Pre-service Primary and Secondary Teachers’ Perceptions of the Potential of Virtual Reality for Teaching and Learning

In this thesis, three separate but closely connected studies were conducted. A scoping review employed a systematic approach to identify studies dealing with pre-service teachers’ ICT beliefs, revealed the crucial factors in terms of measuring pre-service teachers’ ICT beliefs, explored unresolved issues with the current literature of pre-service teachers’ beliefs of different technologies, and provided clear directions for the development of further educational research and practice. A systematic review sought to examine the ICT beliefs of pre-service teachers containing the variables of ICT beliefs measurement, ICT adaptation factors and ICT training needs. The findings from the scoping review and systematic review revealed the relevant research and provided insights into the possible ways to measure pre-service teachers’ ICT beliefs. A mixed method empirical study on pre-service teachers’ beliefs and training needs on the educational use of virtual reality was conducted to fill the research gap and move the literature forward, as the results of scoping review and systematic review have suggested that there is a lack of evidence about pre-service teachers’ beliefs on cutting-edge technologies, such as virtual reality technology. It was found that pre-service teachers have moderately positive attitude towards ICT and virtual reality technology in terms of openness to new ICT tools, perceived usefulness, perceived ease of use, and technological complexity; however, they hold a relatively positive expectation for the future development of virtual reality technology in the educational field. The results also showed that pre-service teachers have moderately positive attitudes towards ICT training, and they have clear goals about their training needs to guide their implementation of virtual reality technology in classroom teaching and learning. It is suggested that pre-service teachers in China need to adapt to the recent and newest policies for their own development and for the advancement of society. Future research could be based on the relationship between pre-service teachers’ ICT beliefs and the practices of integration of technology in the classroom, as well as the changes in pre-service teachers’ perceptions of ICT and cutting-edge educational technologies before and after the Covid-19 pandemic for teaching practice

An Evaluation of ICT Integration in Science Learning in Primary Schools in Saudi Arabia

Technology plays an important role in education, and Saudi Arabia has dedicated a huge budget to develop technology for education. The aim of this mixed-methods study is to evaluate ICT integration in science education in upper primary schools by investigating both students’ and teachers’ perceptions of ICT use. Participants perceived the ICT integration positively but faced several challenges including time and technical issues. Many participants suggested providing devices to improve Saudi science education

Proceedings of the Salford Postgraduate Annual Research Conference (SPARC) 2011

These proceedings bring together a selection of papers from the 2011 Salford Postgraduate Annual Research Conference(SPARC). It includes papers from PhD students in the arts and social sciences, business, computing, science and engineering, education, environment, built environment and health sciences. Contributions from Salford researchers are published here alongside papers from students at the Universities of Anglia Ruskin, Birmingham City, Chester,De Montfort, Exeter, Leeds, Liverpool, Liverpool John Moores and Manchester

Evaluation of the use of ICT to support students’ learning and communication in a Saudi Arabian higher education institution : conflicts, contrasts and tensions in lecturers’ perspectives

This thesis explores lecturers’ views on the main issues surrounding their use of information and communications technology (ICT) to support students’ learning and communication in Jeddah University. It also identifies lecturers’ pedagogical beliefs in terms of using ICT in the classroom and explores the factors that might influence their use of ICT to support students’ learning and communication.A mixed-methods, two-phase research design, comprising a survey (n=160) of male and female lecturers and semi-structured interviews (n=16) with female lecturers only, was conducted. Using SPSS for the quantitative data, the results were analysed using thematic analysis.The analysis of the collected data resulted in several findings indicating that there are tensions between lecturers’ views on using ICT and what they claim to practise in the classroom. These tensions demonstrate contrasts in lecturers’ views in relation to many factors that may hinder their integration of ICT. These tensions are presented in the context of internal factors, such as pedagogical beliefs, attitudes and ICT skills, and external factors, for example ineffective ICT integration policy, university culture, and a lack of technical support, training and resources.The findings suggest that lecturers’ use of ICT to support students’ learning and communication faces a number of issues, such as tensions between the lecturers’ stated beliefs, practices, and the above-mentioned internal and external barriers. The study explores the main issues around lecturers’ use of ICT to support students’ communication in the light of a range of learning theories, as well as ICT acceptance models and the TPACK framework. Finally, the discussion leads to evaluating how facilitating lecturers’ use of ICT might be advantageous in moving towards a broadening of the pedagogical culture in Saudi Arabia

The Use of Information and Communication Tools to Teach Particulate Nature of Matter: A Study of a Science Class

