scholarly journals Technology’s Integration in Architecture

2019 ◽  
pp. 216-221
Author(s):  
Fidel A. Meraz
Keyword(s):  
Technology Integration ◽  
Teaching And Learning ◽  
Holistic Perspective ◽  
Human Dwelling

This paper identifies two visions of the challenge of technology integration in architecture for education. Then, the appropriateness of conceiving architecture from a holistic perspective of the human dwelling is suggested, proposing an awareness of its technological aspects. Finally, some considerations of technology in architecture, in particular in teaching and learning are challenged, first analytically and then with an integrative intention.

iPad Integration in an Elementary Classroom

2013 ◽  
pp. 42-54 ◽  
Author(s):  
Jung Won Hur ◽  
Amy Anderson
Keyword(s):  
Technology Integration ◽  
Best Practices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Elementary Classrooms ◽  
Elementary Level ◽  
Full Potential ◽  
Learning Tool ◽  
Practical Guidance ◽  
Grade Classroom

The availability of engaging apps on the iPad and its portability have encouraged many educators to adopt it as a teaching and learning tool in the classroom. However, because iPad integration is new, neither practical guidance nor best practices are yet available. Consequently, the authors integrated 13 iPads into a third grade classroom for a year to facilitate learning while examining how to unlock their full potential. The purpose of this chapter is to present specific elementary-level subject learning lesson ideas for iPads, identifying the advantages and challenges of such integration. They also provide practical tips for mobile technology integration in elementary classrooms.

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

Enhancing Teaching and Learning with Digital Storytelling

2010 ◽  
Vol 6 (2) ◽  
pp. 76-87 ◽  
Author(s):  
Shuyan Wang ◽  
Hong Zhan
Keyword(s):  
Technology Integration ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Theoretical Foundation ◽  
Meaningful Learning

This article intends to help educators interested in technology integration in the classroom acquire a firm theoretical foundation, pedagogical applications, and step-by-step technical procedures for infusing digital storytelling into the curriculum. Through illustrations of digital storytelling projects completed in the authors’ undergraduate and graduate classes, this article discusses the benefits along with the challenges for using digital storytelling as a means of engaging students in reflective, active, and personally meaningful learning.

Fostering Meaningful Student Learning Through Constructivist Pedagogy and Technology Integration

2011 ◽  
Vol 7 (4) ◽  
pp. 1-10 ◽  
Author(s):  
Jared Keengwe ◽  
Grace Onchwari
Keyword(s):  
Technology Integration ◽  
Student Learning ◽  
Teaching And Learning ◽  
Modern Technology ◽  
Constructivist Teaching ◽  
Constructivist Pedagogy ◽  
Remarkable Improvement ◽  
Technology Tools ◽  
Critical Issues ◽  
Pedagogical Framework

While national statistics cite a remarkable improvement in technology tools and access to the Internet in most schools across the nation, many teachers are not integrating these tools into their instruction in ways that support and maximize student learning. Additionally, many teachers entering the workforce are far more likely to use computers for personal purposes rather than in the classroom (Keengwe, 2007; Keengwe & Onchwari, 2009). Consequently, there is need to motivate, train, and equip teachers with the skills, knowledge, and pedagogical framework to effectively teach with technology tools. This article reviews the constructivist pedagogical framework and the critical issues related to technology integration in schools. This article advocates the need for teachers to embrace constructivist teaching strategies to enhance meaningful teaching and learning in modern technology-rich classrooms.

