The 21st-century world is powered by technology. The education of any nation is to empower the citizens to fit successfully into society. The 21st-century world is ruled by information, only individuals with the ability and skills to utilize modern digital tools to access and generate information and knowledge can perform in the global work atmosphere. The technologies of today have completely changed the learning environment. People in the 21st century live in a technology and media-suffused environment, marked by access to an abundance of information, rapid changes in technology tools. To be effective in the 21st century, an individual must be able to exhibit a range of functional and critical thinking skills related to information, media, and technology. Technology has become more powerful and universal and this has provided educators with valuable tools to support learning. The utilization of technological devices in education has become familiar with the fast advance of technology in the 21st century. We can see a high potential particularly in technical tools which will develop the imagination and creative thinking of students. There is a need of implementing the content of the curriculum through robotic devices. In the light of this view, this study shows the construction process of robotic instructional devices to teach aspects of Auto Mechanic in Nigeria basic schools.
To ascertain the accuracy and usability of the instructional model, it must be verified by a professional or expert in the area of the subject content. The automated model of the human heart (3-DAMHH) has to be inspected and verified by a qualified biology education expert to ascertain its accuracy while the usability has to be verified by an educational technology expert. Hence, it is needed to determine the experts’ validation of 3-DAMHH to teach a Biology concept in Ilorin, Nigeria. Two instruments were developed: Educational Technology Experts’ Rating Scale and Biology Education Experts’ Rating Scale. Percentage scores were used to answer research questions. Findings of this study revealed the percentage score of the rating for the validation of the 3-DAMHH by the experts satisfied the required standard in the field of Educational Technology. Percentage score of the rating for the validation of the 3-DAMHH by the experts satisfied the required standard in the field of Biology. This study concluded that the developed 3-DAMHH can be used to enhanced Biology students’ performance on the topic structure of the human heart. It was recommended among others that content specialists' and experts’ validation reports should be properly followed towards developing a standard instructional media.
Construction involves the translation of a design into reality, this involves a systematic and conscientious process of bringing together or assembling diverse elements or parts to form a whole. Therefore, special care has to be taken during construction as the design intentions must be achieved. The construction of a robotic instructional model is a task that can be engaged by an expert in the area of Instructional Technology. It requires several practices and devotion to the principles and use of elements of design. Also, the appropriate use of relevant tools, equipment, and tools is indispensable. However, for an interested individual, skills for model construction can be acquired by first having an adequate observational view of the real objects to get familiar with the forms and features of the object. Robotic instructional devices can exhibit gestures and body movements so they could be used by the teacher to explain a concept. Robots can create an interactive and engaging learning experience. The important factors that influence whether the robot is likely to be useful in teaching include usability and the availability of appropriate learning activities and content. There is a need of implementing some content of the curriculum through robotic devices. In the light of this view, this study shows the detailed experimental procedure for the construction process of robotic devices to teach an aspect of Auto Mechanic in Nigerian basic schools.
Mobile learning brought a great benefit to education through, training at any time; training at the place; learner-centered content; and development of teaching and learning. Smartphones and similar mobile devices have changed the way individuals interact with technology and with each other. To ascertain the usability of the instructional mobile application, it must be verified by experts in the area of the subject content. Hence, it is needed to determine the experts’ validation of the developed mathematics mobile application before it can be used for instructional purposes. Two instruments were used for the validation process: Primary Education Lecturers’ Rating Scale and Primary School Teachers’ Rating Scale. Percentage score and mean were used to answer research questions. The percentage score of the rating for the validation of the developed mathematics mobile application by the six Experts shows that the mobile application satisfied the required standard in the field of primary education. The developed mathematics mobile application has the potential to make teaching and learning basic mathematics easy and interesting. The study revealed that teachers can teach the concept of mathematics to primary school pupils either individually or collaboratively through effective utilization of the mobile application. It was recommended that primary educators should employ a mobile application strategy for teaching those abstract and difficult concepts in mathematics.
This study examined the effect of Low-cost Technology on Secondary School students’ academic performance in Biology. Quasi-experimental research of post-test non-randomized control group design was adopted for this study. This design was adopted to compare the performance of students who were taught the concept of biology with low-cost technology and those taught without the low-cost technology. Two intact classes from two secondary schools were randomly sampled. The instruments used were Lesson Note (LN), Biology Performance Test (BPT) for data gathering, and Low-Cost Technology (3D Model of Plant and Animal Cells). BPT was subjected to pilot testing and a reliability coefficient of 0.87 was obtained using the Kuder Richardson KR-20. Two research questions and two research hypotheses were formulated for the study. Findings show that the 3D Model of Plant and Animal Cell significantly influences the understanding of the topic “Plant and Animal Cells” among students irrespective of their gender and institutional ownership. Secondary school teachers should make use of those low-cost technological resources available in their environment for the production of instructional materials.
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