Instructional Technology - Science topic

The TPACK (Technological Pedagogical Content Knowledge) framework has gained popularity as a model for technology integration in teacher education. However, some researchers have pointed out potential limitations or critiques. I'm interested in further examining the possible shortcomings of TPACK in order to have a more balanced perspective. What are some of the key criticisms or limitations that have been identified regarding the TPACK and related frameworks?

For example, some have argued that TPACK:

I would appreciate any insights on these or other potential weaknesses of the TPACK model based on your own research or experience applying TPACK. The goal is not to dismiss TPACK entirely but to understand where it may fall short in order to strengthen technology integration training and support for teachers. What limitations have you encountered when utilizing or studying TPACK and TPACK-derived perspectives/frameworks?

Thank you for providing your valuable contribution.

+Welcome.

Having as a guide the 'Berlin Model' ('Berliner Modell' in German) [1] & the 'ADDIE Model' [2] of the instructional process please share your opinion or experience or interesting references on any of the following questions.

Which factors of the instructional process, being 2 conditional & 4 decisional according to the 'Berlin Model', & which of its design phases, being 5 according to the 'ADDIE Model', have been mostly impacted by technology?

How has technology impacted each of these factors & design phases?

You may consult [3] (SAMR model), [4, § Introduction], [5, § Features of Online Learning Environment], [6] (Trialogical learning model), [7] (TPACK model), [8] (R2D2 model).

Which model could be more suitable than the 'Berlin Model', as regards the correlated factors, & the 'ADDIE Model', as regards the design phases, of the instructional process?

Thank you.

[ Featured references:

1. http://en.wikipedia.org/wiki/Berlin_Model

3. https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

4. http://proceedings.informingscience.org/InSITE2008/IISITv5p127-135Kluge459.pdf

5. http://www.ifets.info/journals/12_1/4.pdf

6. http://edutechwiki.unige.ch/en/Trialogical_learning

7. http://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge

8. http://en.wikiversity.org/wiki/Instructional_design/R2D2

9. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3725874/ (Russell)

]

WHY DO WE NEED TO HAVE AN INSTRUCTIONAL TECHNOLOGY MODEL FOR EDUCATION?

CAN YOU LIST SOME INSTRUCTIONAL TECHNOLOGY MODELS YOU KNEW IN YOUR STUDY?

THANK YOU FOR YOUR HELP!

Dear fellow academicians, firstly I wish the health & safety of you and your relatives during this pandemic; and present my kindest regards from Turkey. I am working on a research project that is orientated towards the pre-service training of science teachers through the utilization of low-end VR (Virtual reality) materials. Although bearing a humble background regarding this topic, I am also aware that there is still much to go before sufficiently rationalizing it and inferring any potential conclusions as a result of such an intervention.

Therefore, I am asking for your thoughts, backing, and counter-arguments against the use of VR in the training of pre-service science teachers. As a tentative outline, I am proposing the basic elements as follows;

The central educational gap that will be addressed: I plan to address the artificiality of the science instruction in the classrooms, which have been torn apart from the actual context that modern science is concerned with. My preliminary target in this manner is the facilitation of the instructional practices of pre-service science teachers.

Underlying theoretical perspective: I plan to adhere to the Contextual learning theory as my central perspective of research. In the research on VR-assisted science education, the most prominent tendency is the lack of theory, particularly in manipulative interventions. Apart from that, the Experiential learning theory appears as the dominant choice in the relevant literature, which primarily is in-line with high-end VR materials. However, I am keen to believe that the nature of contextual learning is compatible more with low-end VR materials, which I plan to utilize for this intervention.

What is the nature of the intervention that you plan to develop?: During the micro-teaching practices of pre-service science teachers, I plan to require them to use their mobile phones as VR headsets with the phone shell that I will provide. The reflections of this intervention will be evaluated with the focus group interviews and the quantitative queries regarding the technology acceptances of the participants as well as the peer reviews between the participants and the initial feedbacks of mine for them

Who is the target group of the intervention?: The target group of the intervention thought to consists of the pre-service science teachers from a state university that enrolled in the "Instructional Technologies" course.

