This document provides a review of assistive technologies used in special education. It discusses how assistive technologies can help students with learning disabilities by taking advantage of their strengths and bypassing their weaknesses. Examples of assistive technologies include hardware like computers and software programs. Studies show assistive technology instruction can increase motivation and problem solving abilities for students with dyslexia or dyscalculia. Computer-assisted instruction is also discussed as it allows individualized learning and practice for special needs students.
Availability and utilization of information and communication technology ict...Gambari Isiaka
This document discusses a study that surveyed the availability and utilization of information and communication technology (ICT) facilities in tertiary institutions in Niger State, Nigeria.
The study involved 150 lecturers from three federal tertiary institutions who completed a questionnaire. The results showed that ICT facilities were inadequately provided across the institutions. Specifically, desktop computers and internet access for lecturers, digital libraries, and institutional websites were largely unavailable. Some facilities like multimedia classrooms and audiovisual equipment had higher availability in colleges of education compared to universities and polytechnics. Overall, the findings indicated that ICT facilities and their effective use for teaching and research purposes needed to be improved in the tertiary institutions surveyed.
This document discusses a study that examined the effect of video-based mobile learning on distance learners' academic performance in mathematics concepts. The study used a quasi-experimental design with two groups - an experimental group that received video-based mobile learning and a control group that received traditional lecture-based learning. Results showed that students in the experimental group performed better than those in the control group. Additionally, there was no significant difference in performance between male and female students in the experimental group. The study recommends wider adoption of video-based mobile learning packages and replicating this approach for other mathematics and distance learning courses.
CHALLENGES OF INSECURITY IN INFORMATION AND COMMUNICATIONS TECHNOLOGY BASED L...Shehu Abdullahi Ringim
There is general insecurity in the contemporary learning environment particularly at secondary education level. Such insecurity could be posed by distractions to learning as a result of peer pressure, poor program design in the schools and lack of appropriate provision and utilization of learning resources such as the ICT tools. Students of secondary schools are within the age bracket of 14-18 years, which fairly corresponds with the teenage or adolescence stage. Due to limited life experience of this age group, they trend to misuse the ICT infrastructure put in place to support their learning in school or even at home. Therefore, care has to be exercised to protect learners from dangerous and harmful effects of such ICT tools as internet which facilitates access to dangerous websites that render them vulnerable to insecurities and distractions. This paper discussed the available ICT tools in Nigerian secondary schools, the need to guide the students in proper utilization of such tools so that they do not fall victims of the insecurity posed by negative influence of the ICT tools. The paper recommended some strategies to be applied by teachers, administrators, policy makers, and care givers in protecting the learners from such dangers.
Enhancing students’ understanding of algebra concepts through cooperative com...Gambari Isiaka
This study investigated how using a cooperative computer instruction (CCI) approach could enhance students' understanding of algebra concepts, compared to individualized computer instruction (ICI) and conventional classroom instruction. 60 secondary school students in Nigeria were given a pre-test and post-test on mathematics achievement. Students who used CCI performed better on the post-test than those using ICI or conventional instruction. However, there was no significant difference in performance between male and female students using CCI or ICI. The study concluded that teachers should be encouraged to use cooperative computer instruction to improve student performance in mathematics concepts.
Demographic implications for the user perceptions of e-learning in higher edu...Tariq Ghayyur
This document summarizes a research study on the demographic implications of user perceptions of e-learning in higher education institutions in North-West Frontier Province, Pakistan. The study explores how factors like age, gender, experience level, and other demographics impact teachers', students', and administrators' perceptions of e-teaching, e-learning, and e-education. A literature review covers previous research on user perceptions and attitudes toward educational technologies in developing countries. The study aims to understand how six demographic groupings influence perceptions across five research variables related to technology use.
Influence of Computer Assisted Instruction (CAI) package on Upper Basic
School Students’ Performance in Keyboarding Concept in Business Studies.
Tiamiyu, Y.B & Gbolagade, W.O.
IMPACT OF CAI AND SCHOOL TYPE ON ACADEMIC PERFORMANCE OF STUDENTS IN BASIC TE...abdullahi yunusa
This document summarizes a study on the impact of computer-assisted instruction (CAI) and school type on student academic performance in basic technology in Sokoto State, Nigeria. The study used a quasi-experimental design with an experimental group receiving CAI and a control group receiving traditional instruction. Results found no significant differences between CAI and traditional instruction, or between students at day schools versus boarding schools. The outcome may be due to factors like student familiarity with computers and cognitive strategies. It is recommended that teachers be trained to ensure students acquire reading, writing, and technical skills for effective learning both with and without technology.
Availability and utilization of information and communication technology ict...Gambari Isiaka
This document discusses a study that surveyed the availability and utilization of information and communication technology (ICT) facilities in tertiary institutions in Niger State, Nigeria.
The study involved 150 lecturers from three federal tertiary institutions who completed a questionnaire. The results showed that ICT facilities were inadequately provided across the institutions. Specifically, desktop computers and internet access for lecturers, digital libraries, and institutional websites were largely unavailable. Some facilities like multimedia classrooms and audiovisual equipment had higher availability in colleges of education compared to universities and polytechnics. Overall, the findings indicated that ICT facilities and their effective use for teaching and research purposes needed to be improved in the tertiary institutions surveyed.
This document discusses a study that examined the effect of video-based mobile learning on distance learners' academic performance in mathematics concepts. The study used a quasi-experimental design with two groups - an experimental group that received video-based mobile learning and a control group that received traditional lecture-based learning. Results showed that students in the experimental group performed better than those in the control group. Additionally, there was no significant difference in performance between male and female students in the experimental group. The study recommends wider adoption of video-based mobile learning packages and replicating this approach for other mathematics and distance learning courses.
CHALLENGES OF INSECURITY IN INFORMATION AND COMMUNICATIONS TECHNOLOGY BASED L...Shehu Abdullahi Ringim
There is general insecurity in the contemporary learning environment particularly at secondary education level. Such insecurity could be posed by distractions to learning as a result of peer pressure, poor program design in the schools and lack of appropriate provision and utilization of learning resources such as the ICT tools. Students of secondary schools are within the age bracket of 14-18 years, which fairly corresponds with the teenage or adolescence stage. Due to limited life experience of this age group, they trend to misuse the ICT infrastructure put in place to support their learning in school or even at home. Therefore, care has to be exercised to protect learners from dangerous and harmful effects of such ICT tools as internet which facilitates access to dangerous websites that render them vulnerable to insecurities and distractions. This paper discussed the available ICT tools in Nigerian secondary schools, the need to guide the students in proper utilization of such tools so that they do not fall victims of the insecurity posed by negative influence of the ICT tools. The paper recommended some strategies to be applied by teachers, administrators, policy makers, and care givers in protecting the learners from such dangers.
Enhancing students’ understanding of algebra concepts through cooperative com...Gambari Isiaka
This study investigated how using a cooperative computer instruction (CCI) approach could enhance students' understanding of algebra concepts, compared to individualized computer instruction (ICI) and conventional classroom instruction. 60 secondary school students in Nigeria were given a pre-test and post-test on mathematics achievement. Students who used CCI performed better on the post-test than those using ICI or conventional instruction. However, there was no significant difference in performance between male and female students using CCI or ICI. The study concluded that teachers should be encouraged to use cooperative computer instruction to improve student performance in mathematics concepts.
Demographic implications for the user perceptions of e-learning in higher edu...Tariq Ghayyur
This document summarizes a research study on the demographic implications of user perceptions of e-learning in higher education institutions in North-West Frontier Province, Pakistan. The study explores how factors like age, gender, experience level, and other demographics impact teachers', students', and administrators' perceptions of e-teaching, e-learning, and e-education. A literature review covers previous research on user perceptions and attitudes toward educational technologies in developing countries. The study aims to understand how six demographic groupings influence perceptions across five research variables related to technology use.
Influence of Computer Assisted Instruction (CAI) package on Upper Basic
School Students’ Performance in Keyboarding Concept in Business Studies.
Tiamiyu, Y.B & Gbolagade, W.O.
IMPACT OF CAI AND SCHOOL TYPE ON ACADEMIC PERFORMANCE OF STUDENTS IN BASIC TE...abdullahi yunusa
This document summarizes a study on the impact of computer-assisted instruction (CAI) and school type on student academic performance in basic technology in Sokoto State, Nigeria. The study used a quasi-experimental design with an experimental group receiving CAI and a control group receiving traditional instruction. Results found no significant differences between CAI and traditional instruction, or between students at day schools versus boarding schools. The outcome may be due to factors like student familiarity with computers and cognitive strategies. It is recommended that teachers be trained to ensure students acquire reading, writing, and technical skills for effective learning both with and without technology.
Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
The Impacts Of Information And Communication Technology (ICT) On The Teaching...IOSR Journals
This document discusses the impacts of information and communication technology (ICT) on teaching and learning science and mathematics. It defines ICT and explains how ICT has transformed education by creating a more interactive learning environment. ICT allows for more effective demonstration of concepts and feedback on student progress. The use of ICT in classrooms enhances teaching and makes lessons more exciting for students. ICT also helps students become independent learners by developing critical thinking and problem-solving skills. For science and mathematics specifically, ICT is increasingly used in laboratories for data acquisition, handling, and analysis.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
1) ICT plays an important role in modernizing education and improving its quality by developing new ways of teaching and learning, and extending access to more students.
