ABSTRACT
Disruptions to education by the 2019 Global pandemic has amplified development educationists' advocacy for sustainable learner-focused curriculum that addresses cross-cutting themes. Teachers' failure to effectively use digital media for differentiated learning might continue to widen access, gender, and equity gaps in education for distance learners in the Global South. Within development education framework of raising awareness and understanding of impacts of global affairs on education, we argue that teachers' technology pedagogical integration competencies are likely to impact quality curriculum delivery in a full-online environment. On a pedagogical integration self-efficacy questionnaire, we elicited data from 197 distance education tutors on a Likert-type scale that yielded reliability coefficient of .9 and face validity checked by instructional design experts. Descriptive statistics and one-way ANOVA were used for the data analysis and the results suggested that distance education tutors were more likely to select video-based digital tools than asynchronous techniques during tutorial sessions. Secondly, Internet access and technology professional development were the leading needs for tutors' instructional delivery during the pandemic. Finally, tutors' technology training and years of teaching experience in facilitating distance education courses were not statistically significant in online pedagogical delivery. We conclude that ICT training amongst distance education tutors remains generic in lieu of digital integration literacy. Recommendations for continuing education, curriculum development, and instructional design are made. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reseverd.
ABSTRACT
This book is an inquiry about the possibilities of using technology to support the education of artists within higher education contexts. Even though technology-enhanced learning and teaching may seem incongruent with the long-established studio-based cultures of making and performing, it is increasingly becoming a pivotal point to connect artistes to potential audience and markets. Amidst the COVID-19 pandemic, technology is also the crucial linchpin for educational continuity of student artists. This book explores how technology could enhance the education of artists and designers as they continue to create, make, and add value to life and society through their artistry. It draws upon the experiences of the Nanyang Academy of Fine Arts (NAFA), a pioneering arts institution in Singapore with over 80 years of institutional history. Through 9 vignettes, this book illustrates technology-enhanced pedagogical practices that have been implemented in different artistic learning spaces including classroom, studio, and stage as well as institutional support strategies. With a naturalistic stance, these chapters seek to illuminate realistic pictures of teaching and learning that are being uncovered by artist educators as they sought to integrate technology within teaching practices using available technologies and within the classes that they are teaching. It is hoped that this book will stimulate conversation among artist educators about possible pedagogical models, as well as inform higher arts institutions about the contextual strategies needed to support the creation of technology-enhanced pedagogical practices. © Springer Nature Singapore Pte Ltd. 2021.
ABSTRACT
Data visualization technology makes massive data more intuitive and easy to analyze. Based on the epidemic data from the National Bureau of Statistics of China, with the help of ECharts chart, elementUI component library and Vue technology, the data are visualized by using visualization technology and map integration. Through node. JS, Express The framework and MySQL technology realize the annual data management, regional data management and user management of the epidemic situation, display the epidemic situation of each region from multiple perspectives, and provide users with a reliable and convenient understanding channel and data management platform. It provides convenience for people to understand the data of the new coronavirus epidemic, analyze the development trend of the epidemic and manage the big data of the epidemic. © 2023 IEEE.
ABSTRACT
Since its inception, special education has historically been an underfunded federal mandate leaving states and school districts unable to offer more than a basic level of support for individuals with disabilities. The amount and frequency of time allotted for special services including Speech Therapy, Occupational Therapy, and Physical Therapy is not sufficient for making significant and lasting progress, and many parents have expressed dissatisfaction with the current service delivery model. In this paper, we explore the issue of accessibility and how technology may play a role in leveling the playing field for students who, prior to this COVID-19 pandemic, were receiving inadequate levels of intervention to make progress on goals outlined within their Individualized Education Program. We explore one teacher's experience implementing a new application in her classroom aimed at increasing writing accuracy, while addressing the need for platforms that are engaging and promote parent participation.
ABSTRACT
In the summer of 2022, the Center on Reinventing Public Education convened a panel of education and youth development experts to take stock of recent efforts to address students' mental health and well-being and to reestablish core elements of social and emotional learning (SEL) in schools. The panel agreed that the pandemic's impact has been complex, but that there have been few dynamic and collaborative efforts to address it. While the experts recognized the tremendous demands placed on teachers to address students' academic as well as social and emotional needs, they noted that the kind of innovation they called for in 2021 (e.g., new kinds of learning environments, partnerships, and funding models for mental health and social skill development) had yet to materialize. The panelists arrived at three calls to action that reflect the challenges and opportunities young people are facing. Specifically, they call for policymakers and advocates to: (1) Embrace technological innovations that can improve student well-being while still honoring the fundamental need for human relationships;(2) Overcome turf wars and divisions;embrace "big tent" thinking for social and emotional development and well-being support;and (3) Build new, integrated monitoring and response systems to address the urgent needs of young people.
ABSTRACT
During the COVID-19 pandemic, online learning became a major alternative to college science, technology, engineering, and mathematics (STEM) courses in postsecondary education. Faculty members, although subject matter experts, often lack pedagogical knowledge and training on how to effectively teach new generations of students online, or incorporate appropriate technologies. Faculty teaching online courses needed a new guiding framework to balance domain goals and emerging technologies. We present grounded design for STEM courses to align domain goals and instructional methods and technologies while reflecting instructors' pedagogical beliefs and addressing cultural and pragmatic issues. It is critical to provide students with aligned STEM learning experience and engagement via defensible theories and research-evidenced pedagogy in online and blended courses while technological, cultural, and pragmatic considerations are also addressed. We suggest grounded design as the conceptual and design framework for designing online and blended courses and discuss the assumptions, approaches, and examples. We provide practical guidelines to apply grounded design to online and blended learning environments and suggest future research. This article can assist both novice and seasoned STEM faculty to connect theory and research to teaching practices and optimise their online and blended courses.Implications for practice* University STEM instructors can use grounded design framework for online, blended, and technology-enhanced teaching.* Instructors should begin the course design by aligning the domain goals with optimal psychological and pedagogical foundations.* When choosing technology to support online learning, instructors should align it with learning goals and needs of students, and consider cultural and pragmatic foundations.
ABSTRACT
In this digital age, it is imperative that elementary schools incorporate digital technology with pedagogy. The purpose of this quantitative study was to apply Rogers' (2003) Diffusion of Innovation Theory to identify factors that impact elementary teacher integration of digital technology. This study utilized digital surveys to gather data relating teacher perceptions of the attributes of digital technology, their level of technology integration in the classroom, as well as their perceptions of the technology adoption of the other teachers in their building. This study found that relative advantage had the greatest impact on teacher integration of technology prior to the COVID-19 pandemic. Additionally, this study found that teacher perceptions of digital technology integration changed during the COVID-19 pandemic. These findings indicate the need for educational leaders to focus on the advantages of new innovations to increase adoption and implementation. Also, crisis situations like a global pandemic have the potential to change adopter perceptions of an innovation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Secondary math teachers faced new experiences and struggles this past virtual school year due to the global COVID-19 pandemic. Nine secondary math teachers from a school division in southeastern Virginia participated in this qualitative single case study. Data collection included individual semi-structured interviews and technology integration artifacts. Through a three round coding process, ten themes emerged to answer the following three research questions: 1) In terms of curriculum, teaching methods, and assessments, how did teachers describe their pedagogical change in virtual learning? 2) How do teachers perceive student performance has changed within the virtual learning space? 3) From teachers' perspectives, how has the digital divide and educational inequities affected students' virtual learning based on student race? The data were analyzed through two theoretical lenses: Critical Race Theory (Ladson-Billings & Tate, 1995) and Technological Pedagogical and Content Knowledge (Mishra & Koehler, 2006). Some of the themes included level of rigor, classroom structure, technology integration, and academic dishonesty. None of the participants felt that educational inequity based on student race manifested this past school year. Implications for practice include preparing teachers for potential curriculum gaps and encouraging classroom modifications that support student learning. Implications for future research include operationally defining technology integration, researching technology integration in other content areas, and gathering data on the student experience during virtual instruction. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Educational Technology (EdTech) has evolved. The technological advancements over the years provide new avenues for students to process content and expand critical thinking (Lakhana, 2014). Due to the COVID-19 pandemic, integrating technology has become an essential element of every teacher's instruction. The purpose of this study is to explore the perceptions of experienced teachers regarding the integration and impact of technology on student learning. The goal of this study is to discover ways to improve the experience of educational technology within the classroom and to support educators who are implementing educational technology. I sought to explore the perspectives of educators with more than fifteen years of experience due to their depth and breadth of knowledge, skills, and strategies in teaching. With their experiences involving access and implementation of educational technology, the intention is to focus on shedding light on how to support teachers' use of technology to increase student visible learning. Participant data was guided by Davis' Technology Acceptance Model and Magana's Theory of Disruptive Classroom Technology and T3 Framework to examine how teachers used technology and what influenced them to integrate EdTech into their classrooms. This study has implications that will support teacher integration of technology to improve the classroom experience and student learning. Teachers are willing and able to integrate technology into their classrooms if they have a supportive environment that includes a clear plan, professional development, and a support system. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Sense of success and self-efficacy regarding technology integration in teaching are among the most important factors that influence teachers' well-being and professional development, and may have a substantial impact on student learning. In this quantitative study (N = 735 K-12 teachers in Israel), we explored the factors contributing to sense of success in emergency remote teaching and self-efficacy for integrating technology in teaching following the experience of teaching during COVID-19 days. We use decision-tree models to look at nuanced relations. Overall, our findings highlight the crucial-albeit not surprising-role of experience in teaching with technology as an important factor that promotes sense of success and self-efficacy. Going beyond this factor, we emphasize that emotional difficulties in times of emergency may serve as an important risk factor, and that taking a leading role in school may serve as an important protective factor. We also found an advantage to STEM and Language teachers, compared with Social Sciences and Humanities teachers. Following our findings, we conclude with a set of recommendations that could enhance school-based teaching and learning at large.
ABSTRACT
In the rush for the Covid-19 pandemic's online transition, the pursuit of quality online learning was frequently overshadowed by the urgency of emergency instruction online. As blended and online teaching became an integral part of education, there emerged a need to investigate how faculty coped with this transition and what competencies they might be acquiring. In this paper, we report on international research about higher education faculty's elicited dispositions and needs while they engaged with online teaching (OT), as these shape aspects of teacher competencies for integrating technology. This study aims to identify factors that shaped faculty competencies as pandemic restrictions forced transitions to OT. Snapshot surveys were conducted at two different phases of the pandemic, i.e. during the acceleration phase and the stasis one, approximately twelve months later. The surveys inquired about internal (e.g. enthusiasm and resolutions) and external (e.g. support) factors of faculty's OT perceptions during two phases of the Covid-19 pandemic, enabling monitoring of the phenomenon beyond the assessment of the first response to the emergency. Results revealed different patterns of dispositions and diverse uses of technological affordances to foster online learning. These patterns were also found to differ over time, highlighting conditions possibly enabling or hindering the development of competencies for OT during different phases of the pandemic. One important finding is that there was a change from internal confidence to institutional support being a strong predictor of intentions to continue OT, over the course of the Covid-19 pandemic.
ABSTRACT
The demand for postsecondary and online courses is rising, requiring colleges and universities to turn to technology to keep up with the trend. In 2020, the COVID-19 pandemic accelerated the higher education transition to online teaching, forcing faculty to use technology to teach. Although technology is ubiquitous in higher education and indispensable for meeting students' needs, many institutions struggle to train faculty to teach with technology. Simply put, traditional technology training and workshops fail to prepare faculty for success in technology-driven teaching environments. Conversely, research indicates that technology mentoring seems promising in enabling faculty to learn and use technology. Consequently, this paper, informed by three components of the Technological Pedagogical Content Knowledge (TPACK) Framework, draws on the literature on technology mentoring to discuss why and how more colleges and universities should leverage technology mentoring to develop their faculty members' technological, pedagogical, and technological pedagogical knowledge. Suggestions for future research are provided.
