Motivating University Faculty To Use Digital Video Technology In Teaching And Learning

2007 ◽  
Vol 4 (1) ◽  
pp. 85-93
Author(s):  
Lee E. Allen ◽  
Keyword(s):  
Teaching And Learning ◽  
Digital Video ◽  
University Faculty ◽  
Video Technology ◽  
Technology In Teaching

scholarly journals A TEACHER’S BELIEFS ON THE INTEGRATION OF VIDEO TECHNOLOGY IN TEACHING SPEAKING: A CASE STUDY

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Adin Fauzi ◽  
Desy Damayanti ◽  
Takdir Ilahi
Keyword(s):  
Technology Integration ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Video Technology ◽  
Beliefs And Practices ◽  
Technology In Teaching ◽  
Teachers Beliefs ◽  
Strongly Connected ◽  
Teacher's Beliefs

This study investigates the teacher’s beliefs on video technology integration in ELT. A case study was employed as the research design to produce an in-depth description of video technology integration that is rich and holistic. An English teacher was purposefully selected as the research subject of the study. The results of the study indicate that the teacher’s beliefs about English, teaching and learning, and video technology are strongly connected with teaching practices. Moreover, the findings show that there is no any discrepancy between beliefs and practices. This study attempts to contribute to the literature on the study of the teachers’ beliefs that underlie teaching practices. Teachers should understand their own beliefs to promote effective teaching practices.

scholarly journals Technology Adoption into Teaching and Learning by Mainstream University Faculty: A Mixed Methodology Study Revealing the “How, When, Why, and Why Not”

2008 ◽  
Vol 39 (3) ◽  
pp. 235-265 ◽  
Author(s):  
Pam S. Nicolle ◽  
Yiping Lou
Keyword(s):  
Path Analysis ◽  
Teaching And Learning ◽  
Peer Interactions ◽  
Faculty Members ◽  
Mixed Methodology ◽  
University Faculty ◽  
Direct Effects ◽  
Adoption Of Technology ◽  
Technology In Teaching ◽  
Rich Data

This mixed methodology study was designed to examine the factors and the process by which mainstream university faculty members adopt and implement technology in teaching and learning. Data were collected through a survey administered to faculty from 3 academic colleges ( N = 117) and interviews of selected survey respondents ( N = 9). Path analysis of survey data resulted in path coefficients indicating relationships between variables and significant direct effects to variables. Interview data were analyzed through constant comparative analyses. Patterns of perceptions and usage among participants emerged, providing rich data that triangulates with survey and path analysis findings. The results suggest that peer interactions and collegiality are significant direct effects in helping faculty members learn new innovations and strategies. The findings have important implications for informing the design of professional development for faculty adoption of technology.

scholarly journals Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya

2018 ◽  
Vol 5 (5) ◽  
pp. 4754-4758
Author(s):  
Ogoti Evans Okendo
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Information Communication ◽  
Ict Integration ◽  
Public And Private ◽  
Technology In Teaching ◽  
Private And Public ◽  
Ict Infrastructure

The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded  that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.

scholarly journals Critical Digital Literacy: Technology in Education Beyond Issues of User Competence and Labour-Market Qualifications

2019 ◽  
Vol 17 (2) ◽  
pp. 221-240 ◽  
Author(s):  
Holger Pötzsch
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Technology In Education ◽  
Present Contribution ◽  
Digital Capitalism ◽  
Technology In Teaching ◽  
Knowledge Competencies ◽  
Structural Aspects

The present contribution conducts an intervention in the study and practice of digital and media literacy. After reviewing key tenets of recent debates, I advance a specific understanding of the concept – critical digital literacy – that, as I argue, comprehensively addresses issues of knowledge, competencies, and skills in relation to digital technologies. In particular, I posit that critical thinking about educational and other values of ‘the digital’ needs to take structural aspects of the technology into account that are often eschewed in instrumental or commercially-driven approaches. To prepare pupils for their future lives requires a widest possible contextualisation of technology, including issues of exploitation, commodification, and degradation in digital capitalism. Finally, I make concrete suggestions for constructive uses of technology in teaching and learning.

scholarly journals Opetuksen ja oppimisen digiloikka kieltenopiskelijoiden silmin

2018 ◽  
pp. 61-76
Author(s):  
Anne Huhtala
Keyword(s):  
Content Analysis ◽  
Digital Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Sedentary Lifestyle ◽  
Qualitative Content Analysis ◽  
Open Questions ◽  
Technology In Teaching ◽  
Digital Skills

This article focuses on how university language students reflect on digitalisation and their own digital skills, and what kinds of benefits and risks they see in the increasing use of digital technology in teaching and learning. The data used for this study are of two kinds: 25 students filled in a questionnaire consisting of open questions about digitalisation, and 10 students wrote an essay where they reflected on the role of digital technology in their lives. The data were analysed by using qualitative content analysis. According to the results, university students experience their digital skills as good, and rely on their ability to learn new skills when needed. They describe the role of ICT in their lives as important, but seem to use digital technology with deliberation. They see several benefits in the use of new technologies, e.g., versatility, but also many risks, including problems caused by a sedentary lifestyle.

scholarly journals MODELING LEARNING GAME BASED DIGITAL TO CHILDREN OF SENIOR HIGH SCHOOL FOR GEOGRAPHY SCIENCE BASED ON UNITY

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Astrid Novita Putri ◽  
Wiratama Adi Wibawa
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Major Effect ◽  
Effective Solution ◽  
Unity 3D ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Learning Game ◽  
Information And Communication

The development of information and communication technology is now a major effect on manyaspects of life, even human behavior and activities are now a lot depends on the information andcommunication technology. One example is the use of technology in teaching and learning, namely withthe game. The game is already familiar to the students. When students are lazy to read books whilestudying, they are cool to play games. Therefore, the author makes an effective solution in learning sothat they are not lazy to study. This game was designed with the concept of 2D so it can be run onsmartphones that have lower specs. To build this game, the author uses Unity 3D 5.4. So, students canlearn with pleasure and do not get bored while studying.

Video Democracies

2016 ◽  
Author(s):  
Blake Atwood
Keyword(s):  
21St Century ◽  
Digital Video ◽  
Cultural Value ◽  
Technological Changes ◽  
Video Technology ◽  
The World ◽  
Widespread Acceptance ◽  
History Of

This chapter speaks to the ways in which reform cinema was wrapped up in the technological changes during Khatami’s presidency. In particular, video technology, which was banned in Iran between 1982 and 1993, gained widespread acceptance during Khatami’s presidency. Meanwhile, the proliferation of digital video at the beginning of the 21st century was changing what it meant to make and watch movies around the world. Abbas Kiarostami’s Taste of Cherry (1997) and Ten (2002) and Bahman Farmanara’s The Smell of Camphor, the Scent of Jasmine (2001) speak to this changing technology, and they play with video in order to show how this technology was democratizing filmmaking in Iran. This chapter contextualizes Kiarostami’s and Farmanara’s films by suggesting a history of video technology in Iran, one which demonstrates that the changing cultural value of video developed in tandem with Khatami’s discourse of reform.

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