scholarly journals Fostering Powerful Use of Technology Through Instructional Coaching

2018 ◽  
Author(s):  
Mahsa Bakhshaei ◽  
Angela Hardy ◽  
Aubrey Francisco ◽  
Sierra Noakes ◽  
Judi Fusco
Keyword(s):  
Instructional Technology ◽  
Instructional Coaching ◽  
Full Time ◽  
School Year ◽  
Use Of Technology ◽  
Teaching Content ◽  
Technology Coaching ◽  
Research Findings ◽  
Closing The Gap ◽  
One Year

Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.

scholarly journals Scaling Up Classroom Coaching for Impactful Technology Use

2019 ◽  
Author(s):  
Mahsa Bakhshaei ◽  
Angela Hardy ◽  
Jason Ravitz ◽  
John Seylar
Keyword(s):  
Student Engagement ◽  
Technology Use ◽  
Scaling Up ◽  
Dynamic Learning ◽  
Technology In The Classroom ◽  
School Year ◽  
Use Of Technology ◽  
Technology Coaching ◽  
Research Findings ◽  
Second Year

Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning.

Exploring the Use of Instructional Technology: A Survey of Academics at Two Nigerian Universities

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Adefunke Olanike Alabi ◽  
Stephen Mutula
Keyword(s):  
Instructional Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Instructional Delivery ◽  
Literacy Skills ◽  
Instructional Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Research Findings ◽  
Spss Software

The article reports empirical research findings on the use of instructional technology among Nigerian academics for effective instructional delivery. Using a quantitative approach, 267 questionnaires were distributed to academics from two purposively selected Nigerian universities in the South West geopolitical zone. A total of 215 questionnaires (80.5%) were returned and found useful for data analysis. The data were analysed with SPSS software to generate both descriptive and inferential statistics. The results indicated that various types of instructional technologies are used by academics for lecture preparation, presentation and communication. The findings also revealed that digital literacy skills and the use of instructional technology were positively related (R = 0.289). The variable digital literacy skills accounted for 7.9 per cent of the total variance in technology use (R2 = 0.079). The result indicates a positive relationship between digital literacy skills and technology. The article concludes that academic libraries, being the nerve centre of the institutions which they serve, should accept responsibility for fostering the extensive use of technology in teaching in the academia. Therefore, librarians should develop and implement initiatives that will help Nigerian academics imbibe such a culture at institutional level.

scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

scholarly journals Syntactical Development on Second Language Writing: A Case of L2 Child Learner on Immersion Experience Abroad

2020 ◽  
Vol 4 (2) ◽  
pp. 245
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Prepositional Phrases ◽  
School Year ◽  
Immersion Experience ◽  
L2 Speaking ◽  
Language Writing ◽  
Morphological Processes ◽  
One Year

Development of child language is tremendously complex, remarkable and wondrous. In a second language acquisition context, a child can acquire his second language in either acquiring both languages at the same time or learning the second language after mastering the first one. This present research is concerned to describe the syntactical development particularly for second language writing of an eight-year old child who has experienced immersion abroad for one year in L2-speaking country. The participant is an eight-year old child from Jakarta Indonesia who has experienced immersion environment in Australia for one year. The research will be carried out qualitative naturalistic research design. Not less than 38 documents of participant’s paperwork during her school year were then collected, grouped and analysed. From the findings, it is known that morphological processes on L2 such as affixes and verb changes have emerged. Meanwhile, the findings also show the development on morphemic, phrasal and sentential level on acquiring L2. Some morphemes have been acquired such as the suffix, the changing of verb, the -ing form. Moreover, post-noun prepositional phrases are the most emerged phrases. On sentential level, active declarative sentences are the most frequently appeared. However, some errors and inconsistency also occur indicating the development of her second language.

scholarly journals 211 - Changes to post-diagnostic dementia support in England and Wales during the COVID-19 pandemic

2021 ◽  
Vol 33 (S1) ◽  
pp. 13-13
Author(s):  
Alison Wheatley ◽  
Marie Poole ◽  
Louise Robinson
Keyword(s):  
Social Care ◽  
Third Sector ◽  
Full Time ◽  
England And Wales ◽  
Team Meetings ◽  
Use Of Technology ◽  
People With Dementia ◽  
Health And Social Care ◽  
The Impact ◽  
Diagnostic Support

Background:The COVID-19 pandemic precipitated widespread change across health and social care in England and Wales. A series of lockdowns and UK Government guidance designed to reduce the spread of COVID-19 which emphasised social distancing and increased use of personal protective equipment led to changes such as increased use of remote consultation technologies and the closure of services deemed non-essential. This included many services for people with dementia and their families, such as day centres and dementia cafes.Objective:To explore the changes made to services during the pandemic and the impact of these changes on the delivery of good post-diagnostic dementia support.Method:Professionals who had previously been recruited to the ongoing PriDem qualitative study were approached for follow up interview. Eighteen interviews with a total of 21 professionals working in health, social care and the third sector were conducted using telephone or video conferencing.Interviews were audio recorded, transcribed and checked prior to thematic analysis.Results:Key themes emerging from preliminary analysis of the data include: uncertainty about the future and the need to adapt quickly to shifting guidance; changing job roles and ways of working; the emotional and physical impact of the pandemic on staff working with people with dementia and their families; and the impact of changes made (e.g. increased PPE, remote working) on the ability to deliver post-diagnostic support. However, there were also some unintended positive outcomes of the changes. These included the ability to include family members living at a distance in remote consultations, allowing for more robust history-taking, as well as the uptake of technology to facilitate cross-sector and multidisciplinary working between professionals.Conclusion:Delivering post-diagnostic dementia support during COVID-19 was challenging and forced dementia services to make adaptations. Participants expected that some of these changes would be incorporated into post-pandemic work, for example increased use of technology for multidisciplinary team meetings or blended approaches to patient-facing services involving both virtual and face to face work as appropriate. However, most participants agreed that it was not appropriate nor desirable to provide fully remote post-diagnostic support on a full time basis.

