Technology integration

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Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. [1] In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS (Software As A Service) applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff. [2]

Contents

"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology." [3]

Integrating technology with standard curriculum can not only give students a sense of power but also allows for more advanced learning among broad topics. However, these technologies require infrastructure, continual maintenance, and repair – one determining element, among many, in how these technologies can be used for curricula purposes and whether they will succeed. [4] Examples of the infrastructure required to operate and support technology integration in schools include at the basic level electricity, Internet service providers, routers, modems, and personnel to maintain the network, beyond the initial cost of the hardware and software. [5]

Standard education curricula with an integration of technology can provide tools for advanced learning among a broad range of topics. Integration of information and communication technology is often closely monitored and evaluated due to the current climate of accountability, outcome-based education, and standardization in assessment. [6]

Technology integration can in some instances, be problematic. A high ratio of students to technological devices has been shown to impede or slow learning and task completion. [7] In some, instances dyadic peer interaction centered on integrated technology has proven to develop a more cooperative sense of social relations. [8] Success or failure of technology integration largely depends on factors beyond the technology. The availability of appropriate software for the technology being integrated is also problematic in terms of software accessibility to students and educators. [7] Another issue identified with technology integration is the lack of long-range planning for these tools within the educative districts they are being used. [9]

Technology contributes to global development and diversity in classrooms while helping develop the fundamental building blocks for students to achieve more complex ideas. For technology to make an impact within the educational system, teachers and students must access technology in a contextual matter that is culturally relevant, responsive, and meaningful to their educational practice and that promotes quality teaching and active student learning. [10]

History

The term 'educational technology' was used during the post-World War II era in the United States to integrate implements such as film strips, slide projectors, language laboratories, audio tapes, and television. [11] Presently, the computers, tablets, and mobile devices integrated into classroom settings for educational purposes are most often referred to as 'current' educational technologies. Educational technologies continually change, and once referred to slate chalkboards used by students in early schoolhouses in the late nineteenth and early twentieth centuries. The phrase 'educational technology', a composite meaning of technology + education, is used to refer to the most advanced technologies that are available for both teaching and learning in a particular era. [11]

In 1994 federal legislation for both the Educate America Act and the Improving America's School's Act (IASA) authorized funds for state and federal educational technology planning. [11] One of the principal goals listed in the Educate America Act is to promote the research, consensus building, and systemic changes needed to ensure equitable educational opportunities and high levels of educational achievement for all students (Public Law 103-227). [12] In 1996 the Telecommunications Act provided a systematic change necessary to ensure equitable educational opportunities of bringing new technology into the education sector. [13] The Telecomm Act requires affordable access and service to advanced telecom services for public schools and libraries. Many of the computers, tablets, and mobile devices currently used in classrooms operate through Internet connectivity; particularly those that are application based such as tablets. Schools in high-cost areas and disadvantaged schools were to receive higher discounts in telecom services such as the Internet, cable, satellite television, and the management component. [13]

A chart of "Technology Penetration in U.S. Public Schools" report states 98% percent of schools reported having computers in the 1995–1996 school year, with 64% Internet access, and 38% working via networked systems. [11] The ratio of students to computers in the United States in 1984 stood at 15 students per 1 computer, it now stands at an average all-time low of 10 students to computer. [11] From the 1980s on into the 2000s, the most substantial issue to examine in educational technology was school access to technologies according to the 1997 Policy Information Report for Computers and Classrooms: The Status of Technology in U.S. Schools. These technologies included computers, multimedia computers, the Internet, networks, cable TV, and satellite technology, amongst other technology-based resources. [11]

More recently, ubiquitous computing devices, such as computers and tablets, are being used as networked collaborative technologies in the classroom. [5] Computers, tablets, and mobile devices may be used in educational settings within groups, between people, and for collaborative tasks. [14] These devices provide teachers and students access to the World Wide Web in addition to a variety of software applications.

Pedagogy

The integration of electronic devices into classrooms has been cited as a possible solution to bridge access for students and close achievement gaps that are subject to the digital divide. [15] Several motivations have been cited for integrating high-tech hardware and software into school, such as (1) making schools more efficient and productive than they currently are, (2) if this goal is achieved, teaching and learning will be transformed into an engaging and active process connected to real life, and (3) is to prepare the current generation of young people for the future workplace. [16] The computer has access to graphics and other functions students can use to express their creativity.

