scholarly journals Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Alethea C. De Villiers ◽  
Maxwell M. Sauls
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Intermediate Phase ◽  
Phenomenological Approach ◽  
Creative Arts ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Conversational Interviews

The study described in this essay explores the use of educational technology as a resource in the Creative Arts classroom. Many teachers are not qualified to teach Creative Arts. They then tend to rely on curriculum documents and textbooks to help guide their planning, teaching and assessment. Most of the teachers who participated in this case study were not specialists in any of the arts, and in the education district where this study took place, there was a lack of ongoing professional development for the Creative Arts. To enable the teachers from Grades R to 7 to mediate more meaningful classroom teaching and learning in the Creative Arts, the researchers introduced the teachers to technology as a means to facilitate learning and teaching.This study follows a phenomenological approach to explore the use of educational technology in the teaching of dance, drama and music, which are three of the art forms in the Creative Arts. The researchers describe the teachers’ perceptions and attitudes towards using technology in the classroom. Eight teachers participated in the study (seven female and one male), ranging in age from 22 to 41 years. There were three teachers from the Foundation Phase, three teachers from the Intermediate Phase and two teachers from the Senior Phase. Data were collected from (1) unstructured open-ended conversational interviews, (2) observations of the participants during contact time with learners and (3) audio-visual recordings of the teachers in the classroom.Findings from the study showed that after the 10-month intervention of using educational technology in the classroom, there was divergence in the teachers’ use of technology. The findings also suggest that classroom practice in dance, drama and music improved.

scholarly journals Teachers’ perceptions toward TED-ED in Listening Class insight the Era of Disruptive Technology

2018 ◽  
Vol 2 (2) ◽  
pp. 222
Author(s):  
Candradewi Wahyu Anggraeni ◽  
Lilia Indriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
World Englishes ◽  
Disruptive Technology ◽  
Process Technology ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Technology In Teaching

<p align="center"><strong>Abstract </strong></p><p>In the era of disruptive technology in the educational aspect, the teachers need to pay attention to the use of technology in teaching and learning process.  Technology can be virtues or hurdles for the students and teachers. Therefore, the teachers must be wise in deciding the teaching strategies so that the use of technology in the classroom will be more effective and efficient. One of the examples of technology is the existence of a website or online media to support teaching and learning process. Regarding this phenomenon, this study is carried out to explore the teachers’ perceptions toward TED-ED in listening class insight the era of disruptive technology. The qualitative research method in the form of a case study is used to expose the teachers’ perceptions. The instrument of data collection is an open-ended interview. The findings show that there are two perspectives toward the use of TED-ED in Listening Class. The two perceptions reveal the benefits and drawbacks that cover the aspects of abundant resources, illustration, world Englishes, assignments, speed, and teacher’s role. This study has theoretical, pedagogical, and practical significances in the field of teaching Listening.</p><p> </p><p> </p>

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

Designing a Computer Network in Building a Smart School with Case Study of SMA Negeri 1 Kediri

2020 ◽  
Vol 8 (2) ◽  
pp. 177
Author(s):  
Ni Putu Ega Meiliana Wijaya ◽  
I Komang Ari Mogi
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Computer Network ◽  
Integrated System ◽  
Network Development ◽  
Top Down ◽  
Star Topology ◽  
Use Of Technology ◽  
School Concept

Smart school is a technology-based school concept used in the teaching and learning process in the classroom. The use of educational technology includes an integrated system that assists the educational community in carrying out their respective functions with the aim of developing the potential of students. The use of technology in the field of education is expected to help and facilitate students and schools in conducting learning so that technology is able to facilitate and solve problems in learning. In building smart schools, it is also necessary to design technology developed in technology. The concept of network development that will be used is to use the Top-Down method and the topology used is to use ring topology and star topology. With the development of smart schools, it is expected that education using technology will continue to develop.

scholarly journals Preparing In-Service Teacher Using Dynamic Geometry Software

2018 ◽  
Vol 7 (4.30) ◽  
pp. 367
Author(s):  
Fariz Setyawan ◽  
Yosep Dwi Kristanto ◽  
Naufal Ishartono
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Development Program ◽  
Dynamic Geometry Software ◽  
Professional Development Program ◽  
Skills Transfer ◽  
Teachers Perceptions ◽  
Use Of Technology

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

scholarly journals THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING

2015 ◽  
Vol 3 (1) ◽  
pp. 111-114
Author(s):  
Lazar Stošić
Keyword(s):  
Educational Technology ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Information And Communication

Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

scholarly journals Teachers' Perceptions in Implementing Technologies 
 In Language Teaching and Learning in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 38-51
Author(s):  
Caroline Victorine Katemba
Keyword(s):  
Language Learning ◽  
Rural Area ◽  
Education System ◽  
Teaching And Learning ◽  
Quantitative Method ◽  
Language Teaching ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
The World ◽  
Language Teaching And Learning

Technologies have swept the world in every aspect of life including the education system. And therefore, the purpose of this research is to find the Challenges Encountered in implementing technologies in Language Teaching and Learning in Indonesia. This study was a quantitative method in nature. The participants of the study were randomly chosen 30 teachers from Bandung in the rural area. The data were collected by using questionnaires and were analyzed by using mix method that is quantitative and qualitative procedures. The result showed that using technology in the classroom was helpful. In addition to that, more tools and facilities provided by schools are increasingly helping them improve their ability to use technology. Though the school has prepared facilities there were several challenges found in the implementation of technologies in the Language Learning classrooms. Additional results of this study give meaningful insights for policymakers in relation to the implementation of ICT for teaching and learning in the classroom.

