Continuation of Collaborative Curriculum Design Outcomes: Teachers’ Transfer of Teaching with Technology

Agyei, Douglas Darko; Kafyulilo, Ayoub

doi:10.1007/978-3-030-20062-6_20

Cited by 3 publications

(3 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the students' level, following So, Chen, and Wan's framework, self-regulated learning can be an appropriate framework for the students in dealing with connectivism [37]. Practically, self-regulated learning can be used for the students to manage the use of technology and select an appropriate device in the classroom as an independent learner [38]. However, as pointed by Madsen, Archard, and Thorvaldsen, the top-down educational policy of technological utilization could trigger resistance especially in the term of teachers' acceptancy towards the educational policy [39].…”

Section: Discussionmentioning

confidence: 99%

Digital Learning, Smartphone Usage, and Digital Culture in Indonesia Education

et al. 2020

View full text Add to dashboard Cite

Introduction. The rapid development of information and technology has procreated a digital culture in Indonesian education. This article aims to depict the current condition of digital culture in Indonesian education by pointing at the issue of students’ digital fluency, particularly the readiness for using digital learning resources and smartphone usage. Materials and Methods. A combination of the survey and qualitative descriptive method was used to identify the students’ intensity of using a smartphone, the description of students’ smartphone usage, and the students’ perspectives regarding the smartphone usage in learning activities. The data were collected through questionnaires from 384 students in the first grade of senior high schools in Surakarta, Central Java, Indonesia. Results. The findings of the research show that the students regularly use the smartphone more than 6 to 7 hours a day. The students use the Internet to gather information or download the learning materials. Moreover, they strongly agree that smartphone usage will give benefits to them. Discussion and Conclusion. The findings of research reflect that the students engage with the smartphone as a device to support their learning activities. The students’ engagement reflects the positive impact of smartphone usage on the psychological and cultural dimensions of the students. Moreover, the teachers should uphold the students’ digital culture by integrating digital material resources and smartphone usage into classroom activities.

show abstract

Section: Discussionmentioning

confidence: 99%

Digital Learning, Smartphone Usage, and Digital Culture in Indonesia Education

et al. 2020

View full text Add to dashboard Cite

show abstract

“…The second component pertains to the incorporation of TPACK theory. Existing literature on TPACK highlights the significance of exploring theoretical frameworks related to TPACK to foster its development [25]- [27]. Koh and Chai [28], for example, emphasized that comprehending TPACK theory must precede the cultivation of TPACK, and they stressed the importance of exploring the theoretical underpinnings of TPACK in TPACK education.…”

Section: A Materialsmentioning

confidence: 99%

Development of a TPACK Educational Program to Enhance Pre-service Teachers’ Teaching Expertise in Artificial Intelligence Convergence Education

Kim

2024

Int. J. Adv. Sci. Eng. Inf. Technol.

View full text Add to dashboard Cite

This research focuses on developing an Artificial Intelligence (AI)-based educational program within the Technological Pedagogical Content Knowledge (TPACK) framework to enhance the competency of pre-service teachers in AI convergence education. To assess the effectiveness of this program, South Korean pre-service teachers participated in a study where they engaged in AI convergence TPACK education. Freshman students were divided into two groups: one received traditional AI education, while the other took part in the AI convergence TPACK educational program. An evaluative tool was used to measure the AI-convergence teaching skills of these pre-service teachers. The results of the study revealed that the AI convergence TPACK educational program significantly contributed to developing AI convergence teaching capabilities among the participants. Furthermore, a comparative analysis demonstrated a substantial advantage in the AI convergence education skills of teachers who participated in the TPACK program compared to those who received AI education alone. Notably, the most significant improvements were observed in Pedagogical Content Knowledge (PCK) and TPACK, which were identified as critical components of AI convergence teaching expertise. This research underscores the importance of a tailored and comprehensive approach to training pre-service teachers in the ever-evolving landscape of AI in education. It highlights the effectiveness of the AI convergence TPACK educational program in enhancing pre-service teachers' AI convergence teaching skills and emphasizes the pivotal role of PCK and TPACK in preparing educators for AI-integrated educational environments.

show abstract

“…In recent times, the application of technology in west African higher educational institutions of learning has become central to the medium of instruction employed by the teaching staff. Although technological means of pedagogy is obtainable in many higher educational institutions of learning in Africa, innumerable problems have characterized their inability to introduce technology as a pedagogical tool in instruction (Agyei, 2021;Agyei & Kafyulilo, 2019;Antwi et al, 2018;Mikre, 2011). Hence, its implementation differs from one higher learning institution to the other as well as from one country to the other (Eke, 2011).…”

Section: Introductionmentioning

confidence: 99%

A SWOT Analysis of E-Learning Integration in University of Cape Coast

Asomah

Agyei

Assamah

2022

EJEDU

Self Cite

View full text Add to dashboard Cite

The advent of technology has opened the frontiers of education, especially with the introduction of electronic learning (e-learning) in the field of pedagogy. However, many institutions are still emerging in e-learning deployment and are faced with complex challenges despite the existing potential for the effective development of e-learning. This current study seeks to explore the strengths, weaknesses, opportunities, and threats (SWOT) to integrating e-learning for teaching purposes from the perspective of the academic staff of the University of Cape Coast (UCC), Ghana. The study adopted a cross-sectional survey in which 102 teaching staff from UCC participated. Among the major perceived threats and weaknesses reported were; lack of capacities in terms of institutional facilities, academic staff competencies, fluctuation of internet connectivity, and inadequacy of computers. The strengths and opportunities of integrating e-learning in this context were reported in the participants understanding of the potential of e-learning in teaching and their willingness to undergo training for this purpose. The findings of the study reveal that transforming teaching and learning through e-learning innovations beyond rhetoric requires systematic efforts at the teacher and institutional levels as well as other stakeholders.

show abstract

Continuation of Collaborative Curriculum Design Outcomes: Teachers’ Transfer of Teaching with Technology

Cited by 3 publications

References 31 publications

Digital Learning, Smartphone Usage, and Digital Culture in Indonesia Education

Digital Learning, Smartphone Usage, and Digital Culture in Indonesia Education

Development of a TPACK Educational Program to Enhance Pre-service Teachers’ Teaching Expertise in Artificial Intelligence Convergence Education

A SWOT Analysis of E-Learning Integration in University of Cape Coast

Contact Info

Product

Resources

About