Digital Pedagogy Policy in Technical and Vocational Education and Training (TVET) in Malaysia: Fuzzy Delphi Approach

Digital platforms are one of the technology adoption that is beginning to be used in most vocational colleges today. Services provided through digital platforms are an alternative to conventional methods. However, the use of digital platforms nowadays, among users consisting of vocational college students in Malaysia is still at a less than satisfactory level. Previous studies also focused a lot on the use and acceptance of technology platforms among users in schools only but not in vocational colleges (VC). The aim of the research is to determine the experts’ consensus on the objective of the digital pedagogy policy for Technical Education and Vocational Training (TVET) students especially in vocational colleges which is currently under development. Vocational colleges is one of the Technical Education and Vocational Training (TVET) institutions in Malaysia that offers certificate level and skill diploma education to high school students. Therefore, it is important to identify the policy that will be used. The Fuzzy Delphi Technique (FDT) was used in this research. Ten experts were chosen by utilizing the purposive sampling method. Analysis of the data was using the Triangular Fuzzy Number and Defuzzification process. The findings showed 100% consensus was achieved by the experts for objectives 1 and 3, and 90% consensus was achieved by the experts for objective 2. All of the experts agreed on the elements in the objectives of the digital pedagogy policy for TVET students. Further development of this policy hopefully will help the teachers in improving their knowledge of digital pedagogy and increase their competency pedagogy in order to produce skills oriented workforce among TVET students in Malaysia. Therefore, the results of this study are expected to be used to strengthen the development of e-learning models in the future to help students and educators to use digital platforms in vocational colleges in particular

ONLINE LEARNING IN A RURAL SCHOOL SETTING

Background: Online learning is a growing delivery model for education; however, there exists a void in the literature regarding the adoption of online learning models in rural K-12 school systems. Purpose: To provide pertinent data to the rural school administrator so that they may make an informed decision in regards to the potential implementation of asynchronous online learning within their school and/or district. Literature Review: Explores the history, impact on student outcomes, graduation rates, cost effectiveness and student engagement factors in regards to online learning. Research Design: A quantitative ex-post facto, causal-comparative design was used while embracing Rogers’ Diffusion of Innovation Theory. Data Collection and Analysis: Student achievement data were collected from a rural high school where some students participated in an asynchronous online learning environment while other students participated in the traditional face-to-face environment. Results: Students participating in asynchronous online learning environments performed below students in traditional learning environments for all four subjects (a) English Language Arts, (b) mathematics, (c) science, and (d) social studies, on both metrics, test score and percentile rank. Conclusion: Although this study would probably not result in the exclusion of online learning in rural settings, it may assist school boards and principals to consider the inclusion of online learning carefully, before extensive financial input occurs. The results also assist with identifying key pitfalls to avoid when establishing online learning environments

Technology Integration Experiences and Perceptions of Southeastern Secondary Teachers

This research examined secondary southeastern teachers’ experiences and perceptions of technology integration in the classroom. Two research questions guided this study: What are the experiences of South Carolina secondary high school teachers in technology-equipped classrooms? How do secondary high school teachers in southeastern schools perceive the process of integrating technology in their daily lessons? The study was conducted using the conceptual framework of Bruner (1961), Dewey (1910), Piaget (1970), and Vygotsky (1978). Constructivism suggests that individuals construct their knowledge and meaning through their experiences. Eight purposefully selected secondary teachers who used technology integration in their classrooms more than once participated in the study. These data were collected in two phases: semistructured interviews conducted in person, and member-checking face-to-face interviews. An inductive analysis model was used. Data were coded to identify patterns and themes using initial and pattern coding. Results indicated teachers had positive perceptions and experiences regarding technology integration. Teachers viewed technology integration as beneficial and necessary for students to employ 21st-century skills. Teachers also identified the need for technology-focused professional development, online resources, a supportive culture, and an established technology standard to achieve effective technology integration in the classroom

Technology Integration and Training in Small and Medium-Sized Manufacturing Enterprises