Among other tools that have been noted as being effective as a way of technology integration are overhead projectors, student response clickers, podcasts, digital cameras, smart phones, tablets, digital media, and blogs. Other examples of technology integration include translation memories and smart computerized translation programs, among the newest integrations that are changing the field of linguistics. [17]

Paradigms

Most research in technology integration has been criticized for being atheoretical and ad hoc driven more by the affordances of the technology rather than the demands of pedagogy and subject matter. In 2012 Armstrong argued that multimedia transmission limits learning to simple content because it is difficult to deliver complicated content through multimedia. [18]

One approach that attempts to address this concern is a framework describing the nature of teacher knowledge for successful technology integration. The technological pedagogical content knowledge or TPACK framework has recently received some positive attention. [19]

Another model that has been used to analyze tech integration is the SAMR framework, developed by Ruben Puentedura. [20] This model attempts to measure the level of tech integration with the four levels that go from enhancement to transformation: substitution, augmentation, modification, and redefinition. [21]

Constructivism

Constructivism is a crucial component of technology integration. It is a learning theory that describes the process of students constructing their own knowledge through collaboration and inquiry-based learning. According to this theory, students learn more deeply and retain information longer when they have a say in what and how they will learn. Inquiry-based learning, thus, is researching a question that is personally relevant and purposeful because of its direct correlation to the one investigating the knowledge. As stated by Jean Piaget, [22] constructivist learning is based on four stages of cognitive development. In these stages, children must take an active role in their learning and produce meaningful works in order to develop a clear understanding. These works are a reflection of the knowledge that has been achieved through active self-guided learning. Students are active leaders in their learning and the learning is student-led rather than teacher–directed. [23]

Many teachers use a constructivist approach in their classrooms assuming one or more roles: facilitator, collaborator, curriculum developer, team member, community builder, educational leader, or information producer.

Controversy

There is unsettled debate concerning the efficacy of computers in the classroom regarding learning and student performance. The Organization for Economic Co-operation and Development (OECD) report "Students, Computers and Learning: Making the Connection" highlights that while access to computers at home is widespread, the use of computers in schools varies. Specifically, “In 2012, 96% of 15-year-old students in OECD countries reported that they have a computer at home, but only 72% reported using a desktop, laptop or tablet computer at school. Only 42% of students in Korea and 38% of students in Shanghai-China reported that they use computers at school - and Korea and Shanghai-China were among the top performers in the digital reading and computer-based mathematics tests in the OECD Programme for International Student Assessment (PISA) in 2012." [24] Countries like Korea and Shanghai-China, where computer use in schools is less common, have achieved high performance in digital reading and computer-based mathematics tests. On the other hand, countries with more prevalent internet use for schoolwork have experienced a decline in reading performance over time, observed by PISA scores.

Schools across the United States have committed to adopting technology in the classroom, but education research and policy are inconclusive on whether technology helps or hinders student performance and creativity. The push to involve students with a screen was exacerbated during the COVID-19 pandemic when remote and hybrid learning models were instituted. Many educators and researchers viewed integrating computers in the classroom as challenging due to the complex relationship between creativity and technology.[ citation needed ] In "Creativity and technology in teaching and learning," Danah Henriksen et al. emphasizes the lack of common ground and research integration in understanding how creativity and technology intersect in educational practice. [25] The disconnect between research and classroom realities, conflicting stakeholder demands, and varying definitions of creativity heavily contribute to the controversies technology has brought to learning. The article suggests involving practitioners in research, bridging the gap between theory and practice, and engaging in action research to address the complexities of implementing creativity and technology in classrooms. Thus, the relationship between technology and learning lacks consensus and shared understanding both within and between disciplines and research.

Excessive reliance on computers may diminish human interaction and interpersonal skills.[ citation needed ] Despite the extensive research on interaction in online learning, educators often struggle to recreate the same level of engagement as face-to-face classes.[ citation needed ] Interpersonal interaction, a crucial but complex aspect of online learning, remains a challenge. The study "Purposeful Interpersonal Interaction in Online Learning: What is it and How is it Measured?" by Scott Mehall at Bloomsburg University aims to provide a new perspective on interpersonal interaction in online learning called purposeful interpersonal interaction (PII). By examining various types of interpersonal interaction highlighted in existing literature, they found that we can identify those that lead to improved student outcomes. PII encompasses three key interaction types: purposeful interpersonal instructional interaction, purposeful social interaction, and supportive interaction. These interactions have been linked to important student outcomes, such as perceived learning, satisfaction, and academic achievement. [26] In conclusion, overemphasis on computer-based learning could potentially lead to a decrease in these valuable social interactions.

