Technology Integration in the Post-Pandemic Secondary Classroom

This chapter examines the existing literature surrounding educational technology in secondary classrooms both before and during the ERT as a result of the novel coronavirus pandemic in 2019–2021. The researchers synthesize digital learning, 1:1 and BYOD initiatives, PLCs, and TPACK in order to both describe the current state of secondary classroom technology integration as well as to make informed recommendations about necessary future research. The researchers suggest that TPACK provides a useful framework for secondary teachers to use as they implement new technologies into their teaching and that PLCs can serve as worthwhile areas in which teacher professional development can occur.

ELEMENTS OF INTERACTIVE TECHNOLOGIES IN THE TEACHING OF MATHEMATICAL DIRECTIONS

Examines the opportunities that are provided through the using of interactive technologies in the teaching of disciplines of the mathematical cycle. These disciplines are basic in the training of future economists and managers. Examples of the positive impact of using the “flipped” classroom technology on the perception of new material in the context of online learning are given. And also praxis of using elements of gamification for the formation of students’ competencies related to the use of the mathematical apparatus in their future professional activities are demonstrated.

Online Learning and Teaching using Google Classroom during the COVID 19 Pandemic

The ‘Google Classroom’ is one of the technologies used for the teaching and learning process. This paper explores the possibilities of how Google Classroom may be brought into use by educators for the effective teaching-learning process. The study’s main objectives are to understand ‘Google Classroom’ technology and find out the use of Google Classroom by the educators of India particularly during the COVID-19 pandemic situation. The study is quantitative research in nature. The data collected through Google form contains 18 questions. A sample of 1050 educators was collected to know the usage of Google classroom in the teaching-learning process. The result indicated that most of the respondents are using Google Classroom for teaching purposes which is good in terms of Ease of access, perceived usefulness, tracking the progress of students, communication and interaction between the teachers and the students. Results also show the effective use of google classroom by the librarians to provide e-library services to their users when physical access to libraries is not available. The study recommends that the Google Classroom may be used to enhance quality in imparting teaching and learning activities at all levels of education, especially during the Pandemic.

Implementation of Flipped Classroom in Islamic Education Lessons: Students’ Perspective

The research aims to assess flipped classrooms in Islamic religious education lessons at SMA Al-Azhar Batam. This research tries to illustrate students’ perspectives on the use of flipped classrooms in their classes. The respondents were 98 students who took Islamic religious education lessons. This research uses the descriptive qualitative method. The data was analyzed based on responses found in the reflection sheet. The research showed that flipped classrooms enable students to control their learning, creating confusion and culture shock. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and reach better learning consequences. The teacher needs to make more precise and stricter instructions on using online materials for in-class learning.

A Review on State of the Art in Flipped Classroom Technology A Blended E-Learning

Flipped is an emerging mode of blended e-learning, as blended is mix mode of learning to enhance the skills of students, saving the time and cost either sides (students and educators). Flipped classroom is such as an e-learning blended approach in which instructions can be hovered into individual and groups, interactively to exchange and solving the assigned problems. Flipped classroom approach presents the dynamic, interactive and user’s friendly environments for in class and online blended learning. This kind of mode leads students to enhance their interpersonal skills, collaborate the experiences, and innovate new horizons by mutual activities for the given problems. The flipped mode has at least four dimensions; friendly easy environment, supporting culture for learning, contents availability when offline, minimizing time cost, trained educators/professionals and reducing repetition of learning content’s cost. In Flipped model of learning, first students go to seeking the exposure of problems by visiting the contents, materials, videos and other materials before getting in the classroom in person, fully aware to share or inquire the problem related matters in the class, its inverse approach against traditional institutional learning model. This is very effective mode of learningfor activity based and assignment-based learning strategies prior commencing class, fruitfulfeedback can be shared and reducing the tutorial part.

User Experiences of Eye Gaze Classroom Technology for Children With Complex Communication Needs

This study examines interactions between students with atypical motor and speech abilities, their teachers, and eye tracking devices under varying conditions typical of educational settings (e.g., interactional style, teacher familiarity). Twelve children (aged 4–12 years) participated in teacher-guided sessions with eye tracking software that are designed to develop augmentative and alternative communication (AAC) skills. Assessments of expressive communication skills before and after the testing period demonstrated significant improvements. 164 sessions conducted over a 3-month period were analyzed for positive engagement (e.g., gaze direction, session time) and system effectiveness (e.g., lag time, gaze registration) between integrated and non-integrated systems. Findings showed that integrated systems were associated with significantly longer sessions, more time spent looking at the screen, greater proportion of gaze targets registered by the system, and higher response rate to prompts from teachers. We discuss the implications for the facilitated use of eye tracking devices in special education classrooms.

Using Classroom Clickers to Increase Academic Engagement for Elementary School–Aged Students With Disabilities

Student engagement is a critical feature to the teaching and learning dynamic that takes place in the classroom. Technology is often used as a means for increasing student engagement, and Student Response Technology (SRT), where students use handheld clickers to respond during classroom instruction, is one form of technology used to do this. The current study examined the effect of SRT on student engagement in elementary classrooms for students with disabilities. A multiple baseline across participants design was used to measure student engagement across several areas, including rate of participation and on-task behavior. Both visual and statistical analysis yielded a relationship between use of SRT and two areas of engagement: student’s participation and on-task behavior.