Innovative Educational Technology Programs in Low- and Middle-Income Countries

Trucano, Michael

doi:10.1080/00094056.2017.1367219

Cited by 5 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Learning is a linked mechanism and involves various angles that are interconnected. The teacher's creativity in finding ways or methods that are accurate and said to be new in the form of transferring knowledge or ways of presenting the material properly, then demands a solemn or competent effort, so that learning objectives are achieved (Trucano, 2017). The development of creativity can be done through influential learning mechanisms, and cannot be done only with expository learning activities.…”

Section: Introductionmentioning

confidence: 99%

Application of Cooperative Learning Model for Mathematics in Elementary School

Hajar

2020

IJAR

View full text Add to dashboard Cite

n the process of teaching and learning it will be fun if students have self-efficacy and the teacher has high creativity in teaching. The purpose of this study is to find out how much the relationship between teacher teaching creativity and self-efficacy of fifth grade students at SDN Sukamaju 03 District Cigudeg, Bogor Regency. This type of quantitative research is a functional relationship between variable X with variable Y, the subjects in this study were 1 group teacher that was sampled only grade V teachers who numbered 20 and class V students of SDN Sukamaju 03 totaling 20 students and the data obtained from questionnaires, Data collection techniques by questionnaire, observation, interview and documentation. Based on the results of testing using product moment, the correlation between teacher teaching creativity (X) with student self-efficacy (Y) obtained a value of rcount = 0.790 and rtable for 20 is 0.444 at level significance of 5% thus rcount > rtable (0.790> 0.444) then H0 is rejected, which means there is a significant correlation between creativity teaching self-efficacy of teachers with students. The significance of the regression equation obtained the Fcount of 29.840 and the Ftable of 4.41 with a sig value of 0.000, so that Fcount > Ftable, then there is a significant relationship between teacher teaching creativity (Variable X) and student self-efficacy (Variable Y). And this research is to get R2 = 0.624 62.4% showed their creativity variables affect self-efficacy of teachers to teach students, the remaining 37.6% influenced by other factors not an analysis in this study.

show abstract

Section: Introductionmentioning

confidence: 99%

Application of Cooperative Learning Model for Mathematics in Elementary School

Hajar

2020

IJAR

View full text Add to dashboard Cite

show abstract

“…However, it is also clear that digital learning is not a panacea. In our report for the UK EdTech Hub on the global digital response to COVID-19 [32], we discussed many of the necessary preconditions for optimal use of remote learning, including: effective local partnerships [33,34], using pre-existing technologies rather than investing in new ones [35]; the use of consistent and well-curated educational resources [36]; governments and educational institutions working with providers to make data and bandwidth more available and more affordable [37]; and-crucially-an understanding at institutional, educational and individual levels that online content alone is not enough. We can add to this from the insights above that educators see the limitations of distance education and recognise that it is better augmented with f2f contact where possible.…”

mentioning

confidence: 99%

Distance Education under Oppression: The Case of Palestinian Higher Education

Smith

2023

Education Sciences

View full text Add to dashboard Cite

This paper draws from both empirical research on an EU-funded project in Palestine and from the lived experiences of Palestinian HE educators. The geopolitical situation is precarious at the best of times in Palestine, where Israel monitors and controls the Palestinians’ right to travel, live and work—even more so if they wish to accomplish these activities abroad—and their access to the internet is never free from surveillance. In these circumstances and under these conditions, distance education has played a crucial role in supporting Palestinian students to develop a global voice. This paper captures some of the educational challenges encountered by Palestinian students and teachers generally in their daily contexts and, more specifically, in their experiences of learning and teaching, and the methods used to overcome these barriers. It draws on multiple sources and on studies recently carried out in the field by Palestinian colleagues and will discuss the challenging aspects of learning online from a range of perspectives in each of these studies before offering conclusions and recommendations/implications for other areas of study in situations of oppression. Initial findings indicate that distance education enables a form of continuity in regions exposed and accustomed to extreme and regular disruption. We were also inspired to see throughout responses the values attributed to pursuing education by Palestinian educators and their students. The persistence and perseverance reflect a determination that underlines the importance of education as a fundamental human right, national identity and sovereignty, personal source of hope and strength, and opportunity to open one’s world. In our conclusions, we argue for the importance of digital literacy among educators to facilitate the continuity of distance education and finish with some recommendations as to how technologies can ease disruption to ordinary educational service.

show abstract

“…Recent failures of the implementation of a one-to-one iPad program in the Los Angeles Unified School District (Blume, 2013; Walling, 2014) might deter other large-scale implementations due to problems of security and improper usage. It is possible that managers of initiatives in the United States are not learning lessons from large-scale implementations that have occurred successfully in other countries (Trucano, 2010). Critics generally do not question the educational outcomes of successful programs, but problematic implementations have cast a shadow over some positive results.…”

mentioning

confidence: 99%

Music Teachers’ Experiences in One-to-One Computing Environments

Dorfman

2016

Journal of Research in Music Education

View full text Add to dashboard Cite

Ubiquitous computing scenarios such as the one-to-one model, in which every student is issued a device that is to be used across all subjects, have increased in popularity and have shown both positive and negative influences on education. Music teachers in schools that adopt one-to-one models may be inadequately equipped to integrate this kind of technology into their classrooms. The purposes of this study were to observe the behaviors and explore the dominant perceptions and concerns of music teachers in schools with one-to-one technology programs. This four-case study was based on the concerns-based adoption model, which has previously been used to analyze stakeholders' concerns about adoption of an innovation such as a new technology. Participant teachers expressed their concerns about adoption of one-to-one technology in their schools and classrooms as they related to musical goals, extent of integration, changes that could improve the programs, and other pedagogical factors. Results showed that while the participants used the technologies in distinct ways and to varying extents, they shared concerns about technical support, pedagogical support, and authenticity of integration.Keywords music education, technology, one-to-one, 1 to 1, 1:1For the past two decades, several models of ubiquitous computing 1 have been implemented in American schools. This type of technology integration involves teachers and students having access to portable technology whenever and wherever they want it and suggests that the technologies "disappear into the background" of the normal

show abstract

Innovative Educational Technology Programs in Low- and Middle-Income Countries

Cited by 5 publications

References 0 publications

Application of Cooperative Learning Model for Mathematics in Elementary School

Application of Cooperative Learning Model for Mathematics in Elementary School

Distance Education under Oppression: The Case of Palestinian Higher Education

Music Teachers’ Experiences in One-to-One Computing Environments

Contact Info

Product

Resources

About