Attitude of Teacher Trainees Towards Learning Through Powerpoint: A Case Study

2021 ◽  
pp. 95-106
Author(s):  
Mool Raj Sharma ◽  
Kawal Preet Kour
Keyword(s):  
Teaching And Learning ◽  
Computer Training ◽  
Computer Assisted ◽  
Visual Aids ◽  
Learning Context ◽  
Teacher Trainees ◽  
Teacher Training Colleges ◽  
Power Point ◽  
Teaching Learning

Educational technology and its use in Education are increasing day by day. It has completely changed our mode of teaching and learning. Use of computer assisted teaching, audio visual aids, PowerPoint presentations etc. have found their place in every institution of the world. Most of the teachers believe that use of Power Point in the teacher training colleges has made the teaching-learning process more interactive and dynamic. This paper is based upon a study conducted to know the attitudes of teacher trainees towards PowerPoint presentations and its use in a teaching -learning context. A questionnaire on attitude towards Power Point was prepared by the investigators and administered to a sample of 200 teacher trainees in Jammu. It was found that teaching through PowerPoint enabled classrooms to be interesting and motivating for both teachers and learners. However, no significant differences were found to exist between scores obtained on attitudes towards PowerPoint on the basis of gender, residential background, computer training and teaching subjects respectively. Nevertheless, teacher trainees exhibited favourable and positive attitude towards the use of PowerPoint for teaching at the B.Ed. level.

scholarly journals Perspectives of Teacher Trainees’ Preparedness and Adoption on Integration of ICT in Public Teacher Training Colleges in Kenya

2020 ◽  
Vol 8 (9) ◽  
pp. 13-35
Author(s):  
Alice Omariba
Keyword(s):  
Teacher Training ◽  
Student Teacher ◽  
Teaching And Learning ◽  
Instructional Process ◽  
Teaching And Learning Environment ◽  
Teacher Trainees ◽  
Teacher Training Colleges ◽  
Contact Hours ◽  
21St Century Learners ◽  
Teaching Learning

This study was concerned with perspectives of student teacher trainees’ preparedness and adoption on integration of ICTs in public teacher training colleges. Effective preparedness and adoption on integration of ICTs contributes greatly to the quality of education delivered in an instructional process. The rationale was based on the view that properly designed and integrated ICTs add value to teaching and learning environment on which contact hours are limited. The curriculum needs academic standards and the development of digital age skills for the 21st century learners to fit in the global job market. The findings revealed that there was a significant relationship. However, preparedness on integration of ICTs was at an infant stage. The study also revealed that the training is only offering pedagogy, content, knowledge but not the technology which make integration a reality in the classroom setting. Inadequate infrastructure to enhance integration and that the student teacher trainees revealed lack policy that will help adoption on integration of ICTs in teaching learning process.

scholarly journals Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

2016 ◽  
Vol 16 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Tom Perks ◽  
Doug Orr ◽  
Elham Al-Omari
Keyword(s):  
Student Satisfaction ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Space ◽  
Effective Learning ◽  
Group Data ◽  
Focus Group Data ◽  
Teaching Learning

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

scholarly journals Improving the Teaching of Arabic Through the Effective Use of YouTube

2020 ◽  
Vol 3 (2) ◽  
pp. 98-111
Author(s):  
Salih Muhammad Jumah-Alaso ◽  
Abdullahi Shehu Onisabi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
College Of Education ◽  
State University ◽  
Visual Aids ◽  
Essay Writing ◽  
State College ◽  
Post Test ◽  
Teaching Learning ◽  
Effective Use

This study examines ways of improving Arabic's teaching and learning process by applying YouTube video clips as audio-visual aids. Eighteen Arabic students in Kaduna State College of Education and Kwara State University constituted the study sample. A descriptive method with Pre-test and Post-test was conducted. Data were collected through the essay writing, translation, and structure test. The data were analyzed through the descriptive statistics of frequency (f) and percentage (%). The study findings revealed that the subjects performed better and demonstrated linguistic communicative competence in Arabic. Finally, the study recommends that YouTube videos should be integrated into the Arabic teaching-learning process.

T-Scan as a Patient Education Tool

2015 ◽  
pp. 672-704
Author(s):  
John R. Droter, DDS
Keyword(s):  
Patient Education ◽  
Teaching And Learning ◽  
Dental Health ◽  
Recorded Data ◽  
Scan Data ◽  
Education Tool ◽  
Teaching Learning ◽  
Effective Teaching And Learning

The T-Scan is an effective patient education tool for illustrating existing occlusal pathology. It presents complex occlusal information in a visual format that is easily understood. The T-Scan applies to all stages of the teaching/learning process because its recorded data forms the framework upon which a doctor/patient discussion can begin regarding the patient's occlusal disease manifestations, the potential benefit of treatments, and the risks of not undergoing corrective treatment. When used as part of an educational strategy, the T-Scan can lead the patient to accept procedures that would benefit their long-term dental health. This chapter outlines the four stages of creating optimum dental health, the steps required to perform effective teaching and learning, the differing styles of teaching and learning utilized in educational forums, and how to best employ the technique of Feature, Function, and Benefit. A case study illustrates how T-Scan data can educate a patient about their own occlusal problems.

Investigating the Effects of Social Media on Higher Education with a Case Study

2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
Author(s):  
Mamoun Masoud Abdulqader ◽  
Yousof Zohair Almunsour
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Faculty Members ◽  
The Other ◽  
Media In Education ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Teaching Learning

This research aims to investigate the effects of social media use on higher education teaching and learning as well as the students’ academic performance. A total of 275 students and faculty members from the College of Computer Science and Information Technology at Imam Abdulrahman Bin Faisal University took part in the study. The participants answered survey questions to analyse information on their use of social media in education and how that has affected their teaching, learning and grades. A majority of the participants reported that they used social media in training. However, they also stated that social media platforms were beneficial in academic matters. The number of participants who stated that the use of social media in learning helped improve their grades was 43%. The other 57% thought that social media had no impact on their grades or had an adverse effect or were undecided.

Computer-Assisted Instruction (CAI) in Language Teaching and Learning

1980 ◽  
Vol 1 ◽  
pp. 58-69 ◽  
Author(s):  
Frank Otto
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Teacher Educator ◽  
Language Teachers ◽  
Future Research ◽  
Computer Assisted ◽  
Programmed Learning ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Language Teaching And Learning

Many language teachers have had sporadic exposure to applied linguistics, limited experience with programmed learning/individualized instruction, and an incomplete understanding of ways in which educational technology can significantly augment the quality of the teaching–learning process. what is the process. what is the probability that administrators, teacher educator, materials developers, teachers, and students will appreciate and accept CAI as an approach that seeks to combine these three fields meaningfully? The propose of this discussion is to examine CAI is terms of key definitions, observations, concerns, developments, and contributions that have achieved significance during the 1979–80 academic year in the area of language teaching and learning. Implications and a challenge for future research studies will also be listed.

scholarly journals Information Technology in Teaching and Learning French as a Foreign Language at the University of Jordan

2016 ◽  
Vol 12 (26) ◽  
pp. 399
Author(s):  
Nahed Emaish
Keyword(s):  
Information Technology ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Target Language ◽  
Technology In Teaching ◽  
University Of Jordan ◽  
Use Of Social Media ◽  
Power Point ◽  
Teaching Learning ◽  
The University

This research aims to investigate to what extent students and professors at the University of Jordan use information technology in teaching and learning French. It also intends to evaluate the effect that IT tools have on the teaching/learning of this language at the Department of French at this university. The study sample was confined to (90) third-year students majoring in French. Another sample included all (8) professors in the department. The research method utilized two questionnaires, one for the professors and the other for students. The data was analyzed by descriptive statistics, and highlighting means and frequencies. The findings revealed that technology is used by the majority of students for such tasks as using online dictionaries, getting information for their projects and assignments and doing power point presentations. These activities play a part in developing their learning of the language. The findings also showed limitations in their interaction with native-speakers, use of social media, movies, and songs in the target language. As for the professors, the answers revealed that information technology is not often used in their courses. And when used, it is limited to e-mails or power-point presentations.

