Elementary school technology integration

Game-based learning can not only lead to learning through the virtual game world but also trigger learner motives via planned gaming processes. Supplemented game-based learning activities not only allow learners to practice repeatedly but also entail them to reach learning objectives. This study aimed to utilize flipped classroom with digital game-based learning activities in elementary school students’ English learning. The study investigated the effects of English learning, and the motivation of the experimental group in attention, relevance, confidence, and satisfaction. Results indicate that there were no significant differences between the experimental and control groups. However, the experimental group did show large improvement in learning achievements after game-based flipped learning activities. By looking at the conscious reaction of experimental group toward the flipped classroom with game-based learning, in addition, the research found that participants believed the method could trigger their interest and curiosity in learning, and that the games prepared them for successive learning materials. Moreover, results also show that the game-based learning process could promote their sense of accomplishment in learning, thus encouraging them to continue learning.

In this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of the instructional design model were aimed. The ASSURE model is extremely learner centered. Unlike many design models, it was created using cognitive theories of learning as its foundation. The directions of Assure Model are characteristic features of learners, getting stated objectives and selecting the best media and materials for the instruction program. In this study, document analysis method were used. As a result, two example lesson plans given can be updated according to all grades and lessons. With the use of these example plans are expected to perform more effective learning.

Due to its enchanting characteristics signifying innovation and prestigious, digital technologies are sometimes observed to be integrated into education enthusiastically. However, adopting technology in teaching praxis requires a deeper understanding and examination of techno logy integration with different variables. In that sense, the purpose of this study is to examine the relationship between preservice teachers' material development competency as a proficiency in which technology is heavily integrated into teaching activities and their techno-pedagogical competency. A survey method was used in the study. Participants consist of 202 preservice teachers enrolled in Instructional Technologies and Material Design course delivered at a Faculty of Education in a Turkish state university. Two scales as application-based educational technology and material development competency scale and techno-pedagogical competency scale were employed. As a result of the data analysis process, a positive high level of relationship was found between both scales. In other words, it was evidenced that an increase in the proficiency in techno-pedagogical competency leads to an increase in preservice teachers' proficiency in technology enhanced material development skills. On the ground of the findings, issues such as how to develop preservice teachers' technology enhanced material development skills within the context of their techno-pedagogical competency are discussed. Keywords: Techno-pedagogical knowledge, material development, Application-based Educational Technology and Material Development Competency, Techno-pedagogical Education Competency, capacity building

This study assessed tutor training on the use of adaptive technology in the instruction of Visually Impaired (VI) student teachers in primary Teachers Training Colleges (TTCs) in Kenya. The study was based on the diffusion of innovation theory by Rogers which gives a basis for adoption of innovations in institutions and other settings. The study adopted descriptive survey research design. The study population included administrators, tutors and Visually Impaired (VI) student teachers in three primary teacher training colleges which admit student teachers with visual impairment in Kenya. Purposive sampling technique was used to select three deans of curriculum in the colleges while simple random sampling method was used to select nine Heads of Departments (HOD’s) and 93 tutors making a sample of 105 respondents. The instruments used for data collection were questionnaires and interview schedules. Descriptive statistics such as frequencies and percentages were used to analyse the data. The findings of this study revealed that tutor training on the integration of adaptive technology for VI student teachers in primary TTC’s was wanting since tutors’ expertise in the integration of adaptive technology was insufficient or totally lacking. This study recommended in-service training of tutors on the use of adaptive technology devices especially on the use of braille and preparation of tactile diagrams so as to effectively teach VI student teachers in primary TTCs. In addition, the college administration should fully support the use of adaptive technology for VI student teachers and the tutors should be exposed to ways of integrating adaptive technology during the instruction of VI student teachers. The findings of this study are of importance in policy development and implementation on integration of technology in the instructional process for learners with special needs and specifically for those with visual impairments in Kenya and other parts of the world.

This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning with and learning from ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning with and/or from ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning from ICT pedagogy with occasional learning with ICT approach. However, English teachers facilitated the students to learn from and also with technology, with production and also with elements of collaboration. This case study illuminates the usefulness of the learning with and from ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.

This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study sample comprised 713 freshmen and senior class students studying at different departments at Ankara University Faculty of Educational Sciences on 2012-2013 academic year spring semester. The data collection tools used in the study were Personal Information Form, Technopedagogical Education Competency Scale and Technology Integration Self Efficacy Scale. At the end of the study, TPACK competencies of pre-service teachers' studying at first and fourth years and their self-efficacy perceptions towards technology integration were revealed; and these competencies were examined by gender, grade and department variables. In addition, the correlation between pre-service teachers' TPACK competency levels and self-efficacy perceptions towards technology integration were predicted.

Bu çalışmada öğretmen adaylarının teknolojik pedagojik içerik bilgisi yeterlikleri ile teknoloji entegrasyonuna yönelik öz-yeterlik algıları çeşitli değişkenlere göre incelenerek karşılaştırılmış ve teknolojik pedagojik içerik bilgisi yeterlikleri ile teknoloji entegrasyonuna yönelik öz-yeterlik algıları arasındaki ilişki belirlenmeye çalışılmıştır. Araştırmanın çalışma grubunu; 2012-2013 öğretim yılı bahar döneminde Ankara Üniversitesi Eğitim Bilimleri Fakültesinin çeşitli bölümlerinde bir ve dördüncü sınıfta öğrenim görmekte olan 713 öğretmen adayı oluşturmaktadır. Araştırmada veriler; kişisel bilgi formu, Teknopedagojik Yeterlikleri Ölçeği ve Teknoloji Entegrasyonuna Yönelik Öz-Yeterlik Algısı Ölçeği ile toplanmıştır. Araştırma sonucunda bir ve dördüncü sınıftaki öğretmen adaylarının teknolojik pedagojik içerik bilgisi yeterlik ve teknoloji entegrasyonuna yönelik öz-yeterlik algıları durumları ortaya konularak, bu yeterlikler cinsiyet, sınıf düzeyi, bölüm değişkenleri dikkate alınarak incelenmiştir. Ayrıca, öğretmen adaylarının teknoloji entegrasyonuna yönelik öz-yeterlik algıları ile teknopedagojik yeterlik durumları arasındaki ilişki yordanmaya çalışılmıştır.

Information and communication technologies (ICT) have been introduced to schools without fundamentally changing learning and teaching. In most cases they have been adapted to traditional school structures, classroom organisation and existing pedagogical practices, falling short of facilitating significant educational and cultural shifts. The promise of ICT to transform teaching and learning in schools has not yet been realised due to a range of barriers including teachers' lack of confidence and pedagogical understanding in drawing on the potential of digital technologies. This dissertation explored connections between teachers' ICT literacy and pedagogical practices. The aims of the research were to study the situated nature of ICT integration and to portray the knowledge and skills that would help teachers facilitate new, ICT-rich social practices of teaching and learning in contemporary primary schools.