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
This paper presents a personal account of the use of Google Classroom as a Learning Management System in the Chemistry theory and laboratory courses with the undergraduate students. Some useful features of the application are presented, with the focus on its affordances to create engaging learning environments. In its professed role in augmenting in-class activities, particular attention is given to tapping into students' creativity on Google Classroom. A brief segue is also made into our personal teaching philosophies as reflected in our everyday teaching- learning. The final word in this article may well be that the paper is a timely contribution to the annals of best teaching practices.
First language literacy is a prerequisite both for proper formal education and second language learning. When children start school, not all of them succeed in learning reading perfectly; for some of them, it may take more time to reach the desired reading proficiency. This study aimed to examine the relationship between the first language oral reading behaviors of poor readers among 3rd graders. For this purpose, reading comprehension levels and reading behaviors along with eye movements of eight poor readers were investigated. A narrative text suitable for the grade level was utilized to determine the reading skills and analyzed through IRI and Ekwall and Shanker Reading Inventory. Additionally, the eye movements of 8 adult skilled readers were recorded for comparison. Reading speed, word recognition rates, reading errors and comprehension scores were analyzed along with dwell time, fixations and total time spent on each word. Results showed that poor readers had viable difficulties in comprehension and made frequent reading errors which were also accompanied by a low word recognition rate. Poor readers also exhibited inflated eye movement parameters when compared to adult skilled readers. The results were discussed regarding poor reading ability, dyslexia and possible pedagogical interventions.
This paper provides a novel instructional methodology that is designed to conceptually address the four main challenges faced by 21st century students, who must learn in a multitude of educational settings (face to face, hybrid and online). The online learning neuroscience supported instructional methodology detailed in this article also provides an active solution that when implemented addresses the needs of Colleges and Universities who desire new methods to achieve their academic goal (such as increase student retention and graduation rates, and respond to their high standards of academic rigor) (Osler & Wright, 2016). The use of the “E-Learning Trioengineering” also adds value to informative investigative inquiry through the efficacy of digital instruments and tools via eduscientifically–engineered (Osler, 2013a) research designs (Osler, 2015a). Additional research into “E-Learning Trioengineered” online solutions will further advance learning, and conversely, learning solutions that are much needed in digital classrooms.
The demand for Education 4.0 is believed as response to the onset of the COVID-19 pandemic. Founded on this concept, learners are expected to be digitally literate since Education 4.0 promotes novel ways of learning that focuses on collaboration of men and machines. For this reason, this quantitative-correlational study aimed to analyze the readiness of 204 senior high school students for online education by evaluating the extent of their digital literacy based on sex, strand and grade level, and the interrelationship across their digital literacy domains. It adapted a survey questionnaire from relevant studies that focuses on six digital literacy domains. Results showed that there are significant differences in the extent of digital literacy domains namely Media Analysis, Effective Application of Technology and Interaction through Technologies among the students in terms of sex. Meanwhile, there are no significant differences in the extent of digital literacy of the students in terms of strand and grade level across the six domains as shown by the p-values. When it comes to the relationship between and within the domains of digital literacy of students, results emphasized that the moderate positive correlations among all domains are significant at the 0.01 level (2-tailed). The study recommends to schools to have a focused and improved program that may help male students to cope with the demands of digital learning. Furthermore, there should be quality teaching-learning innovations in online education to promote the digital literacy of senior high school students especially the males through the development of enhancement curricula. Digital literacy across all subjects in senior high school should be integrated and enhanced, especially in the conduct of online education in order to realize the learning competencies of each subject area with provided activities and assignments inclined towards the utilization of internet and online applications.
Coding education has been offered to primary school students due to certain reasons: a) coding improves students' problem solving and creative thinking skills; b) it has high visual-quality and easy-to-use block-based tools. In this study, the effects of coding education on 4th grade students' self-efficacy and scratch coding achievement were examined. The study used a single group pretest-posttest weekly experimental design. The participants consist of 60 students studying in two classes of a primary school located in a small district city of Turkey. Self-efficacy scale and Scratch coding achievement test were used as data collection tools. Following the pre-test applications, coding training was given with the Scratch program for three weeks, and then post-test applications were carried out. In order to examine the effects of the training on students' self-efficacy and scratch coding achievement, dependent samples t-tests were conducted. The results showed that this training significantly affected students' self-efficacy and Scratch coding achievement.
E-learning is a technology which enables to deliver information via the internet for teaching and learning, and still needs to be studied. The main objective of this study is to review the present adoption of E-learning technology in higher education sectors. This study provides an idea to the researchers about the prior studies on the adoption of E-learning technology. A few studies on the adoption of E-learning technology which have been carried out in both developed and developing countries are also indicated. There is high potential in developing countries' for use of technology especially in higher education sector. Future studies should investigate the factors that could affect the adoption of E-learning technology in both developing and developed countries.