Factors That Influence the Adoption of E-Wallets by the Malaysians

2021 ◽  
Vol 13 (2) ◽  
pp. 78-95
Author(s):  
Krishna Moorthy ◽  
Ooi Yin Chiang ◽  
Aufa Amalina Kamarudin ◽  
Loh Chun T'ing ◽  
Chin Yoon Mei ◽  
...  
Keyword(s):  
Service Providers ◽  
Use Of Technology ◽  
Global Trend ◽  
Cash Payment ◽  
Effort Expectancy ◽  
Perceived Security ◽  
Research Findings ◽  
National Bank ◽  
The Government ◽  
Electronic Payment System

E-wallet has become a new payment method in the global trend, replacing cash payment gradually. Malaysia's national bank has set out objectives to move to a cashless society with electronic payment system in its Financial Sector Blueprint 2011-2020. Hence, this research aims to investigate the drivers that affect the behavioural intention of consumers towards the adoption of e-wallets in Malaysia. Performance expectancy, effort expectancy, and social influence are the three factors adopted from the unified theory of acceptance and use of technology model (UTAUT) to demonstrate the intention of consumers on e-wallet adoption. Additionally, perceived security and incentives are integrated into the research model to examine the factors that affect the e-wallet adoption. Four hundred fifty questionnaires were collected and analysed. The results show that all the factors have positive relationship with intention of e-wallet adoption. The research findings contribute to various parties such as the academicians, researchers, service providers, financial institutions, and the government.

Can E-safety Compromise Children’s Rights?

2018 ◽  
pp. 21-44
Author(s):  
Tijana Milosevic
Keyword(s):  
Media Coverage ◽  
Public Discourse ◽  
Children's Rights ◽  
Children’S Rights ◽  
Critical Examination ◽  
Use Of Technology ◽  
Research Findings

This chapter provides a more elaborate review and a critical examination of research findings about digital bullying, drawing from an interdisciplinary literature. In light of these findings, it critically analyzes media coverage of e-safety, online risks and harms, which digital bullying is an example of, as well as moral and technopanics –exaggerated concerns over youth use of technology and the consequences that emerge under such circumstances for various stakeholders. This chapter also builds the case for considering protection from digital bullying in the context of children’s rights. Wider social and cultural problems that remain less discussed in public discourse on digital bullying are given special attention to, building the case as to why it is important to address the culture of humiliation, focusing attention on dignity, rather than engaging in simplistic binaries of finger-pointing that are so often witnessed in the aftermaths of digital bullying cases.

Success Factors of Adoption of Mobile Applications in Rural India

2018 ◽  
pp. 211-238 ◽  
Author(s):  
Debasish Roy
Keyword(s):  
Conceptual Model ◽  
Mobile Applications ◽  
Structural Equation ◽  
Success Factors ◽  
Practical Significance ◽  
Equation Modeling ◽  
Successful Implementation ◽  
Service Characteristics ◽  
Use Of Technology ◽  
Research Findings

The framework for this research is the unified theory of acceptance and use of technology. The increasing rural proliferation of mobile services has created a unique opportunity to deliver to the rural users information and services through innovative mobile applications. This chapter develops a conceptual model of factors that make a rural mobile application successful and that are the barriers to its implementation. The conceptual framework developed has been validated by a questionnaire based field survey using structural equation modeling (AMOS). The chapter explores how the conceptual model is impacted by the service characteristics. The contribution of this research to further the understanding of technology adoption models for rural mobile applications has been discussed. The findings of the study have been corroborated with similar research focusing on adoption of rural mobile applications. The practical significance as to how the research findings help in successful implementation of mobile applications has been presented.

Generational Differences Relative to Data-Based Wisdom

2015 ◽  
pp. 126-140
Author(s):  
Gino Maxi ◽  
Deanna Klein
Keyword(s):  
Knowledge Management ◽  
Tacit Knowledge ◽  
Generational Differences ◽  
Organizational Knowledge ◽  
Technology Leadership ◽  
Organizational Vision ◽  
Efficient Manner ◽  
Use Of Technology ◽  
Technological Advances ◽  
Research Findings

The purpose of this chapter is to present research findings and address the Generational Differences Relative to Data-Based Wisdom. Data-Based Wisdom is defined as the use of technology, leadership, and culture to create, transfer, and preserve the organizational knowledge embedded in its data, with a view to achieving the organizational vision. So what will comparing Generational Differences effectively do to help achieve organizational vision? If you don't know your history, you are doomed to repeat it; therefore, with the accumulation of ever growing data, understanding the necessary steps to store them properly and ability to retrieve them in an efficient manner are both explicit and tacit knowledge that are outside the scope of the conventional multi-disciplined approach to achieving organizational objectives. With time, technology, leadership, and culture have transformed into more than tangible items, social leadership concepts, and learned behavioral patterns. The latter three ideas have evolved along with the technological advances infused into society as we know it today. Therefore, the value and emphasis to develop and maintain intricate and efficient knowledge management databases suitable to create, transfer, and preserve organizational knowledge embedded in its data has never been more vital. The importance will continue to grow as changes in technology, leadership concepts, and culture continue to inundate.

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