The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.

Ubiquitous, Wearable, Mobile

Ubiquitous devices and wearable technologies are becoming smaller and more rich in features to meet user demands and applications. The emergence of ever more sophisticated technologies has created new relationships between real, virtual, and augmented world. This is quite evident, within educational contexts. This chapter will explore new learning approaches based on virtual and augmented reality technologies. Virtual and augmented realities dispense specific knowledge and information. This chapter will discuss augmented reality and education applications based on virtual reality. The chapter will differentiate between ways in which wearable technologies enhance and restructure teaching and learning processes. To circumscribe a well-defined level of analysis, the chapter will examine experiences of using wearable technology within educational contexts.

A Critical Analysis of the Use of Mobile Devices in the Classroom and Its Implication for Teaching and Learning

The use of mobile devices, especially, by teens has been looked at with much apprehension and suspicion with some saying that it can be used to acquire information which can be detrimental to their social and psychological growth. Some teachers complain that it affects teens' studies as these teenagers stay up late in the night browsing, chatting, watching movies and playing games which cause them to sleep in class or pay little attention because of tiredness. In Ghana students in public schools up to Senior High School are not allowed to use personal mobile phones, laptops and other mobile gadgets in school because of implications such as those enumerated above. On the other hand, some, including those in prominent positions in government, have called for a rethink of such a directive by the Ministry of Education. This chapter critically looks into previous literature on the use of mobile devices in the classroom and suggests ways in which it can be effectively used to advance academic work in the classroom.

Technology-Infused Balanced Literacy for Enhancing the Reading Skills of Early Grade Children

English is considered as a universal and global language. It serves as a bridge between different cultures and countries. Owing to its great importance research studies are being carried out across the world in order to find out the best ways of teaching English Language at earlier stages of schooling. One such identified way is balanced literacy. This is a systematic approach towards teaching English not as a subject but as a language. This study was conducted to see the effect of technology infused balanced literacy approach on the learning skills and engagement level of English learners in context of Pakistani schools where English is taught as a second Language. An intervention of six weeks was carried out. During the study the conventional teaching methodology of English was also observed. The results of the study suggest the use of balanced literacy for improvement of reading skills.

Does Gadget Usage Hamper the Psychological Aspects of Pre-Schoolers?

The society is keen to rely on gadgets in everyday life due to versatile gadgets that help them to connect with the world in the 21st century. On the flip side of using gadgets, several researches argued that screen time is affecting children's psychosocial, behavioural and health problems. The present study interviewed 14 preschool teachers to perceive their knowledge in gadget usage, sedentary behaviour and social skills among preschoolers. Besides that, teaching methods and teachers' opinions on gadget usage were also discussed. Inductive analysis (IA) revealed that parents habitually offer children gadgets at home. Also, the teachers expressed a positive opinion on gadget usage where preschoolers simply learn from media and gadget's applications. However, the teachers asserted that usage time needs to be controlled and the amount of usage depends on the role of parents and teachers. Teachers' attitude and habits were found to be moderate in lesson planning and improving the social skills of preschoolers but minimal for addressing their sedentary behaviour.

Smart E-Communication Through Smart Phones

The advancements in digital technology have made the learning and understanding process, a simple and candid one. Today's children want to learn colorfully and practically in the classroom. In this technological era, gadgets are helpful for teachers to develop e-teaching in the classroom. Smartphone is a very common gadget that is being used in all the developed and developing countries. Smartphone is an interesting teaching tool which would help students to learn deliberately. This paper examines how Smartphone is helpful for learners from K-12 grades to learn and develop e-communication

The iPad

Mobile learning is becoming more prominent in all levels of education. While educators strive to keep up with the learning needs of twenty-first century students, research on best practices for mobile devices in the classroom is limited. There is a great deal of research on traditional note-taking, but mobile devices have changed the way students take notes. While electronic note-taking began with simply typing notes on a laptop computer, it has quickly transformed into a multitude of options with various note-taking applications (apps). The purpose of this chapter is to provide a brief review of mobile devices and note-taking in K-12 classrooms. Additionally, it reviews and compares features of eight note-taking applications. These apps change how notes are taken, organized, stored, and accessed. This chapter provides an overview of each application with specific examples using Notability, as well as the advantages and disadvantages of taking notes on the iPad.

Using Web 2.0 Tools to Start a WebQuest Renaissance

Technology is part of the modern world and students must have authentic experiences using it as part of their compulsory education. The challenge, however, is that models for embedding technology into classroom instruction can be vague, misleading, or promote the use of technology for technology's sake. In this chapter, the authors open with a discussion of WebQuests. They then explain how WebQuests can be redesigned using Web 2.0 tools – mainly apps that run on digital devices – in a way that develops students' inquiry skills and digital literacy abilities. The chapter concludes with examples of these enhanced WebQuests that teachers can use as a scaffold when developing their own versions.

Preparing Teachers for Mobile Learning Applications Grounded in Research and Pedagogical Frameworks

Contrary to the benefits and opportunities mobile learning may provide, “Teacher preparation programs are often devoid of opportunities to teach with mobiles” (Herro, Kiger, & Owens, 2013, p. 31). Educators need to understand the pedagogical affordances and limitations of mobile technology tools and develop materials and lessons based on frameworks or models grounded in research and practice. This article presents an overview of research and mobile learning integration frameworks in order to provide a theoretical and practical basis for app selection and integration in the K-12 and higher education classroom. Educators need to understand the pedagogical affordances and limitations of mobile technology tools and develop materials and lessons based on frameworks or models grounded in research and practice. This article presents an overview of research and mobile learning integration frameworks in order to provide a theoretical and practical basis for app selection and integration in the K-12 and higher education classroom.

Technology Integration and Upgradation of Higher Secondary Education

Given the growing impact of Science and Technology, particularly, information and communication technologies on every dimension of human life today, many parts of the world have been quicker in their response to the change for their own betterment. The wise realize that education lies at the centre of development in all fields. Therefore, these nations are now focused on upgrading all tiers of education to equip their youth with all essential skills to not only survive but lead their nations through 21st century. Pakistan is, unfortunately, one of the countries that lag behind. It has been, though, successful in upgradation of higher education. A lot needs to be done to bring school and college education up to the mark. Higher secondary education needs specific focus as this stage marks transitional phase of a child from adolescence to early adulthood at 16-18; hence significant changes in child's overall personality.