Instructional Technology in Education

The 21st century has given rise to gaming industry technologies that drive a new type of learner in the classroom. This article draws data from four case studies that were conducted as part of a sequential mixed-model study. The study explored the 21st-century skills students reported learning through their video game consumption and creation of intellectual property. The qualitative data analysis led to the development of five major findings: (1) the strategist: accomplishing the mission, (2) the creator: the art of gameplay, (3) the communicator: building relationships and communities, (4) the hero: to be the hero of a great adventure, and (5) I am an “elite”: a digital native. These findings attempt to create a profile of the 21st-century classroom gamer based on the data. They represent and support research trends that explore the gaming phenomenon, gamer traits, and 21st-century skills learned through playing video games.

The purposes of this research were to study 1) the grammatical achievement on present perfect tense of Mutthayom Suksa 5/5 students after using the instructional package on present perfect tense and 2) students’ satisfaction with teaching and learning by using the instructional package on present perfect tense. This research is quasi-experimental design. The target group for this study were M.5/5 students at Wat Nuannoradit School of 2020 academic year on second
semester. The sample was selected by Cluster Sampling. Research tools include 4 lesson plans, Instructional Package on Present Perfect Tense, the grammatical post-test on Present Perfect Tense and satisfaction questionnaire. The data were statistically analysed by percentage, mean,
standard deviation and t-test for One Sample. The results showed that
Grammatical achievement score on present perfect tense of Mathayom Suksa 5 students at Wat Nuannorradit School after using the instructional package on present perfect tense found that was at 86.53 % which was higher than 70% criterion. Students’ satisfaction with teaching and learning by using the instructional package on present perfect tense found that the totally was at a highest level. ( X = 4.68, S.D. = 0.11)

This nationwide study explored the types and frequency of technology used by
teachers of deaf and hard-of-hearing (d/hh) students to design and deliver instruction, as
well as the types and frequency of technology being used by teachers of d/hh students to
promote communication and collaboration. It also examined the extent of professional
development in the area of technology use with d/hh students, and the related challenges
experienced by these teachers.

Creating effective learning environments with technology remains a challenge for teachers. Despite the tremendous push for educators to integrate technology into their classrooms, many have yet to do so and struggle to find consistent success with technology-based instruction. The challenges to effective technology integration have been well-documented in the literature. In this article we present a comprehensive review of the literature on the challenges associated with effective technology integration in the classroom and the ways in which they interact with one another. Based on this review we have developed a framework, the Individualized Inventory for Integrating Instructional Innovations (i5), to help teachers predict the likelihood of success of technology-based projects in the classroom and identify potential barriers that can hinder their technology integration efforts. Identifying potential barriers upfront can empower teachers to seek solutions early in the process, thereby increasing the likelihood of experiencing success with technology integration.

Video games are more than just entertainment. In fact, video games like Minecraft develop “Four Cs” skills in young gamers. These 21st century skills include critical thinking, creativity, communication, and collaboration (National Education Association, 2010) and are considered essential skills for future employment by workforce executives (Sardone & Delvin-Scherer, 2010). This study explores predictors of academic success and the 21st century skills gamers are learning through video game experiences. This sequential mixed model study analyzed descriptive data to explore the video game experiences of 3D Modeling and Animation students enrolled at a South Texas area high school. The study analyzed data collected from 66 quantitative subjects and 4 qualitative participants. Three classes engaged in four weeks of gameplay to complete a modeling project in Minecraft. Data was collected during both phases of the project study through survey and case study methods. The findings revealed that the Group Project Grades were heavily skewed indicating a significance that prior gaming experience affected the students’ academic performance. The significance was supported by the unexpected high frequency of perfect scores (65%) and the high concentration of experienced gamers. Over half (54%) reported to have played video games for over 10 years. It was also noted that gender was statistically significant with Class Rank. Females had higher class ranks overall then the males. The qualitative data analysis led to the development of five major findings: 1.) The Strategist: Accomplishing the Mission, 2.) The Creator: The Art of Gameplay, 3.) The Communicator: Building Relationships and Communities, 4.) The Hero: To Be the Hero of a Great Adventure, and 5.) I am an “Elite”: A Digital Native. These major findings represent trends of the gaming phenomenon, gamer traits, and 21st century skills learned through playing video games. The findings for this study have implications on teachers’ perspectives and attitudes toward video game integration. Recommendations for future research include a longitudinal study with the four participants to provide a better understanding of applied 21st century skills over time, a content analysis of various video games, and a mixed model study exploring the reading habits, literacy skills, and genre interests of gamers.