Tools

Interactive whiteboards

Interactive whiteboards are used in many schools as replacements for standard whiteboards and provide a way to allow students to interact with material on the computer. In addition, some interactive whiteboard software allows teachers to record their instruction. [27]

Interactive whiteboards and digital displays can enhance classroom instruction and learning for both students and educators. In the article titled “The Ultimate Guide to Interactive Whiteboards in the Classroom”. This article is by Becca Patten. This article shares various topics with us such as what an interactive whiteboard actually is, as well as the key features of the device and the advantages that are influenced on both educational staff and their students (Patten, 2023). An interactive whiteboard is a traditional whiteboard that incorporates advanced digital technology within the equipment.

Over the years interactive whiteboards have continued to grow more popular and are being placed in more educational settings. Also, some of the key features include the bigger screen size, the options you have for mounting, the tools you are provided with for drawing, and the collaboration aspect (Patten, 2023). As we can see there are many advantages to using an interactive whiteboard both for the educator as well as the students. Lastly, some advantages include the multisensory learning environment, the hands-on learning that takes place, as well as the access to digital resources and lastly the digital organization that can take place as well (Patten, 2023). As we can see there are many advantages in incorporating interactive whiteboards.

Interactive Whiteboards are another way that technology is expanding in schools. By assisting the teacher to help students more kinesthetically as well as finding different ways to process there information throughout the entire classroom.

Response systems

Student response systems consist of handheld remote control units, or response pads, which individual students operate. An infrared or radio frequency receiver attached to the teacher's computer collects the data submitted by students. The CPS (Classroom Performance System), [29] once set, allows the teacher to pose a question to students in several formats. Students then use the response pad to send their answer to the infrared sensor. Data collected from these systems is available to the teacher in real-time and can be presented to the students in a graph form on an LCD projector. The teacher can also access a variety of reports to collect and analyze student data. These systems have been used in higher education science courses since the 1970s and have become popular in K-12 classrooms beginning in the early 21st century.

Audience response systems (ARS) can help teachers analyze, and act upon student feedback more efficiently. For example, with polleverywhere.com, students text in answers via mobile devices to warm-up or quiz questions. The class can quickly view collective responses to the multiple-choice questions electronically, allowing the teacher to differentiate instruction and learn where students need help most. [30]

Combining ARS with peer learning via collaborative discussions has also proven particularly effective. When students answer an in-class conceptual question individually, discuss it with their neighbors, and then vote again on the same or a conceptually similar question, the percentage of correct student responses usually increases, even in groups where no student had previously given the correct answer. [30]

Types

Mobile learning

Mobile learning is defined as "learning across multiple contexts, through social and content interactions, using personal electronic devices". [31] A mobile device is essentially any device that is portable and has internet access and includes tablets, smartphones, cell phones, e-book readers, and MP3 players. [32] As mobile devices become increasingly common personal devices of K-12 students, some educators seek to utilize downloadable applications and interactive games to help facilitate learning. This practice can be controversial because many parents and educators are concerned that students would be off-task because teachers cannot monitor their activity. [32] This is currently being troubleshot by forms of mobile learning that require a log-in, acting as a way to track engagement of students. [32]

Mobile learning, better known as m-learning, is a method of learning educational content through mobile devices. These devices are offered as tools for providing information, different opinions/ perspectives, educational entertainment, connecting users, note taking, access to documents, online books, and so much more. There are four key aspects of mobile learning devices that should be accounted for when using these learning activities, which are input, sensing, output, and connectivity. Input ways are touch, voice commands, keyboard input, among others, which are all mechanisms that enhance the usability or navigation and active engagement of users. Sensing is real-time feedback, interaction, and navigation by touch screen, camera, microphones, or GPS. Output includes various ways where information is given to users through visuals on the screen, speakers, and earphones. Finally, the connectivity aspect is how the device connects to applications, including Wi-Fi, Bluetooth, and different cellular networks. (Sophonhiranrak 2021.) These key aspects all work together to create an interactive environment for learning online.

History

Mobile learning has changed drastically throughout the years. As years progressed, technology got more advanced and got more recognition for the uses of them which grew into mobile learning opportunities. The term m-learning became recognized in 2005. M-learning was typically used to channel e-learning methods and techniques. As this transition occurred, it quickly became clear that mobile devices like cell phones and PDAs, personal digital assistants, had significant drawbacks compared to desktop computers. These very early mobile technologies included limitations of smaller screen sizes, reduced processing power, battery life, and often less reliable internet access, making it difficult to deliver the same level of educational content and interactivity that was previously possible on desktop computers. As years passed, smartphones began to have the same application and Web functionalities. During this time having technology for education was expensive, but colleges did find that students owning these devices cut additional school costs entirely. In 2006, ultra-mobile PCs were introduced as

mobile versions of a laptop, but soon to be overpowered by major known tablets today like the iPad in 2010. As years progressed, the idea of m-learning continued to develop. It offers “contingent learning, situated learning, authentic learning, context-aware learning, and personalized learning” (Crompton 2013.) In today's world, m-learning has changed education, empowering learners to engage with content anytime and anywhere, and having a more inclusive and personalized approach to learning, which will only advance over time.