Business leaders\u27 lack of effective technology strategies results in lower quality products in the machining industry. This multiple case study was an exploration of the strategies that machining industry business leaders in small and medium-sized enterprises (SMEs) used to implement technology training. The population consisted of 9 business leaders from 3 machining industry SMEs in the southeastern United States who had successfully used technology-training implementation strategies. The conceptual framework for this study was the reasoned action theory, as demonstrated through the technology acceptance model (TAM). The data collection process included semistructured interviews and organizational documentation. Data analysis was conducted following Yin\u27s 5-step approach. Data were compiled and organized, disassembled into fragments, reassembled into sequence of groups, and interpreted for meaning. Methodological triangulation and member checking validated the trustworthiness of those interpretations. Three themes emerged from the data analysis: ensuring technology preparedness, delivering appropriate employee training, and overcoming barriers to implementation. The implications of this study for positive social change include the potential to establish a workforce with high technology skills that is prepared to provide an improved quality of life for themselves and their families

Teachers’ Attitudes, Beliefs, and Confidence Levels and Technology Integration in Urban Schools

Many K–12 schools do not exploit the advantages of technology, despite the influx of equipment that can enhance pedagogy and student success. A gap exists in the literature about the extent to which urban teachers’ perceptions influence technology use in the classroom. The purpose of this qualitative study was to explore the ABCs of K–12 teachers regarding technology integration in their classrooms. Rogers’ diffusion of innovation theory and the technological pedagogical content knowledge model were the frameworks for this study. The research questions examined teachers’ intrinsic factors that impact the integration of technology in the urban classroom and the perceptions of principals who serve as administrators at urban schools. This single case study examined the impact of technology integration through the perspectives of urban teachers and administrators. The purposeful samples included K–12 teachers and principals. Qualitative data were collected from 6 teachers via interviews, 4 principals via a focus group, and artifacts. The data analysis was based on the organization of participant responses and the development of categories and themes. Key results showed that urban teachers accept and value technology as a pedagogical tool, but the lack of up-to date equipment stalls the use of technology for learning activities in the classroom. The implications for positive social change are overarching and could benefit urban educators by identifying factors that impede technology integration at their schools and serve as the foundation for best practices and pedagogical strategies to reduce and overcome these barriers

An Assessment of Middle School Teachers\u27 Efforts to Integrate Technology Effectively

This study focused on a middle school that, according to the website of its district, should be classified as Target Tech, which is the highest level of technology integration on the Texas School Technology and Readiness (STaR) chart. The middle school has failed to meet this goal in 3 out of 4 focus areas. This mixed method project study investigated how teachers at the school currently use technology to support their teaching and student learning, situations under which teachers would use more technology, and specific technology trainings teachers have taken. The theoretical framework for this project study, diffusion of innovation, was applied to the adoption of technology at the local campus. The research questions concerned teachers\u27 beliefs in their competence in the technology standards, their self-reported technology integration, technology training needs, and the relationship between technology usage and hours of professional development received. Data for 48 participants were retrieved from the STaR results as well as the International Society for Technology in Education\u27s National Educational Technology Standards (NETS-T) survey. Descriptive analysis of NETS-T data indicated an overall need for additional technology-based professional development. Pearson correlation results indicated a statistically significant relationship between teachers\u27 self-reported technology usage and the amount of professional development taken. Results indicated a need for additional technology-based professional development for campus teachers to increase technology integration. This project study may yield positive social change by providing research data to the local district on teachers\u27 technology competence and needed professional development to ultimately increase the level of technology integration and meet the STaR rating of the district

Mobile Technology for Language Learning and Instruction: Investigating Beliefs and Attitudes of Indonesian EFL Preservice Teachers

