Application of technological pedagogical content knowledge in smart classrooms: views and its effect on students' performance in chemistry

Jammeh, Abdou L. J.; Karegeya, Claude; Ladage, Savita

doi:10.1007/s10639-023-12158-w

Cited by 7 publications

(5 citation statements)

References 41 publications

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“…The framework assists in developing a specific course or lecture design that harnesses the power of AI and information technologies [22]. A variant of the framework is the Technological pedagogical content knowledge (TPACK), which involves using information tools to improve students' performance in subjects like chemistry [23]. It is a framework that describes the knowledge required by teachers for successful integration of technology in teaching.…”

Section: Smart Contentmentioning

confidence: 99%

“…It is a framework that describes the knowledge required by teachers for successful integration of technology in teaching. It provides the basis for creating smart content by considering three types of knowledge: technological, pedagogical, and content [23]. Technological knowledge refers to the understanding of various technologies, including hardware, software, and their related practices, that can be used to facilitate teaching and learning.…”

Section: Smart Contentmentioning

confidence: 99%

“…Content knowledge is the teacher's knowledge about the subject matter to be learned or taught. It provides a valuable guide for teachers to employ smart content by considering the relationships between technology, pedagogy, and content, which are not mutually exclusive [23].…”

Section: Smart Contentmentioning

confidence: 99%

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Implications of Artificial Intelligence for Teaching and Learning

Tang

2024

Acta Pedagogia Asia

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Artificial Intelligence (AI) has significantly transformed teaching and learning, facilitating a shift from teacher-centered to student-centered education. This review outlines the broad implications of AI for education and synthesizes both the opportunities and challenges associated with its implementation. Examining over 55 papers related to the impacts of AI on education, the review encompasses various educational contexts, avoiding a singular focus on specific types of education or the teaching of AI alone. According to the review, AI introduces new opportunities for creating intelligent content that enhances learning experiences, fostering interactivity and a student-centered approach. Smart content enables instructors to integrate multimedia, interactive tools, AI-related wearables, and information technologies, diversifying learning modes and engaging students more effectively. The creation of smart content aligns with smart education frameworks to ensure efficient content development. AI also contributes to the development of intelligent tutoring systems, which simulate human tutors to deliver personalized and adaptive educational experiences. These systems can host smart content, enabling independent learning. Additionally, AI improves virtual learning environments by analyzing student data to tailor content and delivery methods based on individual needs. It automates tasks such as grading and feedback, allowing teachers to concentrate on other essential responsibilities. While AI brings significant benefits, it is not without limitations. Challenges include infrastructure requirements, considerations of inclusion and equity, teacher readiness and preparation, data quality and inclusivity, profit orientation, data privacy and ethical concerns, and the potential for unequal access. Addressing these limitations is crucial for maximizing the positive impacts of AI in the realm of education.

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Section: Smart Contentmentioning

confidence: 99%

Section: Smart Contentmentioning

confidence: 99%

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Implications of Artificial Intelligence for Teaching and Learning

Tang

2024

Acta Pedagogia Asia

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“…Although many researchers support the introduction of technology as a way to maximise student achievement [4], others question its efficacy in terms of student outcomes [5]. Thus, it is apparent that more research is needed to clarify the link between technology, pedagogical techniques and content knowledge, as well as exploring teachers' views about technology use within classrooms [6].…”

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2024

IJCDSE

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Without doubt, the interactive whiteboard (IWB) has become a popular educational tool in Saudi schools. The IWB is a large touchscreen that permits users to interact with digital content, either via an ordinary computer or a projector. At present, the specialised utilities of IWBs are seldom leveraged to augment learning at secondary school level. This is particularly evident at secondary school in physics lessons. This research explores how teachers in a public secondary school setting use Algodoo with the IWB to teach physics and evaluates their perceptions of its benefits. The research employs a qualitative case study method to reveal teachers' experiences of the processes of lesson preparation, lesson planning and implementation of lessons utilising Algodoo software with the IWB. The data was collected through interviews and observations via Skype. The conceptual approach of activity theory was applied to the data analysis. It emerged that students become more interactive during lessons when teachers use the Algodoo programme, and that it enhances learning. Moreover, Algodoo affords students an opportunity to participate in the lesson. However, it was apparent that teachers' confidence and mastery of Algodoo used with the IWB play a significant role in the effectiveness of the tool. Consequently, it is proposed that training courses for teachers should be provided when introducing new technology to the classroom. This research is a useful resource for other IWBrelated studies and will contribute to the efficacious application of modern technologies within Saudi educational contexts.

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“…The use of educational laboratories in the learning process can help students understand difficult concepts in a more practical way (Potkonjak et al, 2016). According to Jammeh et al, (2023), factors that influence the effectiveness of educational laboratories include the availability of equipment, the ability of lecturers, and the use of technology in learning. Optimizing the use of educational laboratories as a means of institutional development requires careful planning and integration with the curriculum (Okori & Jerry, 2017).…”

Section: Introductionmentioning

confidence: 99%

Optimizing Educational Laboratories for Institutional Development in Indonesia.

Hendratno,

Sahidul Haq,

Suprayitno

et al. 2023

IJMMU

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The use of educational laboratories in the higher education learning process plays a crucial role in facilitating practical understanding of complex concepts. Factors such as equipment availability, faculty lecturers' expertise, and technology have influenced the effectiveness of educational laboratories. For educational institutions to improve their laboratory effectiveness, it's crucial to have well-coordinated planning in alignment with the curriculum. This study aims to develop the concept of optimizing educational laboratories at the Faculty of Education Sciences, State University of Surabaya, Indonesia. This study used descriptive qualitative research with a case study approach. Data were collected through observations, interviews, and document analysis and analyzed using qualitative descriptive analysis techniques. The research results show that the facilities and infrastructure of the laboratories at the Faculty of Education, State University of Surabaya, are adequate, with quality supervision and maintenance. The development of laboratory products, including usage guidelines, standard operating procedures (SOP), and training instrument packages, has provided practical guidance and enhanced students' learning experiences. All of these products play a crucial role in improving the efficiency, effectiveness, and quality of educational laboratory utilization. Thus, the development of educational laboratories at the Faculty of Education Sciences, State University of Surabaya, Indonesia, has positively contributed to the enhancement of higher education quality in Indonesia and has prepared students to face real-world challenges.

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Application of technological pedagogical content knowledge in smart classrooms: views and its effect on students' performance in chemistry

Cited by 7 publications

References 41 publications

Implications of Artificial Intelligence for Teaching and Learning

Implications of Artificial Intelligence for Teaching and Learning

Untitled

Optimizing Educational Laboratories for Institutional Development in Indonesia.

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