Benefits

According to findings from four meta-analyses, blending technology with face-to-face teacher time generally produces better outcomes than face-to-face or online learning alone.[ citation needed ] Research is currently limited on the specific features of technology integration that improve learning. Meanwhile, the marketplace of learning technologies continues to grow and vary widely in content, quality, implementation, and context of use. [30]

Research shows that adding technology to K-12 environments, alone, does not necessarily improve learning. What matters most to implementing mobile learning is how students and teachers use technology to develop knowledge and skills, which requires training. [33]

It can keep students focused for longer periods of time.[ citation needed ] The use of computers to look up information/data is a time saver, especially when used to access a comprehensive resource like the Internet to conduct research. This time-saving aspect can keep students focused on a project much longer than they would with books and paper resources and it helps them develop better learning through exploration and research. [34]

One main benefit student’s will gain by integrating technology into their academic progress is that this can keep students on task, as well as focused, for a longer period of time. Also, in an outside article I found titled “Technology Can Close Achievement Gaps, Improve Learning”, by the Stanford Graduate School of Education, this article explains the benefits of technology integration in the classroom.

Continuously, in the article the authors dive into the statistical reports on how incorporating technology in the classroom helps students who are at an academic risk to improve their academic performance. This article also explains the comparison of students' availability to technology in both high-poverty schools as well as affluent schools. “More dramatically, only 3 percent of teachers in high-poverty schools said that their students have the digital tools necessary to complete homework assignments, compared to 52 percent of teachers in more affluent schools” (Hammond et al., 2014).  This could be a reason why technology is not as integrated as it possibly could be. The reason being that unfortunately technology is not available to all students. As the future is among us the hope is that this can change so more students' academic success can be improved.

The widespread use of technology affects the way we live our everyday lives. This could mean both in a positive and negative way. Since mobile learning has had increased popularity and extensively, it has different advantages and disadvantages. The advantages of mobile learning include the ability to access anywhere and anytime, the amount and variety of content on the internet, joining online communities, the flexibility it allows, engages and encourages students, and allows students to be tested on their knowledge. (Ricci 2023.) However, there are also many disadvantages. When working with the internet, comes with many technical, software, and hardware issues. This can cause interruptions and setbacks while learning on mobile devices, and possibly cause frustration in students. Prolonged screen time use can cause health issues, such as poor posture and eye strain, making it very important to use technology in moderation. Give yourself or students a break when needed. Another very significant one is distraction. When students have access to a mobile device for learning puts distractions and misuse at risk as they can easily go to social media, messages, take pictures, play any digital video games, and more, defeating the purpose of those said devices (Ricci 2023.) It is important to have a balance of in person and online learning. M-learning does provide opportunities for connecting with others online, however too much of this can cause lack of meaningful face-to-face social interaction. In summary, while m-learning offers many advantages like accessibility and engagement, it also presents many challenges both students and instructors should be aware of.  

COVID-19

COVID-19 changed the perspective of many teachers that had to adapt to the online world when face-to-face interaction became impossible during the COVID-19 pandemic. [35] It caused a huge disruption in schools, colleges, and universities around the world affecting the way traditional education was held. [36] Emergency teaching differs from online teaching where teachers are prepared and apt to teach because they have the knowledge and the right tools such as computer literacy and digital literacy. [35]

During the COVID-19 pandemic, teachers were forced to implement Information Communication and Technology (ICT) applications. [36] ICT enabled teachers to gain competencies to increase their teaching methods and enhance the learning process of students. [36] Teachers had to implement applications such as Microsoft Team, Google Workplace, Microsoft Office, Canva, YouTube, Kahoot!, and Zoom. [35] Researchers found that there was a wide spectrum of help that was offered to students, depending on the university. [35] Student engagement and interaction diminished as many students preferred to not turn their video camera on during virtual sessions. [37] Communication between students and teachers/school staff was less frequent than in face-to-face interaction. [35]

Teachers

Technology education standards

National Educational Technology Standards (NETS) served as a roadmap since 1998 for improved teaching and learning by educators. As stated above, these standards are used by teachers, students, and administrators to measure competency and set higher goals to be skillful.