This paper deals with the use of information and communication tools to teach particulate nature of matter in a Science class at Guakro Effah Senior High School in the Techiman North District of Ghana. The research design used for the study was action research. A sample of 35 students were selected for the study using convenience sampling technique. The instrument used for gathering data were test and observation. Information and communication tools were used to teach the students during the intervention. Data collected was analysed with descriptive and inferential statistics. The findings revealed that students understand abstract concepts better when information and communication tools were used to teach, students’ performance improved and they were motivated during Chemistry lesson when information and communication tools were used to teach. The study recommends the need to use information and communication tools to teach abstract concepts in chemistry and the need to priorities in-service training and seminars for Science teachers to improve on their skills in order to use information and communication tools in delivery of their lessons effectively. Keywords: Information, Communication tools, Particulate Nature of Matter DOI: 10.7176/JEP/11-13-11 Publication date:May 31st 202

E-learning usage from a social constructivist learning approach: perspectives of Iraqi Kurdistan students in social studies classrooms

Background: Many schools in the Iraqi Kurdistan Region have incorporated information and communication technologies (ICT) into their environments. However, the results have shown that computer usage has had only a minimal effect on the classroom environment and learning outcomes. This minimal effect could be attributed to the teaching and learning of social studies subjects, which often rely on a traditional vision of teaching and an excessive inclusion of facts and dates in school textbooks. Consequently, students feel compelled to memorize all the information to pass tests. Yet, merely employing technology alongside traditional teaching and assessment approaches, such as lecturing or having students study in isolation without any form of collaborative learning, does not foster the development of students' higher-order thinking skills. It's time to revitalize school curricula and teaching practices to embrace a more contemporary, open-minded approach to social science education. This approach should incorporate a social constructivist perspective with technology to better instill international moral values such as democracy, respect for differences, and learning to live harmoniously with others. Aim: This cross-sectional study aims to investigate the impact of a social constructivist learning approach on the acceptance of technology and its influence on perceived e-learning outcomes among students in the Iraqi Kurdistan Region. Additionally, this study examines the differences in the effects of the social constructivist learning approach and dimensions of technology acceptance on perceived e-learning outcomes between students studying social studies in Arabic and those studying social studies in English. Setting and participants: Data were gathered from both public and private schools in Erbil governorate, situated in northern Iraq and affiliated with the Ministry of Education-Iraqi Kurdistan Regional Government. To select participants, a random sampling technique was employed, encompassing students in grades 8 through 12 of both genders. The data were obtained through a self-administered paper-based questionnaire. Instruments: Data were collected using a social constructivist learning environment survey (personal relevance, critical voice, shared control, uncertainty, student negotiation), dimensions of the attitude toward technology (attitude toward technology use, perceived usefulness, feeling ease of use, learning facility condition, and subjective norms), some additional external variables (investigation, respect for difference, student economic ability, and perceived e-learning outcomes), and socio-demographic data. Conclusion: This study is intended to emphasize the significance of employing constructivist pedagogy to enhance the technology acceptance model and improve learning outcomes. The findings of the study showed that a social constructivist learning environment had a favorable influence on perceived e-learning outcomes as well as ease of use, perceived usefulness, investigation, and respect for difference. Attitude towards technology use and perceived usefulness are contributory factors to the positive perceived e-learning outcomes. Furthermore, feeling ease of use technology has a positive effect on both attitude towards technology use and perceived usefulness. Perceived usefulness also has a direct positive impact on attitudes towards technology use. Finally, students’ technological experience is positively correlated with feeling ease of use but not with perceived usefulness. Additionally, regarding the comparison between students studying social studies in Arabic and those in English, the findings demonstrated that students studying social studies in English showed stronger positive effects from the social constructivist learning environment on their perceived e-learning outcomes. Conversely, students studying social studies in Arabic demonstrated a more potent positive effect of perceived usefulness on their attitudes towards technology. Moreover, the positive impact of an attitude towards technology use on perceived e-learning outcomes was more pronounced among the Arabic students compared to their English counterparts. Additionally, the influence of the learning facility on the perceived ease of use, as well as the perceived usefulness of technology, differed between the two groups. The English group experienced a more substantial positive impact. However, there was no significant difference observed in the effect of feeling ease of use on attitudes towards technology use between the English and Arabic student groups. Furthermore, no significant difference was observed in the effect of perceived usefulness on the social constructivist learning environment for either group. The findings from this research are expected to contribute to the development of effective and efficient counseling and support intervention programs. These programs can play a crucial role in transforming teachers

Learning effects of an international group competition project

This study investigates the effects of collaboration and competition on students’ learning performance in a course of business statistics. The collaboration involved a simultaneously organised group competition project with analysis of real-life business problems among students. Students from the following schools participated: JAMK University of Applied Sciences in Finland, Universidad Complutense de Madrid in Spain, and Sabanci University in Turkey. The results support earlier literature on positive impacts of group collaboration on learning performance but deny any negative impacts of competition. It is also found out that learning performance may be influenced to a certain degree by cultural differences in perceptions towards collaboration and competition. Overall the international competition and the touch to real-life business problems stimulate students’ engagement and result in enhanced learning towards becoming ‘intelligent consumers of business statistics’