Digital Dynamics: Exploring the Intersection of AI, Animation, and Personalized Learning
Lessons Learned from a Tech-Enhanced Medical English Class: Changes, Experiences and Reflections
Analysis of the Current State of Evidence Regarding the Relationship between Reading, Writing, and Digital Literacy Skills in K-12 Education: A Systematic Review
Exploring the Significance of Blended Learning in a Higher Educational Institution
Artificial Intelligence Application in Education: A Systematic Study
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Impact of Computer Technology on Design And Craft Education
Continuous Classroom Assessment At Primary Level
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
A case study comprising of 30 instructors of higher education institutions in Eritrea, as study sample, has been carried out for investigating their readiness to integrate Technology-aided Pedagogy and Content (TPC) in teaching-learning process. Study participants were selected from Eritrea Institute of Technology (EIT) by using a blind-fold method of random sampling technique. Both qualitative and quantitative data collection methods were used. Focus group interviews were conducted in different sessions complying with ethical considerations. To collect descriptive data, semantic differential 7-point scale for bipolar adjectives was used to assess participants' attitudinal readiness and simple scale has been used to understand their level of readiness based on technology characteristics towards TPC integration in higher education. The study findings have indicated that the whole education community is well aware of the technology gadgets available around for teaching-learning support and facilitation. Almost all respondents have showed their favorable attitudinal readiness through positive value rating in a seven-point semantic differential scale of bipolar adjectives. All respondents are well aware about the technologies for teaching-learning process, and half of them have shown their level of readiness at trialability and observability of results as per the technological characteristics followed by 8 respondents at divisibility level closer to TPC integration.
The purpose of this research is to investigate the learners' interaction patterns when integrating a Collaborative Metacognitive Community (CMC) model within asynchronous text-based online learning in order to enhance their Higher Level Thinking Skills (HLTS). Message postings and reflective journals were extracted from learners' contributions and analyzed thematically. Interviews were used to gather learners' perspectives regarding the implementation of CMC in asynchronous text-based online learning. Furthermore, a checklist for HLTS was constructed to further examine the learners' interaction patterns. The results of this study revealed that learners who exhibited HLTS significantly in their message postings could be classified into three interaction patterns: proactive, progressive and partisan. Learners in the proactive group contributed to the highest number of message postings displaying HLTS. However, partisan learners were found to be dependent on others and contributed to the least number of message postings projected by HLTS. Implications of integrating the CMC model within asynchronous text-based online learning to enhance learners' HLTS and the recommendations for future research work are presented in this article.
Despite the massive growth in K-12 online learning, there are no opportunities for teachers to learn and develop skills to succeed as online instructors. This study is the third iteration of an action research project, which focused on improving a graduate instructional technology course and developing teachers with these skills. Previous results of the first two iterations are summarized, and qualitative data from the third round, consisting of blogs and course assignments were analyzed for emerging themes. These themes emphasize instructional design to solve problems associated with student performance, improve communication channels, and ensures that student age as a non-factor in online course success. Recommendations for future course iterations are presented as well.
In the 21st century, Information and Communication Technology (ICT) has become common in all aspects of human life. Processing and enhancing the knowledge of ICT is the need of the present time. ICT is the fusion of computers and telecommunications. Nowadays, ICT is the backbone of Indian education system. ICT is accepted as an essential tool for sustenance in today's highly competitive environment. The Government of India has recognized the importance and need of digital literacy and has taken initiatives in this direction. Higher education institutions are responsible for generating skilled and informed citizens. ICT can be used in discussing, questioning, debating, sharing data, analyzing, seeking, collecting, organizing, and accessing online information in real world. Hence, ICT awareness must be a regular feature in higher education institutions. The present study is aimed at examining the level of awareness and use of ICT among Government College students in Himachal Pradesh. The major objectives of the study were to find out the familiarity of students with the internet and web based applications, to investigate the frequency of time regarding use of various sites/apps and to know the purpose and preference of use of various web services and e-resources. For this purpose, a survey was carried out using the tool of questionnaire. A total of 160 samples were taken from three government colleges by students of the Arts, Science and Commerce stream. The findings indicated that more than 85% of respondents learnt ICT and internet skill by self-study/instruction mode. The results showed that majority of respondents use internet for one to four hours a day to explore online information. The study concluded that majority of the respondents spent time on internet for accessing social sites, playing games and for chatting purpose, in comparison to accessing study material and employment opportunities.
The initiatives of the Indian government towards encouraging integration of Information and Communication Technology (ICT) in classroom teaching has made its way to the school system to a great extent. But, has the initiative added value to the teaching learning process in the true sense and are teacher education programmes responsive to these requirements is a question that draws attention to the issues of integrating ICT in classroom teaching. The present paper seeks to study the teachers' and teacher educators' ICT competencies and ICT integrated teaching practices prior to enrolling in the course 'ICT and Education', the experiences they encounter during the course of training, their reflections through their training sessions and their overall perceptions about ICT in the course of training and in general. The key findings demonstrate the opportunities and challenges faced by teachers and teacher educators in using ICT for teaching in classrooms. This paper concludes with suggestions to policy makers and institution heads to include effective practices as a result of the meaningful integration of ICT in the classrooms.