Pre-Service Teachers' Perceived Relevance of Educational Technology Course, Digital Performance

2019 ◽  
Vol 9 (1) ◽  
pp. 41-54
Author(s):  
Ogunlade Bamidele Olusola ◽  
Bello Lukuman Kolapo
Keyword(s):  
Educational Technology ◽  
Student Performance ◽  
Prospective Teachers ◽  
Instructional Delivery ◽  
Digital Tools ◽  
Digital Performance ◽  
Instructional Content ◽  
Perceived Relevance ◽  
Educational Technology Courses ◽  
Technology Course

Educational technology courses are designed to equip prospective teachers with knowledge and skills to use technology for effective instructional delivery. However, the way students perceive the appropriateness and relevance of the instructional content would go a long way in determining their performance and commitment to the course. Student performance in educational technology courses could be improved, if they perceive the instructional content to be relevant to their academic pursuits and future career development. Therefore, this study examined pre-service teachers' perceived relevance of educational technology content, digital tools and their performance in an educational technology course. The study was carried out on 261 pre-service teachers and the result showed that the perceived relevance of educational technology course by the students was high. The correlation coefficient (r) of 0.015 showed a positive relationship between pre-service teachers' perceived relevance of educational technology courses and the performance at the end of semester examination of the course.

Levels of Aspiration to Use Digital Tools and Performance in an Educational Technology Course

2020 ◽  
Vol 3 (1) ◽  
pp. 60-72
Author(s):  
Lukuman Kolapo Bello ◽  
Lateefat Folake Hamzat
Keyword(s):  
Educational Technology ◽  
Prospective Teachers ◽  
Positive Relationship ◽  
Survey Design ◽  
Digital Tools ◽  
Digital Tool ◽  
Technology Experience ◽  
Relationship Of ◽  
Level Of Aspiration ◽  
Technology Course

This study examined pre-service teachers' level of aspiration to use educational technology experience, and level of aspiration to use digital tools to engage learners in class activities and their performance in an educational technology course. The study adopted the research survey design and was carried out with 261 pre-service teachers. The results revealed that the level of aspiration to use experience from educational technology course and digital tool training was high. The result showed a significant positive relationship of R= 0.03 between pre-service teachers' level of aspiration to use educational technology experience and their performance. Also, there was a positive relationship of R= 0.66 between prospective teachers' level of aspiration to use digital tools and their performance. It was, therefore, recommended that pre-service teachers need to be encouraged with adequate instructional facilities to have positive aspiration to use technology now and in the future.

The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling

2021 ◽  
Vol 4 (2) ◽  
pp. 82-96
Author(s):  
Lukuman Kolapo Bello ◽  
Amos Olugbenga Ojebisi ◽  
Adetayo Adekunle Adebanjo
Keyword(s):  
Prospective Teachers ◽  
Digital Storytelling ◽  
Classroom Instruction ◽  
Instructional Delivery ◽  
Mixed Method Research ◽  
Training Institutions ◽  
Perceived Relevance ◽  
High Level ◽  
The Impact ◽  
Technology Anxiety

This study investigated the effect of pre-service teachers' perceived relevance and technology anxiety on their readiness to use digital storytelling for instructional delivery. The study adopted a mixed-method research design. Pre-service teachers were trained on the basic procedures in creating digital storytelling for classroom instruction. Quantitative data was analysed using inferential statistics and qualitative data was content analysed. The result indicated that there was a high level of readiness among pre-service teachers to use digital storytelling for classroom instruction. Pre-service teachers' perceived relevance also played a significant role in their readiness to use digital storytelling for instructional delivery. It is, therefore, recommended that teacher training institutions need to provide relevant learning resources and digital tools to ensure that prospective teachers are able to acquire requisite skills in creating digital storytelling for effective classroom instruction.