This study is primarily aimed to investigate beliefs and attitudes of Indonesian EFL preservice teachers toward the use of mobile devices such as smartphones or tablets for learning and instructional practice in Indonesia. Furthermore, this phenomenological study attempted to reveal the factors affecting these two constructs from 20 Indonesian EFL preservice teachers through semi-structured interviews. The findings revealed participants’ beliefs that mobile devices could positively contribute to the development of language performance as learning tools and the development of language instruction as instructional tools. Regarding attitudes of EFL preservice teachers toward the use of mobile devices for learning and teaching, this study revealed mixed responses. As learning tools, all participants expressed their positive attitudes toward this technology and intention to use this technology more intensively. As for teaching tools, the majority of the participants expressed their negative attitudes which were reflected in their disappointment through their experience during their student teaching program and their lack of interest to adopt this technology for their future classes. However, they acknowledged that this technology was helpful to facilitate online learning and agreed that this technology would become more popular in the future. Analysis of the data also revealed factors affecting beliefs and attitudes of preservice teachers toward the use of mobile devices as learning and instructional tools comprising perceived ease of use and perceived usefulness and other influencing elements of self-efficacy: enactive mastery, vicarious experience, and physiological arousal. Finally, this study presents implications and recommendations which can be a reference to optimize the integrated mobile technology for class instruction and identifies which aspects in the implementation of mobile technology that require further investigation

A Case Study of Teachers Implementing The Framework for 21st-Century Learning

The Framework for 21st-Century Learning (The Framework) is focused on the mastery of core subjects and been found to be essential to student success. Teachers in a suburban school district in Ohio were struggling to address the challenges associated with the implementation of The Framework. The purpose of this qualitative case study was to examine how teachers implemented the program in their classrooms. Vygotsky\u27s theory of cognitive development guided the exploration of how elementary teachers were implementing critical elements of The Framework to scaffold literacy instruction. A qualitative case study design was used to allow the researcher to examine the ways elementary teachers were addressing the challenges of The Framework. Nine elementary teachers (grades K-3) with varying levels of experience from 2 elementary schools similar in demographics in a school district were selected to participate in the study. Each completed a questionnaire pertaining to The Framework and was observed in the classroom using a checklist based on The Framework, guided by Vygotsky\u27s sociocultural theory of learning, and focused on best-practice literacy principles. Axial coding was used to identify patterns and themes from the questionnaires, observations, and public documents. Results indicated that educators were implementing The Framework, but were using outdated terminology, were creating misconceptions and confusion about some literature principles, and were not using student-driven assessment strategies. The findings informed creation of a professional development project that will provide elementary teachers in the district with support while integrating The Framework. This study affects positive social change by providing increased understanding of literacy instruction to enhance student learning within The Framework

Understanding Elementary Teachers\u27 Experiences and Views Using Interactive Whiteboards for Pedagogical Practices

Student learning for the 21st century requires innovative teaching techniques. Often, many teachers are unaware of how they can integrate innovative teaching, especially using interactive whiteboards (IWBs), to develop curricula and facilitate student learning in order to develop their advanced knowledge and skills needed in the future. The purpose of this qualitative case study was to examine how U.S. elementary public school teachers use and perceive IWBs. Rogers\u27 theory of diffusion and innovation, Davis\u27s technology acceptance model, and Ajzen\u27s theory of planned behavior provided a conceptual framework for the study. The research questions focused on elementary teachers\u27experiences and perceptions of IWBs and integrating this technology in their classrooms. Nine teachers who used IWBs in their pedagogical practices for at least a year were selected as the criteria for this study. They were administered 2 interviews over Skype or phone and their lesson plan snapshots were collected. To identify patterns and themes, the data were examined and coded using the Dedoose software. Themes on teachers\u27 experiences consisted of developing lessons with IWBs, teaching with IWBs, and assessing with IWBs. Themes on teachers\u27 perceptions were a productive integration of IWBs, pedagogical practices, issues with IWBs, and school support. Overall, participants had positive attitudes towards IWBs and considered them beneficial, though they identified the need for professional development, additional planning time for developing new lessons, consistent technology support, and upgrades of the technology. The social change implications of this research encompass teachers productive practice for integrating advanced technologies to support 21st century learning