Online learning via educational Technology tools has been used as a paradigm shift in education to transmit knowledge and promote learners’ engagement in secondary learning environments. The emotional, behavioral and the cognitive facets of engagement play an important role in the learning process and social development. Learner engagement refers to the degree of attention, focus, belief, interest, and emotions that motivate learners successfully to practice higher-level critical thinking skills, and to promote meaningful learning experiences to achieve the course’s learning objectives and progress in their education. In this paper, the technology-implementation learning paradigm is proposed for the purpose of promoting learners’ engagement in online learning. This proposed paradigm is composed of four interacted fundamental dimensions, Attitude dimension, pedagogical dimension, social dimension, and technical dimension (APTS) that lead to engage learners emotionally, behaviorally and cognitively in technology-supported learning environment. Attitude dimension is the intentions and the perspectives to understand, interact and manage emotional skills and abilities needed by technology users for the effective usage of educational technology tools. Pedagogical dimension is the active learning process for cognitive development using pre-defined learning objectives and pedagogical theories to identify learning strategies and assessments to achieve planned educational outcomes. Technical dimension intends to create a computer and media literacy that allow learners and instructors to employ online learning without technical difficulties. Social dimension is to create a technology cooperation where learners are Networking with other learners and willing to share positively their experiences with peers and/or with the teacher to attain their emotional, social and cognitive engagement and keeps them motivated, and even inspired.
This paper investigates the barriers affecting the success implementation of ICT in the Lebanese secondary physics classes. It is realistic based study adopted the descriptive quantitative method to collect data by attitude test survey from 94 Lebanese secondary schools from different Lebanese districts. The results indicated that the ICT implementation in physics courses was not attained. Physics teachers must improve their ICT skills. Moreover, the low technology periods per week and revealing curriculum content, inflexibility of the curriculum to ICT implementation, insufficient existence of computer labs, lack financial support, insufficient training, inadequate technical support, unavailability of internet connectivity and the crowded class rooms were main barriers that prevent the implementation of ICT.
The persistence of this study was to investigate the contribution of a computer simulation to students´ learning of physics concepts (charging and discharging of capacitors). Interactive computer simulation (Crocodile simulation) was used to spread over the aim of this study. This attempt assesses the progress in understanding the concepts by grade 11 Scientific section after four complete periods (200 minutes) in two different situations: 1- using only a computer simulation; 2-using computer simulation with “hand- on†activities. The progress was measured through post-test. The results of both descriptive and inferential statistics show that the learners’ understanding of capacitors’ concepts that can be enhanced and were highly achieved when learners used the computer simulation combined with “hand- on†activities. The use of Hands-on activities was identified as the cause of this differentiation.
ICT is increasingly widespread, influencing educational systems worldwide. The effectiveness of ICT in any educational reform movement should not be taken for granted. ICT educational tools can be a transformative tool that may facilitate meaningful learning in physics courses if educators are willing to embrace it with a positive attitude. Teachers are the key to the appropriate integration of technology in the educational system. The attitude of physics teachers has a tremendous effect on its integration in physics classrooms. This research paper is aimed to examine the attitudes toward the use of ICTs among Lebanese secondary physics teachers. A sample of 141 secondary physics teachers was assessed for their ICTs’ attitude using a Likert type questionnaire. The questionnaire focused on the teachers’ effect towards ICT, aware of usefulness and their confidence to use ICT. This research paper discussed the overall profile of physics teachers’ attitude towards ICT implementation and the difference in teachers’ attitude towards ICT among teachers’ gender, years of experience and age. The results of both descriptive and inferential statistics showed a positive attitude towards ICT and no gender, years of experience or age differences among physics teachers’ attitudes. Implications for teacher training and suggestions for further research are provided.
This paper examines the degree of enhancing creative thinking skills in the physics curriculum in Lebanese secondary schools from the physics teachers’ perspectives. It is realistic based study adopted the descriptive quantitative method to collect data by questioner from 141 Lebanese secondary physics teachers from different Lebanese districts. Furthermore, an open-ended interview with many physics teachers was used to triangulate the survey obtained data. Results of both descriptive and inferential statistics indicated that the degree of using creative thinking in the Lebanese secondary schools and curricula is low and insufficient. Moreover, the results showed no statistically significant differences in the level of physics teachers’ perceptions about the role of the Lebanese curriculum and secondary schools of enhancing creative thinking skills among physics teachers’ gender, qualification and years of experience. Physics teachers must improve their divergent methods of teaching. Furthermore, professional development for teachers and appropriate training for learners on different learning strategies and the integration of well-designed activities in the curricula are a must to improve learners’ creative thinking skills. Keywords: Creative thinking skills, Lebanese physics curriculum, Lebanese secondary schools
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