Al-Imam al-A’zam Abu Hanifah Nukman, Imam Mazhab Hanafi yang masyhur dengan mazhab ahli ra’yi merupakan pencetus besar dalam menghasilkan cendiakawan Islam bermutu tinggi. Dengan metodologinya sendiri, beliau mampu menggegarkan dunia Islam dengan menghasilkan murid-murid yang bukan sahaja kritikal dalam pemikiran mereka, tetapi mempunyai kekuatan pemikiran yang amat luar biasa. Menjadikan metodologi pengajaran & pembelajaran Imam Hanifah sebagai modelnya, maka kertas kerja ini mengetengahkan metodologi beliau dalam menghasilkan produk-produk berkualiti, dan dibandingkan dengan konsep Pembelajaran Berteraskan Hasil (OBE) yang sedang dipraktikkan kini bagi menghasilkan generasi cendikiawan Islam bermutu tinggi yang dapat memartabatkan institut-institut pengajian Islam.

English summary:

Multilingualism is a reality in South African classrooms. The Constitution of South Africa (Act 108 of 1996) and the national language policy recognize language rights and aims at supporting, promoting and developing the official languages. However, despite the advantages of mother tongue education, English is often chosen as language of learning and teaching at the cost of the African official languages. This study proposes the accommodation and promotion of multilingualism through blended learning.

Blended learning refers to the blending of traditional instruction methods, such as face-to-face instruction, with other forms of instruction such as online learning and teaching. Through a discussion of asynchronous and synchronous learning tools it was established that wikis would be used for this study. In terms of blended learning and learning theories the main emphasis in this study is on socio-constructivism as well as communal constructivism.

The empirical research in this study focused on the establishment and testing of a conceptual model for the accommodation and promotion of multilingualism through blended learning in the subject IT. The research took the form of a sequential embedded mixed methods design. Both quantitative and qualitative approaches were used. A questionnaire was used with IT teachers to investigate the language and blended learning context. This was followed up with qualitative research in the form of interviews aimed at provincial and national experts in terms of the subject IT and e-learning. Based on the literature and these two investigations, a conceptual model was developed. The conceptual model’s effectiveness was tested through a quasi-experimental study. A questionnaire was also completed by the respondents at the schools after the completion of the study. Through the testing of the effectiveness of the conceptual model it was found that multilingualism could successfully be accommodated and promoted through this conceptual model.



Afrikaans summary:

Meertaligheid is ’n werklikheid in Suid-Afrikaanse klaskamers. Die Grondwet van Suid-Afrika (Wet 108 van 1996) en die nasionale taalbeleid erken taalregte en het die ondersteuning, uitbreiding en ontwikkeling van die amptelike tale ten doel. Hierteenoor, ten spyte van die voordele van moedertaalonderwys, word Engels dikwels as taal van onderrig en leer gekies ten koste van die Afrikatale wat amptelike tale is. Hierdie studie stel die akkommodering en uitbreiding van meertaligheid deur gemengde leer voor.

Gemengde leer verwys na die mengsel van tradisionele onderrigmetodes, soos gesig-tot-gesig-onderrig, met ander vorme van onderrig soos aanlynonderrig en -leer. Deur ’n bespreking van asinchrone en sinchrone leertegnologie is bepaal dat wiki’s vir hierdie studie gebruik sal word. Met betrekking tot gemengde leer en leerteorieë was die fokus van hierdie studie op sosio-konstruktivisme sowel as gemeenskapskonstruktivisme.