The Partnership for 21st Century Skills is a national organization that advocates for 21st-century readiness for every student. Their most recent Technology Plan was released in 2010, "Transforming American Education: Learning Powered by Technology". [38] This plan outlines a vision "to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students' daily lives and the reality of their futures. In contrast to traditional classroom instruction, this requires that students be put at the center and encouraged to take control of their own learning by providing flexibility on several dimensions." [38] Although tools have changed dramatically since the beginnings of educational technology, this vision of using technology for empowered, self-directed learning has remained consistent. [38]

PCK and TRACK

In 1986, Lee Shulman worked on his theory about pedagogical content knowledge (PCK) which identified two areas in which teachers needed to be proficient. These areas were content knowledge, which would be passed on to students, and pedagogical knowledge, which refers to techniques that teachers can use to ensure the learning of students. [39]

Shulman (1986, 1987) states that teachers’ competencies should involve content knowledge, pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners’ characteristics, educational context knowledge, educational outcomes, objectives, values, and philosophical and historical foundations. [39]

The TRACK (technological pedagogical content knowledge) model was created to provide online teaching knowledge to teachers and to add technological content knowledge as another proficiency skill that teachers needed to succeed in the new digital world. [39] [36]

The benefits of technology integration include engagement, enhanced skills, and collaborative learning. Teachers are usually responsible to coordinate the technology integration in classrooms. Studies show that students have better academic performance when technological integration is involved when compared with traditional teaching. [39]

Examples of activities

CyberHunt

The term "hunt" refers to finding or searching for something. "CyberHunt" means an online activity which learners use the internet as tool to find answers to the question's based upon the topics which are assigned by someone else. Hence learners also can design the CyberHunt on some specific topics. [40] a CyberHunt, or internet scavenger hunt, is a project-based activity which helps students gain experience in exploring and browsing the internet. A CyberHunt may ask students to interact with the site (e.g.: play a game or watch a video), record short answers to teacher questions, as well as read and write about a topic in depth. There are basically two types of CyberHunt:

WebQuests

It is an inquiry oriented activity in which most or all of the information used by the learners which are drawn out by the internet/web. It is designed to use learner 'time well', to focus on using information rather than on looking for it and to support the learners to think at the level of analysis, synthesis, and evaluation. It is the wonderful way of capturing student's imagination and allowing them to explore in a guided, meaningful manner. It allow the students to explore issues and find their own answers.

There are six building blocks of webQuests:

  1. The introduction – capturing the student's interest.
  2. The task-describing the activities end product.
  3. The resources-web sites, students will use to complete the task.
  4. The evaluation-measuring the result of the activity.
  5. The conclusion-summing up of the activity.

WebQuests are student-centered, web-based curricular units that are interactive and use Internet resources. The purpose of a webQuest is to use information on the web to support the instruction taught in the classroom. A webQuest consists of an introduction, a task (or final project that students complete at the end of the webQuest), processes (or instructional activities), web-based resources, evaluation of learning, reflection about learning, and a conclusion.

WISE

The Web-based Inquiry Science Environment (WISE) provides a platform for creating inquiry science projects for middle school and high school students using evidence and resources from the Web. Funded by the U.S. National Science Foundation, WISE has been developed at the University of California, Berkeley from 1996 until the present. WISE inquiry projects include diverse elements such as online discussions, data collection, drawing, argument creation, resource sharing, concept mapping and other built-in tools, as well as links to relevant web resources. It is the research-focused, open-source inquiry-based learning management system that includes the student- learning environment project authoring environment, grading tool, and tool and user/ course/ content management tools.

Virtual field trip

A virtual field trip is a website that allows the students to experience places, ideas, or objects beyond the constraints of the classroom[ why? ]. A virtual field trip is a great way to allow the students to explore and experience new information. This format is especially helpful and beneficial in allowing schools to keep the cost down. Virtual field trips may also be more practical for children in the younger grades, due to the fact that there is not a demand for chaperones and supervision. Although, a virtual field trip does not allow the children to have the hands on experiences and the social interactions that can and do take place on an actual field trip. An educator should incorporate the use of hands on material to further their understanding of the material that is presented and experienced in a virtual field trip. It is a guided exploration through the www that organizes a collection of pre- screened, its thematically based web pages into a structure online learning experience

ePortfolio

An ePortfolio is a collection of student work that exhibits the student's achievements in one or more areas over time. Components in a typical student ePortfolio might contain creative writings, paintings, photography, math explorations, music, and videos. And it is a collection of work developed across varied contexts over time. The portfolio can advance learning by providing students and faculty with a way to organize, archive and display pieces of work.

