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H.E.A.T. framework; Source: www.loticonnection.com Several researches over the course of last decade have used LoTi and its new age survey to assess the technology integration in classrooms and areas to further improve the same. The recent one from 2017 is around K-12 schools
Source publication
Technology and Education have been two sides of the same coin since mid-1600’s
when picture technology was invented. In the last 30 years, there has been a
marked interest towards integration of technology into every aspect of classroom
learning. Many research studies have proved that higher order thinking skills can
be inculcated by integratio...
Contexts in source publication
Context 1
... 2 (1), January 2020 26 have been employed except utilizing technology enabled learning in sem-2. Two examples taken from world press (2019) and physics classroom (2019), are been shown here; the reflected wave at the soft boundary does not get phase change while there has been a change of 180 degree phase of reflected and no change of phase in transmitted wave as shown in Figure -3 at hard boundary when a wave passes through a medium of low density to a medium of high density; ...
Context 2
... new framework that is increasingly being used is H.E.A.T. framework from Chris. H.E.A.T.-higher-order thinking, engaged learning, authenticity, and technology use can significantly add value over LoTI framework (Figure-3). Moersch, 1995;Rielley, 2015) and how these connect to HOTS (higher-order thinking) and engaged learning. ...
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In the 21st century, the fields of ICT and education are like two sides of a coin that cannot be separated. The skills of students must support the rapid development of science and technology. Workers in the 21st century have at least 4C competencies, namely: critical thinking, communication, collaboration, and creativity. The emergence of the Covi...
Citations
... Student engagement can be described as the degree to which students engage actively in educational tasks that directly contribute to achieving desired learning objectives [27]. Conversely, low levels of AE may have a negative impact on SAP. ...
... Therefore, the results support (H1) positively. Therefore, this study is aligned with a previous study [27]. The study conducted by [54] affirms that the learner has a digital skill benefit and that it will enhance academic achievement. ...
Current research investigates the impact of students' E-Learning Attitudes (ELA), Digital Readiness (DR), and Academic Engagement (AE) on their academic performance in higher education. A survey in the form of an online questionnaire was administered to students through the networks established by the research teams. These networks encompassed academic staff from diverse Malaysian private as well as public universities. These academic staff were directed to share the survey link with their undergraduate students through WhatsApp or email. Two hundred eighty-six (286) valid surveys were collected from students at six public and private university campuses in Malaysia that offer courses and have used E-learning for at least one semester as part of COVID-19. In contrast to previous debates and studies, the outcomes of employing structural equation modeling through PLS 4.0 revealed a positive and noteworthy influence of E-learning platforms on students' academic performance. These findings hold broader implications for policymakers in higher education, researchers as well as educators, particularly in terms of considering the potential incorporation of social media tools within higher education, especially in developing nations. This research suggests that educational institutions that embrace change by aligning the goals of both students and instructors to establish a constructive and encouraging online learning atmosphere. This will foster active academic participation and enhance students' academic achievements.
... Additionally, it acts as a foundation space for educational activities, promoting the transfer of knowledge from teachers to a group of students. Information sharing in the context of a smart classroom is enhanced by utilising technological advancements in signal processing, web technology, hardware, and applications [1] [2]. In this context, "smart" refers to the incorporation of Information and Communication Technology (ICT) to augment traditional approaches to teaching by reshaping existing teaching paradigms. ...
... This can limit the opportunities for students to explore alternative or creative solutions to problems. Some efforts have been done by the researchers to encourage creativity and innovation in the classroom (Runco and Jaeger, 2012;Facione and Facione, 2007;Mwasalwiba, 2010;Ku, 2009;Arora & Chander, 2020). A collection of practical tips and strategies for educators to foster creativity and innovative thinking in the classroom has been proposed by Craft, Jeffrey, and Leibling (2001). ...
Studies on Social and Education Sciences 2023
Editors Ömer Bilen, Eman Shaaban
In the ever-evolving landscape of education and social sciences, the contributions from scholars worldwide continue to shape our understanding of the complex dynamics within society. As we navigate through another year, this compilation stands as a testament to the dedication and intellect of researchers addressing critical issues and advancements. As we embark on the intellectual journey presented in these chapters, we anticipate that this collection will serve as a source of inspiration and knowledge for scholars, educators, and practitioners alike. May these diverse perspectives contribute to the ongoing dialogue in
education and social sciences, fostering a global community of thinkers dedicated to positive change.
Citation
Bilen, Ö. & Shaaban, E. (2023). Preface. In Ö. Bilen & E. Shaaban (Eds.), Studies on Social and Education Sciences 2023. ISTES Organization.
... In the last two decades, many scholars have presented different approaches for integrating technology into teaching. Some of recent technology integration models include Substitution, Augmentation, Modification and Redefinition (SAMR), Level of Teaching Innovation (LOTI), Technology Integration Matrix (TIM), Triple E framework (Extend, Enhance and Engage), and Technological Pedagogical Content Knowledge (TPACK) (Arora & Chander, 2020). Each model has shown its potential in under specific conditions. ...