Die empiriese navorsing van hierdie studie het op die daarstelling en toetsing van ’n konseptuele model vir die akkommodering en uitbreiding van meertaligheid deur gemengde leer in die vak IT gefokus. Die navorsing was in die vorm van ’n sekwensiële, insluitende gemengde metode ontwerp. Beide kwantitatiewe en kwalitatiewe benaderings is gevolg. ’n Vraelys is aan IT-onderwysers gestuur om die konteks in terme van taal en gemengde leer te bepaal. Dit is opgevolg deur kwalitatiewe navorsing in die vorm van onderhoude met die provinsiale en nasionele kenners van die vak IT en e-leer. Op grond van die literatuur en die twee ondersoeke is ’n konseptuele model ontwikkel. Die konseptuele model se effektiwiteit is gemeet deur middel van ’n kwasi-eksperimentele studie. ’n Vraelys is ook deur die respondente by die skole voltooi nadat die studie voltooi is. Daar is, na aanleiding van die toetsing van die effektiwiteit van die konseptuele model, bevind dat meertaligheid suksesvol deur die konseptuele model geakkommodeer en uitgebrei kan word.

The 21st century has given rise to gaming industry technologies that drive a new type of learner in the classroom. This article draws data from four case studies that were conducted as part of a sequential mixed-model study. The study explored the 21st-century skills students reported learning through their video game consumption and creation of intellectual property. The qualitative data analysis led to the development of five major findings: (1) the strategist: accomplishing the mission, (2) the creator: the art of gameplay, (3) the communicator: building relationships and communities, (4) the hero: to be the hero of a great adventure, and (5) I am an “elite”: a digital native. These findings attempt to create a profile of the 21st-century classroom gamer based on the data. They represent and support research trends that explore the gaming phenomenon, gamer traits, and 21st-century skills learned through playing video games

The advantages of using self-instructional Mediated Learning Modules (MLMs) for delivering effective, low-cost self-management and interpersonal skills training and for doing research on skills identification are discussed. The Life Skills Training project and a model for creating effective MLMs are described.  This project has relied largely on training graduate students to develop and test one 30-60 minute MLM each to meet their thesis requirements. Each of the eight research projects done by a thesis student is summarized.  Each has relied primarily upon comparing experimental to attention-placebo control treatments on a small group of college students.  Behavioral observation of performance of the targeted skills has been the most requent measure used to assess acquisition.  The results have strongly supported the hypothesis that the brief self-instructional MLMs have been effective in improving performance.  Other hypotheses related to retention and transfer of training have only partially been studied and have produced mixed results.  Hypotheses related to the outcome effects of the skills taught (e.g. effects on others) have been studied In a few cases.  The results have been mixed but encouraging. 

Currently, the center at Long Beach houses 27 MLMs and approximates the skills training capacity of a 12-week assertion training group and a 6-week self-management group, since other  MLMs have been added in addition to those created by thesis students.  The Center has the additional advantage for users of being convenient and immediately available.  The MLMs are continuing to be developed and the hope is expressed that other universities and agencies may participate in this effort so that the materials and results can be shared by all.

