A Global Perspective of Classroom Technology Integration and Use

Torres, Kelly M.; Statti, Aubrey

doi:10.4018/978-1-5225-6361-7.ch006

Cited by 5 publications

(5 citation statements)

References 58 publications

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“…It was notable that neither the children or the parents discussed the potential negative education consequences, for example, distraction of using mobile phone in lessons (Dontre, 2021), or positive educational consequences, for example, using phones to increase engagement (Torres & Statti, 2019). Although this is something that educators may focus on it seems that it may be of less interest to children and their parents.…”

Section: Discussionmentioning

confidence: 99%

“…Reviews of the evidence on the benefits and potential harm of mobile phones for children's learning are mixed (Amez & Baert, 2020;Imwa, 2022). While technology can be used to positively impact student performance and keep students engaged (e.g., Supandi et al, 2018;Torres & Statti, 2019) potential for distraction is widely cited (for reviews see Chen & Yan, 2016;Dontre, 2021). Furthermore, although it has been found that banning mobile phone use in schools can increase students' academic performance (Beneito & Vicente-Chirivella, 2022), especially for pupils from disadvantaged backgrounds (Beland & Murphy, 2015), this has not been consistently replicated (e.g.…”

Section: Introductionmentioning

confidence: 99%

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What are parents' and children's co‐constructed views on mobile phone use and policies in school?

2022

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Increasing ownership of mobile phones by children increases pressure on schools to create mobile phone policies. This study investigated parents' and children's co-constructed views of mobile phone use at school. Nine parents and child (aged 10 to 11 years) dyads were interviewed. The data were analysed using Reflexive Thematic Analysis. Generally, parents and children held shared views of the importance of having phones to keep in contact alongside an awareness of the risks. Hearing the children's and parents' co-constructed views and solutions highlight the potential positive impact of their involvement in co-developing school mobile phone policies.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What are parents' and children's co‐constructed views on mobile phone use and policies in school?

2022

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“…Acrosstheglobe,technologyhasbecomemorecommonplaceineducationalsettings.Particularly, educatorsareutilizingtechnologytopositivelyimpactstudentacademicperformanceandtoengage learners throughout classroom activities (Torres & Statti, 2019). Understanding the environment thatthetechnologywillbeutilizedisacrucialfirststepinidentifyingthenecessaryandappropriate steptoimplementation.Technologyushersinfundamentalchangesthatareintegraltoachieving improvementsinproductivityandoverallstudentsuccess.Whenproperlyintegrated,itcaneffectively supportbothteachersandstudentsbyinfusingclassroomswithdigitallearningtools (Charak,Zaware, &Pawar,2017).…”

Section: Technology Utilization In Educationmentioning

confidence: 99%

Optimal Pathways for Technology Integration Towards Blended Learning

Swanson

Kuruvilla

Kapala

2021

International Journal of Information Systems and Social Change

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This case study offers an information technology perspective of a school's transition from a traditional learning environment to a blended learning environment in a non-traditional setting. The blended learning environment changes how a school utilizes technology and aligns the school goals to meet all students' individual needs. Specifically, the paper focuses on the technology integration pathways taken by this non-traditional school. It discusses the process of strategic planning, network infrastructure evaluation, implementation, and results.

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“…This thesis aims to investigate the problem of using VR in STEM education, answering some of the main research questions, and suggesting a framework to efficiently use VR affordances to meet STEM education needs, in particular authenticity of content and interaction, learning, evaluation 3 , and accessibility. In the context of this document, we define accessibility as "the design of products, devices, services, or environments for people who experience disabilities to remove barriers for access and use.…”

Section: Problem Statement and Significancementioning

confidence: 99%

“…If learners are not engaged, they are likely to feel detached from the course materials and traditional lectures commonly used in educational settings [1], [2]. Studies show that the integration of technology and hands-on experiences into classrooms increases the chance to create engaging learning activities for students with diverse learning styles and preferences [3], [4].…”

mentioning

confidence: 99%

Using Virtual Reality to Improve STEM Education

Qorbani¹

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The purpose of this dissertation is to investigate the effect of using Virtual Reality (VR) technology on the students' experience in science education, particularly for interaction, learning, and accessibility. Science, Technology, Engineering, and Math (STEM) education has special requirements such as lab-based activities and abstract concepts that complicate setting up the environment and learning process. These complications are increased due to the pandemic and other remote access requirements. VR has unique affordances that make it a promising solution but its use in this regard has not been properly investigated and there are many open research questions related to its effect on interaction, learning, and accessibility in STEM education.Focusing on these three aspects, we ran a series of quantitative and qualitative studies to find out if the use of VR in science labs leads to an increased level of learning, efficiency, and accuracy of the tasks (measured by pre-post knowledge tests and the in-app data collection system). The Immersive/head-mounted VR (IVR) was compared to Desktop VR (DVR) and 2D/text-based conditions. Results indicated a significant difference in some areas particularly related to postknowledge score, spatial skills, and learnability between 2D and VR conditions. Task completion rate, efficiency, and accuracy also indicated a significant difference between IVR and DVR groups, showing IVR performing better. The qualitative evaluation included an analysis of students' experiences with the use of VR and their perspective on its application for education.The result indicated that in areas such as ease of use, learnability, engagement, and overall satisfaction they preferred VR treatment better compared to 2D/ Text as they found the use of VR to be beneficial to their learning. Our studies also showed the efficacy of software-based accessibility features that improved interaction and learning for wheelchair users. We concluded that the implementation of a virtual environment for STEM education requires careful considerations in the design and implementation to make it technically practical to run on mobile Head Mounted Displays (HMD), be relevant based on established learning theories, minimize the effect of cybersickness, and be accessible for a wider range of audience. The findings of this research helped us propose ScienceVR, a framework for the design and development of VR experiences for science education.

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A Global Perspective of Classroom Technology Integration and Use

Cited by 5 publications

References 58 publications

What are parents' and children's co‐constructed views on mobile phone use and policies in school?

What are parents' and children's co‐constructed views on mobile phone use and policies in school?

Optimal Pathways for Technology Integration Towards Blended Learning

Using Virtual Reality to Improve STEM Education

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