American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
Educational technology has significantly impacted education. It has increased access to unlimited resources, removed physical boundaries, and revolutionized communication through social media. While technology provides benefits like engaging students, supporting achievement, and strengthening career education, it also presents challenges. Positive effects on students include improved research abilities and globalization opportunities, while negative impacts can include a lack of curiosity and short attention spans. Educators experience benefits such as enhanced outreach and interactivity, but also struggles with adaptability to technology and reduced student interaction. Proper implementation of educational technology requires developing a clear plan, preparing teachers, researching hardware and software, and organizing management activities.
This IAO whitepaper explores how technology is simplifying the delivery and ongoing management of a simple, powerful and highly vulnerable educational environment — allowing faculty, students and management to do more with lesser cost and much ease .
Technology plays an important role in modern education in several ways. It allows students to access vast amounts of information online, engage with interactive learning methods, and develop skills needed for future careers. While technology is not a replacement for passionate teachers, it can be used as an effective tool to supplement education and prepare students for an increasingly digital world. When used properly with a clear vision, technology has the potential to transform and improve educational outcomes.
Technology plays an important role in modern education in several ways. It allows students to access vast amounts of information online, engage with interactive learning methods, and develop skills needed for future careers. While technology is not a replacement for passionate teachers, it can be used as an effective tool to supplement education and prepare students for an increasingly digital world. When used properly with a clear vision, technology has helped transform education by making the learning process more interesting and collaborative.
Technology plays an important role in modern education in several ways. It allows students to access vast amounts of information online, engage with interactive learning methods, and develop skills needed for future careers. While technology is not a replacement for passionate teachers, it provides an important tool to enhance the learning process and prepare students for an increasingly digital world. When used properly with a clear educational vision, technology can transform education by making it more collaborative, interesting, and relevant to the needs of today's students.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
This document discusses how technology has changed education. It explores how computers have transformed teaching methods from teacher-centered to more student-focused. Technology allows for more individualized and visual learning approaches. It has increased access to information and reduced learning times. However, challenges remain in fully integrating technology into curriculums and training teachers. The definition of a "classroom" is also changing as virtual classrooms may someday replace physical schools, transforming the education process.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
Educational technology has significantly impacted education. It has increased access to unlimited resources, removed physical boundaries, and revolutionized communication through social media. While technology provides benefits like engaging students, supporting achievement, and strengthening career education, it also presents challenges. Positive effects on students include improved research abilities and globalization opportunities, while negative impacts can include a lack of curiosity and short attention spans. Educators experience benefits such as enhanced outreach and interactivity, but also struggles with adaptability to technology and reduced student interaction. Proper implementation of educational technology requires developing a clear plan, preparing teachers, researching hardware and software, and organizing management activities.
This IAO whitepaper explores how technology is simplifying the delivery and ongoing management of a simple, powerful and highly vulnerable educational environment — allowing faculty, students and management to do more with lesser cost and much ease .
Technology plays an important role in modern education in several ways. It allows students to access vast amounts of information online, engage with interactive learning methods, and develop skills needed for future careers. While technology is not a replacement for passionate teachers, it can be used as an effective tool to supplement education and prepare students for an increasingly digital world. When used properly with a clear vision, technology has the potential to transform and improve educational outcomes.
Technology plays an important role in modern education in several ways. It allows students to access vast amounts of information online, engage with interactive learning methods, and develop skills needed for future careers. While technology is not a replacement for passionate teachers, it can be used as an effective tool to supplement education and prepare students for an increasingly digital world. When used properly with a clear vision, technology has helped transform education by making the learning process more interesting and collaborative.
Technology plays an important role in modern education in several ways. It allows students to access vast amounts of information online, engage with interactive learning methods, and develop skills needed for future careers. While technology is not a replacement for passionate teachers, it provides an important tool to enhance the learning process and prepare students for an increasingly digital world. When used properly with a clear educational vision, technology can transform education by making it more collaborative, interesting, and relevant to the needs of today's students.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
This document discusses how technology has changed education. It explores how computers have transformed teaching methods from teacher-centered to more student-focused. Technology allows for more individualized and visual learning approaches. It has increased access to information and reduced learning times. However, challenges remain in fully integrating technology into curriculums and training teachers. The definition of a "classroom" is also changing as virtual classrooms may someday replace physical schools, transforming the education process.
This document discusses the impact of technology on education. It explains how technology has transformed classrooms from teacher-centered environments to more student-focused settings. While technology has improved presentation of information and access to resources, challenges remain in integrating it fully into curriculums and training teachers to use it effectively. The future may see technology replace physical classrooms and enable personalized education anywhere. However, ensuring teachers and students have necessary skills will be key to realizing technology's potential benefits.
The document discusses the importance of effective technology integration in classrooms. It defines technology integration as using technology across the curriculum to make learning more active, collaborative, constructive, authentic, and engaging. While placing computers in schools was once seen as preparing students for technology use, it is now understood that technology must be meaningfully integrated into classroom instruction and curriculum. For technology integration to be effective, teachers must receive proper training and use technology as a regular instructional tool to support learning goals. The document also discusses how today's digital students and 21st century skills demand changes to how teachers prepare students and how standards now incorporate technology.
The document discusses the background and theoretical framework of a study on the effect of availability, accessibility, and user-ability of information technology (IT) resources on students' learning at Saint Jude College in Manila, Philippines. Specifically, it aims to examine how the availability, accessibility, and user-ability of IT resources impact students' learning. The study employs cognitive flexibility theory and Kirkpatrick's four levels of evaluation as its theoretical framework. It hypothesizes that the availability, accessibility, and user-ability of IT resources affect students' learning. The significance and scope of the study are also outlined.