MAKE TEN (Membuat jumlah nilai bilangan menjadi 10) Matematika mempunyai peranan yang sangat penting dalam berbagai disiplin ilmu dan memajukan daya pikir manusia, namun matematika justru menjadi pelajaran yang paling tidak disukai oleh murid karena dipandang rumit dan tidak menarik. Salah satu penyebab dari timbulnya rasa tidak suka pada pelajaran matematika yaitu kurangnya variasi penyampaian materi pelajaran. Salah satu cara untuk mengatasi hal tersebut adalah dengan menggunakan alat peraga pembelajaran dalam menyampaikan materi ajar. Adapun alat peraga yang saya buat adalah MAKE TEN (Membuat jumlah nilai bilangan menjadi sepuluh) dinamakan MAKE TEN karena murid harus mampu mengoperasikan penjumlahan bilangan yang ada pada papan dengan kartunya sehingga bernilai 10. Alat peraga ini digunakan untuk mata pelajaran Matematika pada murid kelas 1 semester 1 bab 1 untuk pengoperasian penjumlahan pada bilangan asli sampai dengan 10. Materi konsep bertujuan meningkatkan pemahaman siswa dalam menggunakan alat peraga pendukung permainan dalam belajar untuk operasi penjumlahan bilangan asli sampai 10, sehingga menambah semangat dan motivasi murid mengikuti pelajaran matematika. Standar kompetensi yang diharapkan murid mampu menyelesaikan masalah yang berkaitan dengan penjumlahan bilangan sampai 10. Penyelesaian masalah berkaitan dengan penjumlahan dalam alat peraga ini ialah murid harus mampu memilih kartu – kartu yang tepat diantara beberapa kartu yang bisa menghasilkan nilai 10 ketika dijumlahkan. Dalam melakukan permainan alat peraga ini disamping murid harus mampu menjumlahkan bilangan dengan baik, murid juga harus dituntut jeli agar mampu melihat kartu yang bilangannya ketika dijumlah menjadi 10. Bila memungkinkan permainan ini juga dapat dilakukan satu lawan satu untuk membuat daya saing agar kemampuan murid dapat terus terasah.

The purpose of the study was to critically analyze the impact of utilization of the instructional resources on pedagogy in public secondary schools in Kenya. Most public secondary schools in Kenya are not fully equipped with enough instructional resources. An in-depth analysis was done to bring to light what must be brought forth to equip all schools with essential instructional materials needed during pedagogy. The main intent of the study was to critically analyze the teachers' preparedness to use instructional resources during instruction for the sole benefit of the students in secondary schools in Kenya. To critically analyze how variety of instructional resources impact pedagogy in public secondary schools in Kenya. To critically analyze how simplicity of instructional resources impact pedagogy in public secondary school in Kenya. To critically analyze the impact of the cost of instructional resources on pedagogy in public secondary schools in Kenya. To critically analyze the impact of the adaptability of instructional resources on pedagogy in public secondary schools in Kenya. Moreover the study was meant to generate the impact of inclusiveness of those instructional resources, the cost of the instructional resources and the availability of instructional resources. The study used qualitative research design that was valid when doing a critical analysis. The study came up with recommendations to the government, teachers and the education stakeholders to ensure that teachers get enough training with respect to instructional resources and also acquire variety of resources to enhance pedagogy in public secondary schools in Kenya.

In the present study, we reject the view that computer use can be studied as a single variable in the learning environment. Our main objective is to develop an instrument to measure different types of class use of computers. This builds on a comprehensive review of the literature on computer use in education. The review helped to construct a questionnaire to study the typology of computer use in primary education. In addition, the questionnaire was enriched by statement of experts in this field. The questionnaire was presented to a sample of 352 primary school teachers. The input from a first sub-sample was used to carry out an exploratory factor analysis; the other sub-sample was used to verify the identified factor structure via confirmatory factor analysis. A three-factor structure of computer use in primary education was identified: “the use of computers as an information tool”, “the use of computers as a learning tool” and “learning basic computer skills”. The three-factor structure was confirmed in the confirmatory factor analysis. The results underpin a number of meaningful differences in the current practice of computer use in primary education.

With the increase of childhood obesity and sedentary behavior, it is essential to discover innovative ways to motivate youth to be more active. Many Hispanic children in the United States in obesogenic environments particularly lack opportunities for physical activity (PA). Exergames (i.e., motion-based video games) may enhance PA among at-risk populations. This study investigated the impact of exergaming on at-risk, Hispanic high school students with respect to physical activity self-efficacy (PA-SE), PA enjoyment, and intention to be physically active through a 10-week Exergaming Activity Program. Instrumentation included the PA-SE Questionnaire and the PA Enjoyment Scale. Paired-samples t-tests, confirmed by Wilcoxon signed rank tests for paired data, revealed that PA-SE, PA enjoyment, and PA intention increased from the beginning to the end of the program, but PA intention was the only measure that was statistically significant. Results provide insight for physical educators and PA leaders into a possible way to increase PA among at-risk youth living in environments where outside PA opportunities are scarce or unsafe.

Blogs are used as a technology support tool in teaching–learning processes in contemporary schools, especially in higher education. This paper examines the effects of using blogs on prospective teachers’ perceived ICT competencies and perceptions in blog-enhanced ICT courses. Both quantitative and qualitative research approaches were used in the data collection and analysis processes. The findings indicate that most of the participants perceived blogs to be an important tool that changed their ICT perceptions in a positive way and familiarized them with ICT. The participants also perceived the use of blogs as important for the acquisition of ICT competencies.

Higher institutions are being reshaped to include technology-based syllabus in
their curriculum design. It is worth to note that the emerging of Massive Open Online
Courses (MOOCs) has triggered the university’s curriculum reviewers to include the
platform in the syllabus contents. An English MOOC for Pre-Diploma was developed.
To evaluate the course developed, the study aims to determine students’ perceptions
on the MOOC course. The data were collected via survey and there were 186
respondents involved. Three main areas of the course evaluation were evaluated:
1) Content Evaluation, 2) Instructional Evaluation and 3) Technical Evaluation.
The study revealed that content evaluation has the mean value of 4.25 (SD=0.68),
technical evaluation with the mean value of 4.24 (SD=0.71) and instructional
evaluation with the mean value of 4.14 (SD=0.70). The average mean value reported
for three different types of evaluations is 4.21 (SD=0.70). The finding indicates that
the respondents are most likely strongly agreed with the course content, instructional
and technical part, thus, has effectively helped the users to learn the English language
by using MOOC platform.

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between  students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E1/E2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science.

Creating effective learning environments with technology remains a challenge for teachers. Despite the tremendous push for educators to integrate technology into their classrooms, many have yet to do so and struggle to find consistent success with technology-based instruction. The challenges to effective technology integration have been welldocumented in the literature. In this article we present a comprehensive review of the literature on the challenges associated with effective technology integration in the classroom and the ways in which they interact with one another. Based on this review we have developed a framework, the Individualized Inventory for Integrating Instructional Innovations (i5), to help teachers predict the likelihood of success of technology-based projects in the classroom and identify potential barriers that can hinder their technology integration efforts. Identifying potential barriers upfront can empower teachers to seek solutions early in the process, thereb...

This paper addresses an experimental and innovative pedagogy and philosophy: Slow Online and Ubiquitous Learning (SOUL). Since 2011, the co-authors have implemented SOUL as a pedagogy and philosophy into the online courses they teach at a university level. Pedagogically, SOUL is a pragmatic temporal regulation that limits and paces course commitments for students and instructors. Philosophically, SOUL is an intervention into the conventional wisdom that portrays online learning as a limitless exchange of ideas 24/7. This paper provides a theoretical framework that underwrites SOUL, reviews relevant research on time, and analyzes instructors’ and students’ experiences and self-study data.

Due to its enchanting characteristics signifying innovation and prestigious, digital technologies are sometimes observed to be integrated into education enthusiastically. However, adopting technology in teaching praxis requires a deeper understanding and examination of techno logy integration with different variables. In that sense, the purpose of this study is to examine the relationship between preservice teachers' material development competency as a proficiency in which technology is heavily integrated into teaching activities and their techno-pedagogical competency. A survey method was used in the study. Participants consist of 202 preservice teachers enrolled in Instructional Technologies and Material Design course delivered at a Faculty of Education in a Turkish state university. Two scales as application-based educational technology and material development competency scale and techno-pedagogical competency scale were employed. As a result of the data analysis process, a positive high level of relationship was found between both scales. In other words, it was evidenced that an increase in the proficiency in techno-pedagogical competency leads to an increase in preservice teachers' proficiency in technology enhanced material development skills. On the ground of the findings, issues such as how to develop preservice teachers' technology enhanced material development skills within the context of their techno-pedagogical competency are discussed. Keywords: Techno-pedagogical knowledge, material development, Application-based Educational Technology and Material Development Competency, Techno-pedagogical Education Competency, capacity building

Extending learning beyond the walls of classroom is inevitable to enhance student satisfaction. Past studies have researched blended learning in silo, and not much attention has been paid to learner's characteristics. The objective of this study is to examine the complex relationship among stuent satisfaction, engagement, blended learning and learner's characteristics. Data was collected from LMS records, focus-group interviews and self-administered surveys. The findings depict that business students were highly engaged and satisfied with blended learning. The present study contributes to the literature and proposes an integrated framework of blended learning and student engagement with moderating role of learner's proficiency.