scholarly journals Pre-Service Teachers’ Perception and Vision about TPACK and Its Implementation

2021 ◽  
Vol 20 (1) ◽  
pp. 142
Author(s):  
Arrizalu Arsa Ringotama
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
English Education ◽  
Language Education ◽  
Information And Communications Technology ◽  
Teaching With Technology ◽  
Education Department ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching

The need for educators to integrate the use of technology in the classroom is growing for the past few years. However, previous studies indicated that the use of Information and Communications Technology (ICT) is still at a low level of what the education program requires. Furthermore, it seems that in the field of language education, there is limited research focusing on pre service teachers (PTs). Therefore, to address this gap, this paper aims at investigating how the pre service teacher's understanding of the TPACK principle and how they will apply TPACK in their classroom. This mix-method study is using TPACK questionnaire and interview through a random sampling of 68 pre-service teachers of English Education Department of UNS. Furthermore, the results revealed that most of the participants understood the concept of TPACK well, and they also had various ways to apply it in their classroom. It is expected that knowing pre service teachers' (PTs) perceptions about TPACK in teaching and learning process that can be beneficial for both English Education Department programs and PTs, such as understanding the PTs' teaching abilities, development of the use of technology in teaching by pre service teachers in order to improve teacher department programs itself to develop the teaching practice with the support of technology. In addition, this study has implications for experts interested in the development and assessment of pre service teachers' understanding of teaching with technology.

Thematic Considerations in Integrating TPACK in a Graduate Program

2012 ◽  
pp. 1-12 ◽  
Author(s):  
Punya Mishra ◽  
Matthew J. Koehler ◽  
Andrea Zellner ◽  
Kristen Kereluik
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Graduate Program ◽  
Michigan State University ◽  
State University ◽  
Master's Program ◽  
Technology Program ◽  
Use Of Technology ◽  
Integration Of Technology

The integration of technology into classrooms is an increasingly important issue in America’s schools, and at the core of this integration is the training of teachers. Teacher educators seeking to impact teachers’ use of technology should recognize the needs of these learners as well as their knowledge as practitioners, in order to expand their knowledge and help them think about technology in creative ways. In this chapter, the authors describe the design and implementation of the Master’s program in Educational Technology at Michigan State University (MSU) as an example of an institution’s attempts to improve their facility to incorporate technology into the classroom practice. The authors briefly define the concept of the TPACK and how that theoretical model is important in thinking about technology with teacher practitioners, and how it helped to focus the design of the Educational Technology program at MSU. The authors then outline central TPACK themes that run through each of the stages of this program, and how each level, in turn, informs the others. Finally, the chapter offers concrete examples of TPACK in practice at each stage of the Master’s program in educational technology.

scholarly journals Critical Success Factors in Accepting Technology in the Classroom

2021 ◽  
Vol 16 (18) ◽  
pp. 4
Author(s):  
Francisco José Miranda Veiga ◽  
António Manuel Valente de Andrade
Keyword(s):  
Teaching And Learning ◽  
Success Factors ◽  
Positive Influence ◽  
Project Based Learning ◽  
Necessary Condition ◽  
Technology In The Classroom ◽  
Adoption Of Technology ◽  
Critical Success ◽  
Use Of Technology ◽  
Degree Of Acceptance

The adoption of technology may be a necessary condition, but it is not sufficient for the digital transformation, seen as the mobilizing challenge to do something new and different. Without a strategic vision, we take the risk of acquiring resources to do the same as before, essentially changing the format. This inability imprisons the school to inconsequential models, resources and strategies. Interdisciplinary, social and project-based learning that augmented and virtual reality, internet of things, robots, and artificial intelligence and digital assistants can bring to teaching, where are they? But also mobile, games, simulators and multimedia can influence the routine by inspiring collaborative creativity. On the other hand, the pandemic, in terms of the adoption of technology, constitutes a kind of insurrection against the fatalism that it is not possible to restart the system, that is, rethink the school. This study aims to investigate the degree of acceptance and use of technology by teachers in middle school and high school education and their approaches in the classroom. As a methodological support to this study, the model “Unified Theory of Acceptance and Use of Technology” (UTAUT)) was used and a questionnaire applied to teachers at our school, ob-taining 90 responses. The investigation revealed that the performance expectancy and the ICT compatibility have a greater significant positive influence on the motivation and involvement of teachers. The study also clarifies that teachers intend to use ICT and that they see in them a different di-dactic tool that allows different approaches, thus increasing the quality of teaching and learning.

scholarly journals Representaciones Sociales Sobre Enseñanza Y Aprendizaje Que Sostienen Docentes De Nivel Medio Superior Y Superior

2018 ◽  
Vol 14 (25) ◽  
pp. 1
Author(s):  
Juan Alberto Acosta Hernández ◽  
Miriam Martínez Vázquez ◽  
Arturo Curiel Anaya ◽  
Aarón Reyes Rodríguez ◽  
Anna Tarasenko ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Social Representations ◽  
Middle Level ◽  
Online Course ◽  
Technology In The Classroom ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Use Of Technology ◽  
The Social ◽  
Middle Level Teachers

This paper focuses on analyzing the social representations (SR) on mathematics, teaching and learning that have upper and middle level teachers who participated in a workshop on the use of a MOOC (Massive Open Online Course). It is used as an element of support for a Pre-Calculus face-to-face course. Using a questionnaire, the SR on the teaching and learning of mathematics were identified, as well as specific SR about the concept of inequality and the use of technology in the classroom. Based on the responses of the questionnaire, dimensions were captured that focuses on a particular meaning. This, therefore, is with the intention of organizing categories that would allow the establishment of hierarchies of the contents immersed in the field of SR of teachers.

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