AbstractBackground: The researchers in this study observed that little or no effort is made by ad... more AbstractBackground: The researchers in this study observed that little or no effort is made by administrators to evaluate the technology expertise of the teachers who are responsible for integrating software applications into the instmctional environment. Not only is it important that teachers have expertise in using these technologies, they must also be able to integrate them into the instructional setting so that they can foster meaningful learning. Objective: The purpose of this study was to assess teachers' perceived expertise in using word processing, spreadsheet, and presentation software applications to facilitate instruction. Word processing, spreadsheet, and presentation software applications have become necessary skills in today's teaching, learning, and research environments. Yet, do teachers have competence in using and integrating these technologies into insurrection? Methodology: The participants were 313 teachers who taught in the rural schools. The instrument...
IntroductionMost educators readily agree that infusing technology into both educational content a... more IntroductionMost educators readily agree that infusing technology into both educational content and methods of delivery is necessary to prepare students with workplace skills. Universities and colleges prepare teachers with technological skills and instructional strategies necessary to use technology to deliver instruction. However, sometimes the knowledge of pedagogy upon which technology integration is based is not properly addressed. In addition, the rapid pace at which new technology is introduced leaves many teachers with little or no training in this crucial area. Even faculty development programs may not address the theoretical framework that guides the selection of instructional strategies and methods upon which technology integration is based.According to Shulman (1986) pedagogical and technological knowledge (PTK) refers to the understanding of the processes and methods including practices through which teaching and learning are conducted, managed, and assessed. Koehler an...
The problem of integrating technology into teaching and learning process has become a perennial o... more The problem of integrating technology into teaching and learning process has become a perennial one. Common excuses for the limited use of technology to support instruction include shortage of computers, lack of computer skill and computer intimidation. While these could affect the success of technology integration, it should be acknowledged that the degree of success teachers have in using technology for instruction could depend in part on their ability to explore the relationship between pedagogy and technology. The article shows that technology integration is narrowly perceived and that such a perception might hinder teachers' understanding of the scope of technology in education. Technology integration should be considered along with issues involved in teaching and learning. Such issues include developing learning objectives, selecting methods of instruction, feedback, and evaluation and assessment strategies including follow-up activities. Technology used for teaching and learning should be considered an integral part of instruction and not as an object exclusive to itself. Viewing technology integration from a wide perspective will provide teachers with the necessary foundation to implement technology into the classroom more successfully.
This study's purpose was to examine the impact of a computer-assisted reading program, "... more This study's purpose was to examine the impact of a computer-assisted reading program, "Academy of Reading," on reading achievement of 2nd and 3rd grade readers. The researcher studied the impact a computer-aided reading program had on the reading achievement of students in a central Mississippi suburban school district. A quasi-experimental research design was used to conduct the research. There were a total of 8 intact classes out of 30 classes from 1 elementary school used in the study. Of these 8, 4 were 2nd-grade classes of 15 intact classes and 4 were 3rd-grade classes of 15 intact classes. The 2nd grade reading classes that were selected were identified as below average according to the Scientific Research Association (SRA) Reading Placement Test. The 3rd grade classes selected were performing at grade level. The 3rd grade did not have many intact classes below the established grade 3 level as in 2nd grade. The selected classes were randomly put in the control and quasi-experimental groups. Both groups were given the STAR reading assessment as a pretest. The quasi-experimental group contained 65 students who received the treatment for a 9-week period. Each class went to the computer lab 3 times a week for 30-minute sessions. The control group contained 68 students who continued with independent reading activities in the classroom. At the end of the quasi-experimental treatment both groups were administered the STAR reading assessment as the post-test. The control group had a pretest mean score of 3.14 and the quasi-experimental group had 2.64. An analysis of covariance was used to adjust for the pretest differences. The post-test scores indicated a slight increase in the mean scores in reading performance of both groups. The mean score for the control group was 3.30 and the quasi-experimental group was 2.87. The control group students improved the mean score by 0.16 and the quasi-experimental group improved by 0.23 points. There was no significant difference; therefore the null hypothesis was accepted. The quasi-experimental group had increased in reading performance as suggested by many articles and research publications, such as Fiedorowicz and Trites (1987), Colorado Commission of the States (1999), and Schacter (2000) supporting Academy of Reading. When the data were analyzed based on gender, ethnicity, and grade level, the quasi-experimental group had the largest increase in the mean scores. However, the findings showed that there was no statistical difference among the groups based on these demographic variables.