What kind of setting will you use?: I plan to train and encourage the participants to use low-end VR during their micro-teaching practices during the approximately 12-week semester, first three weeks allocated for the necessary training. The required hardware power is abundant as the participants will use their devices, as the VR interface framework named Google Cardboard is compatible with most of the consumer devices. The head-mounted displays that I will provide are low-cost tools that just contain two biconvex optic lenses and an area that the smartphones from different sizes can be embedded. This even can be DIY' ed using regular cardboards, as the name suggests.

What kind of learning outcomes do you plan to target?: Technology acceptance of pre-service teachers, primarily through the mixed-method evaluations, in order to ensure the triangulation(s) of data, method, inferences resulting from these.

What I am requesting from you resembles a pre-peer-review for such a construction. For example, I would be flattered if you would propose alternative learning theories to take as the basis of such an intervention, sharing your ideas, the suitable VR-based materials, resources and tools to use in the process and may even propose an adequate educational design research framework for me to adhere to.

I've recently published the following article in the Korea Times.

I am curious, how does your university deal with online technology during a pandemic? It would be nice to hear various opinions in this discussion.

Thanks in advance.

Nobody could predict the impact that COVID-19 would have on our world; it changed so much of our daily routines. The stigma of living in the new normal is haunting. As unhinged, to some extent, as it might seem, and maybe even unrealistic, the world doesn't stop revolving and functioning even as such a detrimental health crisis falls upon its shoulders. A lot of changes have had to take place within the ongoing duration of the COVID-19 virus outbreak. One of those changes made online learning a must, but it's quite a win-win situation. It's common knowledge that today's generation is greatly knowledgeable when it comes to technology due to living in a highly-digitized world. It's rational to utilize the wonders that technology brings into continuing the practices adopted and implemented by the education sector globally, but now through online learning programs. Its implementation makes sense and was rightful because of schools physically closing due to health restrictions. The world of academia is not the only one switching its methods in such precarious times, but it is a very major change nonetheless. Online education is primarily centered on internet-powered platforms, and not every teacher and student has equal access to such services. More so, a bigger concern faced by teachers has to do with teaching methods in the online learning set up. Virtual classes can be intimidating and seem to limit the ways that teachers can impart knowledge to students, forcing them to be creative in the teaching methods they use in order to promote a collaborative and interactive learning environment. Also, the online education set-up entails a higher average of screen-time which leads to health issues such as poor vision and posture. Similarly, excessive screen-time and long video-conference hours can lead to "Zoom fatigue." In simple terms, Zoom fatigue, or fatigue from any video platform, is the feeling of tiredness that a person encounters after a conference call. Related to this, online teaching can take a toll on the mental health of teachers. Like students, teachers can also feel burnt-out from the constant exposure and workload that happens through screens and technological systems. Stanford University has published an article identifying four factors that contribute to such fatigue. Namely, those are: 1) The overwhelming amount of screen time, 2) The uncomfortable ability to see one's self during conference calls, 3) Typical motion exaggeratedly decreasing due to video chats, and 4) Video calls increasing the difficulty of cognitive tasks. The first one, when explained, had to do with the stress and social anxiety that comes with the awareness of people staring at you during video chats. The second reason is likened to being constantly followed in a real-life scenario but, instead of actually being followed, people are constantly interacting with you through a screen for a lengthy period of time. Thirdly, it's typical that people stay in one place during a video call, and research is continuously coming up with evidence that cognitive performance is better when an individual performs motion. Lastly, in order to get a message clearly delivered during video calls, more effort is exerted because methods of interaction are limited to the screen and technology in use, unlike in face-to-face interactions. Virtual learning environments (VLE), such as Virbela and vAcademia, allow vast opportunities in educational collaborations through the means of virtual environments. Through such VLEs, we are given the chance to use advanced teaching methods by the means of voice-powered technology, presentation options, 3D recording, and academic environment simulations. Through the use of VLEs, teachers are able to promote inclusivity and accessibility for their students. VLEs are highly flexible. Also, little by little, the more students engage with them, the more they become attuned to and are at ease with online classes. Another way that educational organizations benefit from VLEs is through providing an environment that fosters students to have a wider view of the world. VLEs are highly marketable to students across the globe. The San Diego Times released an article in 2020 showing how the 3D technology of Virbela had a new user growth rate of 78 percent, with half of that coming from the international market. It has proven how 3D technology has paved the way for an upgrade of virtual gatherings, meetings, and events. At the same time, the platform allows a virtual space where students can interactively meet while still being remote; a virtual campus of sorts like that of Stanford University. This virtual campus offers a similar interface to RPGs such as Club Penguin and The Sims, with similar features allowing users to choose outfits, interact, and go to classes. Through buttons, users are given the options to let their avatar perform simple actions like nodding and waving, all made possible through Virbela. Davenport University also did the same thing, using Virbela to conduct their online classes through a virtual university, as featured in a Detroit Free Press article. In a 2017 study conducted by Alves et al., it was found that students who have access to virtual learning environments are equipped to achieve a good academic performance, and that the higher the accessibility rate is to virtual learning environments, the better their performance will be. Rushan Ziatdinov (ziatdinov.rushan@gmail.com) is a professor in the Department of Industrial Engineering at Keimyung University, Daegu.

