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Article
Publication date: 31 March 2022

Haitang Wu and Hua Tu

The purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum design of…

219

Abstract

Purpose

The purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum design of digital animation game production, and conduct teaching experimental research.

Design/methodology/approach

This research method under the teaching strategies of alternating peer teaching and progressive project-oriented learning, to the design of digital animation game and use teaching experiment animation game production tool was Game Maker animation game production software to develop the study. The production of learning history data was used in-game projects, to verify the digital animation game design effectiveness was used SPSS statistics method, and was to compare the learning effectiveness of the different teaching modes.

Findings

Through experimental design, learners can acquire the knowledge and skills of digital animation game production under the guidance of progressive project-oriented teaching strategies. In terms of the cognition and skills of animation game production, learners have acquired the skills of taking them in animation game design to be able to independently produce and design digital animation games. The research results can be used as a reference for future research on digital animation game teaching and curriculum development.

Originality/value

This study proposed a new approach to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, to design digital animation games. The research results show that effective teaching strategies guide successful learning, it can be used as a reference for future research on digital animation game teaching and curriculum development.

Details

Library Hi Tech, vol. 41 no. 5
Type: Research Article
ISSN: 0737-8831

Keywords

Open Access
Article
Publication date: 1 April 2022

Mousin Omar Saib, Mogiveny Rajkoomar, Nalindren Naicker and Cecilia Temilola Olugbara

The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians.

3516

Abstract

Purpose

The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians.

Design/methodology/approach

The preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology was used in this study.

Findings

Based on the data, academic librarians must develop a foundational understanding of 21st century pedagogies and digital skills to teach in an online environment.

Originality/value

This review paper considers the emergent teaching role of the academic librarian within the digital environment. The themes in the findings highlight the importance of digital pedagogical knowledge and digital fluency of academic librarians as a teacher within the digital environment in higher education.

Details

Information Discovery and Delivery, vol. 51 no. 1
Type: Research Article
ISSN: 2398-6247

Keywords

Open Access
Article
Publication date: 9 February 2022

Pernilla Nilsson and Jesper Lund

This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their…

2321

Abstract

Purpose

This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D3 can be used to develop primary teachers’ knowledge about teaching science with digital technologies.

Design/methodology/approach

During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D3 workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.

Findings

The results indicate that D3 has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.

Research limitations/implications

This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.

Practical implications

As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers.

Social implications

The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.

Originality/value

Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers.

Details

Interactive Technology and Smart Education, vol. 20 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Open Access
Article
Publication date: 25 July 2023

Francisco David Guillén-Gámez, Ernesto Colomo-Magaña, Julio Ruiz-Palmero and Łukasz Tomczyk

To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student…

Abstract

Purpose

To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student, teacher-families and teacher-teaching team). As specific objectives, gender, teaching specialties, interaction between gender*teaching speciality, and significant predictors were analysed.

Design/methodology/approach

The research was quantitative, with a non-experimental, cross-sectional, descriptive and inferential design.

Findings

The results showed an explorer-expert teacher, where the generalist teachers had a superior competence compared to the rest of the specialties. Gender and teaching speciality were significant predictors in the communication that the teacher has with all the agents involved, while the interaction of both predictors was only significant between the teacher-teaching team and teacher-families.

Research limitations/implications

Another issue worth considering relates to the development of the classification tree for the use of digital resources in tutorial action. Due to lack of space, the proposal has focused on gender and particular subjects, but it would be interesting to focus on the dimensions of the instrument with regard to tutorial action with the different agents (students, teaching staff and families).