This study examined the impact of SAM 2003® into a college level introductory computer applicatio... more This study examined the impact of SAM 2003® into a college level introductory computer applications course at a predominately African-American university in the mid-south. The study included three intact classes of an introductory computer applications course during the spring 2006 semester. The study was a quasi-experimental study using a pretest/posttest experimental and control group design. Participants in the control group received lecture only. Participants in the experimental groups received SAM 2003® only or lecture supplemented with SAM 2003®. The instruments that were used consisted of a pretest/posttest and a demographics survey. The pretest was given prior to the study to determine equivalence among the three groups. The posttest was administered after the experimental groups received the exposure to SAM 2003®. The survey was used to collect demographic data on the research participants. Descriptive statistics, t-tests, one-way ANOVA and Fisher LSD post hoc test were used to analyze the data. The findings of the study showed that there was no significant difference on participants' posttest scores who were taught using lecture only, SAM 2003® only, and lecture supplemented with SAM 2003®. Secondly, results of the posttest revealed freshmen displayed higher posttest scores than sophomores, juniors and seniors. There was a significant difference among freshman and sophomore and freshman and junior based on the posttest scores. This study offered recommendations for additional research such as randomly selecting the participants, extending the study for a longer period, increasing the population size and conducting the study at another predominately African American university in the mid-south.
Cross-Cultural Online Learning in Higher Education and Corporate Training
The essence of this chapter is to discuss theories and practices including approaches that instru... more The essence of this chapter is to discuss theories and practices including approaches that instructional designers consider when designing Web-based instruction for adult learners. The importance of the chapter is to discuss best practice activities and theories as well as technologies that enable adult online learners to be involved in the design of their Web-based instruction. This represents recognition that adults have accumulated a repertoire of knowledge and experiences that inevitably will enrich the course materials. The theories discussed in this chapter are constructivism and connectivism; these theories improve adult involvement and help them to establish learning networks for exchanges of ideas using cultural artifacts and various interactive and video technologies. These technologies include Adobe Connect, Camtasia, Articulate Storyline, SoftChalk, Prezi, Google.docs, and Google Hangout. The idea is to provide rich virtual learning environments to help adult learners ex...
A critical examination of the use of computer games as motivation for learning is provided. The e... more A critical examination of the use of computer games as motivation for learning is provided. The examination is addressed by reviewing evidence from the literature dealing with computer games as learning tools. Factors and difficulties associated with games as instructional strategies are discussed. Evidence from the literature indicates that current methods of applying computer games into instruction are not guided by pedagogical principles. It is recognized that the design of educational games be based on learning theories. The current practice of viewing educational games as separate entity from all other educative processes is detrimental to learning. Although, the results of scientific studies on game-based learning are inconclusive, nevertheless, the future of game-based learning is promising partly because games are generally engaging. The results of qualitative interviews reveal that the participants believe that computer games motivate them to have fun but not to learn. Thus...
Encyclopedia of Information Technology Curriculum Integration
The article includes a description of the foundation of multicultural education and a delineation... more The article includes a description of the foundation of multicultural education and a delineation of the concept and its processes. It will also include a depiction of multicultural instructional strategies, and the transformations academic institutions must undergo to adopt the multicultural philosophy. Finally, the article will include a discussion on how technology can be integrated into multicultural education to assist educators.
Encyclopedia of Information Technology Curriculum Integration
Constructivists believe that knowledge can emerge as learners construct meaning from information ... more Constructivists believe that knowledge can emerge as learners construct meaning from information they receive and from their participation in the learning activities. As a result, learners gain knowledge from their interaction with the learning environment and from interacting among themselves. Learners construct meaning as they engage in critical reflection and evaluation of learning materials in an effort to discover patterns or new dimensions of the emerging information. This implies that learners have the opportunity to develop the skill to absorb the information before them in a way that connects the previously acquired knowledge and the newly discovered information. Constructivist advocates support learning that focuses on the analysis, synthesis, and evaluation of the learning materials and the related information as a means of constructing new knowledge.
The focus of this paper is to discuss various ways of using multimedia technology to teach and le... more The focus of this paper is to discuss various ways of using multimedia technology to teach and learn in a manner that fosters creative and annotative mind. The present use of multimedia technologies emphasizes the application of technological tools in a ...