ABSTRACT
The field of education technology, and related subject areas attendant to it, welcomed millions of new participants during the COVID-19 pandemic. According to UNESCO, the education experiences of more than 1.4 billion students were disrupted in ways that will impact them, and those around them, for years to come. This journal has a significant role to play for documenting these experiences and the research that followed. Evidence about the use of learning technologies for learning in many new education spaces and geographic places is now available. Interest in the topic of technology-enabled learning has increased exponentially and submissions documenting these new experiences, insights, research findings, and practice applications have continued to grow. Our journal supports scholars long involved in, or new to the topic of, technology-enabled learning design and delivery. © 2022 M. Cleveland-Innes and S. Lakhal.
ABSTRACT
Technology integration in school is an increasingly important equity issue, but little is known about how technology is used for teaching the 7 million K-12 special education students in the US (NCES, 2019). Though special education is often overlooked in technology integration research, what does exist suggests that technology use in schools often exacerbates opportunity gaps for students with disabilities (Ciampa, 2017;Dolan, 2016;Shaheen & Watulak, 2019). The rapid shift to remote learning during the COVID-19 pandemic offers an opportunity to better explore enablers and barriers to technology-enabled learning for special education (SPED) because of the widespread reliance on technology for teaching and learning. Using in-depth interviews (N = 20) with special educators during remote learning, the present study seeks to (1) describe important enablers and barriers for SPED teacher use of technology in K-12 before and during remote learning, (2) understand how structural, teacher, and student-level factors influence SPED teachers' opportunities for teaching with technology, and (3) highlight emerging problems for SPED populations in technology-enabled learning. Results suggest that the most prominent enablers and barriers for technology use in special education are structural (e.g., decision-making around teacher training and technology resources, structures for student digital literacy training), but manifest at the teacher and student levels. SPED teachers described significant barriers to providing accessible technology-enabled instruction, largely due to school-based structures for resource allocation, student digital literacy training, teacher training, decision-making for technology, SPED job roles, and home-school communication. Recommendations are made for providing high-quality digital learning for all students, especially students with diverse learning needs. • Special education technology integration is limited by district and school structures. • SPED students lacked access to devices, internet, software and digital literacy skills. • SPED teachers need more technology training and time to use technology. • Special education is often left out of school decision making about technology. • Home-school communication practices should be inclusive of language and device access. [ FROM AUTHOR]
ABSTRACT
With the increasing requirements for fresh air supply in buildings after the COVID-19 pandemic and the rising energy demand from buildings, there has been an increased emphasis on passive cooling techniques such as natural ventilation. While natural ventilation devices such as windcatchers can be a sustainable and low-cost solution to remove indoor pollutants and improve indoor air quality, it is not as reliable as mechanical systems. Integration with low-energy cooling, heating or heat recovery technologies is necessary for operation in unfavourable outdoor conditions. In this research, a novel dual-channel windcatcher design consisting of a rotary wind scoop and a chimney was proposed to provide a fresh air supply irrespective of the wind direction. The dual-channel design allows for passive cooling, dehumidification and heat recovery technology integration to enhance its thermal performance. In this design, the positions of the supply and return duct are "fixed” or would not change under changing wind directions. An open wind tunnel and test room were employed to experimentally evaluate the ventilation performance of the proposed windcatcher prototype. A Computational Fluid Dynamic (CFD) model was developed and validated to further evaluate the system's ventilation performance. The results confirmed that the system could supply sufficient fresh air and exhaust stale air under changing wind directions. The ventilation rate of the rotary scoop windcatcher was higher than that of a conventional 8-sided multidirectional windcatcher of the same size. © 2023 The Author(s)
ABSTRACT