2) ICT provides tools to help learners with disabilities learn at their own pace, and enhances the quality of teaching for both teachers and students.
3) Universal design for learning aims to meet the needs of diverse students through flexible curriculum, materials, and assessments. Assistive technologies also help students with disabilities overcome challenges.
This document discusses the relationship between information and communication technology (ICT) and e-learning, with a focus on how data mining can be used in the context of e-learning. It first provides background on e-learning and how ICT has enhanced e-learning through technologies like web 2.0. It then discusses how educational data mining uses data collected by e-learning systems and tools to gain insights about students, learning, and how to improve practices. Specific techniques like analyzing keystroke data and data at different levels can provide valuable information. The document concludes that data mining techniques applied by education experts can help address open challenges in e-learning systems and help transform education in India.
Demetrios G. Sampson and Panagiotis Zervas,
Context-Aware Adaptive and Personalized Mobile Learning
Tutorial Slides
@ International Summer School on Educational Technology 2013, Beijing Normal University, Beijing, China, 19-23 July
@ The 4th IEEE International Conference on Technology for Education (T4E 2012), Hyderabad, India, 18-20 July 2012
This document discusses context-aware adaptive and personalized mobile learning systems. It begins with an introduction that outlines the motivation for such systems in providing tailored learning experiences on mobile devices. It then provides definitions for key terms like mobile learning, adaptivity, and personalization. The main issues in designing these systems are the learner's contextual information that can be used for adaptations, and the types of adaptations that are possible. The document outlines ASK's research progress in this area, including their context model and prototype tools. It concludes by noting further research issues.
This document discusses modern instructional materials and their importance in teaching and learning. It defines modern instructional materials as any device with instructional content that is used for teaching, including audiovisual materials, scripts, computer programs, and more. The document outlines several types of modern materials, including radio, tape recorders, computers/internet, projectors, and their advantages and disadvantages. Some problems with modern materials are that they require teacher retraining, intellectual property is difficult to protect, and they are not always available or in good condition in schools due to issues like lack of funds, proper storage, and time constraints.
Barriers to the successful integraration of ICTAliAqsamAbbasi
This document reviews the literature on barriers to integrating information and communication technology (ICT) into teaching and learning environments. It finds that while teachers desire to integrate ICT, they face major barriers of lack of confidence, lack of competence, and lack of access to resources. Effective professional development, sufficient time, technical support, ICT resources including hardware and software are needed to increase the possibility of excellent ICT integration. The paper provides recommendations to help overcome barriers and successfully integrate ICT.
Ict resource utilization, availability and accessibility by teacher educators...Alexander Decker
This document discusses a study that investigated the utilization of information and communication technology (ICT) resources by teacher educators at the College of Education in Katsina-Ala, Benue State, Nigeria. The study found that ICT resources were not available at the college and therefore could not be accessed by teacher educators for instructional development purposes. Based on these findings, the study recommended that the college authority should provide ICT resources to teacher educators and sponsor training programs to help them develop ICT skills for instructional delivery.
Perceived competence of nigerian secondary schools teachers inAlexander Decker
This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
The document discusses ICT and pedagogy integration in education. It outlines Prof. Vasudha Kamat's presentation agenda which includes ICT and pedagogy, national initiatives like the Right to Education Act, and NCERT initiatives. It discusses 21st century skills needed for students and teachers. It also covers digital literacy, national initiatives, teacher professional development, e-content development and open educational resources.
EXTENT INFORMATION RESOURCES PROVISION OF NATIONAL OPEN UNIVERSITY OF NIGERIA...AkashSharma618775
This work examined the extent Information resources provision of National Open University of Nigeria
meet the information needs of their students in Southeast Nigeria. Three research questions guided the study.
Descriptive survey research design was adopted for the study. The population of the study comprised 42,200
NOUN Students from four study centers in southeast out of which 2111 were sampled. Random sampling
technique was used to draw the sample. Instrument for data collection was a structured questionnaire. Its
reliability was established using Cronbach alpha. Data collected was analyzed using arithmetic mean. From the
analysis, given that the various information resources needed by students are to a high extent, more so the
provided information resources by NOUN to its students to meet their information need are to a low extent.
However these were not without challenges ranging from poor funding, inadequate provision of information
resources, and irregular power supply and so on but they further highlighted some solutions to the challenges.
Based on the findings, the study recommends that the stakeholders should oftentimes conduct a resources
verification exercise on the resources and facilities of the NOUN programme and they should also ensure that the
policy and the vision statement that established the NOUN programme are strictly followed.
The use of ict as an integral teaching and learning tool for children with au...Alexander Decker
This document discusses integrating information and communication technology (ICT) as an integral teaching tool for children with autism in Nigeria's education system. It notes that while ICT has proven effective in other countries, Nigeria's special education programs still rely on outdated methods. The study surveyed 108 primary school teachers, finding they were aware of assistive technology tools but only adopt instructional strategies for ICT on an average level. It recommends making assistive technology tools available to teachers to help children with autism maximize their potential.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
GENDER SENSITIZATION TOWARDS FUTURE GADGETS IN EDUCATIONorajjournal
Tomorrow’s future is strictly based on today’s students. Students are considered as a preliminary basic
building block for the construction of huge society. Thus, the student’s must be expected to develop good
moral skills not only for their basic necessities or requirements but to groom themselves as an essential
part of country’s economic growth and technological advancements. The task of teacher here plays an
important role nomatter whether s/he is a mentor, guider, philosopher, educator or an expert, whose
responsibility is not just to inculcate appropriate skills in the minds of students but inside and outside the
classroom activities also. The expected future scenario is quite different from the present traditional
classroom situation. The classroom does not mean confined only to the four walls of a room, but it should
inculcate the use of latest tools, devices and gadgets in modern classroom teaching practices. The
paradigm shift has been taken place for the transmission of learning to reshape the classroom for global
perspectives in order to fulfill the visions of 2020. The paper has the objective to find out the opinion of
students towards utilizing future gadgets that can be used for educational purposes. The findings show that
a vast majority of students have positively opined towards utilizing the future gadgets in classroom
practices. This study will highlight the student’s interest towards global competition in terms of their own
standpoint in the world.
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document provides a summary of free web-based tools that can be used by Cooperative Extension colleagues for educational purposes. It discusses tools for social networking, collaboration, multimedia sharing, blogging, and creating presentations. Examples of popular tools are provided for each category. The document also addresses considerations for using these tools, such as privacy, copyright, and appropriate usage.
Open source e-learning software applications have great advantages, especially for the disadvantaged sections including support, dependability and proper maintenance. All it needs is a team of amateur programmers who can enrich software applications to provide an authentic and enduring virtual learning experience.
Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
The Impacts Of Information And Communication Technology (ICT) On The Teaching...IOSR Journals
This document discusses the impacts of information and communication technology (ICT) on teaching and learning science and mathematics. It defines ICT and explains how ICT has transformed education by creating a more interactive learning environment. ICT allows for more effective demonstration of concepts and feedback on student progress. The use of ICT in classrooms enhances teaching and makes lessons more exciting for students. ICT also helps students become independent learners by developing critical thinking and problem-solving skills. For science and mathematics specifically, ICT is increasingly used in laboratories for data acquisition, handling, and analysis.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
1) ICT plays an important role in modernizing education and improving its quality by developing new ways of teaching and learning, and extending access to more students.
2) ICT provides tools to help learners with disabilities learn at their own pace, and enhances the quality of teaching for both teachers and students.
3) Universal design for learning aims to meet the needs of diverse students through flexible curriculum, materials, and assessments. Assistive technologies also help students with disabilities overcome challenges.
This document discusses the relationship between information and communication technology (ICT) and e-learning, with a focus on how data mining can be used in the context of e-learning. It first provides background on e-learning and how ICT has enhanced e-learning through technologies like web 2.0. It then discusses how educational data mining uses data collected by e-learning systems and tools to gain insights about students, learning, and how to improve practices. Specific techniques like analyzing keystroke data and data at different levels can provide valuable information. The document concludes that data mining techniques applied by education experts can help address open challenges in e-learning systems and help transform education in India.
Demetrios G. Sampson and Panagiotis Zervas,
Context-Aware Adaptive and Personalized Mobile Learning
Tutorial Slides
@ International Summer School on Educational Technology 2013, Beijing Normal University, Beijing, China, 19-23 July
@ The 4th IEEE International Conference on Technology for Education (T4E 2012), Hyderabad, India, 18-20 July 2012
This document discusses context-aware adaptive and personalized mobile learning systems. It begins with an introduction that outlines the motivation for such systems in providing tailored learning experiences on mobile devices. It then provides definitions for key terms like mobile learning, adaptivity, and personalization. The main issues in designing these systems are the learner's contextual information that can be used for adaptations, and the types of adaptations that are possible. The document outlines ASK's research progress in this area, including their context model and prototype tools. It concludes by noting further research issues.