Online teaching platforms are equipped with different facilities to enable teachers and students to make the best use of the learning environment. These classes are more flexible and convenient. It MIGHT promote life-long learning and computer literacy as well. Additionally, you can save a lot of money by participating in online classes.

HOWEVER, it is not without problems. It can be difficult for the instructors to monitor students' behavior and check their contribution and progress. It may create a sense of isolation in my opinion. This image tell the story:

" In an online course, no one can hear you scream. And that causes discomfort for some online students. Studying alone with only the computer as your companion can be terrifying. There's no whispering in the back of the room, no wise remarks from the peanut gallery, no commanding presence at the front of the classroom pleading for everyone to listen. The online environment is a much different atmosphere that takes some getting used to." ~https://www.montgomerycollege.edu/

Please share the problems that you have faced as an instructor or a learner in online platforms.

THANKS Indeed

Does anyone have, or know where I might get a comparison of the threaded discussion features among popular learning management systems? By "features" I am thinking about threading, adaptive release, email from thread, push notifications for posts, etc.

What online whiteboard do you use? Does it have limitations for the max. number of users? Please tell the advantages and disadvantages.

I use https://www.twiddla.com/

Can anyone answer or explain the following questions:

Are there any papers or books discussing these questions?

Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context. In this sense, Connectivism proposes to see knowledge's structure as a network and learning as a process of pattern recognition. AlDahdouh, A. A.; Osório, A. J. & Caires, S (2015). "Understanding knowledge network, learning and connectivism" (PDF). International Journal of Instructional Technology and Distance Learning.

Can any one help me with an analysis grid of school books including indicators on the development of logical reasoning in mathematics, experimental sciences ?

It is perceived that most people are unable to complete their programs on MOOCS. Some due to the fact that the courses tend to be passive and student do not get clear clarifications when they encounter problems. Also it is said that the courses are limited to theory and not practicals.

The International Society for Technology in Education (ISTE) stated in its student standards text that it published last year that these standards are appropriate for all ages. For a study I plan to use these standarts, it is important to answer this question.

Thank you for your interest.