Multimedia in teacher education perceptions usesAlexander Decker
This document discusses the use of multimedia in teacher education. It notes that educational systems are under pressure to use new technologies to teach 21st century skills. Multimedia tools can help transform traditional classrooms into more interactive learning environments. For teachers to effectively use multimedia, teacher education programs need to incorporate multimedia technologies and provide pre-service teachers with basic multimedia skills. The document classifies multimedia into linear and non-linear forms, noting that non-linear multimedia engages students by allowing interactivity and choice.
Lami 2Shaymaa lami William MatterEnglish 1301March 08,20.docxsmile790243
Lami 2
Shaymaa lami
William Matter
English 1301
March 08,2018
Technology and Education
The technology has done tremendous things on our society today particularly in the field of education. In medieval times, books were rare and only an elite few had access to educational opportunities. Today, massive amounts of books, audio, images, and videos, are available at one’s fingertips, the opportunities for formal learning are available online worldwide, access to learning opportunities today is unprecedented in scope thanks to technology, So, It has to be understood that the schooling system has been positively impacted as both students and teachers are now able to perform their task efficiently (Collins, 2013). The using technology is becoming a universal medium and source for most of the information that flows through eyes, will be facilitate the process of education on widely and availability of computers in schools these days has enabled students and teachers have unlimited access to many categories of education. The advances in the technology are very helpful in distance learning and transforming the way people are educated.
I think the technology has helped a lot in raising the understanding level of students and improving education in many ways, it is good tool in building interest in studies as a result students' attendance is increased in institutions which availing technology education. "Technology can give teachers and students great resources, new opportunities for learning, ways to collaborate and create, and save money. Technology is a very powerful tool for education" (David Andrade, 2009). The technology can improve student achievement and it is improving education in many ways, of which active Learning Interactive technologies supply stimulating environments that encourage student involvement in the learning process, there are many studies that support the advantages of using multimedia to help students construct knowledge and work cooperatively. Interactive technologies aid teachers with creating new learning environments.
Let’s look at assistive education technology and how that can the improve the functional capabilities of a child with a disability. Online learning, can offer disabled students some additional perks, most notably the convenience and flexibility to accommodate individual needs and the people separated by distance and time and often do not include consideration of the needs of people with disabilities. In fact, the design of many distance learning courses erects barriers to the full participation of students and instructors with some types of disabilities.
Introduction of any new tool into academia is a matter of great interest among educators, this is particularly evident when the tool is technology and the domain of academia. The teachers already shoulder tremendous responsibilities; technology can create an equitable and efficient system that supports both teaching and ...
Teacher Education, Information Communication Technology and Educational Techn...AJHSSR Journal
It is widely accepted that, Education is the back born of any meaningful development and
teachers are the back born of any education system. Nigeria as a developing country has problems in its teacher
education system especially with regards to the modern Information Communication Technology (ICT) tools in
teacher delivery. In the modern day which is full of many innovations and modern technology products that are
now in the classroom ICT play a vital role in teacher education. Likewise, proper utilisation of educational
technology in the teacher education is of a paramount importance as educational technology has to do with,
machines, materials, media, men and methods in achieving specific educational objectives. The paper discusses
the nature of Teacher Education, ICT and Educational Technology in the 21st Century: problems and prospects
in Nigeria. Some of the problems faced by teachers include lack of skills towards utilising some of the ICT
tools, lack of electric power stability or alternative power source and lack of Government commitment. The
paper proffers ways to ameliorate the situation which include provision of adequate facilities to teacher
education programmes, ICT and Educational Technology Centres. The recommendations will be helpful in
having effective and efficient implementation of Teacher Education Programmes, ICT and Educational
Technology in Nigeria.
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
11.multimedia in teacher education perceptions usesAlexander Decker
This document discusses the use of multimedia in teacher education. It notes that educational systems are under pressure to use new technologies to teach 21st century skills. Multimedia tools can transform traditional classrooms into interactive learning environments if teachers have the skills to use them. For education to benefit from multimedia, pre-service and in-service teachers must be trained in basic multimedia competencies. The document explores how multimedia can be used in teacher education programs to model effective teaching techniques for future teachers and help them develop technology skills to engage digital students. Benefits of multimedia for teacher education include providing high fidelity simulations to demonstrate classroom skills that words alone cannot convey.
This document discusses guidelines for integrating technology into education in developing countries. It begins by justifying the integration of ICT (information and communication technology) into education, noting benefits like enhancing learning environments, supplementing teacher instruction, and preparing students for technology-driven job markets. It then discusses important considerations for planning technology integration, like forming teams, assessing needs, and evaluating outcomes. The document also examines cases of technology integration efforts in South Africa, Mauritius, and the US to provide insights. Overall, the document aims to provide policymakers in developing countries with recommendations for successfully integrating ICT into classrooms.
This document discusses how information and communication technologies (ICT) are transforming higher education. It argues that ICT is becoming an important agent of change in higher education by impacting what is learned, how students learn, and when and where learning takes place. Specifically, ICT is enabling competency-based curricula, supporting student-centered and collaborative learning, increasing access to "anytime" and "anyplace" learning, and expanding pools of both teachers and students. While ICT may increase costs initially, it has the potential to improve learning quality and increase opportunities for education.
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.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
Information and communication technology (ict) among school going childrenAlexander Decker
The document discusses a study on the use of information and communication technology (ICT) among school-going children in Sambalpur, India. It finds that ICT provides easy access to learning resources for students and helps bridge the gap between time and space by making education available anytime, anywhere. ICT is also found to be a powerful motivating tool for students by making the learning process more interactive and engaging. The study concludes that ICT can help transform education from a teacher-centered model to a more student-centered one and promote self-directed learning.
This document discusses integrating technology in education. It begins by defining key terms in educational technology and examining perspectives on the field from its origins to current definitions. It then reviews the history of digital technologies in four eras from pre-microcomputers to mobile technologies. Issues shaping technology use in education and frameworks for technology skills are also presented. The document concludes by discussing trends in hardware/software and educational applications as well as rationale for using technology based on problem solving.
1. The document discusses the use of information and communication technology (ICT) in education, particularly its integration into the teaching and learning process at higher secondary schools.
2. ICT is changing the roles of teachers and students, with learning becoming more student-centered and both taking on co-learner roles. ICT provides alternative knowledge sources, allowing teachers to focus on enhancing learning.
3. The document outlines several benefits of using ICT in teaching, including motivating students, allowing access to information anytime and from anywhere, facilitating higher-order thinking skills, and enabling greater teacher-student interaction and flexibility.
This document discusses the role of information and communication technology (ICT) in commerce education at the higher secondary level in India. It outlines how ICT can enhance teaching and learning processes by making information more accessible and motivating for students. ICT allows for more flexible delivery of education and learner-centered approaches. When integrated effectively, ICT is shown to improve student engagement, academic performance, and development of skills needed for future careers. Commerce teachers are encouraged to utilize ICT tools like e-learning, internet resources, PowerPoint presentations, and interactive CD-ROMs to support instruction.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
This document describes a summer professional development workshop for early childhood teachers to learn how to effectively integrate technology into their classrooms. The workshop provided hands-on experience with various instructional tools and technology applications. Teachers explored strategies for incorporating tools like digital cameras, Microsoft Office, and multimedia tools into lessons aligned with constructivist pedagogy. They completed individual technology-based projects relevant to their teaching each week and received feedback from facilitators. The goal was to help teachers adopt a suitable model for technology integration to support young learners' development and learning.
This document discusses the impact of technology in education. It finds that technology has positive effects on academic performance, meaningful learning, and students with learning disabilities when integrated properly. It provides examples of how technology improves standardized test scores and problem solving skills. The document also explores applications of technology like productivity tools and how they allow independent learning. It concludes that technology enhances education when applied to learners' lives and recommends further research on educational technology.
The document discusses the goals and history of technology education. Technology education aims to teach students about technological processes and how to develop technological literacy. It has evolved from industrial arts programs and manual training. Britain was one of the first countries to include technology in its national curriculum. The document also discusses how technology can be used appropriately in education to develop higher-order thinking skills and personalized learning, while warning of potential negative effects if not used properly.
The document summarizes a textbook called "Rural Property Valuation" published by the Appraisal Institute. It discusses how the textbook provides essential guidance for appraising rural properties, covering topics unique to valuing agricultural land, ranches, timberland, and other rural uses. The textbook is said to be an important resource for students and practitioners to understand rural markets and issues. It contains 19 chapters covering key appraisal topics from a rural perspective, and provides up-to-date information on valuation of rural properties in the United States.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This document discusses the impact of technology on education. It explains how technology has transformed classrooms from teacher-centered environments to more student-focused settings. While technology has improved presentation of information and access to resources, challenges remain in integrating it fully into curriculums and training teachers to use it effectively. The future may see technology replace physical classrooms and enable personalized education anywhere. However, ensuring teachers and students have necessary skills will be key to realizing technology's potential benefits.
The document discusses the importance of effective technology integration in classrooms. It defines technology integration as using technology across the curriculum to make learning more active, collaborative, constructive, authentic, and engaging. While placing computers in schools was once seen as preparing students for technology use, it is now understood that technology must be meaningfully integrated into classroom instruction and curriculum. For technology integration to be effective, teachers must receive proper training and use technology as a regular instructional tool to support learning goals. The document also discusses how today's digital students and 21st century skills demand changes to how teachers prepare students and how standards now incorporate technology.
The document discusses the background and theoretical framework of a study on the effect of availability, accessibility, and user-ability of information technology (IT) resources on students' learning at Saint Jude College in Manila, Philippines. Specifically, it aims to examine how the availability, accessibility, and user-ability of IT resources impact students' learning. The study employs cognitive flexibility theory and Kirkpatrick's four levels of evaluation as its theoretical framework. It hypothesizes that the availability, accessibility, and user-ability of IT resources affect students' learning. The significance and scope of the study are also outlined.
Multimedia in teacher education perceptions usesAlexander Decker
This document discusses the use of multimedia in teacher education. It notes that educational systems are under pressure to use new technologies to teach 21st century skills. Multimedia tools can help transform traditional classrooms into more interactive learning environments. For teachers to effectively use multimedia, teacher education programs need to incorporate multimedia technologies and provide pre-service teachers with basic multimedia skills. The document classifies multimedia into linear and non-linear forms, noting that non-linear multimedia engages students by allowing interactivity and choice.
Lami 2Shaymaa lami William MatterEnglish 1301March 08,20.docxsmile790243
Lami 2
Shaymaa lami
William Matter
English 1301
March 08,2018
Technology and Education
The technology has done tremendous things on our society today particularly in the field of education. In medieval times, books were rare and only an elite few had access to educational opportunities. Today, massive amounts of books, audio, images, and videos, are available at one’s fingertips, the opportunities for formal learning are available online worldwide, access to learning opportunities today is unprecedented in scope thanks to technology, So, It has to be understood that the schooling system has been positively impacted as both students and teachers are now able to perform their task efficiently (Collins, 2013). The using technology is becoming a universal medium and source for most of the information that flows through eyes, will be facilitate the process of education on widely and availability of computers in schools these days has enabled students and teachers have unlimited access to many categories of education. The advances in the technology are very helpful in distance learning and transforming the way people are educated.
I think the technology has helped a lot in raising the understanding level of students and improving education in many ways, it is good tool in building interest in studies as a result students' attendance is increased in institutions which availing technology education. "Technology can give teachers and students great resources, new opportunities for learning, ways to collaborate and create, and save money. Technology is a very powerful tool for education" (David Andrade, 2009). The technology can improve student achievement and it is improving education in many ways, of which active Learning Interactive technologies supply stimulating environments that encourage student involvement in the learning process, there are many studies that support the advantages of using multimedia to help students construct knowledge and work cooperatively. Interactive technologies aid teachers with creating new learning environments.
Let’s look at assistive education technology and how that can the improve the functional capabilities of a child with a disability. Online learning, can offer disabled students some additional perks, most notably the convenience and flexibility to accommodate individual needs and the people separated by distance and time and often do not include consideration of the needs of people with disabilities. In fact, the design of many distance learning courses erects barriers to the full participation of students and instructors with some types of disabilities.
Introduction of any new tool into academia is a matter of great interest among educators, this is particularly evident when the tool is technology and the domain of academia. The teachers already shoulder tremendous responsibilities; technology can create an equitable and efficient system that supports both teaching and ...
Teacher Education, Information Communication Technology and Educational Techn...AJHSSR Journal
It is widely accepted that, Education is the back born of any meaningful development and
teachers are the back born of any education system. Nigeria as a developing country has problems in its teacher
education system especially with regards to the modern Information Communication Technology (ICT) tools in
teacher delivery. In the modern day which is full of many innovations and modern technology products that are
now in the classroom ICT play a vital role in teacher education. Likewise, proper utilisation of educational
technology in the teacher education is of a paramount importance as educational technology has to do with,
machines, materials, media, men and methods in achieving specific educational objectives. The paper discusses
the nature of Teacher Education, ICT and Educational Technology in the 21st Century: problems and prospects
in Nigeria. Some of the problems faced by teachers include lack of skills towards utilising some of the ICT
tools, lack of electric power stability or alternative power source and lack of Government commitment. The
paper proffers ways to ameliorate the situation which include provision of adequate facilities to teacher
education programmes, ICT and Educational Technology Centres. The recommendations will be helpful in
having effective and efficient implementation of Teacher Education Programmes, ICT and Educational
Technology in Nigeria.
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
11.multimedia in teacher education perceptions usesAlexander Decker
This document discusses the use of multimedia in teacher education. It notes that educational systems are under pressure to use new technologies to teach 21st century skills. Multimedia tools can transform traditional classrooms into interactive learning environments if teachers have the skills to use them. For education to benefit from multimedia, pre-service and in-service teachers must be trained in basic multimedia competencies. The document explores how multimedia can be used in teacher education programs to model effective teaching techniques for future teachers and help them develop technology skills to engage digital students. Benefits of multimedia for teacher education include providing high fidelity simulations to demonstrate classroom skills that words alone cannot convey.
This document discusses guidelines for integrating technology into education in developing countries. It begins by justifying the integration of ICT (information and communication technology) into education, noting benefits like enhancing learning environments, supplementing teacher instruction, and preparing students for technology-driven job markets. It then discusses important considerations for planning technology integration, like forming teams, assessing needs, and evaluating outcomes. The document also examines cases of technology integration efforts in South Africa, Mauritius, and the US to provide insights. Overall, the document aims to provide policymakers in developing countries with recommendations for successfully integrating ICT into classrooms.
This document discusses how information and communication technologies (ICT) are transforming higher education. It argues that ICT is becoming an important agent of change in higher education by impacting what is learned, how students learn, and when and where learning takes place. Specifically, ICT is enabling competency-based curricula, supporting student-centered and collaborative learning, increasing access to "anytime" and "anyplace" learning, and expanding pools of both teachers and students. While ICT may increase costs initially, it has the potential to improve learning quality and increase opportunities for education.
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.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
Information and communication technology (ict) among school going childrenAlexander Decker
The document discusses a study on the use of information and communication technology (ICT) among school-going children in Sambalpur, India. It finds that ICT provides easy access to learning resources for students and helps bridge the gap between time and space by making education available anytime, anywhere. ICT is also found to be a powerful motivating tool for students by making the learning process more interactive and engaging. The study concludes that ICT can help transform education from a teacher-centered model to a more student-centered one and promote self-directed learning.
This document discusses integrating technology in education. It begins by defining key terms in educational technology and examining perspectives on the field from its origins to current definitions. It then reviews the history of digital technologies in four eras from pre-microcomputers to mobile technologies. Issues shaping technology use in education and frameworks for technology skills are also presented. The document concludes by discussing trends in hardware/software and educational applications as well as rationale for using technology based on problem solving.
1. The document discusses the use of information and communication technology (ICT) in education, particularly its integration into the teaching and learning process at higher secondary schools.
2. ICT is changing the roles of teachers and students, with learning becoming more student-centered and both taking on co-learner roles. ICT provides alternative knowledge sources, allowing teachers to focus on enhancing learning.
3. The document outlines several benefits of using ICT in teaching, including motivating students, allowing access to information anytime and from anywhere, facilitating higher-order thinking skills, and enabling greater teacher-student interaction and flexibility.
This document discusses the role of information and communication technology (ICT) in commerce education at the higher secondary level in India. It outlines how ICT can enhance teaching and learning processes by making information more accessible and motivating for students. ICT allows for more flexible delivery of education and learner-centered approaches. When integrated effectively, ICT is shown to improve student engagement, academic performance, and development of skills needed for future careers. Commerce teachers are encouraged to utilize ICT tools like e-learning, internet resources, PowerPoint presentations, and interactive CD-ROMs to support instruction.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
This document describes a summer professional development workshop for early childhood teachers to learn how to effectively integrate technology into their classrooms. The workshop provided hands-on experience with various instructional tools and technology applications. Teachers explored strategies for incorporating tools like digital cameras, Microsoft Office, and multimedia tools into lessons aligned with constructivist pedagogy. They completed individual technology-based projects relevant to their teaching each week and received feedback from facilitators. The goal was to help teachers adopt a suitable model for technology integration to support young learners' development and learning.
This document discusses the impact of technology in education. It finds that technology has positive effects on academic performance, meaningful learning, and students with learning disabilities when integrated properly. It provides examples of how technology improves standardized test scores and problem solving skills. The document also explores applications of technology like productivity tools and how they allow independent learning. It concludes that technology enhances education when applied to learners' lives and recommends further research on educational technology.
The document discusses the goals and history of technology education. Technology education aims to teach students about technological processes and how to develop technological literacy. It has evolved from industrial arts programs and manual training. Britain was one of the first countries to include technology in its national curriculum. The document also discusses how technology can be used appropriately in education to develop higher-order thinking skills and personalized learning, while warning of potential negative effects if not used properly.
The document summarizes a textbook called "Rural Property Valuation" published by the Appraisal Institute. It discusses how the textbook provides essential guidance for appraising rural properties, covering topics unique to valuing agricultural land, ranches, timberland, and other rural uses. The textbook is said to be an important resource for students and practitioners to understand rural markets and issues. It contains 19 chapters covering key appraisal topics from a rural perspective, and provides up-to-date information on valuation of rural properties in the United States.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
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Main Java[All of the Base Concepts}.docxadhitya5119
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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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. American Journal of Multidisciplinary Research & Development (AJMRD)
Volume 03, Issue 06 (June- 2021), PP 43-48
ISSN: 2360-821X
www.ajmrd.com
Multidisciplinary Journal www.ajmrd.com Page | 43
Research Paper Open Access
THE USE OF TECHNOLOGY IN TEACHING AND LEARNING
OF HISTORY IN SECONDARY SCHOOLS
1
Mrs. Oyewale, Gbemisola Mary, 2
Jonathan OluropoFamilugba
1
Department of Educational Foundation and Management
BamideleOlomiluwa University of Education, Science and Technology
Ikere Ekiti, Ekiti State. Nigeria. +2348034354343
2
Department of Arts Education School of Multidiscpinary Studies
BamideleOlomiluwa University of Education, Science and Technology
Ikere Ekiti, Ekiti State. Nigeria.
Abstract: One of the roles of technology in teaching history is to develop pupils orientation and to make them
more discerning and value for history. This paper is an effort to explore the impact of technology in the context
ofTeaching History to students. It first, analyzes education and technology. Second, it delineates the benefits
oftechnology to teaching and learning of history. After that, it discuss the attitudes of students and teachers
totechnology and how it improve the effectiveness and impartation of knowledge. The findings revealed
thattechnological tools such as computers, projectors, internet and audio-visuals can be employed in teaching
history. This paper argues that if they are appropriately designed, it will provide students with a flexible, dynamic
and multifaceted learning environment which would be helped in effective teaching and learning of history.
Students were also found to portray positive attitudes in class when technology is used in teaching. Finally, the
studyrevealed that teachers face a lot of challenges such as unavailability of technological resources, inadequate
timeand lack of motivation, in their attempt to use technology in delivering theirlectures. The study recommends
that in-service training sessions should be organized for History teachersexposing them to the types of technology
and howto use them in teaching, Concludes that a judicious and balance use of technology is good for learning
history.
Key words: Technology, History, teaching, Benefit, Challenges,
I. INTRODUCTION
Education has been described by many scholars as a way of impacting knowledge and making a better
society.Education is about learning skills and knowledge. It also means helping people to learn how to do things and
support them to think about what they learn. It's also important for educators to teach ways to find and use
information. Generally, the use of technology has shaped and helped on the impartation of knowledge most
especially in teaching and learning of history. The changing trend of the world as made technology a basic
component of every human organization. Technological advancement over the years has led to significant changes
in human affairs most especially in the areas of education, agriculture, health and many others have all witness
progress as a result of technological advancement.notwithstanding,progress in application of technology devices are
mostly unavailable or insufficient in most of our classrooms, .one area of concerns regarding the use of technology
is the educational sector. This sector seems to be lagging behind when it comes to integrating technology into
teaching and learning of history. The situation is alarmingas technological devices are mostly unavailable or
insufficient for effective teaching and learning of history.
In this era of globalization, technology has impacted every aspect of human existence. It plays a decisive
role in human development, facilitating both socialand historical change. Graddol (1997) emphasizes that
technology lies at the heart of the globalization process, affecting education, work and culture. Consequently, it
becomes indispensable to use modertechnology in effectively aiding and facilitating history education. Awareness is
the key to determine how technology can add value in History teaching.
The enhancement of technology in the new era has naturally assigned new challenges and duties on the
modern History teacher. The role of the History practitioner has undergone drastic change, along with the methods
2. THE USE OF TECHNOLOGY IN TEACHING AND LEARNING OF HISTORY IN …
Multidisciplinary Journal www.ajmrd.com Page | 44
and approaches to History teaching. Technology provides a plethora of options in making History more interesting,
innovative and productive.Students learning History develops themselves both locally and internationally. They
need to see those countries and those historical places even though they cannot visit all.
The impact of technology has become phenomenal in the context of teaching and learning history, apart
from the role of the teacher. Therefore, it can be implied that the role of the teacher amalgamated with the role of
technology can lead to advanced learning results (Sharma, 2009).
Globalization has enhanced the stature and significance of History all over the world. Consequently, the
importance of History continues to grow ever.
The rapid development of science and technology has brought provided numerous technological tools to
facilitate history teaching. These tools are online history learning websites, electronic dictionaries, computer
assisted history learning programs, video clips, audio virtual and animation effects set on interesting and engaging
platform for innovation in the contemporary History classroom. Thus, technology has promoted history learning
activities and innovative for both students and teachers. In these writings, technology has been accepted as the
quintessential part of teaching and learning. Therefore, it is paramount for history teaching and learning to be
aware of the latest developments in technology. This awareness will equip them to handle the technological
revolution and help them yield maximum outcome in the history classroom.
II. Education and technology
Technology is rapidly changing the way we live and work. The field of education is no exception. In fact,
during the late 1990s, new technologies were being invented and designed almost monthly. Technology was abuzz
and education was the primary target for those eager researchers who wanted to see if their product could transform
education as we know it. Almost a decade later, the novelty of educational technology has somewhat worn off.
Many schools are struggling to make ends meet, cutting costs wherever possible. Financial struggles are still a
reality today for many school, yet even for those schools with limited financial resources, educational technology is
still a prevalent part of education today (Vail, 2003).
Over the years, our nation has felt the pressure from other countries who are continuing to successfully
integrate Technologies into the education of their students. In order to prepare our students to thrive in the digital
age, the United States has made a commitment to provide students with the skills and resources they will need to
succeed in life (CEO Forum, 2001). According to the CEO Forum, educators are encouraged to make the best use of
available technology in order to benefit our nation’s schools, surrounding communities, and most importantly, our
students. Today’s students need to be taught twenty-first century skills that they will need in order to thrive in the
future. Some of these skills include digital literacy, inventive thinking, effective communication, teamwork, and the
ability to create high-quality projects. In order to do and reach this lofty goal, educators need to focus technology on
the key building blocks of student achievement. Those building blocks include assessment, alignment,
accountability, access, and analysis. Just as educators should consider the building blocks of student achievement, it
is also important that they consider the many facets of education. One vital aspect to reflect on is how students learn.
When teachers know how their students learn best, real authentic learning begins to take place and students are
prepared and equipped for their future. Driscoll (2002) argued that while technology integration in schools is not
easy, it is necessary.
She provided four broad principles as a framework for teachers as they think about how to integrate
technology into their daily instruction. These four principles were as follows: 1) Learning occurs in context, 2)
Learning is active, 3) Learning is social, and 4) Learning is reflective. It is important to remember that technology
by itself will not guarantee true learning. However, the proper use of available technologies does have the power to
enhance and transform education in today’s classroom.
Even with all the positive assumptions about the effective use of technology in the classroom, technology
still tends to be viewed almost timidly by many educators today. Educators are often inclined to be traditionalists;
therefore, they are not as eager to latch on to the newest and latest technological advancement that has just come out
on the market (Vail, 2003). Another factor that contributes to educators’ hesitancy in regards to technology is that
they don’t want to embrace a new technology until they see a need for it. With the passing of the No Child Left
Behind Act (NCLB) in 2001, however, educators’ perspectives were bound to change. In fact, Vail argued that it
would be nearly impossible for schools to meet the demands that are placed upon them without implementing
technology in the classroom.
Benefit or Necessity of Adopting Technology in Teaching and Learning History
It is imperative to emphasize that the benefits of technology are numerous and therefore not limited to the
area discussed below:
3. THE USE OF TECHNOLOGY IN TEACHING AND LEARNING OF HISTORY IN …
Multidisciplinary Journal www.ajmrd.com Page | 45
1. Enhancing the level of students interest and motivation. The traditional methods of history teaching may
sometimes be dull and boring. Consequently, stereotyped teaching methods and environment fails to
sustain students interest and motivation in the process of history and learning on the contrary, technology
such as audio, visual and animation effects, and can thereby captivate the imagination and attention of the
learners instantly.
2. Greater satisfaction and autonomy among Learning. In the traditional History teaching classroom, there
were hurdles in building up an environment which addresses the individual needs and learning styles of the
students. But now due to flexibility and autonomy that technology provides, some learners no longer feel
marginalized in the history classroom. In other words, technology integration in History classes triggers
greater satisfaction and autonomy among students. In the past, in most history closes, learners exposure
was limited to the classroom. This issue has been successfully resolved with technology providing longer
and a wide range of exposure to the history.
3. Improving the Efficacy and Quality of Teaching. History teaching through the medium of technology can
successfully replace the traditional teacher – centered approach, and thereby can potentially enhance the
efficacy and quality of teaching. Teaching with technology can enrich teaching content and can therefore
fundamentally enhance class efficiency. The effective use of technology can provide better individualized
and quality teaching. Compared to the traditional approach, technology provides experiences beyond time
and space, and creates a more vivid and authentic History learning environment it triggers the imagination
and involvement of students, thereby enhancing the efficacy and outcome of the History Classroom.