This document discusses modern instructional materials and their importance in teaching and learning. It defines modern instructional materials as any device with instructional content that is used for teaching, including audiovisual materials, scripts, computer programs, and more. The document outlines several types of modern materials, including radio, tape recorders, computers/internet, projectors, and their advantages and disadvantages. Some problems with modern materials are that they require teacher retraining, intellectual property is difficult to protect, and they are not always available or in good condition in schools due to issues like lack of funds, proper storage, and time constraints.
Barriers to the successful integraration of ICTAliAqsamAbbasi
This document reviews the literature on barriers to integrating information and communication technology (ICT) into teaching and learning environments. It finds that while teachers desire to integrate ICT, they face major barriers of lack of confidence, lack of competence, and lack of access to resources. Effective professional development, sufficient time, technical support, ICT resources including hardware and software are needed to increase the possibility of excellent ICT integration. The paper provides recommendations to help overcome barriers and successfully integrate ICT.
Ict resource utilization, availability and accessibility by teacher educators...Alexander Decker
This document discusses a study that investigated the utilization of information and communication technology (ICT) resources by teacher educators at the College of Education in Katsina-Ala, Benue State, Nigeria. The study found that ICT resources were not available at the college and therefore could not be accessed by teacher educators for instructional development purposes. Based on these findings, the study recommended that the college authority should provide ICT resources to teacher educators and sponsor training programs to help them develop ICT skills for instructional delivery.
Perceived competence of nigerian secondary schools teachers inAlexander Decker
This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
The document discusses ICT and pedagogy integration in education. It outlines Prof. Vasudha Kamat's presentation agenda which includes ICT and pedagogy, national initiatives like the Right to Education Act, and NCERT initiatives. It discusses 21st century skills needed for students and teachers. It also covers digital literacy, national initiatives, teacher professional development, e-content development and open educational resources.
EXTENT INFORMATION RESOURCES PROVISION OF NATIONAL OPEN UNIVERSITY OF NIGERIA...AkashSharma618775
This work examined the extent Information resources provision of National Open University of Nigeria
meet the information needs of their students in Southeast Nigeria. Three research questions guided the study.
Descriptive survey research design was adopted for the study. The population of the study comprised 42,200
NOUN Students from four study centers in southeast out of which 2111 were sampled. Random sampling
technique was used to draw the sample. Instrument for data collection was a structured questionnaire. Its
reliability was established using Cronbach alpha. Data collected was analyzed using arithmetic mean. From the
analysis, given that the various information resources needed by students are to a high extent, more so the
provided information resources by NOUN to its students to meet their information need are to a low extent.
However these were not without challenges ranging from poor funding, inadequate provision of information
resources, and irregular power supply and so on but they further highlighted some solutions to the challenges.
Based on the findings, the study recommends that the stakeholders should oftentimes conduct a resources
verification exercise on the resources and facilities of the NOUN programme and they should also ensure that the
policy and the vision statement that established the NOUN programme are strictly followed.
The use of ict as an integral teaching and learning tool for children with au...Alexander Decker
This document discusses integrating information and communication technology (ICT) as an integral teaching tool for children with autism in Nigeria's education system. It notes that while ICT has proven effective in other countries, Nigeria's special education programs still rely on outdated methods. The study surveyed 108 primary school teachers, finding they were aware of assistive technology tools but only adopt instructional strategies for ICT on an average level. It recommends making assistive technology tools available to teachers to help children with autism maximize their potential.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
GENDER SENSITIZATION TOWARDS FUTURE GADGETS IN EDUCATIONorajjournal
Tomorrow’s future is strictly based on today’s students. Students are considered as a preliminary basic
building block for the construction of huge society. Thus, the student’s must be expected to develop good
moral skills not only for their basic necessities or requirements but to groom themselves as an essential
part of country’s economic growth and technological advancements. The task of teacher here plays an
important role nomatter whether s/he is a mentor, guider, philosopher, educator or an expert, whose
responsibility is not just to inculcate appropriate skills in the minds of students but inside and outside the
classroom activities also. The expected future scenario is quite different from the present traditional
classroom situation. The classroom does not mean confined only to the four walls of a room, but it should
inculcate the use of latest tools, devices and gadgets in modern classroom teaching practices. The
paradigm shift has been taken place for the transmission of learning to reshape the classroom for global
perspectives in order to fulfill the visions of 2020. The paper has the objective to find out the opinion of
students towards utilizing future gadgets that can be used for educational purposes. The findings show that
a vast majority of students have positively opined towards utilizing the future gadgets in classroom
practices. This study will highlight the student’s interest towards global competition in terms of their own
standpoint in the world.
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document provides a summary of free web-based tools that can be used by Cooperative Extension colleagues for educational purposes. It discusses tools for social networking, collaboration, multimedia sharing, blogging, and creating presentations. Examples of popular tools are provided for each category. The document also addresses considerations for using these tools, such as privacy, copyright, and appropriate usage.
Open source e-learning software applications have great advantages, especially for the disadvantaged sections including support, dependability and proper maintenance. All it needs is a team of amateur programmers who can enrich software applications to provide an authentic and enduring virtual learning experience.
Script for In Search of Educational Applications Using Augmented Reality Powe...Jonathan Bacon
This document includes the complete script for the "In Search of Educational Applications Using Augmented Reality" slideshow presented as a technology Brown Ba session at Johnson County Community College on Wednesday, April 11, 2012 (noon).
Abstract:
Proficiency in using educational technology tools is becoming increasingly important for all instructors and librarians. The question is which tools to use and how to make them a meaningful part of students’ experiences in classrooms and at reference desks. Educators should also be able to make the most of educational technology when providing services to distance education students.
This presentation will show some of the major types of educational technology tools used at the university level including screen-capture software, citation management software, research tools, course management systems, podcasting, presentation software, and Second Life. The presenter will give an overview of what technology exists, how it is used, and why it is worthwhile. Students expect more multimedia instruction both online and in-person. By using these tools professors and librarians can provide instruction that is more vibrant and interactive without sacrificing content.
Open Source Software to Enhance the STEM Learning EnvironmentMaurice Dawson
ABSTRACT This chapter examines the use of Open Source Software (OSS) technologies that can be used to improve the learning of Science, Technology, Engineering, and Mathematics (STEM). Explored are the various methods that can be utilized to improve the percentage of STEM majors in the American educational system with resources such as: Open Source as Alternative (OSALT), virtualization, cloud computing, Linux distributions, open source programming, and open source hardware platforms. Increasing the amount of students that pursue STEM majors is important because the projected job growth in the STEM field compared to non-STEM jobs is 33%. OSALT provides cost-effective alternatives to commercial products such as Microsoft Office Suite and Adobe Photoshop. Second, creating Virtual Machines (VMs) is another avenue to teach complex concepts in computer science, engineering, and Information Technology (IT). Third, cloud computing is an inexpensive way for clients to access information from multiple locations and devices. Fourth, universities can use the Operating System (OS) Linux and its various distributions as replacements for commercial operating systems like Windows in order to reduce IT costs. Lastly, open source programming languages like Python and their associated Integrated Development Environments (IDEs) provide comprehensive facilities for software engineers for application development or testing.
An Analysis of Web Services and Design of Information Management on Vocationa...Panita Wannapiroon Kmutnb
Jeerungsuwan, N. Nilsook, P. and Wannapiroon, P. (2009). An Analysis of Web Services and Design of Information Management on Vocational Education Websites in Thailand.
2009 International Conference on Information and Multimedia Technology (ICIMT 2009) December 18-19, 2009 Jeju Island, South Korea. p 319-322.
Free Educational Internet Resources and ApplicationsLauren Kipaan
An Internet MiniGuide Compilation Submitted to the Graduate Program in Education Saint Louis University, Baguio City. In partial fulfillment of the course
Master in Library & Information Technology. First edition.
This chapter discusses the field of educational psychology and how it relates to teaching. It defines educational psychology as applying psychological principles to education and understanding learners and the learning process. The chapter outlines several responsibilities of educational psychologists, including researching teaching effectiveness and how students learn. It also discusses the accumulated knowledge base in educational psychology around factors like environmental/cultural influences, cognitive development, and classroom management.
The chapter then explains that future teachers will need skills in areas like decision-making, serving diverse learners, and addressing traditional classroom problems, as well as using new technology and having knowledge of learning theories. It states teachers must be able to understand and connect with students from different backgrounds. Finally, it poses questions about what makes an
This document provides an overview of an educational presentation on educational technology tools. It introduces the presenters, Ana and her assistant Dave, and outlines the topics to be covered which include the benefits of technology in the classroom, types of technology available for teachers, and examples of lessons using different technologies. It then provides content on several slides demonstrating various educational technology tools like VoiceThread, Screencast-O-Matic, Animoto, Google Docs, and Weebly for creating websites. Videos and tutorials are embedded to illustrate how to use the tools.
Educational media and technology solved multiple choice questionsedsonmnyambo
This document contains 15 multiple choice questions about educational technology and communication tools. The questions cover topics like different types of communication tools, appropriate uses of tools, distance education options, and considerations for selecting educational technologies. Example questions ask about chat as a communicative tool, using email to integrate technology in writing assignments, and tools for creating effective presentations.
