scholarly journals Evaluation of Instructional Technologies Course from the Perspective of Pre-service Teachers

2021 ◽  
Author(s):  
Ulaş İLİC
Keyword(s):  
Instructional Technologies

scholarly journals Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum

2017 ◽  
Vol 10 (9) ◽  
pp. 9
Author(s):  
Melis Yesilpinar Uyar
Keyword(s):  
Preservice Teachers ◽  
Undergraduate Education ◽  
Preservice Teacher Education ◽  
Document Analysis ◽  
Research Data ◽  
Computer Education ◽  
Analysis Method ◽  
Instructional Technologies ◽  
Content Analysis Method ◽  
Perceptions Of Students

In the study, the purpose was to determine the perceptions of students from the department of Computer Education and Instructional Technologies regarding the concept of curriculum. The participants of the study conducted with the phenomenology research design were 212 preservice teachers. The research data were collected via document analysis and interviews. For the analysis of the data, the inductive content analysis method was used. The results revealed that the preservice teachers perceived the concept of curriculum as a process with positive and negative features which emphasize change and development. The results also demonstrated that the participants perceived their levels of knowledge about curriculum as partly sufficient. In addition, it was found that undergraduate education has an important role in the development of these perceptions. Moreover, the results emphasized the need for making more planned and systematic regulations in relation to the functioning of curriculum studies in Turkey. Lastly, the results demonstrated that there is a need for regulations in the structure of the preservice teacher education curricula to give meaning to the concept of curriculum.

Using a Digital Pen to Support Secondary Students With Learning Disabilities

2017 ◽  
Vol 53 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Min Wook Ok ◽  
Kavita Rao
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Skill Acquisition ◽  
Note Taking ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Teachers And Students ◽  
Students With Ld ◽  
Assessment And Testing ◽  
Content Review

Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that teachers and students can use as a support for note taking, content review and test preparation, formative assessment, and testing accommodations and as a math calculator for secondary students with LD. This article describes several ways that teachers can integrate digital pens to support secondary students with LD and discusses potential benefits and challenges regarding the use of these pens.

scholarly journals KONTRIBUSI TEORI DAN TEKNOLOGI KOMUNIKASI DALAM TEKNOLOGI PEMBELAJARAN

2014 ◽  
Vol 2 (2) ◽  
pp. 71
Author(s):  
Bambang Warsita
Keyword(s):  
Quality Improvement ◽  
Instructional Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Communication Theory ◽  
Communication Technologies ◽  
Communications Technology ◽  
Instructional Technologies ◽  
Learning And Teaching ◽  
Support Theory

Every technology is built on the basis of certain theory, instructional technology is built on the basis of principles that is drawn from communication theory and results of research in the utilization of communication technology. This study aims to gain an overview of the contribution of communication theory and technology in instructional technology. Instructional technology is built based on the principles that is drawn from various theories, one of them is a theory of communication. Instructional technology is utilizing communication media based on communication technology (broadcasting technology) which is a radio and television. The results of this study indicates that contribution or support theory and communication technology in the presence of various Instructional technologies as an alternative learning model in which innovative based communications technology to solve problems of learning and teaching. For instance, the use of books, films, radio broadcasts, television broadcasts, etc. in efforts to use communication technologies to support the quality improvement of learning process. AbstrakSetiap teknologi dibangun atas dasar suatu teori tertentu, teknologi pembelajaran dibangun atas dasar prinsip-prinsip yang ditarik dari teori komunikasi dan hasil hasil penelitian dalam pemanfaatan teknologi komunikasi. Kajian ini bertujuan untuk memperoleh gambaran tentang kontribusi teori dan teknologi komunikasi dalam teknologi pembelajaran. Teknologi pembelajan dibangun berdasarkan pada prinsip-prinsip yang ditarik dari berbagai teori, salah satunya adalah teori komunikasi. Teknologi pembelajaran memanfaatkan media komunikasi yang berbasis teknologi komunikasi (teknologi broadcasting) yaitu radio dan televisi. Hasil kajian ini menunjukkan bahwa kontribusi atau dukungan teori dan teknologi komunikasi dalam teknologi pembelajan yaitu adanya berbagai model pembelajaran alternatif yang inovatif berbasis teknologi komunikasi untuk memecahkan masalah belajar dan pembelajaran. Misalnya penggunaan buku, film, siaran radio, siaran TV, dan lain-lain dalam upaya pemanfaatan teknologi komunikasi untuk menunjang peningkatan kualitas proses pembelajaran.