Originality/value

After reviewing the literature, the authors can conclude that very little quantitative research is focused on the level of self-perception of digital competence of teachers in rural schools. Furthermore, the teaching speciality of teachers has up until now hardly been taken into account as a variable that can determine the levels of digital competence. Not many studies have analysed the use of digital resources to communicate with the different members of the educational community.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Book part
Publication date: 7 December 2021

M. Mahruf C. Shohel, Md. Ashrafuzzaman, Atm Shafiul Alam, Arif Mahmud, Muhammad Shajjad Ahsan and Md Tariqul Islam

The COVID-19 pandemic has had a significant impact on higher education (HE) across the globe, including in Bangladesh. The Bangladeshi HE system is going through an abrupt…

Abstract

The COVID-19 pandemic has had a significant impact on higher education (HE) across the globe, including in Bangladesh. The Bangladeshi HE system is going through an abrupt transition and transformation to cope with the crisis. This chapter is based on data collected from teachers and students of Bangladeshi public and private HE institutions regarding teaching and learning during the COVID-19 lockdown. In Bangladesh, some universities switched to online distance teaching and learning quickly during this period, and others lagged behind in this regard. Teachers and students from both groups of public and private universities participated in the study, including those who attended online teaching and learning activities and those who did not participate. This chapter highlights both teachers’ and students’ perspectives regarding students’ future preparedness for participating fully in the changing landscape of HE, especially technology-enhanced teaching and learning. Understanding these perspectives of teachers and students is important to address the digital divide and social justice issues in the policy and practice. Within the HE sector in Bangladesh, it is especially vital while transforming its education system and adapting emerging technologies to address the challenges of education in future emergencies.

Article
Publication date: 20 July 2021

Gila Cohen Zilka

Education systems worldwide are facing the question whether to adopt the “Bring Your Own Device (BYOD)” approach and allow students to bring their personal laptops to school. The…

1710

Abstract

Purpose

Education systems worldwide are facing the question whether to adopt the “Bring Your Own Device (BYOD)” approach and allow students to bring their personal laptops to school. The purpose of the study was to understand the advantages and disadvantages of using a laptop during lessons in schools and in institutions of higher education, from the perspective of preservice teachers who watch the lessons and practice teaching in schools, while studying at an institution of higher education.

Design/methodology/approach

The research questions were: What are the pros and cons of a regular use of personal laptops during lessons? How do learners use their laptop during lessons in schools and colleges? This was a mixed-method study with emphasis on quality analysis. Methods. Participants were 215 preservice teachers studying at academic institutions for teacher training in Israel.

Findings

The findings indicate that the benefits of using laptops are in the availability and accessibility of the digital environments and the many possibilities to integrate these environments and achieve goals of acquiring skills in the process of learning and teaching that takes place in the classroom. The findings further show that all learners, and especially adolescents, extensively and frequently use various digital developments.

Research limitations/implications

This study examined the integration of laptops in the teaching and learning processes of preservice teachers who are in the process of forming their identity as future professionals teaching in the twenty-first century. The lessons chosen by preservice teachers to conduct during their teaching practicum have not been examined, therefore it is desirable that future studies examine the way in which preservice teachers choose the lessons to teach and how they practice teaching: whether in the traditional or the constructivist way, and if so, why?

Practical implications

It is advisable to enable preservice teachers to look at a combination of digital environments in teaching and to experience teaching in these environments, to increase e-readiness for teaching in a digital environment.

Social implications

How do learners use their laptops during lessons in school and in higher education?

Originality/value

Acquiring skills in the process of learning and teaching that takes place in the classroom.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 2 March 2021

Aleksandra Webb, Ronald William McQuaid and C. William R. Webster

This article investigates some ongoing issues faced by higher education institutions (HEIs) having to rapidly move their teaching online during the early stages of the coronavirus…

3365

Abstract

Purpose

This article investigates some ongoing issues faced by higher education institutions (HEIs) having to rapidly move their teaching online during the early stages of the coronavirus (COVID-19) pandemic.

Design/methodology/approach

The article incorporates a review of academic and policy literature concerning digitalisation and online learning in universities and qualitative interviews with staff involved in online teaching and learning at a university in Scotland.

Findings

For most HEIs and organisations across the globe, the COVID-19 pandemic has accelerated the speed at which digitalisation and digital ways of working have been embedded in organisational life and service delivery including new ways of learning and working. This has led to a recognition of the need for practically focused, effective inclusive digital interventions. A range of initiatives that have been developed or accelerated in response to the pandemic are discussed. These should be explicitly designed and implemented to also reach individuals from disadvantaged backgrounds, including those with low-skill levels or qualifications and older age groups. Effort is also needed by policymakers and HEIs to better understand the challenges and unintended consequences that digital learning and working poses.

