Type II Applications of Information Technology in Education

Maddux, Cleborne D.; Johnson, D. LaMont

doi:10.1300/j025v23n01_01

Cited by 27 publications

(19 citation statements)

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“…A useful distinction can be drawn between so-called "Type I" educational technologies, which closely mirror the activities a teacher might have students perform; and the revolutionary potential of "Type II" educational technologies, which allow educators to radi-cally reengineer teaching methods in "new and better ways" that would not otherwise be possible. 41 A Type I computerized reading program that closely mirrors the activities a teacher might have students perform probably will not achieve dramatically different results even if it makes learning easier, faster, or simpler. A Type II program, on the other hand, by allowing students to individually explore topics in ways best suited to each student's particular learning style or offering students instant feedback according to which future lessons and activities can be tailored, might achieve much better results.…”

Section: The Effectiveness Of It In Schoolsmentioning

confidence: 99%

4. Education and Training

Villamil¹

2018

The Philippine Economy

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Section: The Effectiveness Of It In Schoolsmentioning

confidence: 99%

4. Education and Training

Villamil¹

2018

The Philippine Economy

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“…The teacher designs an appropriate learning environment for the students and guides the students to their learning. For this reason, the teacher places such technology applications in such a way that she cannot teach without technology and can only achieve learning objectives effectively in this way (Maddux & Johnson, 2006). Depending on the change in understanding of teaching and learning, teachers design the technology to make the learning of the students easier and more meaningful (Carlson & Gadio, 2002).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Adaptation of ICT Integration Approach Scale to Kosovo Culture: A Study of Validity and Reliability Analysis

Kervan¹,

Tezci²

2018

ujer

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The aim of this study is to adapt ICT integration approach scale to Kosovo culture, which measures ICT integration approaches of university faculty to teaching and learning process. The scale developed in Turkish has been translated into Albanian to provide linguistic equivalence. The survey was given to a total of 303 instructors [161 (53.1%) females and 142 (46.9%) males] for the Confirmatory Factor Analysis of the scale. In the first analysis of the scale, fit indices were obtained in support of 3 factors. However, as a result of 4 different modifications made between 8 items, excellent values were obtained for some of the fit indices. For criterion validity, statistically significant differences were found, in terms of the cognitive and cultural dimensions, between the users who don't use technology or use it very limited and the users who often use technology in the teaching and learning process. As a result of Cronbach's Alpha analysis in the context of internal consistency of the scale, high reliability values have been obtained both in the dimensions of traditional, cognitive and cultural integration and throughout the scale. It has been determined that all items are discriminators as a result of the analysis made by the upper group and lower group technique for item discrimination. Results show that the scale supports the 3 factors in Kosovo culture as well and can be used to determine in what context instructors integrate technology in their teaching and learning process.

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“…His focus was still on the functions of technology, and the technology he commonly used was confined to videos. Mr. Su appeared to be a type I user according to Maddux and Johnson's classification [26]. The aim of technology use is to make traditional learning and teaching more convenient and efficient.…”

Section: Advance In Technical Proficiencymentioning

confidence: 99%

Exploring a Senior Teacher’s Change in a Learning Community for Improving Pre-service Teachers’ Quality

Chang¹,

Hsu²

2017

IJSSH

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Abstract-In this study, we investigated a senior teacher's change in a learning community which aimed to improve the teaching quality of pre-service teachers. The senior teacher had been teaching Chinese in junior high schools for more than 30 years. In addition to the senior teacher, the participants of the learning community were from a university including three pre-service teachers, two teacher educators (researchers), and a Chinese subject matter expert. At the beginning, the university participants sat in the senior teacher's class and observed his teaching. Then, all the participants prepared a new lesson together and then observed the senior teacher's teaching of this lesson, followed by a discussion meeting. Afterwards, three steps of preparing, teaching, and discussing a lesson repeated to improve each pre-service teacher' teaching practice. Based on the multiple data we collected, the senior teacher appeared to give his students more freedom during the teaching process, and he gained new insights on selecting and designing instructional materials. Furthermore, the senior teacher examined digital materials enthusiastically, and finally used technology in his class initiatively and frequently.

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Type II Applications of Information Technology in Education

Cited by 27 publications

References 0 publications

4. Education and Training

4. Education and Training

Adaptation of ICT Integration Approach Scale to Kosovo Culture: A Study of Validity and Reliability Analysis

Exploring a Senior Teacher’s Change in a Learning Community for Improving Pre-service Teachers’ Quality

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