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Article
Publication date: 16 September 2011

Katerina Mavrou

This paper aims to briefly describe the experiences from the design, development and implementation of a(n) (assistive) technology course in a postgraduate programme for a…

Abstract

Purpose

This paper aims to briefly describe the experiences from the design, development and implementation of a(n) (assistive) technology course in a postgraduate programme for a Master's in special/inclusive education.

Design/methodology/approach

Data presented in the paper are collected documents' study, and specifically from students' assignments and final exams, with the consent of the students involved. Considerations and thoughts of the paper are based on students' work, feedback and expectations as well as the expectations of the university with respect to the programme's aims.

Findings

Findings of this review suggest that, even though the programme described does not yet have a long history in inclusive technology, it offers the potential for considerable benefits for the change in the state of mind of postgraduate students in relation to technology and disability. Theoretical background is vital in order to re‐form students' thinking, but at the same time, it seems that there is a need to provide students with opportunities to apply their knowledge in real settings, with responsibilities for technology applications for all learners.

Originality/value

The paper offers an important insight into the considerations and progress in designing a new course related to technology and disability with an emphasis on inclusive education and not technology per se.

Details

Journal of Assistive Technologies, vol. 5 no. 3
Type: Research Article
ISSN: 1754-9450

Keywords

Book part
Publication date: 14 July 2014

Emily C. Bouck and Megan Hunley

Technology offers great potential to gifted, talented, and creative (GCT) students, including students who are twice exceptional (i.e., students who are GCT as well as identified…

Abstract

Technology offers great potential to gifted, talented, and creative (GCT) students, including students who are twice exceptional (i.e., students who are GCT as well as identified with a disability). However, little research exists regarding the use and evidence-base base of technologies for these populations. This chapter presents technology to support students who are GCT as well as students identified as twice exceptional, including assistive technology to support students in content area instruction. Although, an evidence-base is needed for using technology in education for GCT and twice-exceptional students, existing research supports using the Internet and Web 2.0 technologies with these students.

Details

Gifted Education: Current Perspectives and Issues
Type: Book
ISBN: 978-1-78350-741-2

Keywords

Book part
Publication date: 3 August 2017

Matt Bower

This chapter synthesizes findings from the reviews of education using Web 2.0, social networking, mobile learning, and virtual worlds, in light of the earlier chapters on context…

Abstract

This chapter synthesizes findings from the reviews of education using Web 2.0, social networking, mobile learning, and virtual worlds, in light of the earlier chapters on context, technology, pedagogy, content, and design. Benefits and issues associated technology-enhanced learning are generalized, with an important finding being the quite different ways that different technologies contribute to each. Twenty technology-enhanced learning design principles are derived from abstracting the Web 2.0, social networking, mobile learning, and virtual worlds literature. The benefits, issues, and technology-enhanced learning design principles are then related to one another by virtue of 13 clusters of concerns, namely pedagogy, access, communication, content representation, collaboration, motivation and engagement, vicarious learning and reflection, digital learning capabilities, assessment and feedback, student-centered learning, learning communities, protecting students, and teacher support. The analysis enables the general learning technology literature to be linked to concrete examples and evidential sources, so that educators and researchers can construct a deep and connected understanding of technology-enhanced learning design.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

Book part
Publication date: 6 February 2013

Christa L. Wilkin, Cristina Rubino, Deone Zell and Lois M. Shelton

Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using technology

Abstract

Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using technology in an ad hoc way, technology needs to fit the content and pedagogical style of the teacher.Our chapter builds on the extant literature on the necessary knowledge to integrate content, pedagogy, and technology (TPACK) in the classroom. We propose a comprehensive model that outlines the factors that lead to the development of TPACK, the relationship between TPACK and the use of technology, and outcomes gleaned from technology-enhanced learning.Our proposed model is an important first step to considering the precursors and outcomes of TPACK, which will need to be validated empirically. We extend the TPACK framework by identifying the predictors of TPACK such as teacher self-efficacy, experience with technology, and student factors. We argue that the extent to which educators develop their TPACK and use technology is bound by contextual factors such as organizational culture, resources, and student characteristics. Without considering the extensions that are identified in the Technology Integration Model, the linkages between TPACK and desirable outcomes (e.g., student engagement) are unclear. As a result, our proposed model has implications for educators and institutions alike.

Details

Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies
Type: Book
ISBN: 978-1-78190-512-8

Article
Publication date: 30 October 2023

Matt Hopkins, Meng-Hsien Lin and Angeline Nariswari

This study explores collaborative technology's effectiveness in facilitating learning in a hybrid (synchronous face-to-face and asynchronous virtual) context. In particular, the…

Abstract

Purpose

This study explores collaborative technology's effectiveness in facilitating learning in a hybrid (synchronous face-to-face and asynchronous virtual) context. In particular, the study explores the critical role of students' feeling-at-ease, including its drivers and impact on their perception of the technology.

Design/methodology/approach

The study included a classroom intervention in which a collaborative technology, i.e. VoiceThread, was implemented in a hybrid learning context. Online surveys, which included quantitative and qualitative components, were administered at the start and end of the semester to capture student perceptions and experiences with the technology.

Findings

Students who felt more at ease assessed the collaborative technology more positively. While extraversion was marginally associated with initial feeling at ease, technology anxiety was not. When using the technology to post content, students who felt more at ease preferred using audio or video over text. Students' perception of the importance of technology in facilitating their learning was a key mediator in the relationship between feeling less at ease and future intention to use the collaborative technology.

Originality/value

The paper investigates the implementation of a collaborative technology in a hybrid learning context, highlighting the critical role of feeling at ease in impacting its acceptance.

Details

International Journal of Educational Management, vol. 37 no. 6/7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 19 August 2022

Pável Reyes-Mercado, Karla Barajas-Portas, Jati Kasuma, Margarita Almonacid-Duran and Guillermo Alfredo Zamacona-Aboumrad

The purpose of this study is to analyze the intentions and use behavior of digital learning environments in business education under the COVID-19 pandemic. Digital learning…

Abstract

Purpose

The purpose of this study is to analyze the intentions and use behavior of digital learning environments in business education under the COVID-19 pandemic. Digital learning environments (DLEs) are ready to use bundles of heterogeneous educational technologies used by schools to deliver online courses that contrast to traditional packaged learning management systems. Through the merger of Technology Readiness Index and Unified Theory of Adoption and Use of Technology, a nuanced perspective on the adoption of DLEs under the COVID-19 pandemic is achieved.

Design/methodology/approach

A cross-sectional survey study gathered sample data from Mexico, Malaysia and Spain to assess the effect of broad perceptions on technology and specific technologies embedded in DLEs. Data were analyzed using structural equation models and multigroup analysis.

Findings

Student optimism and innovativeness play a critical role in assessing specific features of DLEs. Discomfort and insecurity as barriers to adoption play a minor role. Performance expectancy has a strong effect on behavioral intention to use DLEs, but the effect of effort expectancy is nonsignificant. Multigroup analysis shows significant differences in technology perceptions between samples from Malaysia versus Mexico and Spain.

Practical implications

DLEs help students complete their academic tasks in online and hybrid settings. Instructors can take advantage of students’ positive perceptions of technology to set up DLE use in classrooms. They need to focus on the facilitating conditions of specific technologies and on learning outcomes that remain more important than learning how to use specific technologies.

Originality/value

Technology adoption studies usually rely on only one model, and this is one of the few studies that merge Technology Readiness Index and Unified Theory of Adoption and Use of Technology models. The results of this study support a comprehensive view of individual perceptions of technology and specific attributes of DLEs and their effects on behavioral intentions in relation to DLEs.

Details

Journal of International Education in Business, vol. 16 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 19 September 2016

Michelle Eichelberger and Bonnie Imler

The purpose of this paper is to examine the technology confidence, skills, and post-skills-test emotions in traditional (younger than 24 years old) and non-traditional (24 and…

Abstract

Purpose

The purpose of this paper is to examine the technology confidence, skills, and post-skills-test emotions in traditional (younger than 24 years old) and non-traditional (24 and older) first-year college students at three undergraduate campuses in the Northeastern USA.

Design/methodology/approach

Totally, 39 college freshmen from three college campuses were recruited for the study. An online test environment and screen recording software were used to measure student proficiency in using PDFs, Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Gmail, and Windows. Data were collected in September 2013.

Findings

The majority of the students struggled with at least one facet of academic software. Traditional students were more confident than non-traditional students in their technology skills, but they did not score any higher on the skills test. Students who placed at the high end and low end of the test results curve most accurately assessed their technology skills, and their post-test feelings were the most appropriate in light of their test results. A large percentage of the traditional aged students were overconfident about their skills and self-identified as “happy” or “wonderful” even after performing poorly on the test.

Originality/value

Having concrete data about student technology skills, rather than anecdotal data from Reference Desk interactions, can help librarians design improved instruction and tutorials that target areas of student technology weakness. In addition, there have been no studies that examine student immediate emotional response to test performance in this type of testing environment.