Related Research Articles

Computer-assisted language learning (CALL), known as computer-aided instruction (CAI) in British English and computer-aided language instruction (CALI) in American English, Levy briefly defines it as "the exploration and study of computer applications in language teaching and learning." CALL embraces a wide range of information and communications technology "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).

Educational software is a term used for any computer software that is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software. The purpose of all this software is to make some part of education more effective and efficient.

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".

Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

M-learning, or mobile learning, is a form of distance education or technology enhanced active learning where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.

A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions in the English-speaking world. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.

<span class="mw-page-title-main">Interactive whiteboard</span> Large interactive display

An interactive whiteboard (IWB), also known as interactive board, interactive display, interactive digital board or smart board, is a large interactive display board in the form factor of a whiteboard. It can either be a standalone touchscreen computer used independently to perform tasks and operations, or a connectable apparatus used as a touchpad to control computers from a projector. They are touch screen enabled small computers.They are used in a variety of settings, including classrooms at all levels of education, in corporate board rooms and work groups, in training rooms for professional sports coaching, in broadcasting studios, and others.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech", it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

Synchronous conferencing or synchronous computer-mediated communication (SCMC) is any form of computer-mediated communication that occurs in real-time; that is, there is no significant delay between sending and receiving messages. SCMC includes real-time forms of text, audio, and video communication. SCMC has been highly studied in the context of e-learning.

<span class="mw-page-title-main">Australian Computers in Education Conference</span>

This National Conference is the biennial conference of the Australian Council for Computers in Education (ACCE). The conference opens to anyone who in interested in sharing their digital teaching experiences. The first conference took place in Melbourne, 1983. Between 1983 and 1996, the conference was held annually across Australia. After 1996, the conference became biennial. From 1994, a series of frameworks were launched in Australia to integrate Information and Communication Technology (ICT) into education. Western Australia's 2001 Competency framework for Teachers identified teachers as an important component in developing computer education. In 2010, Education Minister Julia Gillard, proposed an education agenda to provide Australia a better education system. Besides ACCE, there are many organizations and conferences supporting the development of computer education in Australia. Technology in education consists of two major approaches: Learning with technology and learning from technology. Technology in education learning and traditional classroom learning have different focuses and defining features. There are also four types of computer education: Bring your own device(BYOD), blended learning, online learning, and flipped learning.

Social learning tools are tools used for pedagogical and andragogical purposes that utilize social software and/or social media in order to facilitate learning through interactions between individuals and systems. The idea of setting up "social learning tools" is to make education more convenient and widespread. It also allows an interaction between users and/or the software which can bring a different aspect to learning. People can acquire knowledge by distance learning tools, for instance, Facebook, Twitter, Khan Academy and so on. Social learning tools may mediate in formal or informal learning environments to help create connections between learners, instructors and information. These connections form dynamic knowledge networks. Social learning tools are used in schools for teaching/learning and in businesses for training. Within a school environment, the use of social learning tools can affect not only the user (student) but his/her caretaker as well as his/her instructor. It brings a different approach to the traditional way of learning which affects the student and his/her support circle. Companies also use social learning tools. They used them to improve knowledge transfer within departments and across teams. Businesses use a variety of these tools to create a social learning environment. They are also used in company settings to help improve team work, problem solving, and performance in stressful situations.

<span class="mw-page-title-main">Computers in the classroom</span> The use of computers in school

Computers in the classroom include any digital technology used to enhance, supplement, or replace a traditional educational curriculum with computer science education. As computers have become more accessible, inexpensive, and powerful, the demand for this technology has increased, leading to more frequent use of computer resources within classes, and a decrease in the student-to-computer ratio within schools.

Mobile computer-supported collaborative learning may have different meanings depending on the context in which it is applied. Mobile CSCL includes any in-class and out-of-class use of handheld mobile devices such as cell phones, smart phones, and personal digital assistants (PDAs) to enable collaborative learning.

Social media in education is the use of social media to enhance education. Social media is "a group of Internet-based applications...that allow the creation and exchange of user-generated content". It is also known as the read/write web. As time went on and technology evolved, social media has been an integral part of people's lives, including students, scholars, and teachers in the form of social media. However, social media is controversial because in addition to providing new means of connection, critics claim that it damages self-esteem, shortens attention spans, and increases mental health issues.