4. Promoting Interaction Between Teachers and Students. History teaching through the medium of technology
is student – centric. It gives prominence to the role of students and thereby promotes interaction between
teachers and students. One of the prominent objectives of technology teaching is training the students to
enhance their interactive and communicative abilities. In the process of training the teacher serves as a
facilitator, creating a context for history.
5. Equipping the course content with flexibility. One of the care advantages of using technology is its
flexibility in delivering the course content. It has been rightly emphasized by Connelly &Clandrion (1988)
that technology helps teachers become developers of their own curriculum History teachers can tailor
assignments and instruments to create and sustain a positive interaction to enhance the interest and
motivation level of the learners. The context of teaching through technology is not limited to the
classroom.
Attitudes of History Students in the use of technology in teaching History
Attitude, according to Volk et al (2003), is developed, and once established, can enable or inhibit further
learning. It is difficult for teaching experience and preferred behavioural changes to be shaped in an environment
where learners‟ attitudes are ignored (Ozdemir, 2012). Even though the development of positive attitudes in students
is a difficult task, technology-based learning activities create an atmosphere of great engagement and dedication on
the part of students which motivates even weak students to get involved in classroom tasks (Kassim et al, 2004).
Turan (2010) points out that student mostly list History among their least favourite subjects. Similarly, Loewen
(1995), argues that students view History courses as limited to reading the textbooks, memorizing facts, paying
attention in class, and taking exams, giving them little or no chance for active participation (cited in Turan, 2010).
This rather negative attitude towards the subject has led to a number of studies on technology-enhanced History
education, which will hopefully change students‟ attitudes and increase their interest in the subject.
The students could focus and learn better when technological materials were used in classroom activities,
and this increased their academic achievements. Students could learn History better by watching a movie or
documentary than they could by reading a textbook. The use of technology, especially audio-visual materials, must
take in fostering positive attitude towards History lessons. Doppen’s (2002) study portrayed students‟ apparent
liking for technology as most of them used computers often to learn about Historical events for the reason that it
gave them a sense of control over their own learning. Also, students perceived the internet as an exciting way to
learn History because it enabled them to search for information and tried to make sense out of the multiple sources
they themselves found. Students could thus learn Historical events from multiple perspectives with the aid of the
available technology. Rampersad (2011) explored how students‟ interest, motivation and engagement in Modern
Studies were affected by the integration of technology. The use of technology helped to create more conducive
learning environments for students learning. Again, technology was found to have served as a means of capturing
students‟ interest which led to greater student involvement and engagement in lessons. Students were able to recall
contents when technology was used since it incorporated the use of concrete and real examples with which students
easily identified. In a research conducted by Lavin et al (2011), students whose instructors used technology
4. THE USE OF TECHNOLOGY IN TEACHING AND LEARNING OF HISTORY IN …
Multidisciplinary Journal www.ajmrd.com Page | 46
moderately or extensively in class were asked how the absence of technology would impact their learning on the
course. Student responses indicated that the removal of technology from the class would have a negative impact on
content learned in class, their attentiveness in class, their desire to take more lessons from that particular teacher, and
their desire to take more lessons in the subject area. It also indicated that students who experienced technology in the
classroom would rate a course less favorable if the technology was taken away.
III. Extent to which teachers use technology
History teachers’ use of technology in teaching largely depends on their perceptions and well as the
conditions of the institutions in which they work. These conditions notwithstanding, Fisher (2000) observes that
teachers of History “should view technology as a tool that can make the teaching and learning of History more
stimulating, rewarding and rigorous for all”. According to Earle (2002), using technology in teaching is to the
teacher, a very personal process. He adds that it involves teacher preparation, teacher commitment, teacher follow-
up and resolved teacher concerns as well as a three-level process of confidence, competence, and creativity. Again,
he contends that the focus of the integration of technology should be on the effectiveness of teaching and learning
and that “teachers need to be able to make choices about technology integration without becoming technocentric by
placing undue emphasis on the technology for its own sake without connections to learning and the curriculum”.
Field (2003) adds that History teachers should use technology when they can identify its benefits to the lesson. He
continues that there is no point at all for History teachers to use technology just for its own sake. Thus teachers
should not ask what History can do for technology, but ask what technology can do for History. In adapting to
technology use, Field (2003) observes that History teachers must ensure that the objectives of using the technology
are clear, and highlight how it helped achieve those objectives. A study by Ruto&Ndaloh (2013) on the use of
instructional materials for the teaching of History and Government in Kenya found that 62% of teachers in the study
used textbooks frequently while 54% used maps. Again, 80% of the respondents reported to have never used the
radio in teaching History and Government in their schools with only 3% reporting frequent usage. Oppong (2009)
who reported that apart from the History textbook, History teachers did not make use of other instructional and
technologically oriented resources such as audio media, visual media and audio-visual media in History lessons. A
similar study by Adeyinka (1989) also revealed that technology aids such as television and radio, slides, projectors,
films and film-strips were either never used to teach History in majority of schools or only sometimes or rarely used
in a few of them.
History teachers did not make use of technologies in teaching, even those who used them did so
occasionally. This implies that History teachers are likely to rely heavily on the History textbooks and other
resources that may not stimulate the interest of students. This concurs with earlier studies by Adeyinka (1989);
Oppong (2009) and Ruto&Ndaloh (2013) that History teachers used textbooks frequently and did not make use of
other instructional and technologically oriented resources such as audio media, visual media and audio-visual media
in History lessons.
Challenges Teachers Face in Using Technology to Teach History
Haydn (2001) also revealed in a study that 30 out of 42 History teachers indicated lack of time to plan how
to integrate computers into History lessons as the most influential, and the most common barrier to technology use.
This was closely followed by difficulty in getting access to computers, and the pressure to cover curriculum content.
