Digital Quiz as Media to Review Material for English Education Students

Abstract: This study aims to explain the digital quiz to review learning material. Material Development is a subject that is reviewed by the student and the review done through Quizalize. A digital quiz which is so user friendly and quick interesting. The participants of this research are sixteen students of English Education Department, from University of Technology Yogyakarta. The researchers used qualitative descriptive to analyze the data. Qualitative data are obtained from quiz that has been completed by the students. The result of this study shows that the display of the quiz is interesting, Quizalize provides analysis for each questions, Quizalize also shows the result for each student, grouped students into categories based on their score. The researchers recommend Quizalize as digital quiz that can be used by the teacher to review the material.Keywords: digital quiz, review, material development, quizaliz

Digital Learning Techniques-Recent Trends:A perspective from classroom teaching and learning

Technology tools for collaboration, communication, social networking, and user-generated content have transformed the traditional ways of learning. When applied efficiently, technology enables teachers and students to participate actively, produce and co-create information through the use of digital learning tools. They can help students innovate and learn strategies that combine in-person with virtual learning experiences. The use of digital technologies in the class room encourage active knowledge, comprehension construction, analysis, and exploration on the part of the learners, and which allow for remote communication as well as data division to take place between teachers and/or learners in different physical classroom

Innovations in teaching and learning: exploring the perceptions of the education sector on the 4th industrial revolution (4IR).

Business operations are undergoing drastic changes due to the disruptive effects of technology innovations; however, there is insuffcient knowledge regarding the acceptability and consequences of the fourth industrial revolution (4IR) in the education sector. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this study explores the readiness of the education sector for 4IR. We adopted face-to-face semi-structured interviews to explore the views of 33 key stakeholders in the education sector, to understand the readiness and acceptability of 4IR in the sector. Findings show that the education sector, especially in Africa, is unprepared for 4IR, although there are indications for opportunities to harness the potential of the much-anticipated 4IR. Moreover, our study demonstrates a mutual symbiotic relationship between the education sector and technology innovations. The findings show that 4IR can facilitate students’ learning experience and transforms the workplace, although there is a need to assess the learning environment, to understand the facilitators and barriers to 4IR diffusion. The findings indicate the opportunity for the education sector to harness the innovations associated with 4IR through research and teaching to enhance learners’ experience; however, this may require a significant improvement in education curricula, as well as investments. The findings contribute to the theory and practice of technology in education and the limited literature on 4IR in the education sector, particularly in Africa

Understanding Calculus Through Maple-Based Dynamic Visualization Tools

First-year college students experience difficulties in understanding the concepts of derivatives and integrals. At the postsecondary level, the use of static visualization and other traditional instruction delivery methods often are unable to meet students\u27 needs in calculus. This problem is current and essential in the field of education and needs consideration to enhance the method of teaching calculus. The rationale for this study was to scrutinize the effects of Maple dynamic visualization instructional activities, within the framework of the animation-visualization theory, on students\u27 conceptual and procedural understanding of differential and integral calculus. The usage of a quantitative 2x2 factorial pretest-posttest control group quasi-experimental mixed design, with multivariate analysis of variance for data (de-identified list of 81 students\u27 test scores on derivatives and integrals) analyses, helped examine the relationships between the research variables. Results showed that the Maple dynamic visualization group, significantly (p \u3c 0.001), outperformed the non-Maple static visualization group with a significant interaction between the groups with a substantial effect size of at least 0.27. This study augments the body of evidence that supported the efficacy of animated visuals over static visuals in producing more exceptional academic performance. A future researcher should use the random assignment to groups to minimize the possibilities of nonequivalent groups and the same measure for pretest and posttest. This study provides a groundwork for positive social change to reach a shared vision in education, enable learners to gain skills in calculus, and prepare students in and for science, technology, engineering, and mathematics majors and careers

Complexities of digital technology use and the teaching and learning of function

Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented