Integration of SMART board technology and effective teaching

The proposed paper reports on the results of a study conducted to explore the influence of SMART Board technology on student engagement in and perception of classroom activities. Using momentary time-sampling procedures, this study examined differences in second grade students\u27 on-task and off-task behaviors during 30-minute math and science lessons that did and did not include the use of a SMART Board. Student perceptions were measured via questionnaire. Observation results revealed that (a) effective teaching, without technology, can promote above-average levels of student engagement, (b) the integration of SMART Board technology can further increase on-task behavior, and (c) the combination of effective teaching and SMART Board technology can maintain high levels of student engagement throughout a multi-component lesson. Questionnaire results provided modest support for the use of the SMART Board to engage students. While none of the participants favored lessons without the SMART Board, only half rated their attention and participation higher in classes that included the SMART Board compared to those that did not. Further research is needed to determine if the integration of SMART Board technology and effective teaching enhances the engagement of students at other grade levels, of other demographic backgrounds, and in other subject areas

Exploring connected learning spaces in teacher education

© 2013 Rachel Perry, Kimberley Pressick-Kilborn, Matthew Kearney. This paper reports on outcomes from a study that explored how connected learning spaces, mediated by videoconference technology, enabled real-world engagement in pre-service teacher education. Student teachers in drama and science education participated in the study, which involved varied connections with school children and their classroom teachers. Key themes that emerged were underpinned by a consideration of authentic learning: student teachers’ observations of teacher practices; enactment of multiple roles; and exposure to diverse and timely feedback. Implications for the design of discipline specific on-campus activities are considered in relation to how they inform effective integration of videoconference technology for real-world, professional engagement in teacher education

Language Teachers and Technology : Beliefs, Attitudes, and Knowledge

This study explores language teachers’ beliefs, knowledge, and attitudes toward technology integration. Amidst the COVID-19 pandemic, language teachers were compelled to adopt various technologies for remote teaching. Our findings reveal a strong belief among teachers in the importance of technology skills for effective classroom implementation. While positive attitudes toward technology adoption were prevalent, opinions varied on its impact on teaching abilities. Teachers recognized the benefits of technology for communication and creating instructional materials. Yet, views on student engagement with technology were diverse. The findings emphasized the influence of teacher background and attitude in shaping their utilization of technology, with implications for teacher professional development and the integration of technology into educational practices.journal articl

Effective iPad Instruction: A Qualitative Study Comparing Classroom Practices to the Technology Integration Matrix

Technology has become a natural part of our students’ lives. The use of iPads in classrooms has increased, and educators are becoming more experienced using them during instruction. Research needs to focus on providing educators with examples of effective instructional practices with iPads. To provide samples of effective instruction, this qualitative study used evidence from classroom observations and aligned the lessons to the Technology Integration Matrix (TIM). Lessons were observed and aligned to the Adoption, Adaptation, and Infusion levels of the TIM with Active, Collaborative, Constructive, and Authentic learning attributes. In addition this study investigated the perceptions teachers and principals had about their journey with iPads and the impact on their schools, classrooms, and students. Three elementary schools in West Virginia were chosen by means of purposeful sampling, and classroom observations and interviews were used as methods of data collection. Four main themes emerged from the data: lessons that fall higher on the TIM created more student ownership of their learning; iPads increased student engagement and provided more opportunities for collaboration; effective student-centered instructional practices led to more effective implementation of iPad integration versus teacher-centered instruction; and strong leadership in a school contributed to the effective implementation of iPads

A Descriptive Qualitative Study Exploring Middle-School Teachers’ Perceptions of Professional Development on Technology Integration