Other barriers indicated by the respondents were lack of confidence or knowledge on how computers work; anxiety
about classroom management implications of the use of computers; and ideological resistance to the use of
computers. The ideological resistance, according to the study, was because most respondents did not believe that
computers have much to offer in developing students‟ Historical knowledge and understanding.
The unavailability of technology resources was a major problem to teachers’ use of technology. This
confirms the position of Maholwana-Sotashe (2007) that unavailability of infrastructure, lack of hardware and
software, lack of internet access and other of technology resources as factors for low technology patronage among
teachers.
Another challenge found was time. Teachers complained they did not have enough time to use technology
in class. This result is consistent with the results of previous studies by Amengor (2011); and Haydn (2001). These
studies concur on teachers’ lack of have sufficient time to prepare instructional materials using technology as well as
time to plan how to integrate computers into History lessons as the most influential, and the most common barrier to
technology use. Again, lack of administrative support was challenge that militated against teachers’ desire to employ
technologies in teaching History.
The application of a variety of technological approaches in teaching is crucial in enhancing teacher efficacy
and improving students‟ learning. However, like any other endeavor, teachers are bound to face certain challenges
5. THE USE OF TECHNOLOGY IN TEACHING AND LEARNING OF HISTORY IN …
Multidisciplinary Journal www.ajmrd.com Page | 47
in their attempt to integrate technology into their classroom activities. Raman & Mohamed (2013) observe that there
are several obstacles that hinder the frequent use of technology among subject teachers. These obstacles include
unavailability of infrastructure; lack of hardware and software; lack of access to the internet; lack of technology
competent teachers; insufficient training; resistance to change and insufficient knowledge possessed by teachers;
lack of technical support; insufficient funding; and lack of appropriate technology policies (Maholwana-Sotashe,
2007). According to Anderson (2008), most of these challenges arise as a result of the required changes that
accompany the introduction of new technology into the classroom. In the view of Anderson, many educators feel
that the onset of technology-based instruction is intimidating, intrusive, and aimed at replacing traditional modes of
instruction. As such, identifying the possible challenges to technology integration in schools is an important step in
improving the quality of teaching and learning and making teachers proactive adopters of technology in the future
(Bingimlas, 2009)
Doppen (2002) examined the factors that affected History and Social Studies teachers‟ use of technology in
classroom instruction and reported that the major barrier to the use of technology was teachers‟ own self-inefficacy.
The study revealed that although the state of the technology infrastructure, whether optimal or inferior, did not
appear to matter, it was the teachers‟ individual disposition that determined whether they integrated technology in
the classroom or not.
The literature indicates that insufficient time, unavailability of resources, lack of confidence, competence,
technical support, motivation, as well as lack of institutional support are the major barriers teachers encounter in
their attempt to integrate technology into teaching. These challenges tend to thwart the efforts of teachers and
educators towards a meaningful integration of technology into the classroom setting.
IV. Recommendation and conclusion
Base on the findings so far, both federal and state educational agencies have a major roles to play most
especially in the area of the usage of technology and relevant instructional materials in secondary school for
effective teaching and learning of History.The education ministry should provide technological resources needed by
schools and heads of institutions should introduce incentives to motivate teachers to use technologically oriented
pedagogies for their lessons.
V. CONCLUSION
In Lavin (2011)study students whose teachers did not use technology in class were questioned on how the
addition of technology would impact their behavior. The responses suggested that courses that did not use
technology could be improved by the introduction of technology into them. The use of technology in teaching,
especially History lessons, is crucial in improving students‟ attentiveness and their desire to choose History courses
ahead of other courses. Those students exhibit positive attitudes towards technology-enhanced lessons.
The findings reveals that teachers do not make frequent use of technology in teaching History even though
they used them for other educational purposes. It could thus be said that History teachers to a large extent, do not
make use of technology in their teaching activities
It has been established that teachers faced a major challenge with the unavailability of technology resources
that could be used to teach. Another challenge found was the lack of time to use the various technologies in class as
well as the lack of motivation from the school administration in terms of the provision of the needed technologies
for teaching. These challenges, to a great extent, hindered teachers’ use of technology in the teaching of History.
Motivating, engaging and getting students involved have always been a difficult taskin teaching and
learning of history Different mediums of technology has enhanced motivation and learning interest, thereby
providinga practical way to get learners involved. It has promoted the innovativeand initiatives of the teachers and
thereby has enhanced the entire History learning process. Technological innovations have drastically changed the
ways and methods of History proliferate the use of technology in History teaching. One of the core contributions of
technology is that it has provided greater satisfaction and autonomy to the learners. It has effectively raised the
ability of the learners to communicate. In addition, technology has also equipped the learners with understanding
and exposure to the native culture of the History. It has also provided greater flexibility to the course content,
facilitating both students as well as teachers.
Nonetheless, there can be serious negative implications of technology as well over indulgence in
technology can replace the leading role of the teacher by assisting tools, minimize the scope and opportunities for
communication and other effective history activities in the classroom, and restrict the cognitive abilities of the
students. It can also neutralize the scope of human and psychological conditioning which the teacher provides to his
learners. Consequently, it is of paramount importance that History teachers should strike a balance in the use of
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Multidisciplinary Journal www.ajmrd.com Page | 48
technology and traditional learning. Only a judicious and balanced use of technology can process the desired
outcome of History teaching in the classroom.In addition, technology has also equipped the learners with
understanding. It has also provided greater flexibility to the course content, facilitating both students as well as
teachers. Overall, it can be concluded that technology has improved the efficacy and quality of teaching History,
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