... (1998). Oguamah-Okojie, Mabel Chibuzor Philip. Abstract. Advisor: Anthony A. Olinzock, Colleg... more ... (1998). Oguamah-Okojie, Mabel Chibuzor Philip. Abstract. Advisor: Anthony A. Olinzock, College of Education.. Thesis (Ph. D.)--Ohio State University, 1998.. Includes bibliographical references (leaves 209-220). Details der Publikation. ...
Advances in Educational Marketing, Administration, and Leadership
The solution to the nation's shortage in STEM workers begins in elementary schools. However, ... more The solution to the nation's shortage in STEM workers begins in elementary schools. However, elementary teachers are not well prepared to teach STEM, and they lack the knowledge and competency to inspire students early on in the fields of science, technology, engineering, mathematics, and computational thinking (STEM+C). Consequently, elementary students' wellbeing in STEM+C learning is negatively affected. Preparing elementary teachers for teaching STEM+C with digital making is suggested in this chapter as a means to improve elementary teachers' STEM+C teaching competency and to improve elementary students' wellbeing in STEM+C learning. This chapter also proposes and discusses related approach, framework, and pedagogy to illustrate how elementary teachers can teach STEM+C effectively by engaging elementary students as digital makers. Suggestions for future research are also discussed in this chapter.
Handbook of Research on Adult Learning in Higher Education
This chapter presents the design and development of the competency-building 3D Instructional Vide... more This chapter presents the design and development of the competency-building 3D Instructional Video Project intended for developing pre-service teachers' technology integration competency. Unlike traditional projects in educational technology courses that are well defined and structured, involving using an educational tool to complete a task, the 3D Instructional Video Project is a semester-long project requiring pre-service teachers to plan their 3D modeling and printing integrated lesson, explore Tinkercad and design their 3D models, test their 3D models with the Makerbot Desktop, print off their 3D models with a Makerbot 3D printer, and present their 3D modeling and printing integrated lesson planning through a video created with iMovie. This 3D Instructional Video Project engages pre-service teachers in discovery learning and is designed to help pre-service teachers to build their competency for dealing with the constant changing landscape of educational technology and transf...
Handbook of Research on Adult Learning in Higher Education
The chapter examines the concept of adult education by analyzing its emergence as an academic dis... more The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruc...
AbstractBackground: The researchers in this study observed that little or no effort is made by ad... more AbstractBackground: The researchers in this study observed that little or no effort is made by administrators to evaluate the technology expertise of the teachers who are responsible for integrating software applications into the instmctional environment. Not only is it important that teachers have expertise in using these technologies, they must also be able to integrate them into the instructional setting so that they can foster meaningful learning. Objective: The purpose of this study was to assess teachers' perceived expertise in using word processing, spreadsheet, and presentation software applications to facilitate instruction. Word processing, spreadsheet, and presentation software applications have become necessary skills in today's teaching, learning, and research environments. Yet, do teachers have competence in using and integrating these technologies into insurrection? Methodology: The participants were 313 teachers who taught in the rural schools. The instrument...
IntroductionMost educators readily agree that infusing technology into both educational content a... more IntroductionMost educators readily agree that infusing technology into both educational content and methods of delivery is necessary to prepare students with workplace skills. Universities and colleges prepare teachers with technological skills and instructional strategies necessary to use technology to deliver instruction. However, sometimes the knowledge of pedagogy upon which technology integration is based is not properly addressed. In addition, the rapid pace at which new technology is introduced leaves many teachers with little or no training in this crucial area. Even faculty development programs may not address the theoretical framework that guides the selection of instructional strategies and methods upon which technology integration is based.According to Shulman (1986) pedagogical and technological knowledge (PTK) refers to the understanding of the processes and methods including practices through which teaching and learning are conducted, managed, and assessed. Koehler an...
The problem of integrating technology into teaching and learning process has become a perennial o... more The problem of integrating technology into teaching and learning process has become a perennial one. Common excuses for the limited use of technology to support instruction include shortage of computers, lack of computer skill and computer intimidation. While these could affect the success of technology integration, it should be acknowledged that the degree of success teachers have in using technology for instruction could depend in part on their ability to explore the relationship between pedagogy and technology. The article shows that technology integration is narrowly perceived and that such a perception might hinder teachers' understanding of the scope of technology in education. Technology integration should be considered along with issues involved in teaching and learning. Such issues include developing learning objectives, selecting methods of instruction, feedback, and evaluation and assessment strategies including follow-up activities. Technology used for teaching and learning should be considered an integral part of instruction and not as an object exclusive to itself. Viewing technology integration from a wide perspective will provide teachers with the necessary foundation to implement technology into the classroom more successfully.
