The Influence of Technology on Teaching Practices at a Catholic School

Swallow, Meredith J. C.

doi:10.15365/joce.2002072017

Cited by 6 publications

(5 citation statements)

References 11 publications

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“…Sekolah-sekolah Katolik juga mengalami dampak perkembangan teknologi digital yang sudah menjadi gaya hidup masyarakat abad ini. Untuk mendidik para pelajar dan mahasiswa menjadi aktif dan kreatif serta kolaboratif, diperlukan suatu pedagogi transformatif yang memanfaatkan teknologi digital (Swallow, 2017). Sekolah-sekolah menghadapi tantangan perubahan dan perkembangan teknologi karena mengubah pembelajaran traditional menjadi pembelajaran digital.…”

Section: Quo Vadis Pendidikan Calon Katekisunclassified

Transformasi Pendidikan Calon Katekis Dan Guru Agama Katolik Di Era Digital

Widiatna¹

2020

jpak

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The development and advancement of information and communication technology has permeated all aspects of human life today. Technological progress led to an industrial revolution and at the same time influenced the human lifestyle that formed the characteristics and character of a very varied generation. The character of this generation causes the world of education to adjust in terms of learning, teaching, pedagogy, and in the management of education. The church and its educational institutions are inseparable from the influence of advances in the digital world in educating young children in facing the challenges of 21st century education. As a higher education institution, STKIP Widya Yuwana is challenged to transform his learning in preparing his candidates of catechist and Catholic religion teachers who are digital generation or internet generation whose fingers are attached to their devices at any time. Creatively and collaboratively, educational persons are encouraged to build an atmosphere of freedom of learning by conducting digital metanoia and transforming themselves to be able to continue their preaching work to young people.

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Section: Quo Vadis Pendidikan Calon Katekisunclassified

Transformasi Pendidikan Calon Katekis Dan Guru Agama Katolik Di Era Digital

Widiatna¹

2020

jpak

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“…A fundamental change in educational pedagogies is required to prepare students to become active and effective contributors in this knowledgebased, connected world. [7] Many things are offered by the rapid development of technology including a better tool to explore the new teaching method. Multimedia technology has played a very important role in teaching English especially in the non-native speaking of English situations.…”

Section: Introductionmentioning

confidence: 99%

Technology Integration in Public Speaking Classroom: Is It Effective?

Darsih¹,

Suherdi

Safrina³

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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Speaking skill is regarded to be the major skill that must be had by students in learning a new language. Speaking in public is of primary importance. However, in Indonesian context, poor speaking performance especially in public tends to be the common problem found in English classrooms. Nowadays, a significant change has been brought by technology especially in education by revolutionizing it. The integration of recent technologies in traditional classroom which is face to face classroom has made a drastic change especially in the way people teach and learn. The present study employing quasi experimental design tries to investigate the effectiveness of multimedia technology integration in teaching public speaking skills of the second grade students of English Education Department in a University in Kuningan, West Java, Indonesia. Two instruments are used in this study namely test and questionnaires. After analyzing the data quantitatively by using a statistical tool, the study found that multimedia technology is effective in improving students' public speaking skill. Besides, by integrating technology in public speaking course, it motivates the students to learn because the teaching becomes attention-getting and more interesting.

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“…In educational reforms, organizational mission and vision can often serve as sources of cohesion (Hallinger, 2011;Klar and Brewer, 2014). Indeed, studies about 1:1 technology initiatives have described how mission and vision can shape technology integration and practices (Carlson and Patterson, 2015;Dexter, 2011;Swallow, 2017). Accordingly, today's technology initiatives present an opportunity to bridge the divide between an espoused missionsuch as might appear in a brochure or placardand the values and beliefs actualized by school members in everyday life.…”

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confidence: 99%

“…social justice; service to others) (Cook and Simonds, 2011;McLaughlin, 1996). Prior research in this context suggests that although some educators may infuse more holistic, non-academic values into their 1:1 initiatives, such practices may be inconsistent even within schools (Cho, 2017;Carlson and Patterson, 2015;Swallow, 2017). One potential explanation for such inconsistencies is that patterns in social groupings (i.e.…”

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confidence: 99%

Challenges with mission, vision, and change in a 1:1 school: a faction analysis

Cho

Hamilton

Tuthill

2019

JEA

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Purpose Although organizational visions can guide everyday work, little is known about how visions relating to non-academic goals, such as social justice, might be integrated into educators’ technology practices. The purpose of this paper is to describe and analyze one school’s 1:1 iPad initiative, including the potential role played by the school’s social justice mission. Design/methodology/approach This mixed-methods case study drew upon data collected in a 1:1 school enrolling approximately 1,500 students. In total, approximately 138 educators responded to the online survey, and 18 educators participated in interviews. Social network analysis (SNA) techniques (i.e. faction analysis) and analysis of variance helped to describe educators’ instructional practices and attitudes involving iPads, including the extent to which devices were used in alignment with the school’s mission and vision. Findings Lacking a centralizing core of actors, the school was found to be divided into nine distinct, cohesive subgroups (i.e. factions). Statistically significant differences were found among these communities of discourse. Leaders’ lack of centrality in school change, especially as it related to helping teachers envision ways to connect mission with practices, may have hindered technology integration and instructional innovation. Originality/value Whereas prior research has described the centralizing role leaders may play in 1:1 initiatives, this study demonstrates how a lack of centralized leadership structures may adversely impact a sense of mission, and ultimately, technology integration. Moreover, this study advances the use of SNA methodologies in studies of leadership, especially the use of latent, underlying communities of discourse as categories for further analysis. As such, the authors discuss recommendations for leaders regarding the development of cohesion around issues of mission, vision and technology integration. Further, the authors point toward ways in which scholars might conceptualize about technologically supported educational change.

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The Influence of Technology on Teaching Practices at a Catholic School

Cited by 6 publications

References 11 publications

Transformasi Pendidikan Calon Katekis Dan Guru Agama Katolik Di Era Digital

Transformasi Pendidikan Calon Katekis Dan Guru Agama Katolik Di Era Digital

Technology Integration in Public Speaking Classroom: Is It Effective?

Challenges with mission, vision, and change in a 1:1 school: a faction analysis

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