With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students’ self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped learning course modules which are grounded in the theory of team-based learning (TBL), in which students participated in the preview activities before class, performed in-class activities, and took part in after-class online discussion via modularized assignments. Two Human Resource Management classes, consisting of 104 students and two professors from two Taiwanese universities, participated in this study. Mixed research methods including surveys and interviews, were used to collect both quantitative and qualitative data. The results show the positive relationships among the students’ perceived team members’ valuable contributions, motivation, enjoyment, and learning outcomes. The research findings and implications will provide business education faculty, researchers and decision-makers with ideas and insights on the application of flipped-classroom team-based learning modules.

"Este artículo muestra el papel del diseño instruccional en el proceso de incorporación de Tecnologías de Información y comunicación (TIC) en el aula de clase en la Universidad de los Andes, mediante el proyecto Ambientes Virtuales de Aprendizaje
diseñado e implementado por el Laboratorio LIDIE.
Se resaltan las competencias y habilidades requeridas para garantizar la calidad de las soluciones tecnológicas propuestas. Además se detallan las actividades desarrolladas durante la etapa de Exploración Tecnológica, brindando criterios que ayudan a decidir la conveniencia de adoptar, adaptar o crear una herramienta tecnológica como respuesta a una necesidad educativa que involucre la incorporación de TIC."

The advances on technologies have provided many
tools that inspired new instructional models. Learners and instructors
are experiencing a diverse environment where everyone
can participate from anywhere in the world and share the same
learning platforms. Although we already have some manuals,
tutorials, and also MOOCs that can be useful for people who
wants to learn Computer Music languages, the musical interaction
is not offered in these solutions. In this paper we present
an instructional model for computer music and live coding based
on a cooperative live coding environment where participants can
teach and learn through distributed pair programming. We also
discuss the fundamental ideas and the tool used on this work
during the first experiments.

Purpose-The purpose of this study was to review the role of self-efficacy in online education with an objective to propose a holistic framework for strengthening participants' self-efficacy, especially in the Asian context. Design/methodology/approach-To investigate the potential role of self-efficacy of the participants of online academic activities, this study followed the conceptual analysis method, which is breaking down concepts into constituent elements to get a superior understanding of a particular philosophy. Findings-The findings revealed that self-efficacy, the level of confidence someone has to perform a particular task, is an important factor among teachers and students operating online platforms, and enhanced efficacy is capable of encouraging online practices. Finally, the study proposed a framework to strengthen self-efficacy among participants with intervention measures to make online education effective and impressive. Research limitations/implications-The proposed framework will help stakeholders of online education to improve their efficacy and leverage the potential of online education to the fullest. Millions of first-generation online users in many Asian countries who possess low self-confidence in their ability might find the framework easier for better integration, interaction and collaboration in the online learning environment. Originality/value-A vast literature survey was made before proposing this framework that could open up a new dimension in online education by scaffolding participants' inner thrust.

In order to adapt to the modernization of education and the development of education in colleges and universities, it is necessary to reform and explore the course system, organization and clinical practice of animal physiology curriculum, and to strengthen the software and hardware construction of the course. Focusing on the student-centered principle, we plan to maximize the effective use of modern information technology and improve the outcome of teaching process. We aim to help students grasp the knowledge, at the same time, pay attention to the cultivation of students' comprehensive capabilities.

