Integrating Computing Across the Curriculum

Coleman, LaToya O.; Gibson, Philip; Cotten, Shelia R.; Howell‐Moroney, Michael; Stringer, Kristi

doi:10.1177/0735633115616645

Cited by 26 publications

(15 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The former refers to those factors that are beyond the teacher's control, such as technical and administrative support, no time to learn new technologies, lack of ICT skills or difficulty to access ICT resources, and the physical environment in which multimediadelivery classes took place [15,36]. These barriers can lead to high levels of frustration discouraging teachers to integrate multimedia tools into the classroom [36].…”

Section: U N C O R R E C T E D a U T H O R P R O O Fmentioning

confidence: 99%

See 1 more Smart Citation

An analysis of best practices to enhance higher education teaching staff digital and multimedia skills

Espinosa

Brotons

Sempere

et al. 2023

HSM

View full text Add to dashboard Cite

BACKGROUND: The COVID-19 pandemic has transformed the teaching ways in universities, rapidly moving from face-to-face delivery models to online and distance learning. Consequently, the multimedia and digital competencies of the teaching staff were suddenly put onto the stage, resulting in the realisation that many of them were not sufficiently skilled to face this challenge due to a lack of prior training. OBJECTIVE: The goal of this explanatory research is to present and make a comparison of key training programs, deemed best practices, that address different ways to assist higher education teaching staff to acquire the multimedia competencies required to be technologically- proficient in their classes. METHODS: A desk research provides the data for a multiple case study of courses implemented in universities of five European countries, namely Spain, Lithuania, North Macedonia, Romania, and Slovenia. RESULTS: The results of the study show a total of 28 courses ranging from how to deliver online teaching to gamification, going through other topics such as photo and video editing, that enable higher education teachers to acquire digital skills. The main challenges detected for the success of these training programs are the teachers’ lack of time for training, non-positive attitudes towards technology, and lack of innovative capacity in their teaching processes. Among the positive outcomes, we can find that these universities opt for programs with courses varied in content, to cover a wider range of skills, as well as offering courses at several levels of development so that all staff may improve, from the very beginners to more advanced tools. CONCLUSION: By identifying the challenges and success factors behind the best practices hereby analysed, the lessons obtained from this research may serve as benchmarks for other universities to develop efficient multimedia training programs for university staff.

show abstract

Section: U N C O R R E C T E D a U T H O R P R O O Fmentioning

confidence: 99%

“…In the literature, many scholars have highlighted the benefits of multimedia application tools for teaching and learning [17,[33][34][35][36][37][38][39]. Multimedia-aided teaching can turn abstract concepts into concrete…”

Section: Introductionmentioning

confidence: 99%

An analysis of best practices to enhance higher education teaching staff digital and multimedia skills

Espinosa

Brotons

Sempere

et al. 2023

HSM

View full text Add to dashboard Cite

show abstract

“…In der folgenden Darstellung gehen wir zunächst auf die Einstellungen und anschließend auf die ihnen zu Grunde liegenden weiteren Prädiktoren ein. Einstellungen gegenüber der Nutzung digitaler Technologien im Unterricht für die tatsächliche Nutzung digitaler Technologien finden sich statistisch signifikante kleine bis große positive Zusammenhänge(Coleman et al 2016;Karaca et al 2013; Šumak und Šorgo 2016;Wang et al 2019). Die ebenfalls in der Metaanalyse von Scherer und Teo (2019) eingeschlossenen Studien geben für den Zusammenhang der subjektiven Nützlichkeit mit der Nutzungsintention statistisch signifikante positive Zusammenhänge kleiner bis mittlerer Effektstärke an(Aypay et al 2012;Chiu 2017;Sadeghi et al 2014;Teo 2011).…”

unclassified

Jenseits von Professionswissen: Eine systematische Überblicksarbeit zu einstellungs- und motivationsbezogenen Einflussfaktoren auf die Nutzung digitaler Technologien im Unterricht

et al. 2021

View full text Add to dashboard Cite

ZusammenfassungNeben dem Professionswissen werden in verschiedenen Kompetenzmodellen der Lehrkräfteprofessionalität auch einstellungs- und motivationsbezogene Variablen berücksichtigt. Die vorliegende Arbeit gibt einen systematischen Literaturüberblick zum empirischen Forschungsstand bezüglich deren Rolle für die Nutzung digitaler Technologien im Unterricht. Anknüpfend an Theorien der Technologieakzeptanz werden zunächst relevante potenzielle Einflussfaktoren auf die beabsichtigte und tatsächliche Nutzung digitaler Technologien im Unterricht identifiziert und mit Hilfe der Theory of Planned Behavior systematisiert. Daran anknüpfend werden empirische Befunde aus englischsprachigen Veröffentlichungen aus den Jahren 2010 bis 2020 dargestellt. Der Überblick liefert Hinweise, dass die untersuchten einstellungs- und motivationsbezogenen Einflussfaktoren überwiegend erwartungskonform mit der Nutzung digitaler Technologien im Unterricht zusammenhängen. Forschungslücken zeigen sich unter anderem bezüglich der Rolle einstellungs- und motivationsbezogener Einflussfaktoren für Aspekte der Unterrichtsqualität sowie Interventionsmöglichkeiten zur Beeinflussung dieser Variablen.

show abstract

“…Depending on the digital book, creating these digital notes may require keyboarding skills. Using technology in the classroom positively impacts student learning, thus will likely continue to evolve (Coleman, Gibson, Cotton, Howell-Moroney, & Stringer, 2016).…”

mentioning

confidence: 99%

Keyboarding instruction: Comparison of techniques for improved keyboarding skills in elementary students

Donica

Giroux

Faust

2018

Journal of Occupational Therapy, Schools, & Early Intervent

View full text Add to dashboard Cite

Using computers and keyboarding skills for written communication have been common adaptations recommended by occupational therapists which are now important for all students. We used a quasi-experimental, pre-test/post-test design to examine the effectiveness of a developmentally based curriculum, Keyboarding Without Tears®, as compared to free web-based activities for learning keyboarding skills in students (general and special education) in grades kindergarten through fifth. Overall, students learning the developmentally based curriculum demonstrated improved speed and accuracy, especially in the upper elementary grades and improved keyboarding method in the lower elementary grades as compared to the free web-based activities.ARTICLE HISTORY

show abstract

Integrating Computing Across the Curriculum

Cited by 26 publications

References 30 publications

An analysis of best practices to enhance higher education teaching staff digital and multimedia skills

An analysis of best practices to enhance higher education teaching staff digital and multimedia skills

Jenseits von Professionswissen: Eine systematische Überblicksarbeit zu einstellungs- und motivationsbezogenen Einflussfaktoren auf die Nutzung digitaler Technologien im Unterricht

Keyboarding instruction: Comparison of techniques for improved keyboarding skills in elementary students

Contact Info

Product

Resources

About