scholarly journals Investigation of Teacher Candidates' Opinions about Instructional Technologies and Material Usage

2017 ◽  
Vol 5 (5) ◽  
pp. 204
Author(s):  
Hanife Gülhan Orhan-Karsak
Keyword(s):  
Qualitative Research ◽  
Instructional Technology ◽  
Teacher Candidates ◽  
Material Design ◽  
Instructional Technologies ◽  
Certificate Program ◽  
Material Usage ◽  
Mind Maps ◽  
Practical Instruction ◽  
Pre Service Teacher

The purpose of this study is to determine the awareness of teacher candidates about instructional technologies and materials and the ways of giving place in instruction by integrating them with different activities, to reveal opinions about their usage. Seventeen female and eight male, in total twenty five participants are sampling. The ages of the participants within the group heterogeneous between twenty two and thirty five.According to the purpose, the opinions of the teachers candidates who have been taken ‘Instructional Technology and Material Design’ lesson in the ‘Pedagogical Formation Training Certificate Program’ which is a pre-service teacher training program and have been practiced learning outputs of this lesson in other practical instruction lessons and in their lectures in the teaching internship school, were taken by writing. In this context the study is designed as a qualitative research. The findings are presented in thematically coded and supported by mind maps as visuals.It has been seen that teacher candidates are focused on different instructional technologies and materials that they learned in the Instructional Technology and Material Design’ lesson. In addition different experiences of teacher candidates about the usage of instructional technologies and materials have been identified.

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

3D Multi-User Virtual Environments in Science Education

2015 ◽  
pp. 302-324 ◽  
Author(s):  
Yufeng Qian
Keyword(s):  
Science Education ◽  
Science Curriculum ◽  
Science Classroom ◽  
Future Research ◽  
Instructional Technologies ◽  
Inquiry Based Learning ◽  
Technological Complexity ◽  
Valid Assessment ◽  
Future Research Directions ◽  
Racial Achievement

The purpose of this chapter is to identify the potential and challenges in science education in the use of 3D MUVE science programs. These programs offer a number of instructional benefits in motivating and engaging students and in improving their science learning and scientific inquiry. 3D MUVE is a promising media in narrowing gender and racial achievement gaps and enabling an authentic and valid assessment of science education. Like all new instructional technologies, however, the wide use and implementation of 3D MUVE technology in mainstream science classroom is still facing a number of challenges, which are mainly related to technological complexity and cost, and design difficulty in incorporating some elements critical to inquiry-based learning into the 3D MUVE environment. To overcome these identified challenges and make optimal use of the opportunities, suggestions for integrating 3D MUVE into science curriculum and classroom are made and discussed, along with future research directions.

Using Dynamic Geometry Software to Engage Students in the Standards for Mathematical Practice

2015 ◽  
pp. 227-256
Author(s):  
Milan Sherman ◽  
Carolyn McCaffrey James ◽  
Amy Hillen ◽  
Charity Cayton
Keyword(s):  
Mathematics Classroom ◽  
Dynamic Geometry ◽  
Mathematical Practice ◽  
Dynamic Geometry Software ◽  
Teaching Mathematics ◽  
Instructional Technologies ◽  
Mathematical Relationships ◽  
Case Based

This case provides readers with an opportunity to consider issues pertaining to the use of instructional technologies in the mathematics classroom. As a narrative case based on a lesson observed in a real classroom, the case reflects the complexities of this context, yet was written to highlight certain themes relevant to teaching mathematics with technology. In particular, how students use dynamic geometry software to explore mathematical relationships, how they engage with the Standards for Mathematical Practice, and the important role of the teacher in this process are prominent themes in the lesson.

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