Technology, with its rapid growth and vast impacts on all areas of human life, has increased well-being and facilitated daily tasks in our private life as well as in business and marketing, medical and healthcare services, and education. The global Covid-19 pandemic has shown the importance of Internet and technology to keep businesses running and reduce the problems emerging from social distancing and even saving lives through healthcare systems; likewise, educational systems speeded their technological facilities to run and develop normal educational activities. Although many studies had already acknowledged the necessity of using technology in education, the lack of facilities and knowledge of using technology in educational systems was reported in the beginning of the pandemic. The pandemic pushed educational systems to integrate technology into pedagogy by facilitating information transfer and communication. However, the challenge of enhancing the quality of information is still prevalent. This paper focuses on a bilateral necessity of integration of pedagogy and technology: while the potential of technology in educational systems is widely acknowledged, the practical usage of learning theories and pedagogical principles in designing digital services is far from a completed mission. Many user-experience (UX) studies determine technological, behavioral, social, and motivational factors to promote user-centric design to enhance the quality of content, while limited attention is given to pedagogical factors. We introduce integration of pedagogy into technology as a new paradigm in user-centric design, not only in the educational system but also in a general context. Mishra and Koehler (2006) introduced integration of technology into pedagogy (TP) through the Technological Pedagogical Content (TPACK) framework as required knowledge for teachers. This paper employs the TP concept in a broader context of Technological Pedagogical Content Design (TPCD), which utilizes the pedagogical element in the user-experience based practice to develop a user-centric design approach.
*** Cite as: Hosseini, Z., Kinnunen, J. (2021). Integration of Pedagogy into Technology: A Practical Paradigm. In: Carmo, M. (Ed.) Education and New Developments 2021 (pp. 406-410), inScience Press: Lisbon, Portugal. [indexed: Jufo 1]; Paper presentation: https://www.youtube.com/watch?v=h-YRwhuxypw ***
... The aim of any technology integration in teaching should be towards enhancing learners' ability to learn (Arora & Chander, 2020). With this regard, the TPACK model may lack guidance or measurable standards to help teachers shift towards deeper phases of learning and higher orders of thinking (Magana, 2017). ...
Previous studies on technological pedagogical content knowledge (TPACK) in higher education mainly focused on faculty TPACK development. Research on students’ perceptions of faculty TPACK and technology integration is scarce. This study surveyed Chinese university students of three English-medium courses for the relations between student-perceived teacher TPACK; translational, transformational and transcendent technology use in the course; students’ autonomous learning; and other learner variables. Stepwise multiple linear regression analysis showed that transformational technology use, cumulative GPA and students’ technology knowledge were significant predictors of student-perceived TPACK; and student-perceived TPACK and transcendent technology use were significant predictors of students’ autonomous learning. Findings suggested the importance of transformational and transcendent technology use on helping students appreciate their teacher’s TPACK and develop their own autonomy.
Inclusion of technology in education was utilized even before pandemic. As the pandemic hit, technology usage for personal and academic purposes among senior high school students significantly increased. This study aimed to determine the impact of technological advancement to the academic performance of senior high school students from selected public and private school in the province of Zambales and City of Olongapo, Philippines. There were 187 senior high school students from the selected schools who were the respondents chosen through stratified random sampling. The study used the descriptive survey research design with survey questionnaires as the main instrument to describe the emerging impact of technological advancement to the academic performance of students. The results showed that students often experience the impact of technological advancements in their academic performance, and that it poses both positive and negative impact. Furthermore, it was found that there is a significant difference in the correlation between technological advancements and academic performance of students in terms of sex, school, and strand. The study suggests that the Department of Education (DepEd) may spearhead seminars and trainings to assist and help teachers in the successful inclusion of technology in the classroom; allocate enough fundings for the creation of programs that will help solve the digital divide that exist between students; allocate adequate funding for the provision of additional technological equipment in schools; teacher educators may practice using and including more technologies in the teaching-learning process and in their lesson plans; students may start utilizing technology to assist them in their academic performance; and parents may monitor their children’s use of technology to avoid misuse and negative impacts on academic performance.
Acquisitions and mergers are not one-day processes. Because both firms have received approval from the SEBI (Securities and Exchange Board of India), RBI (Reserve Bank of India), firms Act 2013, Central Government, etc., it will take a few months. It must abide by the guidelines and standards established by several organisations, Additionally, businesses need to balance their mergers and acquisitions. Many businesses participating in these initiatives continue to have difficulties. Pre-merger and post-merger inquiries each have their subset of answers. The issues the business is having are illustrated in this study paper. This chapter also examines the state of M&A in India at the moment
Aviation is an interdisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to principles of flight, language, earth science, aeronautical engineering, flight training and airmanship. In K-12 education, educators have started to encourage children to learn science, technology, engineering and mathematics (STEM) subjects via aviation-themed activities to develop future scientists and engineers. This study investigated upper primary students' motivations to learn STEM via engaging in flight simulation experiences. The sample consisted of 345 10-to 13-year-old Hong Kong students from 8 primary schools. A modified version of the 31-item Science Motivation Questionnaire II (SMQ II) with four subscales with a focus on aviation was used. The relationships between intrinsic motivation, extrinsic motivation, self-efficacy and peer support across gender and performance were examined. The data obtained were analysed using factor analysis and a regression model. According to our model, students are most strongly motivated by peer support, followed by intrinsic motivation, and they are least motivated by self-efficacy. As expected, our results indicate that a gender gap exists in aviation-themed STEM learning. These findings can help educators to better understand students' perceptions of aviation science and further develop related learning activities.