El informe Horizon es el resultado de un esfuerzo de investigacion cualitativa que inicio en 2002. Fue producido por el New Media Consortium (NMC) y el eLearn Center de la Universitat Oberta de Catalunya. En todos los informes Horizon se identifican y se describen las tecnologias emergentes y se seleccionan las seis que se considera pueden tener mayor potencial de impacto en la ensenanza, el aprendizaje, la investigacion y la expresion creativa en el ambito educativo global, con un periodo de implantacion de uno a cinco anos. En este articulo se analizan las tendencias que han sido identificadas como factores clave en la adopcion tecnologica para el periodo 2010-2015 en la educacion superior iberoamericana: entornos colaborativos, medios sociales, contenido abierto, computo movil, realidad aumentada y web semantica. Se toma en consideracion que el usuario-docente debe garantizar en su diseno instruccional actividades para el aprendizaje colaborativo y la construccion del conocimient...

Designing learning is oriented towards real / authentic things, to be synergized with the information structures that students already have. Everything related to information / messages to be conveyed is always associated with real experiences or events in the field which will give students more challenges to be able to find out more about what they already know and even experience. The message / information to be conveyed is of course not only done face-to-face, but also by using learning media. Communication media that are easy to use and fun and can be done at any time are the main part of this research design. Today, smartphone media is no longer a luxury item and is even a necessity for every individual. This learning design uses a smartphone as a communication tool between learners and learners, between learners and learners, and between learners and other learning sources. This research will facilitate learners' willingness to learn by considering the characteristics of the learners and the ease with which learners participate in the learning process, so that the learning process will not be boring and have fun. Other characteristics in this study will be considered such as achievement motivation and learning styles. This research is a type of development research that refers to the development research steps of Borg & Gall (2003). Meanwhile, the steps in developing a learning design model refer to the Dick & Carey (2001) development design. The results of product validation found that the attractiveness of the learning design model presentation program for students was found to be 90% said it was feasible, the relevance of the material studied said 95% said it was feasible, the benefits of smartphone application media and the material studied said 95% was feasible, the suitability of the material being studied with easy access to the material says 90% feasible, and Communications in online tutorials by learners say 95% feasible. The conclusion obtained after the implementation in the field is that authentic learning products can be used by lecturers and teachers in designing learning at schools and colleges

Today, it is seen that developing technologies are tried to be used continuously in the learning environments. These technologies have rapidly been diversifying and changing. Recently, virtual reality technology has become one of the technologies that experts have often been dwelling on. The present research tries to determine users’ opinions and preferences on the utilization of different kinds of multimedia items (pictures, videos and games) in virtual reality goggles. In this context, participants' opinions were taken through semi-structured interview forms within this research, which is designed as a case study. The data were subjected to content analysis. It is observed that participants liked and preferred virtual reality technologies. The features of the sense of reality, feeling the ambience and providing the possibility of having a tour in this ambience presented by the technologies can be listed as determinants in participants’ preferences. In addition to this, it can be said that especially the game type contents of the virtual reality technologies are preferred more than the photos and videos. It is thought that interaction and entertainment factors have a significant role in suck kind of preferences. Moreover the participants have also indicated that the use of virtual reality technologies, especially in social studies classes, may be beneficial. Besides, it is thought that virtual reality technologies can be more useful than in-class methods in the sciences and other fields and the VR technologies will increase permanence by creating active learning environments.

Esse plano de trabalho é associado ao projeto de pesquisa “A ecomotricidade no estado de Sergipe”, iniciado no ano de 2014. Ecomotricidade é compreendida como a intencionalidade do ser em suas inter-ações com a natureza, desde que essa inter-ação seja lúdica e ecológica. A relação é lúdica quando o que traz significação para a experiência é a alegria ou o prazer circunscritos à própria experiência. A relação é ecológica quando se satisfazem os preceitos (ecosomaestéticos-ambientalmente éticos-ecopolíticos) da justiça ambiental. Com isso, esse plano de trabalho compreende a construção, o desenvolvimento e a atualização de uma plataforma virtual para a divulgação contínua dos resultados da pesquisa, além da comunicação direta com interessados no tema. A construção da plataforma virtual envolve a criação de padrões linguísticos e de estratégias de apresentação para que os conteúdos/dados coletados na pesquisa sejam inseridos, acessados e compreendidos por toda sociedade. O desenvolvimento da plataforma digital é um meio de divulgação científica, mas também para o contínuo desenvolvimento da pesquisa, uma vez que permite o diálogo constante com novos atores.

