Training the Teachers of Tomorrow in an Era of Rapid Technological Advancement

Volume 14 Issue 1 April - June 2017

Research Paper

Training the Teachers of Tomorrow in an Era of Rapid Technological Advancement

Tami Seifert*

Lecturer, Kibbutzim College of Education, Tel-Aviv, Israel.

Seifert,T. (2017). Training the Teachers of Tomorrow in an Era of Rapid Technological Advancement. i-manager’s Journal of Educational Technology, 14(1), 35-46. https://doi.org/10.26634/jet.14.1.13585

Abstract

This study aims to explore the way teacher educators cope with technological-pedagogical change processes during their teaching and tutoring and adapt the teaching methods to the present age. 86 educators and 186 pre-service teachers filled an online questionnaire which included quantitative as well as qualitative, open questions. In addition, 11 interviews were conducted. The study results indicate that despite the ubiquitous changes that we experience in our environment, methods of teaching and learning have not changed substantially. Students feel that in fact, educators are not making a genuine effort to lead the change that they recognize as so important. While preservice teachers and educators agree that experiencing new technological environments is an important step toward a different educational future, they both feel they do not have enough knowledge about essential pedagogical changes and about the skills they will require in order to cope with the new reality.

Nuancing: Fidelity and Flexible Adaptivity in the Implementation of Technology-Rich Innovations

Volume 14 Issue 1 April - June 2017

Research Paper

Nuancing: Fidelity and Flexible Adaptivity in the Implementation of Technology-Rich Innovations

Michael K. Thomas*

Assistant Professor, Department of Educational Psychology, University of Illinois, Chicago, USA.

Thomas,M. K. (2017). Nuancing: Fidelity and Flexible Adaptivity in the Implementation of Technology-Rich Innovations. i-manager’s Journal of Educational Technology, 14(1), 20-34. https://doi.org/10.26634/jet.14.1.13584

Abstract

This manuscript reports on two studies on the implementation of a technology-rich innovation in public schools. This technology-rich innovation was an online quasi-video game environment that used 'through-the-window' virtual reality and a robust back story to situate learning activities in the virtual world for children. The first study examined the reasons why teachers chose to implement the innovation as well as the core challenges and supports necessary for the successful implementation of the innovation. This study used case study methodology and found that the innovation required a great degree of alignment between project goals and existing teacher needs and concerns. The second study re-examined data from the first study to explore how the innovation was actually implemented. The second study employed classic grounded theory methods for analysis and theory building. Nuancing theory emerged as the core category that arose as a result of the inductive grounded theory analysis procedures. This paper elaborates nuancing theory and addresses its possible applications to the problem of designing, developing, and implementing technologyrich innovations for situating learning activity in schools.

Teaching Creativity across the Curriculum through Design Education?

Volume 14 Issue 1 April - June 2017

Research Paper

Teaching Creativity across the Curriculum through Design Education?

Tom Page*, Gisli Thorsteinsson**

* Senior Lecturer, Loughborough University, England.

** Professor, Department of Design and Craft Education, Iceland University of Education, Iceland

Page.T.,and Thorsteinsson.G. (2017). Teaching Creativity across the Curriculum through Design Education? i-manager’s Journal of Educational Technology, 14(1), 7-19. https://doi.org/10.26634/jet.14.1.13583

Abstract

This article examines the effectiveness of design as a subject fulfilling its role of developing creativity within students by allowing and supporting the behaviour and its expression. Creativity in education has been a pressing issue for many countries throughout recent history, once again resurfacing as a key topic for discussion, yet the term is still surrounded by mystery and discrepancies. This study attempts to establish teachers' understandings and definitions of creativity, outlining their methods for nurturance, through a triangulation of research. Evidence returned inconclusive of exact definition held by a majority, however multiple themes arose throughout, demystifying and adding to areas of the current body of knowledge. Implications for greater acknowledgment to the creative process rather than exclusively to product that abides by restrictive criteria, were highlighted as steps in the right direction for effective development of creativity within design as a subject, in educational institutions.

Augmented Reality Application Classroom Development: New Technology and New Media, Education and Intelligent Classrooms

Volume 14 Issue 1 April - June 2017

Research Paper

Augmented Reality Application Classroom Development: New Technology and New Media, Education and Intelligent Classrooms

David R. Squires*

Assistant Professor, Instructional Design and Educational Technology Program, College of Education and Human Development, Texas A&M University, Texas, USA.

Squires.D. (2017). Augmented Reality Application Classroom Development: New Technology and New Media, Education and Intelligent Classrooms. i-manager’s Journal of Educational Technology, 14(1),1-6. https://doi.org/10.26634/jet.14.1.13581

Abstract

Mobile technology is one of the fastest developing communications tools in the history of humankind. Perhaps now more than ever, one of the biggest questions educators and instructors face is how to engage learners in the digital age as mobile technology rapidly evolves. Current research indicates that Augmented Reality (AR) mobile learning applications, when functioning as electronic performance support systems, can increase student's spatial and working memory, response times, and has a significant impact on student engagement. With pedagogically enhanced support systems, AR-enabled courses increase learner's cognitive ability, their response to behavioral demands, and overall positively influence learner's working memory. The significance of this study will help illustrate how assistive and mobile devices are facilitating learning and autonomous help-seeking behavior in technology-enhanced learning environments. The longitudinal study utilizing Augmented Reality screen reading applications indicates that mobile AR technology can function as assistive and help-seeking instruments to increase user visual and spatial memory recall while simultaneously providing learners with tailored and systematized learning content. The study applies mixed methodologies, utilizing quantitative and qualitative data to aid in triangulation. The results show that Augmented Reality applications offer a uniquely beneficial learning context compared to the traditional computer lab setup due to the nature of mobile application's ability to unlock content anywhere and anytime versus traditional electronic learning methods.

