Video Design for Online Courses

With the widespread use of instructional technology in the classroom environment, learning materials are designed according to the interests and needs of learners at different levels. These materials offer flexibility to learners and teachers about time and space. In the information age we live in, many digital materials are used to make learning more effective and permanent. When it comes to digital material, digital texts, videos, presentations, simulations, and animations come to mind. Videos that appeal to both visual and auditory senses appear as important teaching materials. Educational videos, one of the important digital learning resources, are also used in both traditional teaching and contemporary learning approaches. Many studies have shown that educational videos are a very important learning tool in face-to-face and online learning environments. In this context, the aim of this chapter is to talk about the design of educational videos that can be used in online courses in accordance with the principles of multimedia.

Applying SOAR Strategies to Curb Digital Distractions While Note Taking and Studying

Students are distracted by mobile technology in the classroom when learning from lectures and outside the classroom when studying. Students are susceptible to distractions because they are not fully engaged in learning. In the classroom, they record notes mindlessly that capture just one-third of important lesson ideas. When they study outside the classroom, they study information in a piecemeal fashion and employ mindless repetition strategies. These weak and unengaging learning strategies open the door for digital distractions. One potential means to engage students in meaningful learning and to offset digital distractions is an integrated strategy system called SOAR, which stands for select, organize, associate, and regulate. This chapter describes SOAR and how instructors can maximize SOAR's components to curb digital distractions by improving student note taking in the classroom and study behaviors outside the classroom. The chapter concludes by specifying how instructors can teach students to SOAR on their own.

Defining Terms and Selecting Metaphors to Understand Technology in the Classroom

The words we use to describe technology in the college classroom matter and should be carefully selected and defined at the onset of any fruitful discussion of the subject. This chapter frames the discussion of technology in the classroom by defining and redefining salient terms, as well as exploring metaphors through which technology in the classroom can be more deeply understood. The constructs of phubbing, presence, interpersonal attraction, immediacy, and rapport are discussed; additionally, tool, text, system, ecology, and drug are evaluated as potentially instructive metaphors. Ultimately, this chapter aims to not only describe mobile technology and its effects in the classroom, but also to aid the reader in examining his or her own thought processes in understanding it. The presence of technology in the classroom is a complex, multifaceted, and still emergent phenomena, and warrants robust consideration on the part of each individual instructor.

INTEGRATING TECHNOLOGY IN EFL CLASSROOM FOR INDONESIAN ADOLESECENT LEARNERS

The coming of the internet and the advancement of technology make revolution in Language Pedagogy, especially in the EFL classroom. Teaching the students who were born as the digital natives forces EFL, teachers have to integrate technology in language teaching. This article was written based on a recent EFL teacher’s practice. This study employed a case study method with 30 students of grade 9 of Junior High School in the west part of Indonesia as the participants. The aim of this study was to elaborate the way how the teacher made the students more familiar with the computer and the internet access in EFL Classroom. A Messenger Group as the main communication platform, supported by other web-based platforms including school’s Facebook (FB) group and online materials were integrated into learning activities. The findings showed that students found using technology in the classroom was easy due to the teacher’s instruction. They also reported that the technology integration in their EFL classroom encouraged their creativity and helped to accommodate their diverse interest. As a result, the students feel more comfortable and confident using technology for educational purposes and, become more creative and innovative in doing their project. Beside the clear instructions from the teacher, the availability of the computer laboratory, internet access, and students’ smartphones really help the success of this course.

