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i-manager's Journal of Educational Technology (JET)

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Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
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The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study

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Volume 16 Issue 1 April - June 2019

Article

Information and Communication Technology (ICT) : Its Origin in India and Pedagogical Integration in the Study of Geography

Nidhi Singh*

Planning and Research Division, Central Institute of Educational Technology (CIET), NCERT, New Delhi, India.

Singh, N. (2019). Information and Communication Technology (ICT) : Its Origin in India and Pedagogical Integration in the Study of Geography. i-manager’s Journal of Educational Technology, 16(1), 1-9. https://doi.org/10.26634/jet.16.1.15975

Abstract

Geography as a discipline is a multi-disciplinary science which has an ability to reach out to masses through its very nature. It has an in-built affinity towards technology which has been integrated in the subject even before many other Social Science subjects adopted it. The visible collaboration of Geography with technology started during the post Quantitative Revolution period when computer was adopted for research and study of various aspects of the subject. Since then, integration of technology into the subject has come through various ways and has resulted in achieving farreaching goals. The focus of the paper primarily rests at discussing various ways in which ICT can be integrated in teaching and learning of Geography at the school level. This has been reached through tracing the origin and implementation of Information and Communication Technology (ICT) in India, its components and tools.

References

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Research Paper

The Validity of Online Learning in Occupational Therapy Curriculum

M. Blanche Leeman* , Lori Kupczynski, Sunddip Aguilar*, Shannon L. Groff ****

* Department of Occupational Therapy, Stony Brook University, USA.

-* Doctor of Education Program, University of St. Augustine for Health Sciences, USA.

**** Department of Education and Human Services, Florida State College, Jacksonville, USA.

Leeman, M. B., Kupczynski, L., Aguilar, S., and Groff, S. L. (2019). The Validity of Online Learning in Occupational Therapy Curriculum. i-manager’s Journal of Educational Technology, 16(1), 10-20. https://doi.org/10.26634/jet.16.1.14960

Abstract

The profession of Occupational Therapy has over a 100-year history embracing technology. The relationship of technology and occupational therapy remains prevalent as a foundational skill taught in the occupational therapy curriculum. To stay current with emerging technology, a course written for master level occupational therapy students included the technologies of 3D printing and online learning. The purpose of this study was to measure the two-credit online course from the students' perspective for the value the student perceived in the profession of occupational therapy. Also measured was the educational format of the course where novel skills are taught through an online format. A qualitative case study research approach was used to garner the students' perception of the value of online learning. Two focus groups and four individual interviews were completed to collect data. The software NVivo 12 was used to organize and code the data. Results suggested that 88.2% of the students recommended to keep the course online as opposed to hybrid or traditional face-to-face format.

References

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[5]. Garrison, D. R., Anderson, T., & Archer, W. (2003). A theory of critical inquiry in online Distance Education. In Moore & Anderson (Eds.), Handbook of Distance Education (pp.113-127).

[6]. Kaplowitz, M. D., & Hoehn, J. (2001). Do focus groups and individual interviews reveal the same information for natural resource valuation? Ecological Economics, 2001, 36(2), 237-247.

[7]. Kivunja, C. (2014). Do you want your students to be st job-ready with 21^st century skills? Change pedagogies: A pedagogical paradigm shift from Vygotskyian social constructivism to critical thinking, problem solving and Siemens' digital connectivism. International Journal of Higher Education, 3(3), 81-91.

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Research Paper

Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students

Tony Robinson*

Department of Business and Technology, Mountain Empire Community College, USA.

Robinson, T. (2019). Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students. i-manager’s Journal of Educational Technology, 16(1), 21-32. https://doi.org/10.26634/jet.16.1.15826

Abstract

Online learning has changed higher education, emerging as a primary source for delivering courses and programs to students. As online learning has grown, more non-traditional students have entered college, many for the first time. Consequently, many of these non-traditional are experiencing online learning, and the technologies that deliver them, for the first time. This quantitative research study developed and tested technology acceptance of online learning technologies using the Technology Acceptance Model (TAM) with variables perceived ease of use, perceived usefulness, attitude, and intention to use. Findings from 40 valid responses in an online survey at Mountain Empire Community College (2016) USA, showed that perceived ease of use had a significant effect on perceived usefulness, which is consistent with TAM. Findings showed that perceived ease of use did have a significant effect on attitude. Further, perceived usefulness had a significant effect on attitude and attitude had a significant effect on intention to use, which is consistent with TAM.

References

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Research Paper

Factors Influencing the Adoption and Integration of ICT in Teaching among Foreign Teachers in Thailand

Teresita Rubang-Doctor* , Mark Anthony Cenas Pa-alisbo, Omega Rose Palma Allanic*

_ Faculty of Education, St. Theresa International College, Thailand.

Faculty of Humanities and Social Sciences, St. Theresa International College, Thailand.

