The difficult marriage between education and technology: Is the marriage doomed?
... Technology was taught to serve a dual function: it was taught to provide the tools for the realization of learning, construction, as well as for the social process of meaning appropriation, and it was thought to offer novel opportunities for novel learning activities and ways of teaching, which, in turn, would require novel psychological insights (Salomon, 2006). To compare teaching with computers and then analyze the learning outcomes, Computers were taught to take the role of a teacher as an instructor. ...
... It could be inferred that teachers' effectiveness in the use of ICT integrates the teaching and learning process in education. The finding of this study supports Cuban and Peck (2001) and John (2005) while it also agrees with that of Salomon (2006) which revealed that leaming activities requires novel psychological insights which teachers have evaluated that the leaming outcomes are better with ICT. ...
This study investigated the Impact of ICT and Teachers Effectiveness in Secondary schools in Kano State Nigeria. The aim was to determine the impact of ICT for the sustainable development of teachers' effectiveness in the study area. Descriptive research design of the survey type was used to carry out this study. A sample of 150 teaches and 50 principals were selected, using purposive random sampling technique. The data collected were analyzed using Mean, Standard deviation, Pearson Product Moment correlation. All the hypotheses were tested at 0.05 level of significance. The population consisted of 152 students and 7031 teachers in public secondary schools in Kano State, Nigeria. The researcher utilized two sets of instruments, designated ICT Questionnaire (ICTQ) and Teachers Effectiveness Questionnaire respectively. The study revealed that there was significant relationship between ICT and teacher’s effectiveness in secondary schools in Kano State, Nigeria. Based on the findings, it was concluded that ICT was a critical variable in teachers' effectiveness. It was therefore recommended that the school management should pay adequate attention to the teachers and allow greater access to ICT which wi11 make the teachers' administration more effective. It was recommended that government should provide adequate supply of electricity in order to enhance the efficacy of computer gadgets and infrastructural materials which will facilitate the teaching and learning processes.
... Technology was taught to serve a dual function: it was taught to provide the tools for the realization of learning-as-construction, as well as for the social process of meaning appropriation, and it was thought to offer novel opportunities for novel learning activities and ways of teaching, which, in turn, would require novel psychological insights (Salomon, 2006). To compare teaching with computers and then analyze the learning outcomes, Computers were taught to take the role of a teacher as an instructor. ...
... It could be inferred that teachers' effectiveness in the use of ICT integrates the teaching and learning process in education. The finding of this study supports Cuban and Peck (2001) and John (2005) while it also agrees with that of Salomon (2006) which revealed that learning activities requires novel psychological insights which teachers have evaluated that the learning outcomes are better with ICT. ...
This study investigated the Impact of ICT and Teachers Effectiveness in Secondary Schools in Ekiti State Nigeria, the purpose was to determine the impact of ICT for the sustainable development of teachers' effectiveness in the study area. Descriptive research design of the survey type was used to carry out this study. A sample of 150 teachers and 50 principals was selected using purposive random sampling techniques. The data collected were analysed using Mean, Standard deviation, Pearson Product Moment correlation. All the hypotheses were tested at 0.05 level of significance. The population consisted of 152 principals and 7031 teachers in public secondary schools in Ekiti State, Nigeria. The researcher utilized two sets of instruments designated ICT Questionnaire (ICTQ) and Teachers Effectiveness Questionnaire (TEQ) for teachers and principals respectively. The study revealed that there was significant relationship between ICT and teachers effectiveness in secondary schools in Ekiti State, Nigeria. Based on the findings, it was concluded that ICT was a critical variable in teachers' effectiveness. It was therefore recommended that the school management should pay adequate attention to the teachers for allowing greater access to ICTwhichwill make the teachers' administration more efficient. It was also recommended that the government should provide a good supply of electricity in order to enhance the effective utilization of computer gadgets and instructional materials which will facilitate the teaching-learning process.
... Technology was taught to serve a dual function: it was taught to provide the tools for the realization of learning-as-construction, as well as for the social process of meaning appropriation, and it was thought to offer novel opportunities for novel learning activities and ways of teaching, which, in turn, would require novel psychological insights (Salomon, 2006). To compare teaching with computers and then analyze the learning outcomes, Computers were taught to take the role of a teacher as an instructor. ...
... It could be inferred that teachers' effectiveness in the use of ICT integrates the teaching and learning process in education. The finding of this study supports Cuban and Peck (2001) and John (2005) while it also agrees with that of Salomon (2006) which revealed that learning activities requires novel psychological insights which teachers have evaluated that the learning outcomes are better with ICT. ...