This case study explored how the use of an electronic classroom communications system, called Classtalk, influenced teaching in a high school classroom. The study examined the teacher's perspective on what distinguished teaching with and without Classtalk, and her evolving understanding of the system's usefulness for her work. The study sought to uncover how the teacher evaluated and interpreted the data collected and displayed by Classtalk, and how that information informed her instructional decisions. Another goal was to detail the system's affordances and constraints,  and how it became adapted to this classroom context.

Classroom observations of 13 Classtalk sessions in two of the. teacher's physics classes took place over a 5 month period. Additional observations were made in these classes when Classtalk was not used. Interviews with the teacher were conducted over the course of the study. Classtalk-using teachers around the country and the program' s developers were also surveyed.

The findings showed that the teacher valued the Classtalk data for representing private, committed answers from all students . She thought the student response information was more useful during the class than for post-class analysis. Classtalk data reduced uncertainties about
when students had completed a task and which students held which understandings of a concept . The data therefore guided decisions about when to move class activities forward and whom to call upon during class discussions. The teacher's persistent concerns during the study centered on system stability, time demands, and classroom management. The teacher's adaptations for using Classtalk arose in response to these considerations.

The findings point to the significance of contextual factors in determining the kinds of adaptations that arise when using information technologies. These adaptations likely affect how information technologies influence teaching and learning in classrooms . Studies of classroom adaptations to information technologies counterbalance scenarios depicting technological inevitability and presumptions of
situational equivalence.

The talk discusses electronic performance support in education. Motivation behind such PSS research was how to design systems to support the teachers, administrators and the students by utilising the digital technologies. The objective and requirements of these groups are different. Therefore, a PSS would support learning as well as efficient delivery of teaching, assessing student’s learning, taking individualised corrective measures, and of course, associated educational management tasks. I would like to touch upon the PSS framework with particular focus assessment of student’s learning and use of technology for tests and examinations. I hope, these might provide a backdrop for further deliberation by you in the ensuing sessions of this important conference.

Regulations at the universities in Germany, as well as in other European countries, require students to sit several exams within a short period of time. This approach is highly controversial as it promotes cramming. However, the temporal equalization of the examination phase would necessarily lead to a shortage of the content to be delivered. This, in turn, would confront universities with a loss of quality of their degree programs as not enough content could be delivered during classes.
The developed method addresses precisely this issue. The team of Professor Dr. Jürgen Handke, all dedicated educational technologists and linguists, developed the FLOCK model as an innovative method that allows students to individually plan, study towards, and schedule their exams while instructors, at the same time, can both maintain the quantity of content to be delivered as part of academic curricula, and assure knowledge transfer of a consistently high quality.
The paper was published as part of the conference proceedings of the 3rd annual meeting hosted by the Agency of Quality Assurance and Accreditation Austria (AQ Austria). It is therefore (yet) only available in German. A translation is currently in planning, however, more information is available at any time upon request.

""Abstract : Information Technology in language teaching probably began with papyrus. It has attracted admirers and detractors ever since. This paper takes a slightly irreverent look at current IT, as well as its actual and potential uses in foreign and second language education. The power of commerce in IT development has always been a prime motivator, so the analysis here recognizes the essential economic context, with the resulting effects on language learning. Technology itself is shifting at warp speed from 2005, the time of writing, but the essential choices dealt with in the paper are still of central interest.

An earlier, less referenced version of this paper was published in the Asian EFL Journal, vol.1, 2005 at http://asian-efl-journal.com/pta_jan_04_tm.html. A slightly shorter but more up to date version has also been published as "Brief Thoughts About IT in Language Education" in Teaching English With Technology, vol.5/2 May 2005 (IATEFL Poland)at http://www.iatefl.org.pl/call/j_article21.htm""