Research limitations/implications

More research is needed into the methods and implications of increased online teaching. The range of interviewees is limited to one main organisation. A wider range of staff, students, HEIs and other types of organisation would add additional insights.

Practical implications

Insights from interviews highlight a number of institutional responses to digitalisation, which were accelerated by the COVID-19 pandemic. These identify learning and reflection points for HEIs moving to enhanced online teaching provision.

Originality/value

This article provides an analysis of the processes, issues and impacts associated with the rapid shift to digitisation in HEIs at a point in time shortly following the onset of the COVID-19 pandemic in 2020. It raises issues around inclusivity of online learning, pedagogy, unintended consequences of digitalisation and privacy, when moving to online teaching that are relevant both during the pandemic and in the longer term.

Details

World Journal of Science, Technology and Sustainable Development, vol. 18 no. 1
Type: Research Article
ISSN: 2042-5945

Keywords

Book part
Publication date: 9 June 2023

Daniela Roxana Andron and Stefania Kifor

Isolated within the communist Eastern Block until 1989, Romania has been experiencing numerous educational reforms, initiated by the National Ministry of Education and generally…

Abstract

Isolated within the communist Eastern Block until 1989, Romania has been experiencing numerous educational reforms, initiated by the National Ministry of Education and generally aligned with the European Union goals through the Bologna Treaty. The socioeconomic macrosystem is an important source of influence and we are looking at its main directions. Scholarship on the topic of teaching and learning in Romania is emergent but Computer-Assisted-Teaching (CAT) education in Romania remains insufficiently explored, despite the ever-growing need. This chapter analyzes the state of CAT formative programs for the preservice and the in-service teachers at Lucian Blaga University in Sibiu, Romania. We are now using the lessons learned from the Covid-19 crisis to reflect on new needs for digital competencies, Professional Development (PD), and proposed systemic changes. Such professional training is offered first during the university years, during the BA and MA studies. At the university level, the teacher training curriculum includes CAT, while for the in-service teachers, the PD continues through a combination of self-pursued and mandatory teacher training sessions offered by the regional school districts, universities, and professional organizations. CAT PD is not usually the focus of teacher preparation degree programs; the computer-assisted teaching course during teachers' training program offers a general, introductory perspective on using technology in teaching. For in-service teachers, most specialized PD happens independently and/or through self-teaching. The Covid-19 crisis created not only the urgent need to learn how to teach online but also the awareness that computer-assisted teaching PD needs certain changes.

Details

Teacher Education in the Wake of Covid-19
Type: Book
ISBN: 978-1-80455-462-3

Keywords

Article
Publication date: 7 April 2020

Shanna Coles, Florence Martin, Drew Polly and Chuang Wang

The purpose of this paper is to provide insight into institutions of higher education (IHE) on how to support faculty in the integration of digital technologies. The research…

Abstract

Purpose

The purpose of this paper is to provide insight into institutions of higher education (IHE) on how to support faculty in the integration of digital technologies. The research explores faculty interest in types of digital technology information and training, and the types of support faculty are likely to participate in related to digital technology integration. The association of demographic factors of primary teaching method, and experience teaching online or hybrid is provided.

Design/methodology/approach

A sample of 247 faculty from 53 institutions in the USA completed an online survey related to information, training and support for digital technology integration. The analysis included exploring the descriptive ratings overall and by demographic variable and conducting the one-way multivariate analysis of variance (MANOVA) with reported effect sizes and Scheffe post-hoc tests.

Findings

From a list of digital technologies that included the LMS, Collaboration Tools (social media and online meeting tools), Audio-Visual Tools (video creation and podcasts), and Technology Trends (mobile learning, games and adaptive learning), faculty ranked LMS highest in interest for training and information. Faculty who have taught hybrid are most interested in collaboration tools and trend tools. For support type, faculty ranked web resources slightly higher than other types of support.

Practical implications

IHE units involved in faculty development can use the findings to plan faculty support initiatives for future institutional needs.

Originality/value

This paper gathers insight from faculty on their preferences for information, training, and support for integrating digital technologies.

Details

Journal of Applied Research in Higher Education, vol. 13 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 16 November 2021

Ajeesh A.K. and Rukmini S.

Scholarship on language teacher knowledge and critical digital literacy. Using a grounded theory approach, semi-structured online presentations of students, classroom observations…

Abstract

Purpose

Scholarship on language teacher knowledge and critical digital literacy. Using a grounded theory approach, semi-structured online presentations of students, classroom observations and their responses to multimedia tools such as movies and literature were analysed. As part of the study, 150 students pursuing undergraduate degree in engineering were assigned two assignments involving science fiction movies and hyperreal literature as part of an experiential strategy. A survey was conducted before and after the study to evaluate the change in students’ perception towards the use of technology and multimedia in language classrooms as well as their awareness of technological dependency in the postmodern world. The findings show that student cognition of AI and technological dependency is a complex and emergent system, and that, despite current literacy education scholarship stressing digital literacy as a social and critical praxis, technology is treated in a mostly functional, rather than a critical manner in a standard university language classroom. The results of this study suggest that the disadvantages of a realistic approach to teaching digital composition can be avoided by creating other forms of educational materials that adhere to critical digital literacies sense, such as posthuman literary works and science fiction film.

Design/methodology/approach

This study is primarily qualitative and empirical, focussing on the analysis of student responses to classroom assignments and semi-structured online presentations and responses to multimedia tools such as movies and online literature. A pilot study was performed among the engineering students of Vellore Institute of Technology, Vellore, India, to better understand engineering students’ perceptions and attitudes towards teaching English as a second language using emerging technology, with the aim of improving language abilities, writing skills, imagination and overall personality. One hundred and fifty (150) students were assigned two assignments as part of an experiential strategy. Owing to the COVID-19 pandemic, Microsoft Teams was used as the platform for assessment and observation. As part of their learning challenge, students were required to watch the movies “Her”, “Interstellar” and “Bandersnatch” and write a technical report outlining some of the major observations on technology and AI. Secondly, as part of their learning challenge, students were required to read Oliver Sacks’ “The Machine Stops” and comment on his perspectives on technological dependency. This was supplemented by assessment tests and assignments focussing on the digital nature of the global education system. Another survey was conducted at the end of the study to evaluate the change in students’ perception towards the use of technology and multimedia in language classrooms as well as their awareness of technological dependency in the postmodern world. Owing to the posthuman and hyperreal nature of the movies and texts, students were introduced to the theories of Marshall McLuhan and Jean Baudrillard to better understand the chosen works.

Findings

In the posthuman era, where digital technologies are at their peak, English language teachers select appropriate teaching resource materials based on the needs of the students and do their utmost to combine them with technology to make their teaching more engaging and efficient. Thanks to the current craze for Digital Humanities, not just English language teaching but also literature classroom teaching has experienced several paradigm shifts. This has raised the need for English teachers and professionals on the job market. Given this context, and in particular, to raise knowledge among engineering students of their critical position in the literary job sector, two tasks were assigned to students in the Language Classroom. These tasks included integrating technology into language studies and literature, instilling imagination, honing literary skills and facilitating the development of a comprehensive approach to life and potential endeavours.

Originality/value

As evident from the study and literature review, the introduction of emerging technology in Language Classrooms has grown in popularity, but it has yet to be incorporated into Language Classrooms that focus on the comprehensive development of students, especially in India. Furthermore, proof of interactions between digital learning and teaching practices and anticipated results, effects and impacts was gathered to make the Language Classroom more social, inspiring and engaging, but little more. As a result, we see a lot of potential for research in this field, particularly concerning the most recent language studies advancements about Digital Humanities.

Details

World Journal of Engineering, vol. 19 no. 2
Type: Research Article
ISSN: 1708-5284

Keywords

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