Technology Integration to teaching mathematics in Higher Education during Coronavirus Pandemic using SAMR Model

Technology integration is one of the abilities teachers need to support teaching and learning activities and direct students to deep learning. Choosing a learning media based on technology is more difficult in statistics lesson. This study aimed to analysis the ability of teachers in integrating technology during the coronavirus pandemic using the SAMR model. This research used a qualitative method, this research data was in the form of information on what technology was used and how the teacher integrated technology during the coronavirus pandemic. Data was collected by means of observation and interviewing 2 Guangxi Normal University students who took this course. The results showed that the ability of teachers to integrate technology in statistics lesson during coronavirus pandemic was at every SAMR level. This study proves that the coronavirus pandemic has a positive impact on teachers’ ability to integrate technology.

What future for digital homework: Literature review

Digital homework today is an observable fact of school practice, which resulted from the distance learning experience during the COVID-19 pandemic and the development of online platforms that provide EdTech products of this kind. Yet, not enough reflection of this issue has happened so far. The article attempts to summarise recent research on homework to answer the question: what kind of digital homework has the potential to improve teaching and learning? First, the article compares research findings on the effect of homework and homework-related teaching practices to outline deficiencies in three aspects of homework: the quality of homework, the quality of feedback, and autonomy support. Then it demonstrates digital homework variability using the SAMR model. Finally, the author suggests solutions for three named aspects of homework on different levels of the SAMR model. For homework quality, higher levels of technology integration bring new task designs and more complex learning objectives. For feedback quality, it means being able to collect and employ learning data which was impossible earlier. For autonomy support, it makes homework relevant to students’ goals and interests. Recommendations provided might be helpful for the design and development of new educational technologies, as well as for better use of digital homework in teaching practice.

Peningkatan model SAMR serta penerapannya untuk pembelajaran online yang mendalam

Pelaksanaan e-learning menjadi desakan solusi untuk dapat menyampaikan pembelajaran di tengah pandemi. Pelaksanaan e-learning sangat mengandalkan pemanfaatan teknologi. Hal ini menjadi tantangan baru karena ketidaksiapan pendidik karena keterbatasan literasi digital dan sulitnya menentukan teknologi yang akan digunakan dalam pembelajaran. Untuk mengatasi permasalahan tersebut, penerapan model SAMR (Substitution, Augmentation, Modification, Redefinition) menjadi sebuah solusi. Model SAMR banyak diterapkan oleh praktisi pendidikan karena jelas, sederhana, dan mudah diadaptasi. Namun, model SAMR memiliki tiga kritik untuk peningkatan. Penelitian ini merupakan penelitian literature review yang menggunakan metode PRISMA systematic review. Kajian pada penelitian ini menjawab tantangan perbaikan pada penerapan model SAMR dalam pembelajaran dan mengkaji kesesuaian model SAMR untuk diterapkan pada e-learning yang syarat akan pemanfaatan teknologi dan bagaimana mewujudkan e-learning yang mendalam.SAMR model improvement challenge and application for deeper online learningAbstractE-learning becomes an urgent solution to be able to deliver learning in the midst of a pandemic. The implementation of e-learning relies heavily on technology integration. This is a new challenge for educators due to the unpreparedness, the limitations of digital literacy, and the difficulty in determining the appropriate technology in e-learning. In order to overcome these problems, the application of the SAMR model (Substitution, Augmentation, Modification, Redefinition) is one of the solutions. Education practitioners have widely applied the SAMR model because of its clarity, simplicity, easiness, and adaptability. However, the SAMR model has three drawbacks that can be improved. This study answers the challenge in improving the application of the SAMR model in learning and assessing the suitability of the SAMR model applied to e-learning which requires technology.

Konsep dan Operasionalisasi Model SAMR dalam Pembelajaran PAI

The development of education from time to time will always be followed by technological developments. Character education through Islamic Education learning is needed by students in an increasingly sophisticated era with increasingly modern technology. With the development of technology in the world of education, technology can help education by using modern learning models. The findings in this study are that technology can be integrated using the SAMR (Substitution, Augmentation, Modification, and Redefinition) model so that it can improve the quality of education better. The author considers that technology integration in learning with the SAMR model is very necessary, so that educators can more easily achieve goals in learning. In this journal, we will review how technology integration in Islamic Education learning using the SAMR model.

The Use of Learning Community Incorporating with Lesson Study in Teaching and Learning Mathematics through TPACK and SAMR Model: The Effects on Students’ Mathematics Achievement

The challenge of 21st century education in technological era is to develop effective tools for teaching and learning. This research aimed to (i) use learning community incorporating with lesson study for developing patterns in integrated teaching of mathematics with the use of technology based on TPACK and SAMR Model and determine pre-service teachers’ levels of technology integration in their teaching, (ii) examine the effects of the integrated teaching on students’ achievement, (iii) determine students’ learning retention, and (iv) measure students’ level of satisfaction towards learning. Participants included four pre-service teachers in mathematics education program, Yala Rajabhat University, Thailand who had teaching practicum in 2018 academic year. Samples are 117 secondary students of four intact classes at Satree Yala School whom were selected by purposive sampling based on teaching responsibilities of the four pre-service teachers. The researcher employed quasi-experimental research design for conducting this study. Content analysis was used to examine levels of technology integration among the pre-service teachers while pair sample t-test was used to determine students’ achievement and their learning retention. Moreover, descriptive statistics were used to find their level of satisfaction towards learning. Finding revealed that the pre-service teachers utilized technology in their teaching based on the concept of TPACK with a level four of technology integration in SAMR Model which is the highest level. Moreover, the students’ posttest mean scores were significantly greater than pretest at the significant level of 0.05 in all target contents, the students had learning retention, and showed their satisfaction towards learning.

Finding a Path Forward for Integrating Augmented Reality Into K-12 Classrooms

The potential of augmented reality (AR) as a transformational tool has long been touted in academic circles. However, in order for AR to attain this goal, we must seriously examine previous research to determine if we are on the right path. This study examined 87 AR research studies situated in K-12 environments to determine what grade levels were involved, where the research being done was what content areas were involved, what kinds of triggers were used, and what learning environments were created through the use of AR. This research found that the majority of studies were situated in elementary contexts in science and math. Diverse learning environments were found including inquiry, problem-based learning, visualization, and gamification. Based on these findings, suggestions were made for future research including more research on students creating AR experiences, broadening the grade levels and content areas that are involved, and aiming future AR projects at the transformational level of the SAMR model.