Rosemarie Elmgreen seeks a teaching position in psychology. She holds a PhD in Educational Psychology from Capella University and has extensive teaching experience in art, special education, and caregiving for mentally and physically challenged adults. Her career has included teaching K-12 students, developing curricula, and coordinating educational programs. She has received several awards and has been involved in her community through volunteer work.
Design and development of computer aided learning software for individualized...Gambari Isiaka
This study investigated the effects of a researcher-designed computer-aided learning (CAL) software on physics achievement of senior secondary students in Niger State, Nigeria. Eighty students were assigned to experimental and control groups. The experimental group used the CAL software while the control used traditional teaching. Both groups took a pre-test and post-test. Analysis found that the experimental group scored significantly higher on the post-test, indicating CAL is more effective than traditional teaching. It also found no significant difference in scores between male and female students using CAL, showing it benefited both genders equally. The study concluded CAL can help address problems in physics education like poor teacher skills and lack of materials.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
A Study on Impact of Multimedia Approach Teaching –Learning ProcessIRJET Journal
This study examined the impact of using multimedia approaches in teaching and learning biology compared to traditional teaching methods. Students were assigned to either an experimental group that was taught using multimedia technologies or a control group that used traditional teaching only. Both groups took a pre-test and post-test on biology topics. The results found no significant difference between the groups on the pre-test, but the experimental multimedia group performed significantly better on the post-test, indicating that multimedia approaches can improve student academic achievement when learning biology. The study concluded that integrating multimedia elements like audio, video and animations into lessons helps students learn and understand biology concepts better than solely traditional methods.
Evaluation of Educational Technology and Its Current Applicationeverlypong
This document discusses educational technology and its role in teaching and learning. It defines educational technology as the development, application, and evaluation of systems, techniques and tools to improve the learning process. It describes how technology has changed education by facilitating new forms of online learning and shifting teachers' roles from purveyors of knowledge to guides. Teachers are now planners and facilitators of technology-based environments where students can take an active role in their own learning. The document also defines key terms like technology, evaluation, and educational technology and discusses how technology can enhance learning through multi-sensory modalities.
The document discusses the impacts of the Assistive Technology Act on education. It defines assistive technology as any item or equipment that helps individuals with disabilities improve their functional capabilities. The Act has increased funding for assistive technology research and helped more students with disabilities access tools like text-to-speech software in the classroom, leading to improved achievement and positive attitudes towards technology. Teachers and students both reported benefits of using assistive technologies to support learning.
This presentation discusses assistive technology and its benefits for students with disabilities. It defines assistive technology as devices that increase students' functional abilities and includes examples like hearing aids and accessibility software. The presentation advocates for the use of Universal Design for Learning, which provides multiple means of engagement, representation, and action for students. It argues that assistive technology allows students to maximize their learning and participate in educational experiences.
Inclusive education: helping teachers to choose ICT resources and to use them...eLearning Papers
Authors: Vincenza Benigno, Stefania Bocconi, Michela Ott.
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems.
Assistive technology can help students with disabilities access the general curriculum. When integrated appropriately into the classroom, assistive technology provides multiple means for students to complete their work. Examples include communication devices, hearing assistive technology, and word prediction software. The Georgia Project for Assistive Technology supports local schools in providing assistive technology services and devices to students with disabilities.
Multimedia and hypermedia in teaching dr minae mwangiIsaac Mwangi
The presentation is a resource for teacher educators on how to integrate multimedia and hypermedia tools in creating constructivist learning environments.
This document discusses strategies for customizing student learning through differentiated instruction and universal design for learning. It advocates designing instruction that meets the unique needs of individual students. Differentiated instruction is a proactive approach that involves flexible grouping, content, processes, and products. Universal design for learning promotes removing barriers through flexible materials, methods, and assessments. Both approaches rely on technologies to provide flexibility and accessibility. The document provides examples of how teachers can differentiate instruction using technologies to customize content, processes, and products.
Preparing special education frontline professionals for a new teaching experi...eLearning Papers
AuthorsJaime Moreira Ribeiro, António Moreira, Ana Margarida Almeida
A large number of special education professionals agree on the fact that Information and Communication Technologies (ICT) are an important tool for teachers and students to overcome barriers and promote the acquisition of skills. ICT can promote school and social inclusion by diminishing the obstacles for students with Special Education Needs (SEN).
The use of ict in education for improving engineering education and trainingGambari Isiaka
This document discusses the use of information and communication technology (ICT) to improve engineering education and training in Nigeria. It outlines the role and importance of computer-aided learning (CAL) software. CAL software can be used to transform classroom instruction into memorable experiences that reduce boredom and forgetfulness. The document recommends strategies for integrating ICT into science, technology, and mathematics education at all educational levels in Nigeria. This will help address issues like poor student performance and the lack of effective teaching methods in these subjects.
Navigating Challenges and Maximizing Benefits in the Integration of Informati...ssuser793b4e
The integration of Information and Communication Technology
(ICT) in the educational systems of both public and private primary schools in
Africa has become a crucial factor in enhancing teaching and learning. This
paper explores the role of ICT tools in education, including computers,
interactive whiteboards, learning management systems, educational apps,
online collaboration tools, television, and online assessment tools. It discusses
their applications and the advantages they offer, such as fostering creativity,
improving academic performance, increasing motivation and responsibility,
and promoting teamwork. However, it also acknowledges the challenges
associated with ICT integration, including distractions, excessive usage,
exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African
education, such as the lack of computer literacy among instructors, low
teledensity, unstable power supply, inadequate financing, and the absence of a
comprehensive ICT curriculum. It concludes by emphasizing the need for a
holistic approach to ICT integration, addressing infrastructure, teacher
training, curriculum development, and organizational support to realize the
full potential of ICT in education especially at the Primary school level.
AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docxdaniahendric
AN EXPLORATORY STUDY ON K-12 TEACHERS'
USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM
INTRODUCTION
Teachers
positively support their curricular goals and enhance
classroom instruction (Smerdon, B., Cronen, S., Lanahan, L.,
Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray,
Thomas & Lewis, 2010). There are multiple technology tools
st
in the 21 century available for teachers to integrate in their
classroom for these purposes; however, there are
challenges. These tools change rapidly so it becomes
inherent for schools to have current technology and
teachers that are sufficiently prepared to use these
technology tools (Hinostroza, 2011). Often teachers do not
understand terminology necessary to communicate when
using these tools. Two terms educators commonly use
interchangeably are technology and multimedia. The term
“technology” denotes the hardware that is used in the
classroom and the term “multimedia”conveys software
applications combining digital media types, such as text,
images, sound, and video, which are the definitions used in
this study. Furthermore, it is difficult to establish a skill and
integrate technology in their classroom to
By
knowledge level necessary for educators.
The International Society for Technology in Education (ISTE)
developed five standards in evaluating the necessary skills
and knowledge of educators. These five standards are to:
1) Facilitate and inspire student learning and creativity; 2)
Design and develop digital age learning experiences and
assessments; 3) Model digital age work and learning; 4)
Promote and model digital citizenship and responsibility;
and 5) Engage in professional growth and leadership (ISTE,
2008).
For the purposes of this study, the ISTE Standard 2: Design
and develop digital age learning experiences and
assessments and ISTE Standard 3: Model digital age work
and learning, were the primary focus. More specifically, two
indicators from standard 2 were examined: a) Design or
adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and
creativity and b) Develop technology-enriched learning
environments that enable all students to pursue their
individual curiosities and become active participants in
* Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA.
** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA.
ABSTRACT
st
21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory
study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the
Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What
technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...
This document defines key concepts related to technology in teaching and learning. It begins by defining technology and its various uses in education, from low-tech tools like paper and chalkboards to high-tech tools like computers and tablets. It then discusses the reasons technology should be implemented in classrooms according to Wainwright, including helping students learn skills for future careers and keeping students engaged. Finally, it defines several important terms like digital literacy, digital learning, online and offline digital tools, and instructional technology.
This document defines assistive technology and discusses relevant legislation, types of assistive technology, benefits and barriers to its use. It provides examples of low, medium, and high-tech assistive technology options and discusses how assistive technology can help students with various disabilities, including physical, visual, speech/language and hearing disabilities. Barriers to assistive technology inclusion are also outlined such as lack of awareness, access and funding.
The document discusses the history and evolution of educational technology from the pre-mechanical era to the current digital era. It explains that in the pre-mechanical era, teachers used real objects and face-to-face communication, while the mechanical era saw the widespread use of printing presses and books. In the electronic era, technologies like radio, television and phonographs became commonly used in education. Finally, the digital era is characterized by sophisticated digital tools for communication and information storage like computers, the internet, and multimedia. The document also outlines three phases in the use of computers in education - as an object of study, a programming tool, and as a communication and resource tool.
This document discusses assistive technologies that can help students with special needs, focusing on how iPod Touch and iPad applications can aid children with autism. It defines assistive technologies as devices that increase functional capabilities for those with disabilities. While assistive technologies benefit special needs students in various ways, touchscreen devices are especially useful for children with autism due to their superior visual skills and the ability to directly interact with the screen. Several applications exist to help autistic children communicate and learn in new ways by choosing pictures, words, or stories to express themselves.
