Introducing e-TPCK: An Adaptive E-Learning Technology for the Development of Teachers’ Technological Pedagogical Content Knowledge

Angeli, Charoula; Valanides, Nicos; Mavroudi, Anna; Christodoulou, Andri; Georgiou, Kyriakoula

doi:10.1007/978-1-4899-8080-9_16

Cited by 34 publications

(46 citation statements)

References 31 publications

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“…Concerning questionnaires data collection approach, a probability sampling technique will be using to select students across these universities. The sampling will result in five (5) individual interviews from each university and interview participants will amount to 20 participants across these universities. Nine hundred and sixty-nine (969) correspondents will be involved across the selected universities.…”

Section: Data Collection Methodsmentioning

confidence: 99%

“…The adoption of social software as an instructional tool in a pedagogical environment is a cause that have attracted much attention [5]. The adoption of social software raises several other issues, while the case for the adoption of instructional web technologies seems convincing, it is apparent to take a closer look at what this entails [1].…”

Section: Social Software and Ict Investment In Heimentioning

confidence: 99%

“…The concept of Web 3.0 and Web 2.0 technologies and applications in educational institutes has remained noticeable and prominent in the education sector in recent years [17], [5]. Mark off of the New York Times 2006 first envisioned the evolution of Web 3.0 technologies.…”

Section: Introductionmentioning

confidence: 99%

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Web 3.0 and Web 2.0 Technologies in Higher Educational Institute: Methodological Concept towards a Framework Development for Adoption

Ohei¹,

Brink²

2019

IJI

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In the past decades, the method of teaching and learning have centered mostly on the traditional approach (Web 1.0) that promoted teacher directed pedagogical practices. Presently, there is an understanding that the traditional approach is not adequate to effectively address and improve all studentlearning demand or outcomes. The successive incorporation of Web and Web 3.0 tools and applications in universities may serve as additional tools to support educational goals, offering students the affordability and assortments to educational choices and learning platforms. Consequently, educators' inability to fully incorporate these Web 3.0 and Web 2.0 technologies in their teaching and learning practices remains a struggle. This line of reasoning implies that educators still lack the required ICT skills to administer lectures and bridging learning gaps. This study probes Web 3.0 and Web 2.0 in education, using a methodological concept with the aim to develop a framework for the adoption of social software in HEI to help facilitate business processes and can build social presence among students. A mixed method will be appropriate to develop a comprehensive framework needed in Higher Educational Institute (HEI). After research have been conducted, the adoption of Web 3.0/Web 2.0 tools and application will be based on the developed comprehensive framework which is professed to impact positively on pedagogy and style of delivery, improves learning experience, engagement and ultimately, give rise to educational opportunities and easy access to educational contents

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Section: Data Collection Methodsmentioning

confidence: 99%

Section: Social Software and Ict Investment In Heimentioning

confidence: 99%

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Web 3.0 and Web 2.0 Technologies in Higher Educational Institute: Methodological Concept towards a Framework Development for Adoption

Ohei¹,

Brink²

2019

IJI

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“…ICTs, the digital technologies, are powerful educational tools; and their use has a significant role in the transfiguration of the pedagogy of teaching and learning (Ludvigsen & Morch, 2010;Sutherland et al, 2009). Angeli et al (2015) view that a good combination of technology and pedagogy is very important to ensure that the learners are able to take advantage of technology inclusion for the opportunities of learning integrated skills of language. According to Davis (2007), the incorporation of the technologies into English classroom can help achieve: (i) cognitive gain by providing visual images, (ii) motivational gain providing fun, and (iii) interactional gain by providing convenience sharing.…”

Section: Icts In English Language Teaching and Learningmentioning

confidence: 99%

Information and Communication TechnologY in English Language Teaching: Some Opportunities and Challenges

Poudel

2022

JCIHE

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The integration of Information and Communication Technologies (ICTs) in education has brought dramatic modifications in the paradigms and methods practiced, particularly in the developed countries. In recent years, the exploitation of ICTs in teaching and learning of different subjects is being expanded in the developing countries too. This study has made an attempt to explore the opportunities and challenges of using ICTs in English language teaching (ELT) in school education in the developing country Nepal. The English language teachers and the students learning English from two different schools were the informants in the study, and interview and focus group discussion (FGD) were used as the research methods. The study concluded that ICTs were useful for the teachers and students in their teaching and learning activities for accessing learning resources, preparing and presenting their lesson and for conducting collaborative learning activities. However, it was found that the teachers and students were not satisfied with their utilization of ICTs in teaching and learning of English. Access to ICT tools, and the skills needed to use ICTs were the main problems for them in the integration of ICTs in English language teaching and learning. Therefore, these constraints need to be minimized to improve the integration of ICTs in ELT.

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“…However, the research on e-learning in recent years has one constant explicit finding that the pedagogical approach is the most fundamental and essential approach for achieving success in a course and should be implemented first and foremost while constructing an e-learning platform [5]. The adaptive e-learning systems should support in making accurate selection of the pedagogical approaches, and then implement the adopted approach on the pedagogical agents to provide an enhanced learning experience [6].…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Agents in an Adaptive E-learning System

Hussein¹,

Al-Chalabi²

2020

SAR Journal

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The pedagogical agents for e-learning can immensely help in improving the quality of teaching, evaluating and learning the process through appropriate pedagogical agents. The pedagogical agents for adaptive e-learning systems are basically designed to provide a unique and personal experience to such students who come from diverse backgrounds having different styles of learning and with various educational needs. This study basically discusses the importance of pedagogical approach for the adaptive elearning systems. The selection of personalised (relevant) pedagogical agent can increase the effectiveness of adaptive e-learning, in the form of learning activities, delivered content, and communication. This will lead individuals to an adaptive pedagogical guided e-learning experience in which pedagogy will be the centerpiece, and in which the adaptive power will influence the pedagogy effectiveness. Thus, the main aim of this study is to discuss the importance of pedagogical agents in adaptive e-learning systems and to discuss different approaches of pedagogy including the constructivist approach, collaborative approach, inquiry-based approach, integrative approach, reflective approach, objectivist approach, and competency-b ased approach.

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Introducing e-TPCK: An Adaptive E-Learning Technology for the Development of Teachers’ Technological Pedagogical Content Knowledge

Cited by 34 publications

References 31 publications

Web 3.0 and Web 2.0 Technologies in Higher Educational Institute: Methodological Concept towards a Framework Development for Adoption

Web 3.0 and Web 2.0 Technologies in Higher Educational Institute: Methodological Concept towards a Framework Development for Adoption

Information and Communication TechnologY in English Language Teaching: Some Opportunities and Challenges

Pedagogical Agents in an Adaptive E-learning System

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