Bringing Mohamed to the Mountain: Situated Professional Development in a Ubiquitous Computing Classroom

2005 ◽  
Vol 32 (4) ◽  
pp. 353-365 ◽  
Author(s):  
Karen Swan ◽  
Annette Kratcoski ◽  
Pat Mazzer ◽  
Jason Schenker
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Ubiquitous Computing ◽  
Teaching And Learning ◽  
Development Program ◽  
Learning Opportunities ◽  
Classroom Teachers ◽  
Computing Environments ◽  
Ubiquitous Computing Environments ◽  
Regular Practice

This article describes an ongoing situated professional development program in which teachers bring their intact classes for an extended stay in a ubiquitous computing environment equipped with a variety of state-of-the-art computing devices. The experience is unique in that it not only situates teacher learning about technology integration in their regular practice, but also gives them the opportunity to explore the full possibilities afforded by a variety of technologies and 1:1 computing opportunities. The program provides an important alternative model for professional development that has been highly successful, not only in increasing teachers' knowledge and confidence in technology integration but also in changing the ways in which teachers think about and use a variety of technologies in their classrooms. Findings also suggest that ubiquitous computing environments afford unique teaching and learning opportunities upon which ordinary classroom teachers can capitalize to a greater or lesser degree.

scholarly journals TECHNOLOGY INTEGRATION IN NATURAL SCIENCES TEACHING AND LEARNING IN SOUTH AFRICAN TOWNSHIP SCHOOLS

2021 ◽  
Author(s):  
Sam Ramaila ◽  
Keyword(s):  
Technology Integration ◽  
South African ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Survey Design ◽  
Natural Sciences ◽  
Structured Interviews ◽  
Design Data ◽  
Pedagogical Content ◽  
South African Township

This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.

Learner-Centered Technology Integration

2012 ◽  
pp. 797-807
Author(s):  
Yun-Jo An
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Future Trends ◽  
Pedagogical Content ◽  
Learner Centered ◽  
Integration Of Technology ◽  
High Level

To transform teaching and learning in ways that better meet the needs of digital natives, there has been increased emphasis on the integration of technology into teaching and learning. However, despite generally improved conditions for technology integration, high-level technology use, associated with constructivist or learner-centered practices, is still low. Many teachers and instructors are not using technologies to their potential, often integrating the new tools into their old practices. In an attempt to better support teachers and instructors in using emerging technologies to design and facilitate learner-centered instruction (LCI), this chapter provides an overview of learner-centered instruction (LCI) and the technological pedagogical content knowledge (TPCK) framework. Then, the potential of emerging technologies to foster learner-centered instruction (LCI) and future trends are discussed.

Overcoming the Tensions and Challenges of Technology Integration

2012 ◽  
pp. 136-156 ◽  
Author(s):  
Erica C. Boling ◽  
Jeanine Beatty
Keyword(s):  
Technology Integration ◽  
Teacher Professional Development ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Four Dimensions ◽  
Teacher Professional ◽  
Apprenticeship Model ◽  
Integrate Technology ◽  
K 12

This chapter informs teacher educators and individuals involved in teacher professional development about the tensions that frequently arise when K-12 teachers integrate technology into their classrooms. Suggestions for how individuals can help teachers confront and overcome these challenges are presented. In order to describe the various tensions that exist, findings are organized around concerns that are related to the innovator (e.g., the teacher), the technological innovation, and the contextual factors that arise from the environment in which teaching and learning occur. To describe ways to assist teachers as they confront the challenges of technology integration, recommendations are framed around the Cognitive Apprenticeship Model (CAM) and the four dimensions that constitute a successful learning environment: content, method, sequencing, and sociology.

Technology Integration in Early Childhood and Primary Classrooms

2010 ◽  
pp. 162-176
Author(s):  
Michael M. Grant ◽  
Clif Mims
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Technology Use ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Computer Access ◽  
Primary Classrooms ◽  
Use Of Technology ◽  
Research Findings

Calls for increased use of technology in early childhood and primary classrooms have not gone unanswered. However, recent research findings report little technology integration with computers continuing to be unavailable. This descriptive study looked to explore to what extent and in what ways technology is integrated into early childhood and primary classrooms. Findings corroborate previous dated research that trivial technology is being used. Technology use, computer access and styles of pedagogy remain critical in the debate to whether teachers will integrate computers for teaching and learning.

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