Effects of Multimedia in Teaching Science Implication to Practice in Secondar...ijtsrd
The document summarizes a study that assessed the effectiveness of using multimedia in teaching secondary science. An experiment with two groups of 40 students each was conducted, with one group receiving instruction using multimedia presentations/video clips and the other using traditional lecture methods. Both groups took pre- and post-tests on gas laws. Analysis showed no significant pre-test differences but post-test results revealed the multimedia group performed significantly better. A student survey also found positive attitudes towards using multimedia technology in learning science. The study concluded multimedia can improve learning outcomes and is recommended for science instruction.
This document provides background information on a study being conducted to improve students' cognitive abilities using interactive virtual art. It discusses Malaysia's initiatives to integrate technology into education to prepare students for 21st century skills. Studies have shown benefits of arts education for student achievement and well-being. The study aims to identify students' current art achievement levels, determine the effectiveness of interactive learning for teaching visual art, and identify ways to improve art learning. It puts forth a hypothesis that student achievement will be significantly different after using interactive software and defines key terms like cognitive and interactive.
This document provides background information on a study being conducted to improve students' cognitive abilities using interactive virtual art. It discusses Malaysia's initiatives to integrate technology into education to prepare students for 21st century skills. Studies have shown benefits of arts education for student achievement and skills such as communication. The study aims to identify students' current art achievement levels, determine the effectiveness of interactive learning for teaching visual art, and ways to improve art learning. It puts forth a hypothesis that interactive software will result in a significant difference in student achievement. Key terms related to cognition and interactivity are also operationally defined.
This document discusses the need for teachers to integrate technology into their teaching practices as technology use among students is rising. It notes that while many teachers receive training, surveys find that technology is not being used as much in the classroom as expected. The document argues that teachers must seek ongoing professional development to stay knowledgeable about emerging technologies and adapt their teaching methods to make effective use of technology. It stresses that teachers should "accelerate" their technology skills to become 21st century educators.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. International Journal of Enhanced Research in Educational Development (IJERED), ISSN: 2320-8708
Vol. 2, Issue 3, May-June, 2014, pp: (25-38), Impact Factor: 1.125, Available online at: www.erpublications.com
Page | 25
Innovation of assistive technologies in Special
Education: A Review
Anna Felicia, Sabariah Sharif, W. K. Wong, Muralindran Marriappan
School of Education and Social Sciences, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
Abstract: Assistive technologies in education have been rapidly expanding in recent years with the multiple of
choices which are embedded in the school syllabus. Recently, the innovation has been penetrating schools worldwide
more rapidly. This paper provides a critical discussion and review on the concepts of assistive technologies in
education, applications, and research on the innovation. Central to the discussion is a better understanding of
scientific usage of the technologies in schools. Assistive technologies further serves as a problem-solving tool or
medium that enhanced learning via many factors such as critical thinking, multimodal learning and motivational
approaches. The targeted goal of the paper, therefore, is to stimulate the discussion of assistive technologies as the
innovation in education based on current research and practical applications.
Keywords: assistive technologies, innovation in education, special education.
1. Introduction
Assistive technology in the context of education can generally be defined as the application of any forms of technology that
assist in the learning process. Assistive technology also includes services for evaluation, design, customization, adaptation,
maintenance, repair and therapy, training or technical assistance (Christman,2003). Marshala (2000) defines assistive
technology in the context of learning as any item, piece of equipment or system that helps people bypass, work around or
compensate for learning difficulties. According to Virginia Department of Education‟s, Virginia Commonwealth University
assistive Technology, often referred to as AT, is a product, process, strategy or technique that improves an individual‟s
ability to function or acquire information.
Assistive technology can take several shapes and forms including an assistive writing tool, an adapted software program, a
communication device, a pair of eyeglasses or something as simple as a piece of Velcro. Figure 1 describes the interaction
and connection within activity (which include learning activities), human factors, and assistive technology interact together
to affect performance within a variety of contexts as explained by Marshala (2000). Assistive technology is an umbrella
term, which can be divided into two main groups:
(i) Hardware – refers to the actual equipment for example tape recorder, computer and calculator.
(ii) Software – refers to the programs that run on computer, telling the computer what to do.
The purpose of assistive technology is to work around specific deficits, rather than fixing them. It helps people with
learning differences reach their full potential and live satisfying, rewarding lives. Examples of assistive technology
according to Marshala (2000) include “hi-tech” and “low-tech”.
(i) Hi-tech – such as reading machines that read books out loud through a computerized voice to help persons
with reading difficulties (speech recognition)
(ii) Low-tech – inexpensive tools, for example tape recorder to permanently capture spoken.
2. International Journal of Enhanced Research in Educational Development (IJERED), ISSN: 2320-8708
Vol. 2, Issue 3, May-June, 2014, pp: (25-38), Impact Factor: 1.125, Available online at: www.erpublications.com
Page | 26
Figure 1 : The activity, human factors, and assistive technology interact together to affect performance
within a variety of contexts (Marshala, 2000)
Assistive technology is one such tool that helps to increase the independence of persons with learning differences. In this
context, assistive technology can be defined as any item, piece of equipment or product system, whether acquired
commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional
capabilities of children with disabilities. It works not only because it bypasses weaknesses, but also because it takes
advantage of a child‟s strengths. However, it is also important to understand that not all technologies are appropriate for all
individuals. People have their own unique set of strengths, weaknesses, interests, experiences and special abilities.
Therefore, a technology that may be advantageous for one person may be useless for another. The technologies are divided
into 5 groups (Marshala, 2000):
(i) Written language technologies – for examples spell checkers, proofreading, speech synthesizers, speech
recognition, outlining, brain storming/mind mapping, word prediction and alternative keyboards.
(ii) Reading technologies – optical character recognition (read text back out loud), speech synthesis/screen review,
tape recorders and variable speech control.
(iii) Listening technologies – Personal FM listening.
(iv) Organization/Memory technologies – personal data managers & free-form databases.
(v) Math technologies – talking calculators & electronics math worksheets.
Parvaneh et al. (2011), have done a research about effects of assistive technology instruction on increasing motivation and
capacity of mathematical problem solving in dyscalculia students. There were 37 students (boys and girls), in age range of 7
to 11 of first to fifth grades, are selected among dyscalculia students of special difficulties learning centers in Tehran.
Research instruments were WISC test, motivation measure questionnaire, math exam and "Math Explorer" software.
Results showed that assistive technology instruction is effective on increasing motivation and capacity of mathematical
problem solving (basic addition and subtraction) in dyscalculia students. Therefore, assistive technology instruction
(computer program instruction; “Math Explorer”) is proper for dyscalculia students.
In addition ,Madeira R.N. et al. (2009), develop a mobile and web-based student learning system for optimize the use of
teaching resources. This system was specially developed to teach undergraduate students at School of Technology of
Setubal/Polytechnic Institute of Setubal. This system provide to the students a tutorial, a set of exercises with several
oriented questions, interactive animations, assessment tools, a chat room and a game for evaluation purposes. To provide a
better mobility, this system has a module to be used with a mobile device.
Gang & Siegel (2002), have done a study to evaluate the effect of sound-symbol association training on visual and
phonological memory in children with a history of dyslexia. It was found that:
(i) children with dyslexia and children whose dyslexia had been remediated, the sound-symbol training scores were
significantly lower than those of the comparison groups.
(ii) Children with dyslexia and children whose dyslexia had been compensated showed significantly lower than those
of the comparison groups.
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(iii) Children with dyslexia and children whose dyslexia had been compensated seemed to have difficulty encoding the
novel sounds in memory.
Assistive technology has opened many educational doors to children, particularly to children with disabilities. Alternative
solutions from the world of technology are accommodating physical, sensory, or cognitive impairments in many ways. And
by the existence of computer, more advance and complicated assistance device for special students can be applied.
2. Computer Assisted Instruction (CAI)
CAI, as the name suggests, is the use of a computer to provide instruction. The format can be from a simple program to
teach typing to a complex system that uses the latest technology to teach new keyhole surgery techniques (Cotton, 1991).
CAI draws on knowledge from the fields of learning, cognition, Human Computer Interaction (HCI) amongst others.
Computer- assisted instruction (CAI) and some of the ways they are being used in both general and special education.
(i) Drill & practice
(ii) Tutorial
(iii) Simulation & problem solving
Computers can be used for reinforcement learning, planning and information management using multimedia, hypermedia,
and telecommunication systems.
According to Science Scope 2003, in 1997, Individuals with Disabilities Education Act Amendments insured that students
with disabilities have access to general education. This act adheres to the motion that parents, students and teachers will
work together to design and individualized education program for special needs students. As a result, the inclusion of
special needs students into regular classes has been mandated. Research supports the use of computer-assisted instruction
(CAI) for special needs students as a supplement to traditional instruction. One of the obvious benefits is that a computer
allows special needs students to work at an individual pace.
Teimoornia et al. (2011), Information Technologies encourages active learning. Active learning is a form of learning
encourages group work that leads to learning, to share knowledge and development. Panagiotakou & Pange (2010)
highlighted that the use of automatic movement recognition technology in preschool music education provided better
results in concentration and interest. A research by Jayne M. Leh & Asha K.Jitendra (2013), to evaluate the effectiveness
of CMI (computer-mediated-instruction) & TMI (teacher-mediated-instruction) on the word problem-solving performance
of third-grade students who are struggling in mathematics while controlling & balancing the key instructional features (e.g
priming the problem structure, use of visual representations) deemed critical to successful word problem-solving across
conditions. After 6 weeks of word problem-solving instruction that incorporates essential instructional elements (priming
mathematical structure, using schematic diagrams) is effective 7 feasible for schools to implement using teachers or
computers. CMI & TMI can be used in a complimentary fashion with technology for supporting the teacher.
Furthermore Huang et .al., (2013), the computer-assisted mathematical learning system developed for the study can serve as
a supplementary tool that helps teachers with remedial instruction and enhances the problem-solving ability of low
achievers. Seo & Woo (2010), a research was conducted according to CAI (computer assisted instruction) “Math Explorer”.
The study was important in:
(i) Identifying critical user interface design features of computer-assisted instruction programs in mathematics for
students with learning disabilities.
(ii) Designing & developing a multimedia CAI program, “Math Explorer”
(iii) Demonstrating how the identified user interface design features could be practically embedded in mathematics
CAI programs for students with LD
(iv) Conducting usability testing to assess whether “Math Explorer” was usefully designed in terms of its interface
for students with LD.
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The three critical user interface design features were identified as:
Instruction driven
Manifest structure
Adaptive interaction interfaces
Each of the features was further specified with seven implementation guidelines for example, controlling the amount of
mathematics instruction, using visual representations, animations and graphics, and selecting appropriate fonts and colors.
Coleman, Hurley & Cihak (2012), a study was done to compare the effectiveness and efficiency of teacher-directed and
computer-assisted constant time delay strategies for teaching the students with moderate intellectual disability to read
functional sight words. It was found that the students with moderate intellectual disability often depend on one-to-one
instruction and may benefit from instruction with the PowerPoint software. The special students who need the special
attention and one to one care benefit the most from the computer-assisted instruction. In Cullen et al. (2013), a research was
done to examine the effects of a computer-assisted instruction program on the acquisition of sight words for four African
American fourth graders with mild disabilities. It shown that computer practice using Kurzweil 3000 was functionally
related to increase sight word recognition.
As overall, CAI promotes active learning within learners, enhances the problem solving ability and increases the learners
concentration and interest towards the learning. Instructional software, on the other hand is designed to develop or improve
specific skills in such areas as reading, writing and math. Instructional technology (software) delivers through computer-
assisted instruction. And another approach which promotes active learning is via mobile learning-comic application.
3. A Mobile Learning-Comic Application
Research revealed that comic can be used as learning tool, even if the comic is in multimedia format. According to Tilley
(as cited by Alleyne, 2009), comics are just as sophisticated as other forms of literature, and children benefit from reading
them as much as they do from reading other types of books material. Vassilikopoulou et al., (2007) supports this belief and
suggests that digital hypermedia comic has educational strengths. Most of the student-teachers thought that using comics
helped them to think differently about the learning situations and to begin the process of restructuring their understanding,
and it was easy to use too (Vassilikopoulou et al, 2007). Comic can be beneficial in an interactive format with a lot of
pictures. In advance technology, comic is also showcased in mobile device.
Hence, comics is a visual medium used to express ideas via images, often combined with text or visual information. Comics
frequently takes the form of juxtaposed sequences of panels of images. Often textual devices such as speech balloons,
captions, and sound effects indicate dialogue, narration, or other information. Comic strip a comic strip is a drawing or
sequence of drawings that tells a story. Umar et al. (2012), the finding reveals that there is potentially to design and develop
the mobile comic application for dyslexic children. A research was done to implement mobile comic application as a way
of learning for dyslexic children. There is potentially to design and develop the mobile comic application. It was found that:
* Unified Field Theory of Design, to design the content by transforming data to become wisdom.
* Cognitive evaluation theory (CET), to develop the mobile application comic with special instruction.
Umar et al. (2010), a mobile comic application (named as D-mic) was developed. And D-mic reveals good responds in
interactive learning. Figure 2 shows one of the Graphic user interface that has been applied in D-mic. Out of a total of 3
students, all of them were able to perform the task; using D-Mic. They admitted that they understand the story message,
enjoyed the learning process, and very enthusiast in using D-Mic. It has been also highlighted that mobile comic
application named as D-Mic was tested using the Hallway & Think Aloud Protocol usability testing methods and were
employed among three dyslexic students to test the prototype. As a result, D-Mic reveals good responds in interactive
learning. As well as evidence that the mobile application interface design communicates effectively to the dyslexic
children. Neil Cohn (2005) stated that interactive comic plays an important role as a social interactivity for a further visual
language. He believed that interactive comic has a “modality holistic” method, where real-time narratives are combine all
three “modalities” in which language can manifest: spoken, gestures and drawn. The language is used for various
communicative purposes, gestured language provides a wealth of information in addition to speech and drawn language, is
the visual that support the two languages.
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Figure 2: Screen shot of D-Mic (Umar et al. 2010)
In Umar & Nor Aziah (2012) DDR (Design & Development Research six phase model) was used to develop a mobile
learning comic application- a partial process. The six phases are:
(i) Identify the problem
(ii) Describe the objectives
(iii) Design & develop the artifact
(iv) Test the artifact
(v) Evaluate testing result
(vi) Communicate the testing results
Figure 3: Conceptual framework of the overall research showing six phases top down. They are categorized based on three cycles
of processes; Analysis cycle, Development cycle and Evaluation cycle and the research focuses only on the Learner Needs
Analysis part of the Analysis cycle. (Umar et al. , 2010).
Text is written in white color, overlapping black
background.
Full animation to support the text.
Background music to support the animation
Six steps to be completed in a short time.
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The result shows that:
(i) based on teacher‟s opinions, mobile comic application can be good approach to teach dyslexic children as it provides
tailored visuals, story that relates to their lives and multisensory engagement.
(ii) based on the student interview, the dyslexic children were found to be motivated using mobile comic application.
Comic styles features composition techniques, framing techniques, story characters and contrast colors were found to
be relevant and useful.
Retalis (2009), the web comics combine text and imagery as well as hypermedia and streaming elements. The EduComic
project places children in the role of creators, rather than merely receivers of information. Children write and draw about
their personal experiences and interests, thereby engaging them in the learning process and motivating them to succeed. The
point of the project is not to drop a web comic on a child‟s desk and say: “read this”. Rather, the project partners have been
training teachers in order that they design learning scenarios where students (in groups or individually) will have the
opportunity to draw upon stories (of then complex) that they then revise, publish and share with others in their
communities. But, the project consortium is not suggesting that educational web comic books should substitute for
traditional books or for standard reading and composition lessons. As comic and mobile-comic always interactive and
popular in its own ways, via visual effect it is also motivating and important in enhancing development of thinking skills
among young learners and special students.
4. Animation and Virtual Manipulatives
Virtual manipulatives are interactive, Web-based, computer-generated images of objects that children can manipulate on
the computer screen. Similar to the ways they slide, flip, rotate, and turn a concrete manipulative by hand, children can use
a computer mouse to slide, flip, rotate and turn a dynamic visual representation as if it were a three-dimensional object
(Rosen & Hoffman, 2009). Meanwhile, any piece of animation used for the purpose of learning can be termed as an
educational animation.
Howard et al.,(2011), there are two main contributions of animation in instruction:
(i) There are the ability to elicit the attention of the learner to important features of the lessons
(ii) Prompt the learner as appropriate to ensure correct responding.
Past research showed that animated learning material did bring positive impact by attracting students and motivating them
to focus. Taylor et al., (2007), results showed that appropriate animated learning materials were perceived as being more
useful than equivalent static learning materials by both the students with dyslexia and the control group of non-dyslexic
students. Umar R.S. et.al .,(2011), it was found that the dyslexic students were attracted to the animated learning content. It
has simplified the learning and motivated them to focus in learning.
Moyer et. al.,(2002), explained two types of representations on the World Wide Web are being called virtual manipulative;
those are static manipulative and dynamic visual manipulative. Static visual representations are essentially pictures. They
are the sorts of visual images ordinary associated with pictures in books, drawings on an overhead projector, sketches on a
chalkboard, and so on. Although such representations resemble concrete manipulative, they cannot be used in the same
ways that concrete manipulative can. That is, a student can actually slide, flip, and turn concrete manipulative but cannot
perform the same actions with the static picture of the concrete manipulative. These static visual representations are not true
virtual manipulative. In contrast, dynamic visual representations of concrete manipulative are essentially “objects”. They
are visual images on the computer that are just like pictures in books, drawings on an overhead projectors, sketches on a
chalkboard and so on. In addition, these dynamic visual representations can be manipulative in the same ways that a
concrete manipulative can. Just as a student can slide, flip, and turn a concrete manipulative by hand, he or she can use a
computer mouse to actually slide, flip, and turn the dynamic visual representation as if it were a three-dimensional object.