Integrating PhET Tools in Constructivist Physics Teaching Learning

Volume 13 Issue 4 January - March 2017

Case Study

Integrating PhET Tools in Constructivist Physics Teaching Learning

Biju K*

Assistant Professor, Department of Education, School of Education & Training, Central University of Tamil Nadu, Thiruvaur, India.

Biju K. (2017). Integrating PhET Tools in Constructivist Physics Teaching Learning. i-manager’s Journal of Educational Technology, 13(4), 50-54. https://doi.org/10.26634/jet.13.4.12403

Abstract

Teaching learning is getting realigned itself with new tools and methods in the new educational scenario. ICT tools open up wide arena of opportunities to improve the teaching learning process focusing on higher order thinking and autonomy of the learners. TPACK model reemphasis on the importance of integration of the domain for the meaningful teaching learning processes. Introduction of technology is being done by the majority rather integrating meaningfully in the classroom. Research suggests that simply putting computers into schools is not enough to impact student learning. That said, specific applications of ICT can positively impact student knowledge, skills and attitudes, as well as teaching practices, school innovation, and community services (Kozma, 2005, p. 1). The major challenges faced by the teachers in general, physics teachers in particular are that of constructive integration of technology tools to improve the process of learning and its assessment. In fact, teachers are getting overwhelmed with the variety of tools in teaching physics. Contextualization of tools aligning with the constructivist objectives are not taken up seriously in Physics teaching and mostly just operating the tools are more focused. The present paper discusses about the integration of powerful PhET tools in teaching Physics at Secondary Level in line with the constructivist approach. The modes of integrating simulations, activities, worksheets related to PhET to improve the interactivity which leads to actively engaged classroom environment helping students to enhance higher order thinking skills and exploring Physics learning process. Assessment for learning also focused in order to make the teaching learning more meaningful and productive.

Influence of Staff Professional Development on Teachers' Instructional Competence in Nigeria: A Review of the Literature

Volume 13 Issue 4 January - March 2017

Review Paper

Influence of Staff Professional Development on Teachers' Instructional Competence in Nigeria: A Review of the Literature

Charity E. Duru-Uremadu *

Assistant Lecturer, Department of Educational Management, College of Education, Michael Okpara University of Agriculture, Umudike, Umuahia, Nigeria.

Uremadu, C.D., (2017). Influence of Staff Professional Development on Teachers’ Instructional Competence in Nigeria: A Review of the Literature. i-manager’s Journal of Educational Technology, 13(4), 38-49. https://doi.org/10.26634/jet.13.4.12402

Abstract

Importance of staff professional development on teachers' instructional competence in public secondary school in Nigeria cannot be overemphasized. This is because it leads to effective and efficient instructional delivery in the school setting. This paper therefore discussed theoretical and conceptual frameworks of professional development for teachers. In particular, it reviewed empirical studies on related past literature to underscore the need for staff professional development in a bid to improve on teachers' instructional competence in secondary school system in Nigeria. Discoveries from past studies established that continuous professional development of teachers has a significant role to play in their instructional competence and school performance. It is therefore recommended that, management of schools should embrace motivational practices necessary for enhancing teachers' productivity, governments and policy makers should encourage secondary school management to always imbibe culture of continuous professional training and retaining of their teachers and make provision for adequate funding of schools in their annual budgets so as to enable school administrators implement these recommendations without financial constraints.

Participants in a Social-Professional Network for Educators

Volume 13 Issue 4 January - March 2017

Research Paper

Participants in a Social-Professional Network for Educators

Tami Seifert*, Smadar Bar-Tal**

* Lecturer, Kibbutzim College of Education, Tel-Aviv, Israel.

** Lecturer, Levinsky College of Education, Israel.

Seifert, T., and Bar-Tal, S., (2017). Participants in a Social-Professional Network for Educators. i-manager’s Journal of Educational Technology, 13(4), 22-37. https://doi.org/10.26634/jet.13.4.12401

Abstract

“Shluvim” social-professional network permits educators at various levels to act in an online professional channel and to address innovative pedagogical challenges. After four years' operation, a case study employed mixed methods to depict a broader picture of the participants in the “Shluvim” network and their activities: Motives for joining the network, members' patterns of activities and factors assisting or inhibiting active participation. 2,200 members participated in Shluvim network (in 152 open and closed groups) over four years. 64 responded to a questionnaire and 15 participated in semi-structured in-depth interviews. Findings suggest that a local social-professional network for educators in their language supports and empowers members' professional development over their professional careers. Different types of users were identified.