This study investigated the Impact of ICT and Teachers Effectiveness in Secondary Schools in Ekiti State Nigeria, the purpose was to determine the impact of ICT for the sustainable development of teachers' effectiveness in the study area. Descriptive research design of the survey type was used to carry out this study. A sample of 150 teachers and 50 principals was selected using purposive random sampling techniques. The data collected were analysed using Mean, Standard deviation, Pearson Product Moment correlation. All the hypotheses were tested at 0.05 level of significance. The population consisted of 152 principals and 7031 teachers in public secondary schools in Ekiti State, Nigeria. The researcher utilized two sets of instruments designated ICT Questionnaire (ICTQ) and Teachers Effectiveness Questionnaire (TEQ) for teachers and principals respectively. The study revealed that there was significant relationship between ICT and teachers effectiveness in secondary schools in Ekiti State, Nigeria. Based on the findings, it was concluded that ICT was a critical variable in teachers' effectiveness. It was therefore recommended that the school management should pay adequate attention to the teachers for allowing greater access to ICTwhichwill make the teachers' administration more efficient. It was also recommended that the government should provide a good supply of electricity in order to enhance the effective utilization of computer gadgets and instructional materials which will facilitate the teaching-learning process.
... (p. 62) Salomon and Ben-Zvi (2006) remark how there are exemplary cases of extraordinary integrations of technology into education, but they constitute rather islands in an ocean of wasted good intentions and mediocre usages of The point in question is, therefore, what kind of practices teachers can adopt to exploit and maximize the potential of IWBs in building an instructional environment in which students are more cognitively engaged in the domain of mathematics. The purpose of this study is to investigate, through two parallel case studies, the IWB potential in view of coming up with useful guidelines for optimizing the exploitation of the IWB affordances, improving conceptual understanding, and fostering interactivity in secondary mathematics teaching and learning. ...
Interactive whiteboard offers a high-potential innovative tool in mathematical educational environments, in which teachers’ modeling processes and students’ exploring activities can easily be executed. Nevertheless, these affordances are not self-evident. There is a gap between the potential claims of the tool and its actual use in the classrooms. This study investigated, through two parallel case studies, the interactive whiteboard potential in view of optimizing the exploitation of the interactive whiteboard, improving conceptual understanding, and fostering interactivity in secondary mathematics classrooms. Two main patterns for a productive interactive whiteboard use emerged: (a) a problem-solving pattern consisting of interactive whiteboard supporting problem-solving activities and (b) an organizer pattern consisting of using interactive whiteboard as a kind of advanced organizer and stimulating students’ reflection and mathematical contributions. The two patterns were used to design and teach lessons that were analyzed through the instrumental orchestration framework elaborated by Drijvers, Tacoma, Besamusca, Doorman, and Boon. Analysis showed how the interactive whiteboard acted as a useful instrument for students’ discussion and collective construction of mathematical knowledge.
... However, dealing with this issue is quite complex. Indeed, a number of questions arise about the relationship of learning theory and technology, sometimes called a marriage (Perkins, 1991 ;Salomon & Ben-Zvi, 2006 ) . Do learning theories refer to hybrid constructs or are they rather eclectic containers of more modest models or even common sense practice? ...
In education, retrospection is often used as a method for better understanding emerging trends as documented in many books and articles. In this chapter, the focus is not on a broad description of the history of educational technology but on the interplay between learning theories and technologies. However, neither learning theories nor tools are monolithic phenomena. They are composed of multiple attributes, and they refer to many aspects and facets which render the history of educational technology highly complex. Moreover, evolution in both theory and technology re fl ects no clear successive breaks or discrete developments-rather, waves of growth and accumulation. When looking closer at learning and technology, it becomes clear that many interactions occur. These interactions will be documented following continuous development after World War II. We do not follow a strict timeline but cluster the critical appraisal in the following observations: (1) evolutions in society and education have in fl uenced the selection and use of learning theories and technologies; (2) learning theories and technologies are situated in a somewhat vague conceptual field; (3) learning theories and technologies are connected and intertwined by information processing and knowledge acquisition; (4) educational technologies shifted learner support from program or instructor control toward more shared and learner control; and (5) learning theories and findings represent a fuzzy mixture of principles and applications. The history re fl ects an evolution from individual toward community learning, from contentdriven learning toward process-driven approaches, from isolated media toward integrated use, from presentation media toward interactive media, from learning settings dependent on place and time toward ubiquitous learning, and from fixed tools toward handheld devices. These developments increasingly confront learners with complexity and challenge their responsibility to become active participants in a learning society. © Springer Science+Business Media New York 2014. All rights reserved.
... Many of these studies show that in order to successfully support learning, technology should carefully be designed to support active and collaborative learning. In light of the awareness to this potential, there was an expectance that technology will serve pedagogy and will assist teachers to implement advanced pedagogies: The technology will enable access to information and provide the interactive and collaborative tools, while the teacher will design and develop powerful learning situations that utilize these tools (Salomon & Ben-Zvi, 2006). However, the realization of this vision is still far from reality. ...
... The theoretical underpinnings of the thesis are rooted in constructivist views of teaching and learning, which recognise the complex and multifaceted relations between educational contexts, content, and participants (Salomon & Ben Zvi, 2006). Many constructivists avoid ideas about individual cognition and instead focus on the social construction of knowledge (Hyslop-Margison & Strobel, 2007). ...