The Application of QQ Group in Modern Educational Technology Course

2013 ◽  
Vol 380-384 ◽  
pp. 2544-2547
Author(s):  
Ling Xu ◽  
Wei He
Keyword(s):  
Educational Technology ◽  
Collaborative Learning ◽  
Teaching Practice ◽  
Education Technology ◽  
Colleges And Universities ◽  
Modern Education ◽  
Teaching Content ◽  
Teacher Professional ◽  
The Way ◽  
Technology Course

The modern education technology course is a compulsory course of teacher professional in Colleges and universities, after years of teaching practice, the teaching content and teaching form has been relatively mature, but there are still some problems: the contradiction between class hour and teaching content; the limitations of communication between teachers-students and students-students, the lack of collaborative learning, etc. Put forward the way and scheme by using QQ group to solve the above problems.

Undergraduate Students Engagement in Formal and Informal Learning: Applying the Community of Inquiry Framework

2021 ◽  
pp. 004723952110625
Author(s):  
Suparna Chatterjee ◽  
Julia Parra
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Informal Learning ◽  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Research Question ◽  
Formal And Informal Learning ◽  
Community Of Inquiry Framework ◽  
Technology Course

The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, “How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?” The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included, (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning.

Universidad y comunidad: Proyecto de alfabetización digital en la Escuela Nº10.

2019 ◽  
Author(s):  
Federico D. Uicich ◽  
Paola F. Salinas
Keyword(s):  
Educational Technology ◽  
Human Factor ◽  
Buenos Aires ◽  
Digital Technologies ◽  
Community Action ◽  
Bachelor's Degree ◽  
Learning Objectives ◽  
Digital Tools ◽  
Action Project ◽  
Alfabetización Digital

In this article we describe the community action project that is being developed, since 2017, between the Escuela Argentina de Negocios (EAN) and School N°10 in Martinez, Province of Buenos Aires, Argentina. The objective of the project is to provide a soc ial service by teaching digital tools to the teachers, in order to enable them to self manage and independently use various digital technologies resources for teaching. To achieve its learning objectives, the project takes place every four months with stud ents from the Bachelor's degree in Human Factor Management, specifically students enrolled in the Computer Science and Applied Educational Technology modules, who are then trained in the field by leading the training sessions at the school.

scholarly journals Comparing the Impact of Programming Assessment Type: In-Class Vs Take-Home

2020 ◽  
Vol 10 (4) ◽  
pp. 125
Author(s):  
Oscar Karnalim ◽  
Gisela Kurniawati ◽  
Sendy Ferdian Sujadi ◽  
Rossevine Artha Nathasya
Keyword(s):  
Information Technology ◽  
Information System ◽  
Educational Technology ◽  
Student Retention ◽  
Student Performance ◽  
Educational Technologies ◽  
Technical Problems ◽  
Technology And Teaching ◽  
Teaching Interventions ◽  
The Impact

In engineering education, educational technologies and teaching interventions are often used to maintain the student retention high. Most of them are strongly related to either in-class or take-home assessment. This paper compares the impact of both assessments on student performance for one academic semester. The findings are expected to re-align the focus of educational technology and teaching intervention research. Fifty-five laboratory sessions were analysed, involving five Introductory Programming classes with a total of 87 Information Technology and Information System undergraduates. The study shows that, by considering only significant changes, in-class assessment leads to higher assessment mark as the students can easily seek help and focus on the tasks. Technical problems are also unlikely to occur as the classroom (or the laboratory in our case) is well-facilitated.

scholarly journals Redesigning an Educational Technology Course under a Competency-Based Performance Assessment Model

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 186-204 ◽  
Author(s):  
Ignacio Rodriguez ◽  
Katherina Gallardo
Keyword(s):  
Educational Technology ◽  
Performance Assessment ◽  
Student Performance ◽  
Cognitive Theory ◽  
Assessment Model ◽  
Online Course ◽  
Paradigm Change ◽  
Transformational Process ◽  
Course Redesign ◽  
Competency Based

The transformational process of an educational technology online course redesign into competency-based learning approach is described. This process implied the understanding of paradigm change, the integration of cognitive theory foundations, the selection of a learning taxonomy, the application of performance and authentic assessment principles as well as the design of performance rubrics. As a result, acompetency-based performance assessment model and a student performance reportemerge.

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