• 1. Faculty Attitudes Towards Integrating Technology and Innovation

    Colleen Marzilli, Julie Delello, Shelly Marmion, Rochell McWhorter, Paul Roberts and T. Scott Marzilli
    March 2014 | Cited by 29

    Technological innovation is an important aspect of teaching and learning in the 21st century. This article examines faculty attitudes toward technology use in the classroom at one regional public university in the United States. Building on a faculty-led initiative to develop a Community of Practice for improving education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the classroom and the average faculty member utilized about six technology tools in their courses. The opportunities, barriers and future uses for technologies in the higher education classroom emerged from the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its most popular courses to increase flexibility, accessibility and student success.
  • 2. A Study of The Interface Usability Issues of Mobile Learning Applications for Smart Phones from the User's Perspective

    Abdelkader Ouda, Luiz Fernando Capretz Abdalha Ali and Muasaad Alrasheedi
    December 2014 | Cited by 28

    A conceptual framework for measuring the usability characteristics of mobile learning (m-Learning) application has been developed. Furthermore, a software prototype for smartphones to assess usability issues of m-Learning applications has also been designed and implemented. This prototype has been developed, using Java language and the Android Software Development Kit, based on the recommended guidelines of the proposed conceptual framework. The usability of the proposed model was compared to a generally available similar mobile application (based on the Blackboard) by conducting a questionnairebased survey at Western University. The two models were evaluated in terms of ease of use, user satisfaction, attractiveness, and learnability. The results of the questionnaire showed that the participants considered the user interface based on our proposed framework more user-friendly as compared to the Blackboard-based user interface.
  • 3. Using Socrative and Smartphones for the support of collaborative learning

    Umar Manzoor Mohammad Awedh, Ahmed Mueen and Bassam Zafarr
    December 2014 | Cited by 20

    The integration of new technologies in the classrooms opens new possibilities for the teaching and learning process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers due to its effects on student learning performance. In this study, our primary objective is to investigate the effect of Socrative with combination of smartphones on student learning performance. We also observed the benefits of interactivity between the teacher and the students and among classmates, which positively influences collaborative learning and engagement of students in the class. We test these relationships experimentally in a community college class environment using data from a survey answered by students in information technology associate degree. The results of our study reveal that collaborative learning and engagement of student in the class improves student learning performance. We highly recommend these tools in educational settings to support the learning process.
  • 4. The Effect of Educational Networking on Students’ Performance in Biology

    Chee Ken Nee
    March 2014 | Cited by 13

    The purpose of present study is to investigate the impacts of incorporating Edmodo as educational network, into a classroom setting on the academic achievement of Biology students based on three types of conceptual level comprises of direct, simple, and complex concept. Researcher intended to seek for the reason of improvement in their achievement test for all the three types of conceptual level. A total of 140 Biology students was selected from three secondary schools which were chosen using convenient random sampling to participate in this study and were divided randomly into two groups. A mixed methods design which involved pretest-and post-test was obtained as quantitative data and follow-up with in-depth interview was obtained as qualitative data. Mann–Whitney U tests were used to analyze students’ gain scores. The results indicated that students that were instructed by the instruction with intervention performed a larger on the gain scores of all the three cognitive levels; than those instructed by the conventional approaches. Five themes of reason for the difference on gain score between control group and experimental group were found from interview data which encompass self-paced learning, boredom, complex conceptual understanding, interesting and motivation, extra information and; communication and interactivity. This educational network will permeate all facets of the curriculum as a new paradigm of teaching tools.
  • 5. Successful Implementation of TPACK in Teacher Preparation Programs

    Barbara Martin
    March 2015 | Cited by 11

    Today's teacher education programs should be providing pre-service teachers with ample preparation in shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert & Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has become an urgent problem we can no longer afford to marginalize”(p. 55). This review of literature examines recent publications on the topic of technology in teacher preparation through the theoretical lens of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a teacher's understanding of how teies can be used effectively as a pedagogical tool.
  • 6. Globalization and Language Teaching and Learning in China