PEMANFAATAN MEDIA QUIZIZZ PADA LATIHAN SOAL UNTUK MENDORONG KEAKTIFAN BELAJAR SISWA DALAM PEMBELAJARAN DARING [THE UTILIZATION OF QUIZIZZ MEDIA IN PROBLEMS TO IMPROVE STUDENTS’ LEARNING ACTIVENESS IN ONLINE LEARNING]

<p>This paper investigates student learning activeness as an important part of the formation and development of student potential. The aim of this paper is to describe the use of quizzes in lesson plans (practice questions) to encourage student activeness in online learning. Doing a <span>field practicum program </span>online presents its own challenges for teachers. One of them is related to the responses of students who are less active in learning. The solution applied is to use technology media for learning, namely using <em>Quizizz</em> to do practice exercises online. Divided into 10 implementation steps, the initial 8 steps are general steps such as making an online quiz on <em>Quizizz</em> while the last 2 steps are an adaptation done by the teacher himself. The implementation of this media in doing exercises shows that students are encouraged to be actively involved in learning. It can be seen in the attitude of those who are actively discussing (question &amp; answer). This emphasizes the real practice of a Christian teacher in living his salvation through holistic learning design, for example by utilizing technology in the classroom to encourage active student involvement. This research has many weaknesses such as data validity, problem deepening, and technical problems in using <em>Quizziz</em>. This can be an evaluation and input for writers and readers.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Paper ini dibuat untuk melihat hubungan keaktifan belajar siswa dalam pembelajaran sebagai bagian penting dalam pembentukan dan pengembangan potensi siswa. Tujuan paper ini adalah untuk memaparkan pemanfaatan <em>Quizizz</em> dalam pembelajaran untuk mendorong keaktifan siswa dalam pembelajaran <em>online</em>. PPL yang dilaksanakan secara <em>online</em> memberikan tantangan tersendiri bagi pengajar, di antaranya: berkaitan dengan respons siswa yang kurang aktif dalam pembelajaran. Solusi yang diterapkan adalah memanfaatkan media teknologi untuk pembelajaran yaitu menggunakan <em>Quizizz</em> untuk melakukan latihan soal secara <em>online</em>. Dibagi menjadi 10 langkah penerapan, 8 langkah awal merupakan langkah umum seperti membuat kuis <em>online</em> pada <em>Quizizz</em> sedangkan 2 langkah terakhir merupakan adaptasi yang dilakukan oleh pengajar sendiri. Pengimplementasian media ini dalam melakukan latihan soal menunjukan adanya dorongan untuk siswa dapat terlibat aktif di dalam pembelajaran. Terlihat dari sikap mereka yang aktif berdiskusi (tanya &amp; jawab). Hal ini menekankan praktik nyata seorang pengajar Kristen dalam menghidupi keselamatannya melalui perancangan pembelajaran yang holistik misalnya dengan memanfaatkan teknologi di kelas untuk mendorong keterlibatan aktif siswa. Penelitian ini memiliki banyak kelemahan seperti kevalidan data, pendalaman masalah, serta gangguan teknis dalam penggunaan <em>Quizizz</em>. Hal ini dapat menjadi evaluasi dan masukan bagi penulis maupun pembaca.</p>

Technology in the classroom: Exploring the experience of secondary students using activity theory