<span class="mw-page-title-main">21st century skills</span> Skills identified as being required for success in the 21st century

21st century skills comprise skills, abilities, and learning dispositions identified as requirements for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of an international movement focusing on the skills required for students to prepare for workplace success in a rapidly changing, digital society. Many of these skills are associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork, which differ from traditional academic skills as these are not content knowledge-based.

<span class="mw-page-title-main">Learning environment</span> Term in education

The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy. In a societal sense, learning environment may refer to the culture of the population it serves and of their location. Learning environments are highly diverse in use, learning styles, organization, and educational institution. The culture and context of a place or organization includes such factors as a way of thinking, behaving, or working, also known as organizational culture. For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy in learning styles and pedagogies used; and the societal culture of where the learning is occurring. Although physical environments do not determine educational activities, there is evidence of a relationship between school settings and the activities that take place there.

<span class="mw-page-title-main">Learning space</span> Physical setting for a learning environment

Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom," but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, and others. As the design of a learning space impacts the learning process, it is deemed important to design a learning space with the learning process in mind.

<span class="mw-page-title-main">Technological pedagogical content knowledge</span> Educational technology knowledge

The Technological Pedagogical Content Knowledge (TPACK) framework is an educational model that describes the intersections between technology, pedagogy, and content for the effective integration of technology into teaching. TPACK became popular in the early 2000s.

<span class="mw-page-title-main">Digital media in education</span> Overview of ICT in education

Digital media in education refers to an individual's ability to access, analyze, evaluate, and create media content and communication in various forms. This includes the use of multiple digital softwares, devices, and platforms as tools for learning. The integration of digital media in education has been increased over time, rivaling books as a primary means of communication and gradually transforming traditional educational practices.