    Jingbo Sun
    December 2013 | Cited by 08

    Globalization has been an irreversible trend in the world economic and social advances. China, as an indispensable developing power, is playing a significant role on the world stage. Language, as a cultural element, is also affecting the process of China's globalization. This paper aims to study the relationship between globalization and the cultural development of foreign language teaching and learning in China. It analyzes the reasons for the boost of foreign language teaching and learning in the age of knowledge economy. Language, conveying ideological, political and cultural connotations, carries more significance beyond its linguistic importance. In the context of globalization, therefore, language teaching and learning is a more complicated issue than a pure culture indicator.
  • 7. Functional Semantics Aware Broker Based Architecture for E-Learning Web Services

    Demian Antony D' Mello
    December 2012 | Cited by 05

    E-learning enables the learner to gain diverse knowledge anytime, anywhere and on any device. Learning resources (objects) and resource providers play a very important role in e-learning applications/systems. The increasing demand for interoperability in existing heterogeneous e-learning systems to support accessibility and reusability is the most challenging research issue. Web services and SOA enables interoperability between heterogeneous applications over the Web. To adopt Web services technology towards the reusability and aggregation of e-learning services, the conceptual Web services architecture and its building blocks need to be augmented. In this paper, a well formed functional semantics approach is proposed to describe e-learning Web services providing variety of learning objects/resources. The paper presents an extendible functional knowledge to map the learner’s or provider’s versions of service descriptions into a standard form called Abstract Description. The authors propose a broker based elearning Web service architecture which facilitates effective e-learning service publishing and discovery mechanisms. The paper explores a scheme to extend the WSDL 2.0 document in order to incorporate functional semantics of e-learning Web services and their operations. The paper presents an e-learning service knowledge called Learning Operation Tree (LOT) for the quick e-learning service discovery. The experimentation shows that, the proposed broker based architecture for e-learning Web services facilitates effective discovery with moderate performance in terms of recall and response.
  • 8. Ubiquitous Scaffold Learning Environment Using Problem-based Learning to Enhance Problem-solving Skills and Context Awareness

    Noppadon Phumeechanya and Panita Wannapiroon
    December 2013 | Cited by 04

    The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate the developed model. The research procedures divide into two phases. The first phase is to design of Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is to evaluate the developed model. The sample group in this study consists of five experts selected by purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and context awareness 2) objectives of the model are to enhance problem solving skill and context awareness and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment Using Problem-based Learning model m high level of appropriateness.
  • 9. Student's Attitudes Toward Integrating Mobile Technology Into Translation Activities

    David Blasco
    March 2016 | Cited by 02

    Previous research shows that the integration of mobile phones in the classroom is challenging, but numerous studies have also demonstrated that wireless networks and mobile tools to support collaborative learning improve educational outcomes. This study aims to question the feasibility of replicating their research methodology in Taiwanese classrooms. For this purpose, two conventional classes of second year license degree in Applied Foreign Languages were the respondents. The students’ attitudes were observed and their participation was examined through an interview that revealed the perceptions of their learning experiences. The results of this study show that students, when allowed to use their cell phones according to their own needs in a collaborative learning, become more interested in their learning and can improve their English efficiency more than students in the conventional classroom. It is thus recommended that highly advanced technology be integrated with more flexibility to match students’ learning needs and motivations.
  • 10. Classroom Communication And Ict Integration: Public High School Teachers' Notions

    Louis Placido Francisco Lachica
    June 2015 | Cited by 02

    As part of the 21st Century skills, the integration of Information and Communication Technology is inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and observations were done to gather data. The data were analyzed using General Inductive Approach and thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change, a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT integration in classroom communication was interpreted to have helped teaching, to be a new medium of instruction, and a marriage or partnership between classroom communication and ICTs. It is recommended that best practices in integrating ICTs in classroom communication should be explored and documented.