Today’s teachers are being encouraged to incorporate technology into their classrooms. Technology integration became a worldwide focus for schools after remote learning was necessary to continue instruction due to the COVID-19 pandemic. Additionally, research shows that technology-infused lessons improve student achievement and increase student engagement. Despite efforts to support teachers throughout the technology integration process, concerns have developed. Preparing highly qualified teachers ready to incorporate technology into their teaching repertoire has developed additional stress factors. In this descriptive qualitative study, the researcher wanted to address the problem of teacher attrition, possibly related to stress factors associated with technology integration. The purpose of this qualitative descriptive study was to explore teachers’ perceptions of professional development opportunities that possibly improve the technology integration process. Additionally, the researcher wanted to identify stress factors associated with technology adoption and how professional development may help to reduce stress factors associated with technology integration in one middle school in New York. The researcher chose a qualitative descriptive study using Vygotsky’s social constructivist theory and Bandura’s social learning theory on self-efficacy as the theoretical framework. The researcher included an exposition of the literature sources, synthesized the research findings, and provided recommendations for practice and future research. The data collection process consisted of semistructured open-ended questions that were developed with the support of a panel of experts. There were 10 participants chosen using a snowball sampling strategy. This study’s findings were that professional development should be hands-on, continuous, and targeted to increase teachers’ personal level of engagement. Also, creating opportunities for colleague support systems reduced stress factors associated with technology integration. These peer support systems reduced the time required to research the most effective resources, digital tools, and applications as participants shared the resources with one another. Recommendations for practice included providing adequate professional development, offering appropriate infrastructure, and hands-on, targeted, continuous training for teachers to feel more comfortable developing technology-infused lessons. Recommendations for research include providing additional insight into teachers’ perceived benefits and motivation for technology integration and how stress factors associated with the technology adoption process possibly increase teacher attrition

A Case Study of the Pedagogical Use of Technology by a Selected Graduate-Level Educational Leadership Program: How it Affects Students\u27 Learning Experience

Abstract The purpose of this study was to learn how professors in educational leadership use technology and how that usage effected their students’ learning experience. To gather data relevant to this study, I interviewed twelve participants from an educational leadership program: four faculty members and eight students. The data from this case study revealed that the faculty viewed technology as a tool for student engagement and motivation and for measuring student understanding in real time. They also used technology as a student-centered pedagogical tool. The students valued technologies that facilitated synchronous interactions within and beyond the classroom, as well as those that used visual media to facilitate learning. They saw a clear link between faculty proficiency with technology and their own educational experience. Their responses also showed several criteria that they used to evaluate the effective integration of technology into their leaning environment. Deeper analysis of these themes revealed the effectiveness of shifting educational leadership settings toward hybrid courses. The case study offers a theoretical framework for approaching technology use in higher education and further research into its pedagogical role

Leveraging Douyin for Enhanced Learning Motivation: A Study on Educational Strategies and Student Attitudes

This study investigates the integration of Douyin, known globally as TikTok, in educational settings to enhance student learning motivation. The research aims to understand how the use of Douyin, a platform predominantly used for entertainment, can be effectively repurposed for educational purposes. The study is structured around several key areas: student engagement, self-regulation, teacher facilitation, peer collaboration, personalized learning, and student attitudes towards using Douyin in an educational context. A mixed-method approach is employed, involving both quantitative and qualitative data collection through surveys, interviews, and observational studies. The quantitative data assesses the impact of Douyin on various learning motivation factors, while qualitative data provides in-depth insights into student and teacher experiences. The findings suggest that when used strategically, Douyin can significantly enhance student engagement, promote active learning, and foster a positive learning environment. The study also highlights the importance of teachers’ roles in facilitating effective use of Douyin and the influence of student attitudes on learning outcomes.This research contributes to the growing body of knowledge on digital technology in education, offering practical implications for educators seeking to integrate social media platforms like Douyin into their teaching practices

The Impact of Technology-Enhanced Learning Activities on Nursing Student Engagement in the Classroom

