Improving student creativity through digital technology products: A literature review

Tang, Chaoying; Mao, Shibo; Xing, Ziwei; Naumann, Stefanie E.

doi:10.1016/j.tsc.2022.101032

Cited by 44 publications

(26 citation statements)

References 75 publications

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“…However, it was not expected that the subjects in the control group suffered from low motivation on an established didactic situation in our context, also based on m-learning. All reviewed researches identify an increase in the student motivation due to technology implementation (Lindquist and Long, 2011;Mujico and Herrarte, 2019;Rosas et al, 2003;Stockwell, 2013;Tang et al, 2022). Our results do not follow this research line, and it can only be explained if we considered that the teaching actions of the traditional method are far from what our students consider an interesting and motivating teaching.…”

Section: Discussioncontrasting

confidence: 66%

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Narrative-based learning using mobile devices

Rivas

Núñez

Navas-Parejo

et al. 2022

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PurposeThe aim of this paper is to explore whether the use of an active learning methodology implemented through a mobile phone can help future teachers to develop more effective reading promotion activities than those based on traditional learning methodologies.Design/methodology/approachA study was conducted based on the comparison of perceptions of two groups of teacher training students. The experimental group was trained in an active methodology to promote reading on mobile phones, whilst the control group was trained in a classical methodology also using the same devices. Variables were observed using a self-administered questionnaire, and the scores obtained were analysed from their descriptive statistics of the comparison of means of Kruskal–Wallis H test.FindingsThe results showed that students perceived significant improvements associated with active learning methodology. The variables with the most remarkable results were those related to better use of the class, participation and satisfaction. However, the ubiquitous variable obtained the fewest differences, maybe because both learning methodologies were applied using mobile devices.Originality/valueThe conclusions of this study clearly suggest that combining active learning methodologies and the use of mobile phones to promote reading could lead to better results than applying traditional learning methodologies. The value of this study paves the way for future research to move forward in the discovery of effective teaching strategies based on active methods and mobile devices.

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Section: Discussioncontrasting

confidence: 66%

“…All reviewed researches identify an increase in the student motivation due to technology implementation (Lindquist and Long, 2011; Mujico and Herrarte, 2019; Rosas et al. , 2003; Stockwell, 2013; Tang et al. , 2022).…”

Section: Discussionmentioning

confidence: 99%

Narrative-based learning using mobile devices

Rivas

Núñez

Navas-Parejo

et al. 2022

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“…Additionally, Haßler et al, ( 2016 ) suggested that the neutral findings regarding the impact of tablets on students learning outcomes in some of the studies included in their review should encourage educators, school leaders, and school officials to further investigate the potential of such devices in teaching and learning. Several other researchers suggested that a number of variables play a significant role in the impact of ICTs on students’ learning that could be attributed to the school context, teaching practices and professional development, the curriculum, and learners’ characteristics (Underwood, 2009 ; Tamim et al, 2011 ; Higgins et al, 2012 ; Archer et al, 2014 ; Sung et al, 2016 ; Haßler et al, 2016 ; Chauhan, 2017 ; Lee et al, 2020 ; Tang et al, 2022 ).…”

Section: Resultsmentioning

confidence: 99%

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

et al. 2022

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Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.

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“…Technology assists students in obtaining subject matter that may not be obtained during distance learning by accessing websites and applications such as edutafsi.com, wolframalpha.com, slide share, and many more. In addition, technology also plays a role in increasing the creativity of educators and students (Tang et al, 2022;Zhou et al, 2014). All can innovate in the delivery of learning materials by utilizing various social media sites such as Facebook, Instagram, YouTube, etc.…”

Section: Renewal Of Islamic Religious Education (Pai) Learning During...mentioning

confidence: 99%

Paradigm Changes in Patterns of Islamic Religious Education during the Covid-19 Pandemic

Darmawan¹

2023

IJSSHR

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This article aims to discover the new educational paradigm regarding parental participation as an aspect of student assessment in the pandemic era, especially at SMPN 1 Krangeng, Indramayu, Indonesia. The Covid-19 pandemic has significantly impacted all aspects of life, including the Islamic education system. Changes in the education system, especially in learning, are required to make changes so that students do not experience difficulties in the learning process. The Work from Home (WFH) policy, social and physical distancing, and the Teaching and Learning Activities process using an online system (online) have also enlivened the dynamics of Islamic Religious education. This article examines the learning conditions during the Covid-19 pandemic and the education challenges during the Covid-19 pandemic, especially at SMPN 1 Krangeng, Indramayu, Indonesia. This research is phenomenological research, with descriptive-analytical. The results and conclusions in this writing show that learning changes during the Covid-19 pandemic are very much needed and are a solution in education, especially in junior high schools. Technology is a medium for interacting between educators (teachers) and students in implementing online learning. In addition, technology also plays a role in facilitating educators to convey learning material so that learning continues even though it is not carried out face-to-face (offline).

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Improving student creativity through digital technology products: A literature review

Cited by 44 publications

References 75 publications

Narrative-based learning using mobile devices

Narrative-based learning using mobile devices

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

Paradigm Changes in Patterns of Islamic Religious Education during the Covid-19 Pandemic

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