scholarly journals Using Audio – Visual Aids to Improve The Students’ Reading Skill

2018 ◽  
Vol 6 (3) ◽  
pp. 339
Author(s):  
Dwi Surya Atmaja
Keyword(s):  
Teaching And Learning ◽  
Main Idea ◽  
Reading Skill ◽  
Visual Media ◽  
Learning Activity ◽  
Visual Aids ◽  
Survey Question ◽  
Students Attitudes ◽  
Teaching Learning ◽  
Implicit And Explicit

<p>This article is written in order to (1) know whether the use of Audio Visual aids can improve the students’ reading skill; and (2) know the strengths and weaknesses in using Audio Visual Aids in improving the students’ reading skill. The research finding shows that the use of video as Audio Visual media combined with SQ3R (Survey, Question, Read, Recite, and Review) can enhance the students’ reading skill and the class situation in teaching and learning activity. The improvement of students’ comprehension includes: (1) Students are able to determine the main idea; (2) Students are able to identify the implicit and explicit information; (3) Students are able to determine the meaning of word; 4) Students are able to determine the purpose of the text; (5) Students are able to determine the reference of pronouns. The improvement of the students’ attitudes are: (1) The students enjoyed and interested in the class situation; (2) The students become active learners; (3) The students were not noisy during teaching learning activity;</p><p>(4) The students paid attention to the teacher.</p>

scholarly journals Action Research for Exploring Genre Approaches to Writing in Real-World ESP Classrooms

2021 ◽  
Vol 13 (2) ◽  
pp. 43
Author(s):  
Uma Maheswari Rajagopalan ◽  
Lynda Griffin ◽  
Paola Trimarco
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Critical Evaluation ◽  
Learning Context ◽  
Technology Students ◽  
Research Article ◽  
Genre Awareness ◽  
Based Instruction ◽  
Two Stages

This paper investigates how action research can be used to develop genre-approaches to teaching using a case study of teaching research article (RA) abstract writing on a course in Japan for science and technology students. This study involved two pedagogies placed within genre-awareness approaches, with moves being taught at different stages for each classroom. In addition to the teacher’s observations and a questionnaire to evaluate students’ perceptions, written drafts from both groups were analysed at two stages. Our analysis reveals that earlier intervention in teaching moves helped students to better construct their abstracts and that language-based activities played a role in improving students’ abstract writing without moves-based instruction. Moreover, the exercise of conducting this study in an action research framework highlighted the advantages of using a cyclic framework which allows for timely intervention based on teacher observation and critical evaluation of the teaching and learning context as the task progresses.

scholarly journals Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
Tríona Hourigan ◽  
Liam Murray
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Social Networking Sites ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Social Changes ◽  
Learning Context ◽  
Teaching And Learning Environment ◽  
E Learning

<span>Due to the social changes brought about in no small part by Web 2.0 tools, the potential impact of the blog writing phenomenon upon teaching and learning contexts reveals an important area for consideration for all university educators, and in particular for e-learning practitioners. Today, web users may access a wide variety of media to express themselves and to communicate with others. These may include conventional blog websites such as </span><em>blogger.com</em><span> or indeed social networking sites such as </span><em>MySpace, Facebook</em><span> or </span><em>Bebo</em><span>, which continue to integrate blog tools and which also encourage self-expression on the part of the users. Moreover, the application of such written expression tools into a language learning context requires further investigation by the computer-assisted language learning (CALL) community, most notably in the field of exploring the distinct pedagogical environment which emerges within such a context. This paper shall detail the pedagogical and support role of the teacher as well as considering the content of learners' reflective output throughout the course of the semester. Our analysis will consider the overall teaching and learning environment, with additional qualitative examples from the learner blogs and essays in order to define clearly emerging roles and activities with regard to future classroom practice.</span>

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