References

  1. ↑ "Using technology to increase student participation". techparticipation.blogspot. September 1, 2009.
  2. ↑ "What Is Successful Technology Integration?". Edutopia . November 5, 2007.
  3. ↑ "Chapter 7: Technology Integration, U.S. Department of Education". National Center for Education Statistics (NCES). December 9, 2008.
  4. ↑ Jackson, Steven; Pompe, Alex; Krieshok, Gabriel (8–11 September 2011). "The Work to Make a Home Network Work". Things Fall Apart: Maintenance, Repair, and Technology for Education Initiatives in Rural Namibia. Seattle, Washington. pp. 283–90. CiteSeerX   10.1.1.459.6466 . doi:10.1007/1-4020-4023-7_24. ISBN   978-1-4020-4022-1. S2CID   3056994.{{cite book}}: |newspaper= ignored (help)CS1 maint: location missing publisher (link)
  5. 1 2 Grinter, Rebecca; Edwards, W. Keith (18–22 September 2005), "Ecscw 2005", Proceedings of the Ninth European Conference on Computer-Supported Cooperative Work, Paris, France, pp. 469–488, CiteSeerX   10.1.1.459.6466 , doi:10.1007/1-4020-4023-7_24, ISBN   978-1-4020-4022-1, S2CID   3056994
  6. ↑ Kervin, Lisa; Mantei, Jessica (2010). "Supporting educators with the inclusion of technology within literacy classrooms: A framework for "action"". Journal of Technology Integration in the Classroom. 2 (3): 43–54.
  7. 1 2 Yu, Chien (2013). "The Integration of Technology in the 21st Century Classroom: Teachers' Attitudes and Pedagogical Beliefs Toward Emerging Technologies". Journal of Technology Integration in the Classroom. 5 (1): 6.
  8. ↑ Mehan, Hugh (March 1989). "Microcomputers in Classrooms: Educational Technology or Social Practice". Anthropology & Education Quarterly. 20 (1): 4–22. doi:10.1525/aeq.1989.20.1.05x1208l. JSTOR   3195700.
  9. ↑ Anderson, L. S. (1996), K–12 technology planning at state, district, and local levels, National Center for Technology Planning, Mississippi State University
  10. ↑ Song, Shin-Cheol; Owens, Emiel (2011). "Rethinking Technology Disparities and Instructional Practices within Urban Schools: Recommendations for School Leadership and Teacher Training". Journal of Technology Integration in the Classroom. 3 (2): 23–36.
  11. 1 2 3 4 5 6 Coley, R. DJ.; Cradler, J.; Engel, P. K. (1997), Computers and Classrooms: The Status of Technology in U.S. Schools, Policy Information Report, pp. 1–67
  12. ↑ Goals 2000: Educate America Act, House of Representatives 1804 AmendmentU.S. Congress103 (8 February 1994).
  13. 1 2 TELECOMMUNICATIONS ACT OF 1996 – 110 STAT. 56., House of Representatives 1804 AmendmentU.S. Congress104 (8 February 1996).
  14. ↑ Dourish, Paul (2001), Where the action is (1st ed.), Cambridge, Massachusetts: MIT Press, p. 245, ISBN   9780262541787
  15. ↑ Buckingham, David (2007), Beyond technology, Cambridge, Massachusetts: Polity, p. 209, ISBN   9780745638812
  16. ↑ Cuban, Larry (2003), Oversold and underused, Cambridge, Massachusetts: Harvard University Press, p. 256, ISBN   9780674011090
  17. ↑ "Should Amazon's Robotization Concern Other Industries?".
  18. ↑ J. Scott Armstrong (2012). "Natural Learning in Higher Education". Encyclopedia of the Sciences of Learning.
  19. ↑ "TPACK.ORG". www.tpack.org. Retrieved 2015-11-03.
  20. ↑ SAMRModel.pdf
  21. ↑ "Ruben R. Puentedura's Blog". hippasus.com. Retrieved 2015-11-03.
  22. ↑ Wanda Y. Ginn. "JEAN PIAGET – INTELLECTUAL DEVELOPMENT".
  23. ↑ Kay C. Wood; Harlan Smith; Daurice Grossniklaus. "Piaget's Stages of Cognitive Development". Department of Educational Psychology and Instructional Technology, University of Georgia.
  24. ↑ OECD (2015-09-14). Students, Computers and Learning: Making the Connection. PISA. OECD. doi:10.1787/9789264239555-en. ISBN   978-92-64-23954-8.
  25. ↑ Henriksen, Danah; Creely, Edwin; Henderson, Michael; Mishra, Punya (2021-08-01). "Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation". Educational Technology Research and Development. 69 (4): 2091–2108. doi:10.1007/s11423-020-09912-z. ISSN   1556-6501. S2CID   255153822.
  26. ↑ Mehall, Scott (2020-03-01). "Purposeful Interpersonal Interaction: What is it and How is it Measured?". Online Learning. 24 (1). doi: 10.24059/olj.v24i1.2002 . ISSN   2472-5730.
  27. ↑ "Interactive Whiteboards Enhance Classroom Instruction and Learning". www.neamb.com. NEA Member Benefits. Retrieved 2018-04-04.
  28. ↑ Alfred N. Basilicato. "Interactive Whiteboards: Assistive Technology for Every Classroom" (PDF).
  29. ↑ Ward, Darrel W. (April 30, 2003). "The Classroom Performance System: The Overwhelming Research Results Supporting This Teacher Tool and Methodology". eInstruction. Retrieved 20 September 2009.
  30. 1 2 3 Vega, Vanessa (5 February 2013). "Technology Integration Research Review: Additional Tools and Programs".
  31. ↑ "Mobile learning".
  32. 1 2 3 "Mobile Devices for Learning: What You Need to Know". Edutopia.
  33. ↑ Vega, Vanessa (February 5, 2013). "Technology Integration Research Review". Edutopia.
  34. ↑ Huneycutt, Timothy. "Technology in the Classroom: the Benefits of Blended Learning". National Math + Science Initiative. Retrieved 10 March 2015.
  35. 1 2 3 4 5 Boonmoh, A., Jumpakate, T., Saengmanee, S., & Rungkaew, T. (2022). "Integration of Technology during the COVID-19 Pandemic: Experience, Challenges and Needs of Thai EFL Teachers". REFLections. 29 (2): 251–277.
  36. 1 2 3 4 Huma Akram, Yang Yingxiu, Ahmad Samed Al-Adwan and Ali Alkhalifah (August 26, 2021). "Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model". Frontiers in Psychology. 12 (736522): 1–11.
  37. ↑ Ramaila, S., & Molwele, A. J. (2022). "The Role of Technology Integration in the Development of 21st Century Skills and Competencies in Life Sciences Teaching and Learning". International Journal of Higher Education. 11 (5): 9–17.
  38. 1 2 3 Boss, Suzie (8 September 2011). "Technology Integration: A Short History".
  39. 1 2 3 4 Dikmen, C. H., & Demirer, V. (2022). "The Role of Technological Pedagogical Content Knowledge and Social Cognitive Variables in Teachers' Technology Integration Behaviors". Participatory Educational Research. 9 (2): 398–415.
  40. ↑ "What Is a Cyberhunt?". nmmu.ac.za.
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