The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members’ Technology Use

Phan, Trang; Paul, Mary; Zhu, Meina

doi:10.30935/cedtech/10885

Cited by 7 publications

(6 citation statements)

References 52 publications

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“…For a teacher to deem a generated method as appropriate, there are two aspects of it that need consideration. The rst consideration is whether the generated methods achieves speci ed teaching goals [29], including those that integrate technology, as teachers view the use of technology through the prism of their teaching goals [26,30,31]. The second consideration is whether the teaching method is practical and well suited to the particular group of students [24,32].…”

Section: Pedagogical Decision-makingmentioning

confidence: 99%

Technology everywhere! But who’s got the time? The influence of time pressures on technology integration in Australian secondary mathematics

Zunica

2023

Preprint

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Over the past 30 years, teachers have been urged to increase their use of digital technology in the classroom. However, mathematics teachers have been slow to integrate ICT, even though mathematics is naturally aligned with technology. While researchers have documented a variety of time and other related factors that contribute to this resistance, there has been little in-depth analysis of teacher reasoning that inhibits technology integration in mathematics. This article presents four case studies of secondary mathematics teachers employed in Australian schools that investigates the adverse effects of time pressures in not only inhibiting a teacher’s desire to use technology but removing as an option altogether. Data was collected in the form of interviews, lesson planning documentation and notes from observation lessons. Thematic analysis was used to determine how time pressures inhibited participants ability to use technology in their pedagogy. Three time-related obstacles were identified. The first was a lack of time to prepare lessons, the second was content-laden syllabuses and finally, the need to prepare students for traditional assessments. Participants claimed that these obstacles often proved too great to overcome, causing them to abandon any use of technology. I argue that when the obstacles to technology integration are perceived as too difficult to overcome, it is not enough to provide poorly targeted professional learning or encouragement to work harder to integrate technology. Rather, existing time pressures must be alleviated in terms of workload and syllabus demands if we want to remove the inhibitors to technology integration in mathematics.

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Section: Pedagogical Decision-makingmentioning

confidence: 99%

Technology everywhere! But who’s got the time? The influence of time pressures on technology integration in Australian secondary mathematics

Zunica

2023

Preprint

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“…Study has found that creative learning speeds up the learning process and enhances students' performance (Kowang et al, 2020). Furthermore, understanding the student engagement in the learning activities encourages more than just active learning is the first step toward innovative teaching (Phan et al, 2021). However, when the trainers are too focused on their content delivering in a traditional way, it will be impotent to build conceptual understanding while neglecting to apply visualizations skills among the technical employees.…”

Section: Introductionmentioning

confidence: 99%

The Impact of AR Environment in Enhancing Visualization of Petroleum Refinery Process

Ali¹,

Yaacob²,

Ahmad³

2022

IJARPED

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Petroleum refinery is an industrial process plant where crude oil is being transformed and refined into most useful products. In the industrial process, it involves a lot of complicated physical and chemical processes that are sequentially applied for various refinery processes. Some employees are facing a difficulty to understand the training module because the tools being used limits the ability to learn and understand the abstract complex process and face the challenges to visualize the content as it is viewed via a two-dimensional (2D) method. Therefore, this paper tries to focus the attention on the practical use of AR in the crude oil refinery process, describing the potential and the effectiveness of this technology to enhance their visualization skill. The study used quasi-experimental research design on the technical employees that were trained on the basic refinery process of crude oil. Two groups of samples consist of an experimental group who were exposed to the AR environment and a control group that was taught using conventional training methods. The result demonstrated there is a significant difference between the scores obtained by the technical employees in the experimental group, thus the application of AR was able to enhance technical employees' visualization skills as a training approach.

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“…As a growing number of higher education institutions attempt to meet the demands of a new generation of digital learners, faculty adoption of teaching with technology becomes a priority and a challenge (Myers, Bennett, Brown & Henderson, 2004;Phan, Paul, & Zhu, 2021. ) Higher education institutions have been funding teaching-with-technology initiatives for years, yet adoption of technology in the college curriculum has not met expectations (Weimer, 2013).…”

Section: Introductionmentioning

confidence: 99%

Mobile Technology Pedagogy: Improved Student Engagement for Improved Self-Assessment

Paul

2021

IJTE

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There is minimal research which makes the connection between mobile technology and improved student achievement. This study addressed the gap in the literature and considered the dynamic and fluid engagement mobile technology brings to the teaching and learning environment to improve student essay scores in the composition classroom. Freshman composition essay scores were collected over the course of five semesters: two semesters where the instructor did not teach with mobile application technology, and three semesters after adoption of mobile technology. There was a statistically significant difference in mean writing project scores, with the mobile technology curriculum producing higher mean scores for all three writing projects. The purpose of this study was to expand current research to consider the effects of student achievement when using mobile application technology, and to inform current pedagogical practices across all disciplines.

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The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members’ Technology Use

Cited by 7 publications

References 52 publications

Technology everywhere! But who’s got the time? The influence of time pressures on technology integration in Australian secondary mathematics

Technology everywhere! But who’s got the time? The influence of time pressures on technology integration in Australian secondary mathematics

The Impact of AR Environment in Enhancing Visualization of Petroleum Refinery Process

Mobile Technology Pedagogy: Improved Student Engagement for Improved Self-Assessment

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