This study's purpose was to examine the impact of a computer-assisted reading program, "... more This study's purpose was to examine the impact of a computer-assisted reading program, "Academy of Reading," on reading achievement of 2nd and 3rd grade readers. The researcher studied the impact a computer-aided reading program had on the reading achievement of students in a central Mississippi suburban school district. A quasi-experimental research design was used to conduct the research. There were a total of 8 intact classes out of 30 classes from 1 elementary school used in the study. Of these 8, 4 were 2nd-grade classes of 15 intact classes and 4 were 3rd-grade classes of 15 intact classes. The 2nd grade reading classes that were selected were identified as below average according to the Scientific Research Association (SRA) Reading Placement Test. The 3rd grade classes selected were performing at grade level. The 3rd grade did not have many intact classes below the established grade 3 level as in 2nd grade. The selected classes were randomly put in the control and quasi-experimental groups. Both groups were given the STAR reading assessment as a pretest. The quasi-experimental group contained 65 students who received the treatment for a 9-week period. Each class went to the computer lab 3 times a week for 30-minute sessions. The control group contained 68 students who continued with independent reading activities in the classroom. At the end of the quasi-experimental treatment both groups were administered the STAR reading assessment as the post-test. The control group had a pretest mean score of 3.14 and the quasi-experimental group had 2.64. An analysis of covariance was used to adjust for the pretest differences. The post-test scores indicated a slight increase in the mean scores in reading performance of both groups. The mean score for the control group was 3.30 and the quasi-experimental group was 2.87. The control group students improved the mean score by 0.16 and the quasi-experimental group improved by 0.23 points. There was no significant difference; therefore the null hypothesis was accepted. The quasi-experimental group had increased in reading performance as suggested by many articles and research publications, such as Fiedorowicz and Trites (1987), Colorado Commission of the States (1999), and Schacter (2000) supporting Academy of Reading. When the data were analyzed based on gender, ethnicity, and grade level, the quasi-experimental group had the largest increase in the mean scores. However, the findings showed that there was no statistical difference among the groups based on these demographic variables.
This study examined the impact of SAM 2003® into a college level introductory computer applicatio... more This study examined the impact of SAM 2003® into a college level introductory computer applications course at a predominately African-American university in the mid-south. The study included three intact classes of an introductory computer applications course during the spring 2006 semester. The study was a quasi-experimental study using a pretest/posttest experimental and control group design. Participants in the control group received lecture only. Participants in the experimental groups received SAM 2003® only or lecture supplemented with SAM 2003®. The instruments that were used consisted of a pretest/posttest and a demographics survey. The pretest was given prior to the study to determine equivalence among the three groups. The posttest was administered after the experimental groups received the exposure to SAM 2003®. The survey was used to collect demographic data on the research participants. Descriptive statistics, t-tests, one-way ANOVA and Fisher LSD post hoc test were used to analyze the data. The findings of the study showed that there was no significant difference on participants' posttest scores who were taught using lecture only, SAM 2003® only, and lecture supplemented with SAM 2003®. Secondly, results of the posttest revealed freshmen displayed higher posttest scores than sophomores, juniors and seniors. There was a significant difference among freshman and sophomore and freshman and junior based on the posttest scores. This study offered recommendations for additional research such as randomly selecting the participants, extending the study for a longer period, increasing the population size and conducting the study at another predominately African American university in the mid-south.
Cross-Cultural Online Learning in Higher Education and Corporate Training
The essence of this chapter is to discuss theories and practices including approaches that instru... more The essence of this chapter is to discuss theories and practices including approaches that instructional designers consider when designing Web-based instruction for adult learners. The importance of the chapter is to discuss best practice activities and theories as well as technologies that enable adult online learners to be involved in the design of their Web-based instruction. This represents recognition that adults have accumulated a repertoire of knowledge and experiences that inevitably will enrich the course materials. The theories discussed in this chapter are constructivism and connectivism; these theories improve adult involvement and help them to establish learning networks for exchanges of ideas using cultural artifacts and various interactive and video technologies. These technologies include Adobe Connect, Camtasia, Articulate Storyline, SoftChalk, Prezi, Google.docs, and Google Hangout. The idea is to provide rich virtual learning environments to help adult learners ex...
A critical examination of the use of computer games as motivation for learning is provided. The e... more A critical examination of the use of computer games as motivation for learning is provided. The examination is addressed by reviewing evidence from the literature dealing with computer games as learning tools. Factors and difficulties associated with games as instructional strategies are discussed. Evidence from the literature indicates that current methods of applying computer games into instruction are not guided by pedagogical principles. It is recognized that the design of educational games be based on learning theories. The current practice of viewing educational games as separate entity from all other educative processes is detrimental to learning. Although, the results of scientific studies on game-based learning are inconclusive, nevertheless, the future of game-based learning is promising partly because games are generally engaging. The results of qualitative interviews reveal that the participants believe that computer games motivate them to have fun but not to learn. Thus...
Encyclopedia of Information Technology Curriculum Integration
The article includes a description of the foundation of multicultural education and a delineation... more The article includes a description of the foundation of multicultural education and a delineation of the concept and its processes. It will also include a depiction of multicultural instructional strategies, and the transformations academic institutions must undergo to adopt the multicultural philosophy. Finally, the article will include a discussion on how technology can be integrated into multicultural education to assist educators.
Encyclopedia of Information Technology Curriculum Integration
Constructivists believe that knowledge can emerge as learners construct meaning from information ... more Constructivists believe that knowledge can emerge as learners construct meaning from information they receive and from their participation in the learning activities. As a result, learners gain knowledge from their interaction with the learning environment and from interacting among themselves. Learners construct meaning as they engage in critical reflection and evaluation of learning materials in an effort to discover patterns or new dimensions of the emerging information. This implies that learners have the opportunity to develop the skill to absorb the information before them in a way that connects the previously acquired knowledge and the newly discovered information. Constructivist advocates support learning that focuses on the analysis, synthesis, and evaluation of the learning materials and the related information as a means of constructing new knowledge.
The focus of this paper is to discuss various ways of using multimedia technology to teach and le... more The focus of this paper is to discuss various ways of using multimedia technology to teach and learn in a manner that fosters creative and annotative mind. The present use of multimedia technologies emphasizes the application of technological tools in a ...
... (1998). Oguamah-Okojie, Mabel Chibuzor Philip. Abstract. Advisor: Anthony A. Olinzock, Colleg... more ... (1998). Oguamah-Okojie, Mabel Chibuzor Philip. Abstract. Advisor: Anthony A. Olinzock, College of Education.. Thesis (Ph. D.)--Ohio State University, 1998.. Includes bibliographical references (leaves 209-220). Details der Publikation. ...
Advances in Educational Marketing, Administration, and Leadership
The solution to the nation's shortage in STEM workers begins in elementary schools. However, ... more The solution to the nation's shortage in STEM workers begins in elementary schools. However, elementary teachers are not well prepared to teach STEM, and they lack the knowledge and competency to inspire students early on in the fields of science, technology, engineering, mathematics, and computational thinking (STEM+C). Consequently, elementary students' wellbeing in STEM+C learning is negatively affected. Preparing elementary teachers for teaching STEM+C with digital making is suggested in this chapter as a means to improve elementary teachers' STEM+C teaching competency and to improve elementary students' wellbeing in STEM+C learning. This chapter also proposes and discusses related approach, framework, and pedagogy to illustrate how elementary teachers can teach STEM+C effectively by engaging elementary students as digital makers. Suggestions for future research are also discussed in this chapter.
Handbook of Research on Adult Learning in Higher Education
This chapter presents the design and development of the competency-building 3D Instructional Vide... more This chapter presents the design and development of the competency-building 3D Instructional Video Project intended for developing pre-service teachers' technology integration competency. Unlike traditional projects in educational technology courses that are well defined and structured, involving using an educational tool to complete a task, the 3D Instructional Video Project is a semester-long project requiring pre-service teachers to plan their 3D modeling and printing integrated lesson, explore Tinkercad and design their 3D models, test their 3D models with the Makerbot Desktop, print off their 3D models with a Makerbot 3D printer, and present their 3D modeling and printing integrated lesson planning through a video created with iMovie. This 3D Instructional Video Project engages pre-service teachers in discovery learning and is designed to help pre-service teachers to build their competency for dealing with the constant changing landscape of educational technology and transf...
Handbook of Research on Adult Learning in Higher Education
The chapter examines the concept of adult education by analyzing its emergence as an academic dis... more The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruc...
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