Theoretical Models of Integration of Interactive Learning Technologies into Teaching: A Systematic Literature Review

With the fast progress of technology and the vast amount of research papers related to technology integration in education being published yearly, a study that reviews models used in these papers is needed. Therefore, this paper (1) reviewed and analysed theoretical frameworks with models used for integration of technology in classrooms, (2) reviewed studies that discussed the impact of technology integration on students\u27 learning capabilities, and (3) discussed the importance of preparing teachers to effectively integrate technology in teaching. The models reviewed were: Teacher Thoughts and Action Process (TTAP), Theory of Planned Behavior, Expectancy-Value Theory of Achievement Motivation (EVAM), Substitution Augmentation Modification Redefinition (SAMR), Technology Acceptance (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Technological Pedagogical and Content Knowledge (TPACK)

Mapping TPACK Components in Implementing Edupreneur-Profiled Curriculum at Teacher Training and Education Institutions in Aceh

This research aims to explore the mapping of Technological Pedagogical Content Knowledge (TPACK) components of instructors in implementing the Edupreneur-profiled curriculum in Islamic Higher Education Institutions (PTKI) in Aceh. The researchers employed interview methods, observations, and document reviews involving three heads of study programs and six instructors from three PTKIs (Islamic Higher Education Institutions) in Aceh, namely UIN Ar-Raniry, IAIN Lhokseumawe, and STAIN Teungku Dirundang Meulaboh. The data analysis was conducted interactively. Instructors teaching Edupreneurship-profiled courses have successfully integrated Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TCK), and Technological Content Knowledge (TPK) as components of TPACK in their teaching practices. This research contributes to mapping these components, thereby aiding instructors in effectively implementing the entrepreneurship-profiled curriculum. In conclusion, this research provides valuable insights into the effectiveness of Open Educational Resources (OER) on creative thinking within the context of science subjects, filling a notable gap in the existing literature and offering a foundation for further exploration in educational practices

A mixed methods study of online course facilitators\u27 perceptions of mobile technology, design, and TPaCK affordances

The increase in mobile technology options for students in post-secondary, continuing education influences how instructors design and implement courses, specifically online courses (Sözcü, İpek, & Kınay, 2016). Much of the current research addresses technological, pedagogical, and content knowledge (TPaCK), course design, and/or mobile technology as separate topics. There is limited research addressing the combination of TPaCK, design, and mobile technology from the course instructors’ perspective. The mixed methods study addressed design for online, mobile learning with a new layer of the TPaCK instructional framework in three phases. Phase 1 involved a pilot study of a survey that measured TPaCK, lesson design practices, and design perceptions. The pilot study responses informed Phase 2. In Phase 2, the survey was given to 33 current online course facilitators from PBS TeacherLine, an online continuing education course provider. Responses were gathered. In Phase 3, a qualitative interview designed to understand online course instructors’ perceptions of their use of mobile technology, design decisions, and the TPaCK, instructional framework was conducted with a random sample of twelve people from the survey participant pool. The threefold data collection process allowed for a triangulation of the findings, which heightened construct validity and comprehensive understanding. In Finding 1, 100% of the online continuing education course facilitators integrated TPaCK in their courses through the use of mobile and digital tools. In Finding 2, 100% of the online continuing education course facilitators made dynamic and innovative mobile and digital design decisions through the creation of supplemental course content. In Finding 3, 92% of online continuing education course facilitators utilized mobile technology in their online courses through an innovative inclusion of both mobile devices and mobile apps. Five conclusions resulted from the study and are discussed. The study contributes to existing literature by providing a 6-point effectiveness checklist, with the acronym “SCROLL” to operationalize for the professional development of pre-service and current online course facilitators

College-Level Foreign Language Instructor\u27s Perceptions on the Incorporation of Mobile Technology Devices and Their Learning Applications in Curricula: A Collective Case Study

The purpose of this case study was to understand the integration of mobile technology devices (MTDs) and their learning applications (apps) into foreign-language curricula by foreign-language instructors at two colleges in the Mid-Atlantic region of the U.S. The theory guiding this study was Bandura’s self-efficacy theory, which examined how self-efficacy affects college-level foreign language instructors’ integration of MTDs and their learning apps into foreign language curricula. In this project qualitative case study design was used to explore and investigate the issue of having limited technology knowledge and skills to integrate MTDs and their learning apps into foreign language classes. A critical question that this study attempted to answer was how mobile educational technology training improved the way college-level foreign-language teachers delivered effective foreign-language curricula in the classroom. The study took place in two colleges in the Mid-Atlantic region of the U.S. A total of 10 college-level foreign-language instructors from these two colleges were the study participants. Additionally, the research instruments used throughout the study include journal prompts, foreign-language class syllabi, structured interviews, and transcripts from the interviews. Lastly, the researcher applied hand coding to complete an inductive and deductive coding process, including transcribing, categorizing, and analyzing the data collected from the participants. Five themes and fifteen sub-themes emerged from the study, underscoring the positive views of foreign language instructors on integrating MTDs and their learning apps. Yet, obstacles such as lack of training and connectivity issues challenge their full potential to enhance students\u27 self-efficacy in reading, speaking, and listening

Digital tools in secondary chemistry education – added value or modern gimmicks?

The article addresses the challenges faced by teachers incorporating digital tools into chemistry education to prepare students for responsible participation in a digital society. Against the background of the Technology Acceptance Model (TAM), the study analyzes the value that chemistry teachers place on digital tools and examines specific factors that influence their implementation in teaching. For this purpose, we conducted and analyzed interviews with 10 secondary school chemistry teachers in Germany. The findings revealed that while subject-specific digital tools were highly valued by teachers, several barriers to their strategic integration exist, including time constraints, high workloads, failing infrastructure, lack of technical support, and a fear of change. The study concludes that subject-specific digital tools have the potential to enhance learning outcomes and recommends teacher training and further education as well as future research to focus on developing and supporting opportunities for teachers to implement subject-specific digital tools to create a more dynamic and engaging learning experiences for students

The relationship between teachers\u27 computer self-efficacy and technology integration in a school district\u27s bring your own technology initiative

The purpose of this mixed methods program evaluation study was to investigate the ways in which one public school district and its teachers implemented a Bring Your Own Technology (BYOT) initiative. This study also measured teachers\u27 computer self-efficacy, as measured by Cassidy and Eachus\u27 (2002) Computer User Self-Efficacy Scale, and investigated the relationship between the teachers\u27 computer self-efficacy and use of BYOT. The study sought to discover the successes and challenges the teachers in the district faced with implementation in their schools and classrooms. Participants included teachers in the four high schools in the district. The study used the CIPP model of program evaluation to guide data collection on the context, input, process, and products of the BYOT program. Both quantitative and qualitative data was collected using teacher surveys, extant student surveys conducted by the district, teacher interviews, and classroom observations. The successes teachers had included student engagement, ease of classroom research, and productivity uses of student-owned technology. The challenges teachers faced included students\u27 inappropriate use of technology, difficulty accessing the district\u27s wireless network, and the task of monitoring students using BYOT. The teachers in the district had high computer self-efficacy, but its relationship to successful integration of technology was unclear. Recommendations for future research and continuous program improvement include providing appropriate bandwidth for successful BYOT programs, a process for managing students\u27 use of BYOT, and appropriate professional development to support integration of BYOT into classroom instruction

Teachers’ Perceptions of 1:1 Technology Integration in Select Minnesota Secondary Schools

Abstract While understanding and implementing technology integration in the education setting has significantly improved in the past few decades, little has been done to formulate a research-based best practice model that will follow a set of standards maintained by ISTE. Integration can be most successfully achieved through following a set of standards established by The International Society for Technology in Education - Standards for Educators. According to Ertmer (2015), teachers are expected to enrich teaching and learning, despite a number of barriers that impede them such as lack of training, staff support, and hardware and software access. These continue to be issues for many teachers. Moreover, a teacher\u27s belief in technology and their past experiences play a pivotal role in integrating technology into lessons, Ertmer (2015). An examination of technology research in Minnesota displayed that one of the problems encountered by secondary school classroom teachers is the integration of technology into their teaching. Because school districts continue to experience barriers to technology integration, understanding those barriers and being able to develop a plan to address them will provide teachers with the support required to become more effective in their use of technology. The purpose of the study, in a select sample of Minnesota school districts, was to examine the relationship between teachers’ self-reported technology competency, their ratings of the frequency, and quality of technology usage, in supporting their teaching, and the quality of the technology professional development they received. Furthermore, study respondents were requested to identify types of professional development that would increase their usage of technology in the teaching process and the barriers to technology integration in their schools and school districts. The following research questions were designed to support these aims: How did select Minnesota teachers rate their level of technology competency based on ISTE standards? How did select Minnesota teachers rate the frequency of their use of technology in supporting their teaching? How did select Minnesota teachers rate the quality of their use of technology in supporting their teaching? What did select Minnesota teachers rate as their level of need for further/additional technology professional development? What did select Minnesota teachers identify as the types of professional development that would increase their usage of technology in the teaching process? What did select Minnesota teachers identify as barriers to the integration of technology in their schools and school districts? Prior to the leaders of school districts and individual schools considering adopting 1:1 technology programs, it would be advisable that a number of issues be weighed before adoption, including current staff knowledge and usage of technology, professional development needs, and potential barriers that may affect successful adoption

Higher Education and Mobile Learning: How Innovative Instructors Use Mobile Applications for Learning

ABSTRACT This qualitative case study investigated the experiences of innovative higher education instructors from the Midwest United States regarding their use of mobile devices in their classes for student learning. Fourteen participants discussed how they specifically use mobile devices and applications for knowledge acquisition in interdisciplinary fields and to prepare students for professional roles in advanced fields. This study revealed innovative examples from interdisciplinary scholars regarding their use of mobile applications for real-time feedback, formative assessment, and continuous engagement. Professors also used mobile applications to give students technical opportunities to acquire knowledge and produce content through project-based learning. Professors described student use of relevant, industry-standard mobile technology for creating webpages, videos, and social media. Mobile devices and applications were used to promote student engagement, comprehension, and creative expression. An analysis conducted using Vygotsky’s (1978) theory of social constructivism and two frameworks widely adopted in the field of education: technological pedagogical content knowledge (TPACK; Mishra & Koehler, 2006) and universal design for learning (UDL; Meyer et al., 2014) revealed how students were successful and more engaged through introduction to mobile technology. This study confirmed students reached a higher level of knowledge related to their discipline because their instructors leveraged mobile technology in innovative ways. This study included recommendations for faculty development and strategic planning to address the skills and information necessary to allow faculty to effectively use mobile technology in their courses