Details

Library Hi Tech, vol. 34 no. 3
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 12 October 2015

Bruce Lander

The purpose of this paper is to determine if a blended learning component can aid professional development, improve student ability and be approved at the foreign language level…

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Abstract

Purpose

The purpose of this paper is to determine if a blended learning component can aid professional development, improve student ability and be approved at the foreign language level using the lesson study (LS) method at a university in Japan.

Design/methodology/approach

This paper introduces the three main theoretical concepts of blended learning, learner autonomy and technology in education before explaining the LS in full. Two groups of students were taught using almost identical syllabus. One group, the A group were taught using computer rooms for two semesters, while the other (B) group were taught in regular classrooms without computers for one semester then with computers for the following semester. The impact on the student and teacher will be discussed.

Findings

The findings of this study indicate that technology, in the form of a blended learning component added to a test-based curriculum, can enhance student test-scores, raise teacher and student awareness of technology and improve ability over a relatively short period.

Practical implications

This study emphasizes the power of technology in modern day education. Through blended learning methodology this study proposes that teachers in the modern age should adopt some form of technology into their teaching technique.

Originality/value

This paper is directed at teachers who are interested in integrating technology into their teaching techniques, through either computer aided or mobile assisted learning, but are slightly apprehensive in doing so. This study focuses on the introduction of an online and mobile digital flashcard tool called Quizlet. Very little literature exists in this field as the mobile application was only released in 2013.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 2 May 2014

Williams E Nwagwu and Judd-Leonard Okafor

The purpose of this study is to examine the diffusion of ebooks among postgraduate students in arts and technology faculties of the University of Ibadan, Nigeria. Electronic books…

Abstract

Purpose

The purpose of this study is to examine the diffusion of ebooks among postgraduate students in arts and technology faculties of the University of Ibadan, Nigeria. Electronic books have become increasingly popular in recent years, but factors influencing their adoption and use are not understood in many institutions.

Design/methodology/approach

Guided by a sample survey design, data were collected from 1,518 postgraduate students, 438 from the arts and 1,080 from technology, using a questionnaire and an interview schedule.

Findings

Students from both faculties used ebooks, identified through serendipitous browsing of the internet, and mainly Google searching. Many of the ebooks they find are not recommended by their lecturers, while those that are recommended are not available free of charge. Students therefore use ebooks mainly to cross-validate and gain extra insights about what they have been taught. There are significant differences between arts and technology students ' use of ebooks with respect to cost, ease of use and other aspects, with technology students having the advantage. There is no programme in the university aimed at harvesting and organising ebook resources for students to access.

Research limitations/implications

The study focused on only one institution.

Practical implications

Institutionalising ebooks could be a useful strategy to address the dearth of current and relevant texts in universities, although ebooks may pose challenges to existing library management processes.

Social implications

An ebook revolution will cause great changes in information services in libraries – how would university libraries partner to benchmark this evolving practice with respect to questions about standards, technologies, licensing and pricing, particularly in the developing world?

Originality/value

There is no empirical study on this subject matter either in the University used in the study or in any other.

Details

Library Review, vol. 63 no. 1/2
Type: Research Article
ISSN: 0024-2535

Keywords

Article
Publication date: 19 April 2011

Margot McNeill, Ming Ming Diao and Maree Gosper

In their 2007 article, “Miranda in the brave new world: learning in a Web 2.0 millennium”, Barnes and Tynan tell the story of an imaginary British student who uses technology

3704

Abstract

Purpose

In their 2007 article, “Miranda in the brave new world: learning in a Web 2.0 millennium”, Barnes and Tynan tell the story of an imaginary British student who uses technology seamlessly to stay connected almost 24×7 with friends, peers and teachers in a global learning environment. Whether she is representative of the majority of university students is a topic of debate in the literature. This paper aims to explore how students use technologies in their everyday lives, whether on‐ or off‐campus, to support their learning.

Design/methodology/approach

There were two phases of the study; a photo ethnography to enable a detailed exploration of ten students' technology uses and then a university‐wide survey in which 1,104 student responses were gathered.

Findings

The findings of both phases of the study suggest that students' use of technologies for their learning and in other facets of their lives is largely conservative, with a predominance of familiar and easy‐to‐use tools such as e‐mail, text and mobile phone. For their learning, their preference is for tools to provide access, efficiency and connectedness.

Originality/value

This paper contributes to the development of a better understanding of student issues in the context of their overall IT experience at the university, suggesting a more holistic approach to designing technology infrastructure. There are also insights into the power of mixed methodologies in research, with significant parallels between the qualitative and quantitative results.

Details

Interactive Technology and Smart Education, vol. 8 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

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