Critical analysis of research on the impact of visual literacy for learning: strengths, weaknesses and recommendations for improvement

Guo, Daibao; Zimmer, Wendi K.; Matthews, Sharon D.; McTigue, Erin M.

doi:10.1080/1051144x.2019.1611702

Cited by 4 publications

(1 citation statement)

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“…Printed books are more preferable because it easier and comfortable to read, but limited information or not updated and too heavy (Ndihokubwayo & Habiyaremye, 2018). It does not provide a guidance student to find more information independently (Guo, Zimmer, Matthews, & McTigue, 2019). In addition, conventional method makes difficulties in developing concept especially in geographical materials abstract such as continental plate formation and remote sensing.…”

Section: Discussionmentioning

confidence: 99%

A teaching based technology in geography learning

Kurniawan

Banowati

Dafip³

et al. 2020

CJES

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This study aims to identify the ability of teachers to use technology and teacher competencies towards technology-based learning processes. This research involved 35 high school geography teachers in Semarang City. Variables analyzed include technological skill (TS); pedagogic competence (PED); professional competence (PRO); and technology-based learning (TBT) developed by teachers. The questionnaire was used in this research was closed questionnaire model. The collected data was tabulated and continued with Kolmogorov-Smirnov test, ANOVA test, Pearson correlation test and regression test. Based on the result, teacher’s capability in using technology, has no connection with the technology-based learning that designed by them. While professional competency has no significant impact on the implementation of TBT (p = 0.801), with a partial negative value and R2 of only 4%. It can be assumed that the technology-based learning was conducted based more on the ability of teachers to manage class and learning, rather than developing learning technology. Technology-based geography learning compiled by respondents is based more on the ability to manage classrooms and learning rather than developing learning technology. Based on the result, we recoment to stakeholders to facilitate teacher by providing technology training, instruments before moving to technology based teaching, and socialization. Keywords : pedagogic competence, teaching technology, technology skill

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Section: Discussionmentioning

confidence: 99%