This kind of visual representation is truly a virtual manipulative. A virtual manipulative is best defined as an interactive.
According to Inoue (2007), educational virtual reality (VR) may result in a significant improvement over traditional
instruction because it is not only an interactive multimedia tool but also a learning environment that is extremely close to
reality. VR is indeed one of the ranges of more recent computer-based technologies that may increase the possibilities for
interactivity. VR can mean anything from a simple “simulation” program to full “immersion” involving special equipment
and that only by exploring the various levels of VR can one gain a true understanding of the term‟s meaning. VR creates
the illusion of 3D.The most sophisticated VR level involves users manipulating an environment in which they fully
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immersed, wearing a special glove and a head-mounted display (HMD). Together, these two pieces of equipment sense and
register the user‟s movements, and using a series of fiber optic cables, send the information to the computer, which
interprets the data and converts them into visual imagery. The findings shown that learners benefit most from the VR mode,
irrespective of their learning styles, indicating that VR offers promise in accommodating individual differences in term of
learning styles.
In this modern era, animation and virtual manipulative have been embedded in more advance technologies via game and
robotics application in education. The next section will review through the latest technology applied in education.
5. Game Learning and Robotics Application
Robots are becoming an integral component of our society and have great potential in being utilized as an educational
technology. Robotics has attracted the interest of teachers and researches as a valuable tool to develop cognitive and social
skills for students from pre-school to high school and to support learning in science, mathematics, technology, informatics
and other school subjects or interdisciplinary learning activities (Alimisis, 2013). Saridaki et al. (2008), using the game as a
medium, students are able to explore and understand their environment and imitate behaviors and processes in order to
increase their creativity and imagination. Students with special educational needs in particular have an opportunity to learn
through virtual drill-and-practice/role-playing in order to facilitate their socialization. Moreover, game play supports the
concentration of attention and enables students to prove their skills and knowledge. Special education students and students
with intellectual disability , in particular can additionally employ educational software and digital games in order to
experience everyday life subjects such as mathematics, reading and vocabulary, improve problem-solving skills and prepare
themselves for personal safety, social integration and vocational training.
Chun et al., (2013) , a research have been done to investigate game learning and mastery learning (Bloom,1981; Carrol,
1963). The research involve whether both approaches to instruction are able to enhance the effectiveness of mastery
learning. As a result, the integration of mastery learning strategies with game-based learning provides greater benefits for
students learning mathematics. Wouters & Oostendorp (2013) found that instructional support in game-based learning
environments improved learning. Blunt (2007) it was found that students in classes using game scored significantly higher
means than classes that did not. There were no significant differences between genders, yet both genders scored
significantly higher with game play. There were no significant differences between ethnicities, yet all ethnic groups scored
significantly higher with game play.
According to Afari (2012), findings suggest that during exposure to games, students experienced an improvement in the
three psychosocial features of the learning environment (teacher support, involvement and personal relevance) and also
academic efficacy and enjoyment of mathematics lessons. The results of this study offer potential opportunities for
mathematics educators to incorporate the use of mathematical games in the curriculum as a practical way to improve
classroom environments and students‟ attitudes. Meyer & Sorensen (2009), explained that it is the game related practices of
children in out of school contexts which are pivotal points of interest for a consideration of how games may be transformed
from an extrinsic design that involves drill- and task-based educational material to contextualized simulations, i.e. an
intrinsic design, that involves fruitful thinking, real language interaction and learner engagement. Chuang T.Y & Chen
W.F. (2009), results indicate that computer-based video game playing not only improves participants‟ fact/recall process
but also promotes problem-solving skills by recognizing multiple solutions for problems.
Research by Kazakoff et al. (2012), the impact of programming robots on sequencing ability during a 1-week intensive
robotics workshop at an early childhood STEM (science, technology, engineering & math education) elementary school in
the Harlem area of New York City was examined. Using robotics in suitably designed activities promotes a constructivist
learning environment and enables students to engage in higher order thinking through hands-on problem solving. In the
constructivist model, the students are urged to be actively involved in their own process of learning. The group of children
who participated in the 1-week robotics and programming workshop experienced significant increases in post-test
compared to pre-test sequencing scores. Figure 4 illustrates one of the examples of the story sequencing card sets used for
post test. Children were assessed using a picture-sequencing task. During robotics week children used LEGO Education
WeDo Robotics Construction Sets, with the CHERP hybrid tangible-graphical software, and a variety of art materials to
build and program their robots. CHERP is a hybrid tangible and graphical computer language designed to provide young
children with an engaging introduction to computer programming. The LEGO education WeDo Robotics Construction Set
is a robotics kit that allows children to build LEGO robots that feature working motors and sensors. Robotics offers
children and teachers a new and exciting way to tangibly interact with traditional early childhood curricular themes. The
work demonstrates that it is possible to teach young children to program a robot with developmentally appropriate tools,
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and, in the process, children may not only learn about technology and engineering, but also increase their sequencing
abilities, a skill applicable to multiple domains – mathematics, reading and even basic life tasks.
Figure 4: Figure illustrates one of the examples of the story sequencing card sets used (Kazakoff et.al. 2012).
A research by C-W Wei et al., (2011), a Joyful Classroom Learning System (JCLS) was designed. It includes the
experiential learning theory, constructivist learning theory and joyful learning. The JCLS system has been applied in real
world for supporting children to learn mathematical multiplication. The formal experiment, including an experimental
group and a control group, was conducted with 47 elementary school students in grade two in Taiwan. The experimental
group, composed of 24 students including 9 boys and 15 girls, was arranged to learn with the JCLS. The control group,
composed of 23 students including 10 boys and 13 girls, was arranged to learn with traditional learning method by using
the blackboard. The experimental group shows, using robot to design Robot Learning Companion can simultaneously
increase learners‟ motivations and offer a more joyful perception to learners during the learning process. It helps the
students to concentrate on the instruction and learning activity. On the contrary, in Gerretson et al. 2008, the data reveal that
the teachers struggled to integrate the technology in a manner that supported interdisciplinary instruction, particularly
because lack of time and appropriate curricular materials. However, robotic technology to be used as a model to support
education for sustainable development, specific curriculum, adaptable to local contexts, needs to be readily available. Table
5.1 shows five components and potential devices used for designing JCLS.
Table 5.1 : Five main components and potential devices to be used for designing a JCLS (Wei, C-W. et al.,2011)
Element Example Function
Robot learning companion LEGO MINDSTORMS NXT Interaction
Wowwee, Robosapien
And Aldebaran Robotics Nao
Sensing input device Barcode, RFID, QR Code Input
Electronic pen, and
Laser projector keyboard
Mobile computation unit Laptop, OLPC, Netbook, PDA Processing
Samrtphone, iPhone & iPad and storage
Mobile display device Embedded display in the RLC Output
Protable projector, Touch screen
Electronic paper & Eye screen
Wireless local network Bluetooth, Wi-Fi, ZigBee Data exchange
& GroupNet
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According to Vinesh Chandra (2010), the user-friendly nature of the new generation of robots presents new opportunities
for teachers to revisit their pedagogical approaches of teaching mathematics. Through innovative learning activities,
robotics can show the connections between mathematics and the real world. More importantly it captures children‟s
attention and interest and as consequence they enjoy the experience. Activities with these qualities are more likely to
deliver desirable learning outcomes. Meanwhile, recently the PERMATA pintar Negara program conducted by University
Kebangsaan Malaysia used the LEGO NXT Mindstorms for robotic and programming (Rizauddin, Melor & Noriah, 2010).
The PERMATApintar Negara is a unique program conducted by Universiti Kebangsaan Malaysia (UKM) whereas highly
potential students all around Malaysia is selected based on IQ test called UKM1 and UKM2.
It has been proved that during the 3 weeks camp, the students can upgrade their sense of creativity by developing various
types of robot with the versatility of LEGO NXT Mindstorms. It helped to facilitate an active learning environment,
interpersonal communication skills and programming skills among students. By using the LEGO NXT Mindstorms that has
been largely used as an affordable, motivational and effective teaching material for robotic and programming, the camp can
provide hands-on experience which gave the selected students the opportunity for creativity and sense of achievement. It
has been proved that during the camp, the students can upgrade their sense of creativity by developing various types of
robot with the versatility of LEGO NXT Mindstorms.
In term of programming, in Sullivan & Bers (2012), boys had a higher mean score than girls on more than half of the tasks,
very few of these differences were statistically significant. Boys scored significantly higher than girls only in two areas:
properly attaching robotic materials, and programming using Ifs. The TangibleK Program consisted of a six lesson robotics
and programming curriculum that was implemented in three different kindergarten classrooms (N = 53 students).The study
looks at the TangibleK Robotics Program in order to determine whether kindergarten boys and girls were equally
successful in a series of building and programming tasks. Overall both boys and girls were able to complete the program.
Highfield (2010), describes a series of tasks in which robotic toys are used to develop young children‟s mathematical and
metacognitive skills. Thirty-three children participated in the project, of whom 11 were children, aged three and four years,
and drawn from a metropolitan pre-school. Twenty-two Year 1 children from a nearby state school were also involved.