The purpose of this descriptive study was to investigate the status of technology integration in K-12 music classrooms after the onset of Covid-19 across four states in the southeast. Music teachers in Alabama, Arkansas, Louisiana, and Mississippi completed an online survey concerning their technology use, comfort levels with technology, training since the onset of Covid-19, and barriers to technology integration. Results of studies conducted before the onset of Covid-19 concerning technology integration in music classrooms demonstrated a slow increase in technology use. However, more studies emerging concerning technology in education since the onset of Covid-19 reveal a need for further training of pre-service and in-service educators to integrate technology into their instruction successfully.The Technology Usage and Integration Survey developed for this study was sent to music educators in Alabama, Arkansas, Louisiana, and Mississippi through the National Association of Music Education Research Assistance Program. In addition, emails sent to the leadership of the music educators associations for each state concerning further disseminating the survey to their membership resulted in 58 total participants. Results revealed an increase in the use of and comfort level with technology specific to distance learning such as recording equipment, video conferencing software, online platforms, interactive websites, and apps for tablet devices after the onset of Covid-19. Most training the respondents received was either from their school district or from independent research. The results have implications for the effectiveness of training for educators who need to become comfortable with using technology during their instruction and will contribute to the continued conversation about the importance of technology training for pre-service and in-service music educators. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The development of technology and its web-applicative tools in reference a variety of fields of contemporary interest, has flourished even the horizons of education. Due to the necessity of the rapid growth of Technology, its integration was considered as a solution to the covid-19 pandemic worldwide situation that caught humanity unskilled on such frequent and easy-to-follow use of ‘learning by doing' when dealing with knowledge. On purpose, the present study introduces the implementation of SkELL (Sketch Engine for Language Learning) in English Foreign Language (EFL) learning and teaching as a rich source of free online linguistic data, provided the use of authentic texts (hereby to corpus data). All of these constituents autonomously yield both sides: learners and teachers to learner-learner interaction, learner-teacher interaction. Throughout the exploitation of its various web-applicative tools such as: Word Sketch, Thesaurus, Wordlist, Concordance, and Visualization among a range of others made possible and available EFL learning, and assisted teaching during the hard educational situation. It consequently may serve as a pre-requisite for language practitioners, curriculum designers to facilitate overall EFL teaching and learning process. © 2022 Published by ISRES Publishing: www.isres.org.
ABSTRACT
The field of education technology, and related subject areas attendant to it, welcomed millions of new participants during the COVID-19 pandemic. According to UNESCO, the education experiences of more than 1.4 billion students were disrupted in ways that will impact them, and those around them, for years to come. This journal has a significant role to play for documenting these experiences and the research that followed. Evidence about the use of learning technologies for learning in many new education spaces and geographic places is now available. Interest in the topic of technology-enabled learning has increased exponentially and submissions documenting these new experiences, insights, research findings, and practice applications have continued to grow. Our journal supports scholars long involved in, or new to the topic of, technology-enabled learning design and delivery. © 2022 M. Cleveland-Innes and S. Lakhal.
ABSTRACT
In response to the COVID 19 pandemic, universities and colleges closed abruptly and teacher educators had little time to move instruction from face-to-face classrooms to digital learning environments. This sudden shift created a myriad of obstacles as instructors worked to retain pedagogically sound and effective instruction through online instruction--while also preparing novice teachers how to teach online themselves. Adding another layer of complexity is prospective teachers' lack of knowledge and hesitation regarding technology tools, as well as how to meaningfully integrate the tools into their teaching. Facing these challenges, we as literacy teacher educators, drew upon effective methods of teacher education, literacy practices and digital literacy to rethink the way we design lessons and assignments for our literacy methods courses. The framework we created for restructuring the integration of technology into courses can be duplicated across disciplines and guide instructors to reconceptualize their use of tech tools to re-envision face-to-face and digital instruction to expand learning outcomes.
ABSTRACT
This contribution addresses the challenges brought on by the pandemic and argues that a forced acceleration in online teaching and assessment practices can become a sustainable model for the post-COVID-19 world. Technology is a great asset that provides learning opportunities for the whole community and the education sector should seek to adopt an innovative approach that "firmly" integrates face-to-face with virtual interaction. The effort to make the most of an unforeseen and challenging situation has brought Jisc's prediction for future learning forward: our publication "Education 4.0 Transforming the future of education through advanced technology," offers suggestions on how this can be achieved in the current climate. [For the complete volume, "Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19," see ED612070.]