Rubang-Doctor, T., Pa-alisbo, M. A. C., and Allanic, O. R. P. (2019). Factors Influencing the Adoption and Integration of ICT in Teaching among Foreign Teachers in Thailand. i-manager’s Journal of Educational Technology, 16(1), 33-50. https://doi.org/10.26634/jet.16.1.16021

Abstract

The objectives of this study were to identify the factors that influence adoption and integration of ICT in teaching; determine significant relationship between the personal level and technological level factors and the adoption and integration of ICT in teaching, and test the significant difference in the influence of the factors on the adoption and integration of ICT in teaching. Respondents of this study are 123 foreign teachers from different primary and secondary Schools and international schools in Thailand through the use of snowball sampling technique. They are non-education graduates, were teaching in various schools in Thailand, were enrolled in the Academic Year 2017, and those that are currently taking the Graduate Diploma in Teaching Profession in one of the private international universities in Rangsit and Nakhon Nayok, Thailand. This study utilized the descriptive method. The instrument utilized for gathering the data was a researcher-made survey questionnaire which was tested for its validity and reliability. The data were statistically analyzed and interpreted through basic statistics, such as frequency, percentage, and mean; and inferential statistics, such as Spearman rho, Pearson product moment correlation coefficient (Pearson r), t-test for significant difference, and Analysis of Variance (ANOVA). Findings revealed that foreign teachers agreed that factors such as personal characteristics and technological characteristics influenced the adoption and integration of ICT in teaching. It was also found out that in general there was no significant relationship and difference in the personal and technological characteristics to the integration and adoption of ICT in the teaching-learning process.

References

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Research Paper

Awareness on Computerized Test among Undergraduate Students

S. Gandhi* , G. Hema**

*_** Department of Education, Periyar University, Salem, Tamil Nadu, India.

Gandhi , S., and Hema, G. (2019). Awareness on Computerized Test among Undergraduate Students. i-manager’s Journal of Educational Technology, 16(1), 51-58. https://doi.org/10.26634/jet.16.1.15666

Abstract

The computer based tests are capable of putting together a lot of interactions and fascinating question types, such as simulations, online tests, and measurement of skills, rather than simply assessing by paper-pencil tests. The computerized test result has greater standardization of test administration. The aim of this study is to seek out the awareness on computerized test among undergraduate students. Survey method has been adopted. A sample of 450 undergraduate students (226 male, 224 female) were selected from Salem district in Tamil Nadu, India. Awareness scale was used for data collection. Both descriptive analysis and differential analysis were adopted for data analysis. The results found that the undergraduate students had average level of awareness on computerized test.

References

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i-manager's Journal of Educational Technology (JET)

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Volume 16 Issue 1 April - June 2019

Information and Communication Technology (ICT) : Its Origin in India and Pedagogical Integration in the Study of Geography

Nidhi Singh*

Planning and Research Division, Central Institute of Educational Technology (CIET), NCERT, New Delhi, India.

Singh, N. (2019). Information and Communication Technology (ICT) : Its Origin in India and Pedagogical Integration in the Study of Geography. i-manager’s Journal of Educational Technology, 16(1), 1-9. https://doi.org/10.26634/jet.16.1.15975

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The Validity of Online Learning in Occupational Therapy Curriculum

M. Blanche Leeman* , Lori Kupczynski**, Sunddip Aguilar***, Shannon L. Groff ****

* Department of Occupational Therapy, Stony Brook University, USA. **-*** Doctor of Education Program, University of St. Augustine for Health Sciences, USA. **** Department of Education and Human Services, Florida State College, Jacksonville, USA.

Leeman, M. B., Kupczynski, L., Aguilar, S., and Groff, S. L. (2019). The Validity of Online Learning in Occupational Therapy Curriculum. i-manager’s Journal of Educational Technology, 16(1), 10-20. https://doi.org/10.26634/jet.16.1.14960

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Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students

Tony Robinson*

Department of Business and Technology, Mountain Empire Community College, USA.

Robinson, T. (2019). Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students. i-manager’s Journal of Educational Technology, 16(1), 21-32. https://doi.org/10.26634/jet.16.1.15826

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Factors Influencing the Adoption and Integration of ICT in Teaching among Foreign Teachers in Thailand

Teresita Rubang-Doctor* , Mark Anthony Cenas Pa-alisbo**, Omega Rose Palma Allanic***

*_** Faculty of Education, St. Theresa International College, Thailand. *** Faculty of Humanities and Social Sciences, St. Theresa International College, Thailand.

Rubang-Doctor, T., Pa-alisbo, M. A. C., and Allanic, O. R. P. (2019). Factors Influencing the Adoption and Integration of ICT in Teaching among Foreign Teachers in Thailand. i-manager’s Journal of Educational Technology, 16(1), 33-50. https://doi.org/10.26634/jet.16.1.16021

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Awareness on Computerized Test among Undergraduate Students

S. Gandhi* , G. Hema**

*_** Department of Education, Periyar University, Salem, Tamil Nadu, India.

Gandhi , S., and Hema, G. (2019). Awareness on Computerized Test among Undergraduate Students. i-manager’s Journal of Educational Technology, 16(1), 51-58. https://doi.org/10.26634/jet.16.1.15666

Abstract

References

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M. Blanche Leeman* , Lori Kupczynski, Sunddip Aguilar*, Shannon L. Groff ****

* Department of Occupational Therapy, Stony Brook University, USA.

-* Doctor of Education Program, University of St. Augustine for Health Sciences, USA.

**** Department of Education and Human Services, Florida State College, Jacksonville, USA.

Teresita Rubang-Doctor* , Mark Anthony Cenas Pa-alisbo, Omega Rose Palma Allanic*

_ Faculty of Education, St. Theresa International College, Thailand.

Faculty of Humanities and Social Sciences, St. Theresa International College, Thailand.