None of the children or teachers had experience with robotic toys before they began the project. In both settings the
children and their teachers chose to use the Bee-bots and Pro-bots, although a range of robotic toys were supplied. The
children were engaged in “play” experiences with the toys and then completed weekly tasks, developed collaboratively by
the teachers and the researcher, for approximately 2 hours per week over 12 weeks.
Robotic toys present unique opportunities for teachers of young children to integrate mathematics learning with engaging
problem-solving tasks. Bee-bots and Pro-bots, developed as part a larger project examining young children‟s use of robotic
toys as tools in developing mathematical and metacognitive skills. The toys served as catalysts, providing unique
opportunities for tasks focusing on dynamic movement. The development of tasks that have multiple solutions engenders
flexible thinking and encourages reflective processes. As children program the robot and then observe its movement they
can see their program in action and decide if their plan has worked as expected. This visual process encourages children to
reflect on their program thus making mathematical concepts “more accessible to reflection”. There were three different
types of tasks:
(i) structured tasks (teacher-directed tasks designed to develop particular concept or skills)
(ii) exploratory tasks (structured to allow application of knowledge, exploring concepts and skills more freely)
(iii) extended tasks (open-ended and child-directed tasks with which children engaged for an extended period of
time, and with limited teacher scaffolding)
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Figure 5 : A Bee-bot Figure 6 : A Pro-bot
Table 5.2 : Task in the Year 1 context (Highfield, 2010)
_____________________________________________________________________________
Task Descriptor
_____________________________________________________________________________
Comparative steps A structured task: Starting from a base line, the children predicted and compared the step
lengths of the two robots informed the children‟s understanding of the robot step as unit of
measure.
_____________________________________________________________________________
Partitioning and A structured task : Using a start, finish and half way point
doubling distance with masking tape) children estimated and programmed
the robot to move to the half-way point and then doubled the number of steps to
complete the task.
_____________________________________________________________________________
Robot people A structured task : Using the language of robotic programming to program the robot. To
enable spatial concepts including viewing from different orientations and perspectives.
_____________________________________________________________________________
Robot speedway An exploratory task : Setting about a number of small cones and programming the toy to
weave between the cones.
_____________________________________________________________________________
Moveable island An extended task : creating a teacher-made island on a grid, by adding a series of obstacles
(Example : bridge & quick sand), for creating the adventure for the toys.
____________________________________________________________________________
Design your own island An extended task : children, working in small groups, design and made island for their toy.
Children programmed the robot to move through their island.
____________________________________________________________________________
Exploratory and extended tasks provide opportunities for problem solving, whereas structured tasks focused on discrete
skills required in the more advanced tasks. It also promoted persistence and sustained engagement as the children attempted
to complete the problem solving goals.
Table 5.3 : Task in pre-school context (Highfield ,2010)
Task Descriptor
Positional language A structured task : Moving the robot to a finishing point
Example : “move from here to under that chair” (altering
the length and complexity of the instructions increases task difficulty.
_____________________________________________________________________________
Robot play & investigation An exploratory task: Free play, working in pair or individually, programming the robot to move
between partners to develop measurement concepts; changing the distance increased task
difficulty.
Building a robot home An exploratory task : Using plastic blocks to construct an appropriately sized home for robot. To
develop 2D and 3D spatial sense and measurement skills.
_____________________________________________________________________________
Constructing & Exploratory task : Using pre-cut lengths of wooden track to
representing tracks make a series of tracks and programming the toy to move around the track using a variety of tools
such as directional image cards.
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Table 5.4 : Processes and concepts explored while using simple robotic toys (Highfield ,2010)
_____________________________________________________________________________
Spatial concepts * Capacity : creating & measuring space (example : tunnel to fit the
robot inside)
* Angle of rotation : exploring the rotation of the robot
* Directionality : examining concept (forward, backward, rotate, left and right)
* Position on a plane : using increasingly complex language ( example : over there)
* Transformational geometry : exploring concepts such as rotation and linear motion.
_____________________________________________________________________________
Measurement * Informal and formal units : Such as hands, blocks and measuring tapes
in creating programs.
* Identification and literation of a unit of measure : Example , when moving the toy – using hand and eye
gestures as place holders in measuring distance.
* Direct comparison : using the toy‟s length to compare directly the distances needed to complete a
pathway.
_____________________________________________________________________________
Structure * Grid : Developing and using grids showing the toy‟s step length to
assist in planning and developing programs.
* Gesture & movement : Using gestures and body movement to indicate and imagine the structure of
regular steps.
_____________________________________________________________________________
Number * Perceptual and figurative counting : to ascertain the number of steps
required to complete a given pathway.
* Comparison of number : compare the movements pathways
_____________________________________________________________________________
Problem solving * Estimation : Require to complete a pathway
* Re acting
* Trial and error
* Recall of prior knowledge
* Investigating multiple solutions
* Evaluating solutions
__________________________________________________________________________
Representation * Semiotic understanding of symbols; Example – the forward arrow
meaning one step forward
* Constructing and recording programs using symbols: symbols include
tallies, arrows and invented notations to show movement and location
__________________________________________________________________________
Whereas in 2005, a PhD dissertation by Donald Sanford Griffith Junior examined potential relationships between high
school students‟ attitudes and interests in science, mathematics, engineering, and technology, and their participation in the
FIRST Robotics Competition six-week challenge to design, and built robot. A sample of 727 South Carolina public high
school students participated, and data were collected using pre- and post-survey questionnaires. Data analyzed was
collected from the group of students participating in FIRST Robotics (treatment), the experimental group, and the group of
students who are not participating in FIRST Robotics (control). Findings indicated that there were significant attitudinal
differences between students in the experimental group (FIRST), and students the control group pre- and post-survey
responses, with students in the FIRST group had statistically significant higher attitude means than control students. It
proved that robotic in learning did bring the positive differences toward the students attitudes toward the learning.
A PhD dissertation by Laughlin (2013) in USA investigated whether a causal relationship existed between student
participation in after-school robotics programs and their mathematics scores on the Renaissance Learning STAR Math
standardized test given at school to assess mathematics skills and learning. The scores of students who participate in the
robotics program were compared to the scores of students who do not participate in the program. The study determined that
although the STAR Math scores for students participating in the after school robotics program increased following program
participation, their increased scores were not significantly different from the increased scores of students who did not
participate in the robotics program when the results were controlled for grade, sex, and gifted designations. Robotics
program participation did not lead to higher STAR Math scores compared to scores of nonparticipating students. It proved
that eventhough robotic tools did bring positive impact towards learning but sometimes the result may be varied depending
on the variables controlled during the program.
A master thesis by Vollstedt (2005) purposed was to improve student knowledge and interest in science, mathematics,
robotics, computer programming, and engineering as well as improve the methods in which instructors teach science in
12. International Journal of Enhanced Research in Educational Development (IJERED), ISSN: 2320-8708
Vol. 2, Issue 3, May-June, 2014, pp: (25-38), Impact Factor: 1.125, Available online at: www.erpublications.com
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local schools. In order to improve science education, a curriculum based on LEGO Educational Division‟s “Race against
Time” was created which utilizes LEGO Mindstorms for Schools kits and Robolab software. The curriculum included
sections that were both hands-on and Internet based. Twelve local middle school teachers were trained in building robots
with LEGO bricks and programming them with Robolab. The middle school teachers introduced the program to their
students. Results of pre and post physics, Robolab, and engineering attitude tests as well as teacher interviews showed that
the curriculum helped improve students‟ knowledge of science, mathematics, robotics, computer programming, and
engineering.
In 2003, a pilot project has been conducted on integrating a hands-on robotics component into two summer programs for
inner-city high school students: the Science and Technology Entry Program (STEP) and Playing2Win (P2W). A paper by
Goldman et al., (2003) presented the pilot project using an educational robotics curriculum that was developed to enhance
teaching of standard physics and math topics to middle and early high school students in inner-city schools in New York
City. The lessons were centered around the LEGO Mindstorms robotics kit and the RoboLab graphical programming
environment. The project had multiple goals to support its main purpose. The primary goals were to develop and test
curriculum, curriculum materials and supplemental resources using the LEGO robot, geared toward an inner-city public
school population. A secondary goal was to examine the use of practical applications for the technology within a non-
traditional educational environment in order to anticipate technical difficulties in our implementation plan. The project was
composed of four stages: (I) Curriculum Development, (II) First Implementation, (III) Innovation and Modification, and
(IV) Second Implementation. This has the further benefit of expanding the base of teachers trained in educational robotics
and giving them the tools, experience and confidence to integrate robotics into their curricula in the future.
Summary and Conclusion
Assistive technologies especially for special students are useful in helping and enhancing the learning process via
constructivist approach. Thus it has the potential to be the most effective technology for helping students accelerates their
learning and retention of information. However, it needs to be accepted by teachers before it can be used effectively and
productively in educational and learning purposes. The assistive technologies as discussed in the paper, offer a truly new
and inventive way to teach and engage students. It also offers teachers and students unique experiences that are consistent
with successful instructional strategies.
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