I am planning to conduct a research entitled "How Teachers in Middle Schools Design Technology Integration Activities". The purpose of the study is to explore factors influencing middle schools’ teachers design technology integration activities and how they design the activities as well as to explore the challenges that teachers faced while designing the materials for technology integration activities. The researchers will focus on one-to-one technology environment in middle schools. The study will focus on the teacher as a designer of technology activities. I am confused about  the framework. Should it be from Human-Computer interaction or from instructional technology field?

Any thoughts

Thank you

More than half of world's population does not have reliable access to the Internet. At the same time, educational resources are more multimedia-based than ever (bandwidth) and often hosted on centralised cloud-based platforms requiring a good Internet connection.

Inability to use online education in underconnected regions is particularly prominent in the case of MOOCs, where some researchers argue it may lead to even further global digital divide.

Are you aware of research or cases of making online educational materials/courses (e.g. MOOCs) available in underconnected areas?

It seems to me that a natural online community may include multiple

platforms, with people interacting across Facebook, LINE, Instagram, Tumblr, email, blogs, etc.  

But rules for classroom use of social media for Mobile Assisted Language Learning is usually limited to one platform only

Should our MALL instructional design allow students to complete learning tasks via multiple overlapping platforms in order to replicate a natural, organic collaboration?

This real-world characteristic of online interaction may provide confounding variables for researchers gathering control group-experimental group quantitative data for statistical analysis. It is, however, a reality that may occur when MALL technologies are fully integrated into the curriculum because people who know each other are likely to friend or follow each other on multiple social media services, whether teachers like it or not..

What do you think?

I am looking for recommendations for a book for "Technology in the Classroom" course. If you teach a similar course, i would like to know if you use a book or other materials from the Internet. I am open for suggestions. 

What resources of technology can serve the real purpose to improve teaching of non technical subjects such as English? 

Teachers face difficulty with EFL students (inferior level). How can we make classes proactive and motivate students to learn in a best way. which activities are suitable for classes nearly 50 -53 learners?

I am looking a pepper about  Instructional Design and online class 

Everyone agrees, students and teachers, the programming is demanding for students, but the market demands on education, emphasize the need for educating larger number of IT professionals. There are also studies that indicate that learning programming in interesting way (for example, through some graphical tools like Alice, Scratch ...) could help students in developing abstract thinking, without considering their active interests and professional future commitment.

I would like to incorporate researcher opinion into my comparison of validated instruments to measure motivation of students in higher education.

While suggestions of preferred authoring tools are welcome, I am most interested in how to design role-plays in which the learner is one of the role-play participants. Thank you.

We have made available a few tools that is currently available for you to try out. This may be of interest to folks involved in VR, VR applications research, instructional technology. At the very least, I think our approach may be of interest.

And while trying the tools, why not capture what you make and send us a screen shot, or video, we have organized a competition to reward entries based on public votes. More information at link below

It is a blind presumption that more technology is better – yet in a recent course, I found I could present much better by abandoning slides and working through examples on the board.

Much investment has been made in the Irish primary and post primary educational system in IT but the question has to be asked has this resulted in an educational pay off?

There is a lot happening in the context of designing and implementing systems in the corporate world that enable significant reduction or altogether elimination of the need to commute to the workplace. Will this ever become a reality for the faculty? Are MOOCS a first step towards this reality?

E-facilitators are supposed to command certain characteristics such as being able to adopt several learning methodologies to cater for different learners, being able to interact online with group of students or one to one, being able to type 60 and above words per minute or more (i.e. writing 20-40 pages a day), or sit on the PC for a long time.

MOOCs are a fairly recent addition to the educational technology scene, but many proponents see them as the St. George to higher education's dragon. But how much actual educational research has been performed to support this perception?

Even as more and more sophisticated platforms for leaning situations arise (smart phones, tablets, apps, streaming, cloud storage), have these platforms actually, concretely, provided for more efficient individual learning in the classroom than pencil and paper, backboard and chalk, standing and delivering? Or is just creating a market for ever--obsolescent junk.