Digital Instructional Strategies and Their Role in Classroom Learning

Yarbro, Jessica; McKnight, Katherine; Elliott, Stephen N.; Kurz, Alexander; Wardlow, Liane

doi:10.1080/15391523.2016.1212632

Cited by 28 publications

(34 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Language skills is being found out where this innovation is versatile in discovering various primary and secondary topics and skills (Allyson, 2015;Yunus, 2017) through its appealing and flexible features. Its advantages in encouraging collaborative learning (Mandusic & Blaskovic, 2015;Ronald, 2014) among primary and secondary pupils (Sangra & Gonzalez-Sanmamed, 2016;Yarbro et al, 2016) are identified as the students easily share it via email with peers and teacher for correction, feedback and presentation purposes. Research by Mandusic & Blaskovic (2015) Katherine et al (2016) where digital learning promotes group task.…”

Section: Discussionmentioning

confidence: 99%

iGen Digital Learners: Let’s Collaborate via Coggle

Arulchelvan¹,

Veramuthu²,

Singh³

et al. 2019

View full text Add to dashboard Cite

The Forth Industrial Revolution emphasizes creativity skill in the demand of 21 st century learning: requiring learners to be active and responsive. Therefore, this innovation is a switch from the traditional paper-pencil method to digital based learning; aiming to facilitate students in the primary and secondary schools to collaborate and respond actively by exploring effectively a variety of topics and skills through the pictorial module guidelines. Significantly, the integration of listening, speaking, reading, writing, grammar and language arts skills was ignited through fun and creative manners. This study involved 40 primary and 40 secondary participants from Klang, Selangor, Cameron Highlands, Pahang and Ipoh, Perak. The action research data were gathered through pre and post-tests, observations and survey questionnaires. It was evidenced that students were able to collaborate and brainstorm ideas clearly using Coggle. They sustained high level of attention, interest, active participation and engagement throughout the lessons. Observations revealed that students had the ability to expand the digital mind maps from pictures to words, phrases, sentences and paragraphs. It provided technology infused fun learning context which instilled and boosted students' self-confidence and kindle interest in using English Language communicatively through active knowledge construction. Hence, this innovation can be utilized effectively by educators throughout Malaysia due to its flexible features to enhance English Language learning and teaching.

show abstract

Section: Discussionmentioning

confidence: 99%

iGen Digital Learners: Let’s Collaborate via Coggle

Arulchelvan¹,

Veramuthu²,

Singh³

et al. 2019

View full text Add to dashboard Cite

show abstract

“…They also need to have the essential knowledge and skills for properly using the digital tools to help learners when required. Yarbro et al (2016) investigated technology usage in the classroom among Mathematics and English Language Arts teachers from six districts related to digital strategies integrated into their lessons to teach specific academic content standards. They explored the six main digital instructional strategies and sixteen related instructional 'tactics' that instructors employed throughout the course.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating computer-related technology into instructional practice at a higher learning institution in Malaysia

Malecela

2018

IJES

View full text Add to dashboard Cite

Malaysian Higher Learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. This study attempts to explore the experience and awareness among lecturers to integrate computer-related technologies in undergraduate classrooms. In-depth semi-structured interviews were conducted with two lecturers who are experts in foreign language and one from Instructional Technology field. In-depth semi structured interviews and observations became the main qualitative instruments for this study. The purpose of the study sought to reveal the pedagogical approach and types of Information technology adopted in the classrooms. This study addressed their awareness and issues related to the use of technology in the classroom. The results were thematized based on Web 2.0 tools integration, pedagogical approach in addressing higher order thinking skills and student career readiness. Lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness.

show abstract

“…Neste sentido, é interessante promover múltiplos vínculos que possibilitem a oportuna fusão da tecnologia e da arte, pois estas precisam-se mutuamente uma vez que sem desenvolvimento tecnológico se reduz a bagagem de recursos digitais suscetíveis de uso educativo: fotografia, cinema, instrumentos eletrónicos, sintetizadores digitais, canções ou partituras, etc. Este é um período marcado pela modernidade tecnológica, pela música e pelas imagens, onde as produções musicais e audiovisuais são de fácil acesso (Yarbro, McKnight, Elliott, Kurz & Wardlow, 2016). A partir desta disponibilidade os alunos sabem fazer vídeos e animações, criam blogues e redes de comunicação instantânea, têm acesso a música, compõem, gravam e partilham também as suas próprias composições musicais.…”

Section: Introductionunclassified

Contribuição dos manuais de educação musical para a utilização das TIC

Ferreira

Lorenzo

2017

Cuadernos.info

View full text Add to dashboard Cite

RESUMENLa tecnología digital como componente cotidiano debería estar más valorado como recurso de aula. El objetivo de este estudio es descubrir si los libros de texto de educación musical en el tercer ciclo de la educación básica portuguesa proporcionan materiales o alternativas para el uso de las TIC. En este estudio cualitativo se realizó un análisis de documentos para examinar los libros de texto. Las conclu siones indican que el libro de texto no promueve el uso de las TIC a través de las actividades y materiales complemen tarios incluidos, y que presentan activi dades que no implican una utilización efectiva de las TIC.Palabras clave: TIC, libros de texto, educación musical, educación básica. CUADERNOS.INFO Nº 40

show abstract

Digital Instructional Strategies and Their Role in Classroom Learning

Cited by 28 publications

References 20 publications

iGen Digital Learners: Let’s Collaborate via Coggle

iGen Digital Learners: Let’s Collaborate via Coggle

Integrating computer-related technology into instructional practice at a higher learning institution in Malaysia

Contribuição dos manuais de educação musical para a utilização das TIC

Contact Info

Product

Resources

About