria ◽  
Code Of Conduct ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Course Objectives ◽  
Learning Technique

Student-centered learning means having students actively engaged in many aspects of a course to promote learning. Allowing students to participate in syllabus development is a method that involves students in the course and, in the process, assume responsibility for much of their learning. Students can help set course objectives, decide what is the evaluation criteria and who evaluates, determine and deliver some of the course content, and approve the code of conduct for the class. By helping with the aforementioned areas, students can see the relevance of the course to their needs and interests. They tend to take a greater interest in the course and participate more actively in the class. The process of student involvement in syllabus development requires several steps and utilizes techniques that are presented in the following paper.

scholarly journals Implementasi Model Discovery Learning dalam Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti di SMAN 1 Bulukumba

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Andi Muhammad Asbar
Keyword(s):  
Learning Model ◽  
Discovery Learning ◽  
Islamic Education ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Patterns ◽  
Thinking Ability ◽  
Development Of Attitudes ◽  
Quality Learning

The results of research on the implementation of discovery learning model on the subjects of Islamic Education and Character in SMAN 1 Bulukumba, is a model of discovery learning has been applied by Islamic Education Teachers and Character in SMAN 1 Bulukumba in terms of input, process and output components. In the learning needs to be evaluated, especially on aspects of process components and output components on aspects of student skills. Educators are required to maximize in applying the learning model in order to obtain a quality learning situation, active and develop the attitude and knowledge of students. The application of the discovery learning model is not an easy task, by which the teacher takes a lot of time and not all students are able to make the discovery, this model does not apply to all topics. Related to the time and strategy of discovery learning requires a longer duration, due to the rational thinking ability of students is still limited and cultural factors or habits that still use the old learning patterns. The implication of this research, it is expected that the teacher of Islamic Education and Character can implement the scientific approach of discovery learning model in the learning process in class well, evaluate, repair and development both in terms of planning, implementation and assessment in using discovery learning model to run effective and systematic. And the creation of student-centered learning oriented development of attitudes, knowledge and skills of students.

scholarly journals Need Analysis in the Development of English for Specific Purposes Learning in Students of STIA Prima Bone Administration Study Program

2020 ◽  
Vol 10 (4) ◽  
pp. 76
Author(s):  
Abdul Rahman
Keyword(s):  
Public Administration ◽  
Sampling Technique ◽  
Educational Process ◽  
Learning Needs ◽  
Study Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Public ◽  
Study Results ◽  
Learning English

This study aims to analyze students' needs in learning English and determine the learning methods used in learning English at STIA Prima Bone. This study uses a descriptive method with a qualitative approach. The subjects in this study were 60 students of the Public Administration Study program. They took courses in the second semester of the 2019/2020 academic year and one of the lecture language courses. The s lecturer sampling technique uses purposive random sampling. The instruments in this study were questionnaires and interviews. Based on the study results, the students' need for learning English in the Public Administration study program different or varied, so it can be concluded that they need English not only for current learning needs or Now Oriented but also for work needs (Future-Oriented). Therefore, learning English in the Public Administration Study Program must prioritize the target needs. So that, the fulfillment of wants can achieve and reduce the shortcomings or weaknesses of students in learning English. The teaching or learning method is an essential component in the educational process because the teaching process's success depends on the method used by the lecturer. The technique used in learning English courses in the public administration study program is to combine Student-Centered Learning, Teacher-Centered Learning, and Collaborative Learning.

Aligning Course Content, Assessment, and Delivery

2012 ◽  
pp. 1-26 ◽  
Author(s):  
Ruth A. Streveler ◽  
Karl A. Smith ◽  
Mary Pilotte
Keyword(s):  
Essential Element ◽  
Faculty Members ◽  
First Century ◽  
Habits Of Mind ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Curriculum Assessment ◽  
Content Assessment ◽  
Outcome Based Education

The emphasis on Outcome-Based Education (OBE) and student-centered learning is an enormous advance in engineering education. The authors argue in this chapter that an essential element of OBE is aligning content, assessment, and delivery. The objective of this chapter is to provide a model for aligning course content with assessment and delivery that practitioners can use to inform the design or re-design of engineering courses. The purpose of this chapter is to help the reader build a foundation of knowledge, skills, and habits of mind or modes of thinking that facilitate the integration of content (or curriculum), assessment, and delivery (or instruction or pedagogy) for course, or program design. Rather than treat each of these areas separately, the authors strive to help the reader consider all three together in systematic way (Pellegrino, 2006). The approach is essentially an engineering design approach. That is, the chapter starts with requirements or specifications, emphasizes metrics, and then prepares prototypes that meet the requirements. It embraces the argument that “faculty members of the twenty-first-century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments” (Duderstadt, 2008).

Design of Intelligent Teaching System Based on Data Mining Technology

2013 ◽  
Vol 834-836 ◽  
pp. 998-1001
Author(s):  
Wei Wei Gao ◽  
Jian Hua Wang ◽  
Xiao Feng Li
Keyword(s):  
Data Mining ◽  
Intelligent Tutoring System ◽  
Learning System ◽  
Mining Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching System ◽  
Course Content ◽  
Learning Platform ◽  
Individualized Teaching

Data mining technology into the teaching system, the biggest advantage is that the system can gather large amounts of data for analysis , digging out of the course content and teaching strategies presented useful information on the adjustment in order to build content-rich smart teaching platform . This paper mainly made use of data mining techniques to solve the data mining technology is introduced into the system in order to fully improve the system for students and student learning characteristics of the implementation of individualized teaching of intelligence, flexibility in learning mode , the number of users and courses content scalability , research and development of an online learning system . With these results the general software development technology applied to intelligent tutoring system for students to build an adaptive, personalized student-centered learning platform.

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