scholarly journals Effects of Using Task-Driven Classroom Teaching on Students’ Learning Attitudes and Learning Effectiveness in an Information Technology Course

2018 ◽  
Vol 10 (11) ◽  
pp. 3957 ◽  
Author(s):  
He-Hai Liu ◽  
Yu-Sheng Su
Keyword(s):  
Information Technology ◽  
Creative Thinking ◽  
Teaching Method ◽  
Learning Performance ◽  
Classroom Teaching ◽  
Learning Effectiveness ◽  
Information Technology Education ◽  
Learning Attitudes ◽  
Practice Teaching ◽  
Technology Course

The Internet era of the modern day means that information technology no longer depends on computer theory. Instead, new education methods are used for innovative application. Therefore, the task-driven classroom teaching method is integrated into information technology teaching of junior middle school by designing specific cases. From the theoretical knowledge teaching and the comprehensive operational practice teaching, we explore the effect of using the task-driven classroom learning method on students’ learning attitudes and learning effectiveness in an information technology course. The experimental results show that using the task-driven classroom teaching method has significant positive correlation on student learning performance, learning interest, and creative thinking. This idea can stimulate interest in learning and improve the comprehensive quality of students; thus, it can promote the reform of information technology education and curriculums. For a more detailed discussion, the results will be discussed in this paper.

scholarly journals Improving Learners’ Design Thinking in Information Technology Course via “4+1” Iterative Model

2020 ◽  
Vol 10 (10) ◽  
pp. 757-762
Author(s):  
Qi Su ◽  
◽  
Jinlei Xu
Keyword(s):  
Information Technology ◽  
Creative Thinking ◽  
Traditional Instruction ◽  
Design Thinking ◽  
Control Group ◽  
Iterative Model ◽  
Step Model ◽  
And Control ◽  
Experimental Group ◽  
Technology Course

Design thinking as a human-centered and problem-solving method can provide ways for ill-structured and complicated problems. It is also as an ability which can stimulate creative thinking and cultivate creative ability. Based on D.School five-step model, a new instructional framework of design thinking called “4+1” iterative model was constructed. Four-week classroom study was carried out with the experimental and control group to explore the effect of the new model in Information Technology course in a middle school. The result showed there were obvious differences between the two groups on the awareness of creation and design, the ability of understanding and making, and the awareness of cooperation and sharing. From the result of the satisfaction of the classroom, the degree of the satisfaction of the experimental group was higher than those in the control group. There was also obvious difference between the two groups on the satisfaction of the classroom. It showed that it could be widely applied in the classroom and promote the innovation of the traditional instruction.

scholarly journals Analysis on Academic Benchmark Design and Teaching Method Improvement under Artificial Intelligence Robot Technology

2021 ◽  
Vol 16 (05) ◽  
pp. 58
Author(s):  
Xiaojuan Cao ◽  
Zheng Li ◽  
Ruyi Zhang
Keyword(s):  
Artificial Intelligence ◽  
Information Technology ◽  
Teaching Method ◽  
Teaching Resources ◽  
Practical Operation ◽  
Robot Technology ◽  
Mindstorms Ev3 ◽  
Method Improvement ◽  
Technology Teaching ◽  
Technology Course

To allow robots to better complete teaching tasks in the education field, based on artificial intelligence robot technology, the academic benchmark is designed for information technology teaching. First, LEGO MINDSTORMS EV3 is introduced for statement, which is developed through information technology courses based on robot education. Then, according to the sensor teaching in robot education, the teaching contents are designed for the information technology course. After that, the teaching method is improved based on sensor teaching for the information technology course. Finally, the feasibility is evaluated of the existing of teaching resources, and the effect of information technology teaching is analyzed through a questionnaire survey. The results show that more than 80% of students are interested in robot teaching, and more than 70% of students can master relevant theoretical knowledge in practical operation, which proves that robot education can arouse students' interest in information technology courses. In conclusion, the learning methods proposed in this study can enable students to better master related theories, and improve students' operation and innovation abilities. The study provides a reference for the application of artificial intelligence robot technology in the field of education.

Peningkatan Teknologi Informasi Melalui Supervisi Pendidikan

2019 ◽  
Author(s):  
Rika ramadani ◽  
Hade Afriansyah
Keyword(s):  
Information Technology ◽  
Learning Process ◽  
Quality Of Education ◽  
Information Technology Education ◽  
Use Of Technology ◽  
Ongoing Training ◽  
The World ◽  
Teacher Supervisors

Progress in information technology that is so fast is expected to improve the quality of education in Indonesia. In the world of information technology education can help and support the learning process. Especially now all the learning process activities can be done online. Progress in information technology must also be supported by quality human resources. In this case the teacher is very instrumental in the utilization of information technology in the world of education. Because the teacher is one of the education supervisors who will encourage the advancement of the quality of education in Indonesia. But in reality the quality of teachers in Indonesia is inadequate. There are still many teachers who cannot use information technology in learning especially for teachers who are senior or old. As teacher supervisors, they must improve the quality of their performance in using technology. To improve the ability of teachers to use technology, ongoing training is needed to use technology. The role of the head of the school as a supervisor is also needed, namely the principal is obliged to supervise, control, and approach the teacher in terms of the use of technology in the learning process.

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