Pedagogy and Information Technology Integration, As Strategies for Improving Academic Performance in Stem Subjects: A Critical Literature Review

Globally, the teaching of STEM subjects has been construed as a plausible solution to solving societal problems ranging from economic to social development issues. In order to realize these benefits, there is need to focus on the pedagogy in teaching of STEM subjects. Besides in 21st Century use of IT has become both enabler and a driver of every part of life including education. As such this study purposes to explore and synthesize major trends of research on stem subjects’ pedagogy and IT integration and academic performance. The systematic critical review methodology for this study included perusal of quality journal articles related to topic of study in the last three years. However, in cases of absence of more recent studies, collection of information from previous years was allowed. The main search key themes included: Pedagogical beliefs and attitudes, IT access and integration, Skills capacity interventions, Cloud digital content and academic and Performance in STEM Subjects The selected journals include but not limited to Emerald, Taylor and Francis, JSTOR, EBSCOhost and Wiley Online. Study findings show varying propositions regarding teacher pedagogy aspects and integration of IT in STEM subjects. Particularly teacher beliefs and attitudes seem to have implication on probability of IT integration in STEM teaching; while IT access, skills capacity interventions, access to cloud digital content pose a challenge in teachers’ pedagogical practices which in turn affect the learner performance. Despite the comprehensive literature search and review across geographical regions within limits of time and access, it is clear that the study findings prepare ground for further research and possibility of capacity building interventions. KEY WORDS: Pedagogical beliefs, IT access and integration, Skills capacity interventions, Cloud digital content and academic Performance in STEM Subjects DOI: 10.7176/JEP/11-21-21 Publication date:July 31st 202

Harnessing Technology: new modes of technology-enhanced learning: opportunities and challenges

A report commissioned by Becta to explore the potential impact on education, staff and learners of new modes of technology enhanced learning, envisaged as becoming available in subsequent years. A generative framework, developed by the researchers is described, which was used as an analytical tool to relate the possibilities of the technology described to learning and teaching activities. This report is part of the curriculum and pedagogy strand of Becta's programme of managed research in support of the development of Harnessing Technology: Next Generation Learning 2008-14. A system-wide strategy for technology in education and skills. Between April 2008 and March 2009, the project carried out research, in three iterative phases, into the future of learning with technology. The research has drawn from, and aims to inform, all UK education sectors

Leveraging on New Technologies and Their Impact on Teaching and Learning in Higher Education

In this digital age, there is little that escapes technologies. They influence the way we work and communicate, and are a mainstay for many businesses today. Higher education is similarly affected, as many of the latest teaching and learning innovations are built on the internet and web-based technologies. A well-equipped information and communication technology (ICT) infrastructure is therefore essential for higher education institutions. ICTs provide the resources needed to complement the university’s pedagogy and delivery system, and they are important enablers for revitalising higher education and for inculcating a new teaching and learning culture amongst academics and students. For an open and distance learning (ODL) institution like Open University Malaysia (OUM), technologies are indeed integral and represent the vital link between what is necessary and what is innovative. It is through technologies that OUM has been able to spread its wings in Malaysia and internationally as well. This paper will illustrate the leverage of new technologies in a higher education institution as exemplified by OUM. A university’s ICT infrastructure must be continuously enhanced and improved in order to develop best practices and maximise the benefits of technologies in a holistic and comprehensive manner. Thus, this paper will also describe the way forward for higher education institutions looking to adopt even newer developments in technology. (Authors' abstract

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

An assessment of Digital Capability Training Programs among Higher Education Institutions in India

The paper deals with the assessment of digital capability training programs among the top twenty universities in India as per NIRF ranking 2018. The study is an exploratory study which carried out to find out number of the training program, workshop or seminars conducted in universities in the preview of digital capability framework given by JISC (Joint Information systems committee). The result shows that Vellore University has conducted more training programs any than other universities. However, it is not enough to achieve the goal of digital capability in the universities as there are many manifestations to assess the digital capability of an institution. Institutions should create a series of training programs and workshop for students, teachers, and staffs on the basis of JISC six element

An assessment of Digital Capability Training Programs among Higher Education Institutions in India

The paper deals with the assessment of digital capability training programs among the top twenty universities in India as per NIRF ranking 2018. The study is an exploratory study which carried out to find out number of the training program, workshop or seminars conducted in universities in the preview of digital capability framework given by JISC (Joint Information systems committee). The result shows that Vellore University has conducted more training programs any than other universities. However, it is not enough to achieve the goal of digital capability in the universities as there are many manifestations to assess the digital capability of an institution. Institutions should create a series of training programs and workshop for students, teachers, and staffs on the basis of JISC six element

Promoting computer-assisted instruction in higher education institutions (HEIs) to enhance learning: case study of the University of the Western Cape, South Africa

The advent of globalisation has brought with it different innovations that include improved ways of communication. In Higher Education Institutions (HEIs), the impetus brought about by globalisation has seen HEIs craving for the assimilation of Information & Communication Technologies (ICTs) within their constituencies. Increased student numbers bestowed upon HEIs has necessitated lecturers to re-align and change their teaching approaches and opt for e-learning; its advantage over the traditional mode of instruction enables HEIs to contend with the high influx of students seeking higher education opportunities. This paper provides a case study of the University of the Western Cape, which has made inroads into the adoption of e-learning among its students and staff. The University has also embarked on a number of initiatives to enhance assimilation of e-learning among the university population, through use of e-tools used previously as part-time discourses and employed them for educational purposes. Various teams in the E-Learning Department have also embarked on a collaborative approach to promote the use of ICTs to enhance learning and provide an opportunity for a paradigm shift from the traditional mode of instruction to computer-assisted instruction

Rolling out podcasting to enhance teaching and learning: a case of the University of the Western Cape

Tool-use extends our sense of self-identity, social identity, and our experiences of social relationships within particular places. Education professionals use specific kinds of technologies (analogue and digital) and are influenced by particular characteristics of the technologies they use (Watson, 2001). Our social and cultural understanding of tools and complex digital technologies affect our ability to use them for learning (Pierson, 2001). The context and conditions of these understandings affect how we know when, where, and why ICT belongs in our educational practices. A number of advantages of using blogs, wikis and podcasts have been identified which translates to the fact that technology has brought with it more convenience, independence to students learning and enable students to reveal their natural propensity to show their creativity. This paper reports on the eLearning institutional podcast project that was undertaken at the University of the Western Cape (UWC). This large scale podcast project targeted both lecturers and students and aimed to enable learners to create podcasts; edit the recording via open source software - Audacity; export the podcast as an MP3 file; and upload it into the online environment. These eTools skills training processes are directly linked to the students’ fieldwork within their respective disciplines. The authors highlight the practical benefits of the project in various disciplines