Covariation is recognised as an important aspect of statistical thinking and reasoning and is used to explore the relationship between two attributes. Often, covariation is determined from the interpretation of scatterplots that display the correspondence of two numerical attributes and is described as a trend in the data. Scatterplots are utilised when conducting exploratory data analysis (EDA). EDA strategies are useful for interpreting the data as they allow the data to be manipulated in order to construct graphical representations that facilitate making sense of the data. The translation of EDA strategies into innovative software packages, such as TinkerPlots: Dynamic Data Exploration, has placed student learning about data analysis in technological environments and there is a need to investigate the way in which students learn in these contexts.
This inquiry had two objectives. The first objective was to further understanding of
the factors that influence student learning when working with software packages. This is through the development of a conceptual framework for learning in EDA graphing environments that aligns with and extends current research about student understanding of graphing and data analysis. The second objective was to explore the intersection between the students’ thinking and reasoning about covariation and the influence of TinkerPlots on that process, as students explore data sets to determine the relationship between variables and identify trends. To realise these objectives the following research questions are explored:
1. How can the learning behaviours of students as they engage with
exploratory data analysis software be characterised through a framework that can then be used to explore and analyse students’ understanding of covariation using TinkerPlots?
2. How do students interact with the exploratory data analysis
software, TinkerPlots, to represent data in a variety of forms when exploring questions about relationships within a data set?
3. How do students demonstrate an understanding of covariation in the exploratory data analysis software environment afforded by TinkerPlots and use these understandings to provide informal justification for their conclusions about the relationships identified?
The inquiry employed an educational design research methodology within a pragmatist paradigm to facilitate the development of a systematic iterative study. The methodology was chosen to encapsulate the way students learn about the interpretation of graphical representations, more specifically related to covariation, in the technological software environment afforded by TinkerPlots. The inquiry was enacted across seven stages. Stage 0 involved the development of the research design.
Stage 1 involved the development of a conceptual framework for learning in EDA software environments that incorporated four aspects of graphing and data analysis skills – Generic knowledge, Being creative with data, Understanding data, and Thinking about data.
Stage 2 involved an evaluation of TinkerPlots to determine its usability as a teaching and learning tool.
Stage 3 involved the development and evaluation of an assessment tool to determine the prior learning of students in relation to the interpretation of graphs, and select the participants for the data collection stage of the inquiry.
Stage 4 involved the development and implementation of a sequence of learning experiences. The activities in the sequence of learning were based on recommendations from the research on the development of graphing and data analysis skills. The sequence of learning experiences was implemented with 12 students working in pairs, twice a week for 45 minutes, over a period of 6 weeks. In addition, the data generated from individual interviews with the 12 students conducted at the end of the sequence of learning were included in this stage. The data from the student interviews are presented as Student Profiles that encapsulate the way in which they used TinkerPlots to develop not only an understanding of covariation but also develop other data analysis skills and strategies.
Stage 5 involved the presentation of the results for the Research Questions, with the discussion of the findings, implications of the inquiry, and recommendations for future research included in Stage 6. The presentation of
the thesis follows this chronological order.
Through the evaluation of TinkerPlots and its subsequent implementation in the inquiry, it was identified that TinkerPlots provides a powerful learning environment for supporting students’ understanding of covariation. In terms of student understanding of covariation, the inquiry identified that young students are able to reason about covariation and display three levels of reasoning. The results also suggest that students adopt three different strategies when accessing the features of TinkerPlots while creating and interpreting graphs. These strategies are: Snatch and Grab, Proceed and Falter, and Explore and Complete. Outcomes of the inquiry are presented in relation to the thesis-developed Model of Learning Behaviour in EDA Graphing Environments. Within the framework of the model the students’ development of covariation reasoning is revealed and discussed in terms of the potential of the results to inform the teaching and learning of covariation within EDA software environments and future curriculum development. Consideration was also given to the merits of the Model of Learning Behaviour in EDA Graphing Environments and its application throughout the inquiry process. Unexpected insights into the students’ thinking and reasoning about association are also discussed to demonstrate the utility of the thesis developed model and to highlight the need to further research in the area of student understanding of association.
Our approach to learning in a networked society is grounded in the assumption that “schooling” and “society” cannot be considered separate entities. Consequently, research in this area should draw on both educational and social sciences. Bringing together the theoretical and practical tools of both domains allows us to examine the types of interaction, knowledge construction, social organization, and power structures that: (a) occur spontaneously in technology-enhanced learning communities or (b) can be created by design. In this chapter, we present issues that characterize learning in a networked society, such as school-society digital disconnect, digital divides, and the purposeful or invasive permeation of ideas between communities. We discuss the complementary roles that educational and social sciences can play in studying these issues. We conclude with an overview of each of the chapters in this book, highlighting the ways in which they integrate or juxtapose disciplinary lenses to investigate different aspects of learning in a networked society.
This paper focuses on the Learning Management Systems (LMSs) used in higher education in Greece. The paper mainly makes a review of literature on the use of different LMSs but focus on the evaluation experiments of the usage of Open eClass in Greek Universities and Technological Educational Institutions. Moreover, the paper describes briefly the usage of Open eClass in TEI of Ionian Islands and the effort to improve the provided material by adding video-lectures.
ResearchGate has not been able to resolve any references for this publication.