Educating student nurses in the present environment requires professors to stay current with new methodologies as well as innovations in technology. The question is how to address both the impact of technology and the skills of clinical reasoning, and keep the students involved in the material. If there can be integration of each aspect through the use of technology-enhanced learning activities on the internet and preparation to approach the issue, then perhaps this can increase success. This is a quasi-experimental intervention study that explored the impact of a case study blogging assignment on the engagement of students enrolled in a fundamental nursing course. A pre-test/post-test design, using the Adapted Engaged Learning Index as the instrument, was conducted over an eight week period. A total of 153 students received a pre-test to measure engagement. The students were then divided into control and intervention classes. A post-test was administered after 5 pre-class blogging assignments had been completed. The results indicated there was no significant differences between the pre and post-tests for either the intervention group (p = .118) or the control group (p = .110), although the faculty identified an increased ability to participate in class and clinically reason. The study introduced the use of technology to encourage student preparation prior to class which may lead to increased participation and knowledge integration. The findings led to the recommendation that further studies should be conducted to identify technology-enhanced educational interventions that increase student engagement. These would include using the full semester in a course that only iii has one component, increasing orientation of the students to blogging in the learning management system, and expanding to multiple collegiate sites to increase generalizability. It is imperative that educators engage nursing students in learning and facilitate their mastering of clinical reasoning skills. Nurses need to be proficient in clinical reasoning as their professions calls for the ability to make timely and effective decisions. Through creative and innovative educational strategies, students will start to make the connections necessary to develop this mindset. This research explored the importance using technology enhanced educational adjuncts to assist in the transformation of nursing education and hence, to prepare future professionals

A study on the impact of teacher attitude/efficacy on the use of classroom technology

Increased access to technology has changed the current educational landscape and, will dramatically affect the future of education. These shifts are redefining the roles of educators and require that teachers have the attributes necessary to legitimately incorporate technology into the classroom. The purpose of this study is to examine existing characteristics of teachers employed at Minarets High, which uses a 1-to-1 and project-based curriculum, to determine if there are any relationships between the selected measures. The research questions are: 1) What teacher and district/school factors allow for effective technology integration? Specifically, a. What relationship, if any, exists between teachers\u27 sense of self-efficacy and teachers\u27 attitudes toward instructional technology? b. What relationship, if any, exists among the factors of teachers\u27 sense of self-efficacy (Student Engagement, Instructional Practice and Classroom Management) and Student Productivity? c. What district/school factors, if any, promotes the use of technology in the classroom by and for students? Based on the literature review on the topic of teacher self-efficacy and attitudes toward technology, research was conducted using questionnaires to quantify the existence and extent of any relationships between teachers\u27 self-efficacy and attitudes, follow-up interviews were used to identify various school and district factors that promote the use of technology in the classroom. The data were analyzed using descriptive statistics, Pearson-r correlations, and through the coding of interviews. There were 16 surveys and 9 interviews. The study did reveal the high self-efficacy and positive attitude that teachers have towards technology. Through interviews, attributes were identified and the Technology Integration Framework at Minarets was developed to visualize the creation of an atmosphere of learning at Minarets. The outcome of this research suggests that the integration of technology into the modern-day classroom goes much deeper than merely purchasing hardware for the teachers and students to use. The findings show that beyond access there are many other factors that affect the student learning experience. The study revealed an intricate system of Student Experience Influencers that is require for Minarets to provide this unique learning space

STEAM Maker Education Social Action Project

This research study was designed to focus on what factors can contribute to the successful integration of STEAM (Science, Technology, Engineering, Arts, Mathematics) education programs for BIPOC (Black, Indigenous, People of Colour) students within the community. The goal of this study is to determine which factors are contributing to the lack of engagement among BIPOC students in STEAM education and how educators can mitigate these factors. Recognizing students’ cultural experiences as a necessary part of learning can ultimately create learning spaces which are more effective. The STEAM camp curriculum was designed to incorporate student culture within the educational content. Students were encouraged to utilize their cultural experiences as a framework for creating and designing different physical and digital artifacts