<p>Technology is an integral part of life in the senior secondary school classroom. The multiple and complex ways in which economic, social and political discourse and activity drive digital technology into the classroom are often framed in terms of the ‘transformation of education’ and ‘21st century skills’, configuring values and aspirations with technology. This thesis explores what digital technology means in the classroom. It moves from the ‘state-of-the-art’ and ‘state-of-the-possible’ to the ‘state-of-the-actual’; from the impact of singular IT artefacts to the experience of the students. It addresses the questions, what is the technology artefact that the students are using in the classroom? and, how do students engage with the technology artefact and the information artefact in the classroom? Four secondary schools in medium- to high-income areas of New Zealand participated in this qualitative study. Activity theory informed the research design and case analysis. Critical realism was used, via abductive and retroductive modes of inference, to make sense of the data and identify the structures and generative mechanisms underlying the use of technology in the classroom. To make sense of how the students use the technology in the classroom this thesis presupposes that learning is a function of information, and information is not coterminous with information technology. The students’ learning actions can be instrumental, cognitive or axiological, and the activity can be mediated by technology. The use of technology is initially rooted in practical operations. This thesis sets out to revindicate a wider understanding of the technology/tool in activity theory by revisiting the concept of functional organs. This conceptualisation reorients perspectives on processuality, emergence and causation to reach an understanding of the student and the technology working in unison as an organisation, which allows different possibilities of operations, of actions and of relationships. The findings of this study are that the technology in the classroom is ubiquitous spatially, almost every student has access to a device, software and the internet, and temporally, most students have a device to hand all the time. The technology can have a multiplicity of causes, the same effect can be performed with different combinations of technology, and a plurality of effects, the same combination of hardware and software can be used to perform different actions. Senior secondary students are responsible for selecting and structuring a combination of hardware and software to achieve the object of their activity. This structuring is generally seamless, and without tension or contradiction when the object of the activity is instrumental, or when the information items required by the student are simple and linear, such as examples of concepts or contextual information. On the other hand, when the students’ experiences of the information are within activities that work with complex principles, generalisations or procedures then the technology needs to allow that possibility of action. Some specialist software does allow that possibility, and enables the student to engage deeply with the information. Conversely, some technology can impact the students’ practices if the critical analysis required of the students is not supported by the analytical processes of the technology, which may encourage students to follow linear rather than dialectical or dialogical engagement with the information. This thesis concludes that the students are active in structuring their learning through creating organisations of themselves, the technology and the information as an emergent information system to achieve the goal of the learning action, which is embedded in the wider motivation of the learning activity.</p>

Technology in the classroom: Exploring the experience of secondary students using activity theory

<p>Technology is an integral part of life in the senior secondary school classroom. The multiple and complex ways in which economic, social and political discourse and activity drive digital technology into the classroom are often framed in terms of the ‘transformation of education’ and ‘21st century skills’, configuring values and aspirations with technology. This thesis explores what digital technology means in the classroom. It moves from the ‘state-of-the-art’ and ‘state-of-the-possible’ to the ‘state-of-the-actual’; from the impact of singular IT artefacts to the experience of the students. It addresses the questions, what is the technology artefact that the students are using in the classroom? and, how do students engage with the technology artefact and the information artefact in the classroom? Four secondary schools in medium- to high-income areas of New Zealand participated in this qualitative study. Activity theory informed the research design and case analysis. Critical realism was used, via abductive and retroductive modes of inference, to make sense of the data and identify the structures and generative mechanisms underlying the use of technology in the classroom. To make sense of how the students use the technology in the classroom this thesis presupposes that learning is a function of information, and information is not coterminous with information technology. The students’ learning actions can be instrumental, cognitive or axiological, and the activity can be mediated by technology. The use of technology is initially rooted in practical operations. This thesis sets out to revindicate a wider understanding of the technology/tool in activity theory by revisiting the concept of functional organs. This conceptualisation reorients perspectives on processuality, emergence and causation to reach an understanding of the student and the technology working in unison as an organisation, which allows different possibilities of operations, of actions and of relationships. The findings of this study are that the technology in the classroom is ubiquitous spatially, almost every student has access to a device, software and the internet, and temporally, most students have a device to hand all the time. The technology can have a multiplicity of causes, the same effect can be performed with different combinations of technology, and a plurality of effects, the same combination of hardware and software can be used to perform different actions. Senior secondary students are responsible for selecting and structuring a combination of hardware and software to achieve the object of their activity. This structuring is generally seamless, and without tension or contradiction when the object of the activity is instrumental, or when the information items required by the student are simple and linear, such as examples of concepts or contextual information. On the other hand, when the students’ experiences of the information are within activities that work with complex principles, generalisations or procedures then the technology needs to allow that possibility of action. Some specialist software does allow that possibility, and enables the student to engage deeply with the information. Conversely, some technology can impact the students’ practices if the critical analysis required of the students is not supported by the analytical processes of the technology, which may encourage students to follow linear rather than dialectical or dialogical engagement with the information. This thesis concludes that the students are active in structuring their learning through creating organisations of themselves, the technology and the information as an emergent information system to achieve the goal of the learning action, which is embedded in the wider motivation of the learning activity.</p>

Integración de la tecnología digital en el aula: Diseño de una propuesta formativa online desde una mirada de la práctica reflexiva

Ante la necesidad de crear espacios o contextos, tanto formales como informales, que supongan una conexión real del profesorado con su entorno, es que se presenta una propuesta de experiencia de aprendizaje diseñada para la Formación Inicial Docente (FID) sobre el pensamiento reflexivo, la integración de la tecnología digital en el aula y la Competencia Digital Docente (CDD) de estudiantes de Pedagogía en Chile. Dicha propuesta se centra en los círculos de reflexión pedagógica con el objetivo principal de explorar cómo se construye la práctica reflexiva durante las interacciones en línea, concretamente en sesiones asincrónicas por medio de foros de debate, a través del análisis del discurso del contenido generado en los mismos y si resulta ser una estrategia eficaz para el desarrollo de habilidades de pensamiento reflexivo al momento de analizar las prácticas docentes entorno a la integración de las tecnologías digitales en el aula. Encontrando preliminarmente cuatro categorías a la hora de justificar por parte del alumnado sobre qué definición de reflexión más se identifican. Y aludiendo a que cuando reflexionan sobre su quehacer docente al momento de integrar las tecnologías digitales en el aula lo hacen principalmente sobre las dimensiones del contenido y alumnado, siendo en menor medida el contexto sociopolítico. Faced with the need to create spaces or contexts, both formal and informal, that involve a real connection between teachers and their environment, a proposal for a learning experience designed for Initial Teacher Training (ITT) on reflective thinking, integration of digital technology in the classroom and the Teaching Digital Competence (TDC) of Pedagogy students in Chile. This proposal focuses on pedagogical reflection circles with the main objective of exploring how reflective practice is built during online interactions, specifically asynchronous sessions through discussion forums, through the analysis of the discourse of the content generated in them. and if it turns out to be an effective strategy for the development of reflective thinking skills when analyzing teaching practices around the integration of digital technologies in the classroom. Preliminarily finding four categories when justifying by the students about which definition of reflection they most identify. And alluding to the fact that when they reflect on their teaching work when integrating digital technologies in the classroom, they do so mainly on the dimensions of the content and students, being to a lesser extent the socio-political context.

The Impact of Using Automated Writing Feedback in ESL/EFL Classroom Contexts

It is undeniable that attempts to develop automated feedback systems that support and enhance language learning and assessment have increased in the last few years. The growing demand for using technology in the classroom and the promotions provided by automated- written-feedback program developers and designers, drive many educational institutions to acquire and use these tools for educational purposes (Chen &amp; Cheng, 2008). It remains debatable, however, whether students&rsquo; use of these tools leads to improvement in their essay quality or writing outcomes. In this paper I investigate the affordances and shortcomings of automated writing evaluation (AWE) on students&rsquo; writing in ESL/EFL contexts. My discussion shows that AWE can improve the quality of writing and learning outcomes if it is integrated with and supported by human feedback. I provide recommendations for further research into improving AWE tools to give more effective and constructive feedback.

Contextualizing Social Media Ecology and Its Pedagogical Affordances: The Perspective of High School Teachers

The potential of social media technology has made its use a daily habit among individuals, institutions, and communities. However, several studies on technology adoption, especially social media use in education, focus more on its impact on the student than the teacher, who is generally perceived as a key stakeholder. This study used purposive sampling to select teachers who taught grades 7–10 and had used social media in their teaching activities. In-depth interviews were carried out with participating teachers to get their opinions and perspectives about how they used social media in their teaching activities (N=11). Inductive and deductive coding were used for the latent content analysis and four categories emerged: (1) SM technology in the classroom, (2) positive perceived contextual affordances, (3) negative perceived contextual affordances, and (4) support for social media. Results of the study show that, besides the schools’ learning management systems, YouTube was the major SM app that was regularly used by participants in their lessons. Also, all participating teachers expressed their interest in teaching with social media. However, they cited some challenges as weaknesses towards social media use in teaching.