Technology-Integrated Learning

Geographical Information System (GIS) has been introduced and widely used in schools in various countries. The year 1990 onwards, the implementation of GIS in schools showed an increase. This is due to the drastic changes and reforms in the education system. Even though the name GIS suits well to the Geography subject, but it is widely integrated in various subjects such as History, Chemistry, Physics and Science. In Malaysia, GIS is common in fields such as risk management, architecture, town planning and municipal department. Anyhow, it is still unknown in the school education system. Even upper secondary students are not familiar with GIS. The Ministry of Education in Malaysia has been continuously reforming the education towards the aim of creating a society based on economic fundamentals and knowledge. The Master Plan for Educational Development with the aim of developing individual potential with well-integrated and balanced education is already on field. Recently, Malaysia invested 18 % of the annual national budget towards upgrading its education system. The computer in education program started in 1999. Three hundred and twenty two schools were chosen as 'break a way' from conventional teaching method towards technology integrated teaching. Projects such as New Primary School Curriculum (KBSR), Integrated Secondary School Curriculum (KBSM), Smart School Project, School Access Centre were introduced constantly. Teacher as the cogwheel of innovations in schools were given courses in aim to develop their ICT knowledge and skill. To this date, the technology integration in subjects is not equal and it disperses through subjects. Geography is one of the 'dry' subjects in schools with less technology which is not preferable among students. Geographical Information System (GIS) is foremost the best Geographical Information Technology (GIT) to be implied in geography subject. In Malaysian Education System, GIS is still exposed just in papers, articles and proceeding papers. Researches had been continuously done in integrating GIS into Geography syllabus. Thus, this article describes and discusses the barriers and opportunities of implementing GIS in schools with a deep focus of how GIS could enhance the process of teaching and learning geography. The purpose of the study is to determine the effectiveness of GIS in enhancing students' interest towards the subject. Barriers that might limit the implementation of GIS in schools also briefly discussed

Flipped learning has become a strategic approach for educators to implement a technological-based learning environment. In line with the Malaysia Education Blueprint, more and more educational institutions adopt flipped learning into their establishment in a vision to achieve students' maximum potential. With a focus on technology, flipped learning is often linked with strategic management, excellent performance as well as the positive impact on instructors and students' skill. The implementation of flipped learning is a way to introduce different teaching and learning ideas that can develop an active classroom. The concept is to have a balance between education and advanced technology. This paper aims to review the three research elements, which are the level of participants involved in this study, the instruments, and disciplines done by 19 researchers on the flipped learning approach. Findings show that most of the studies have significant results in the implementation of the flipped learning approach. Conclusively, flipped learning is a well-rounded approach where it can be applied in any level of education regardless of the discipline. However, longitudinal studies can be performed in order to see the long-term effects of the flipped learning approach.

The study aims to examine the effect of Flipped Classroom Instruction in improving the paragraph writing skills of Saudi EFL students. Level-1 Writing course (NAJM 163) students of Business College are the participants of the study. Two sections of the course were selected randomly, and control and experimental groups were formed. A mixed-method supported for the collection of data using pre and posttests for the two groups, a questionnaire, and a group discussion with the experimental group. The topics from the textbook were identified, and videos selected from YouTube are shared with the experimental group through the E-Learning portal of the university called Blackboard. The control group was taught using the traditional method consisting of classroom lectures and doing exercises and practice at home. The findings showed that there is a significant difference between the control and experimental groups statistically. The experimental group students wrote better paragraphs, and there is a considerable improvement in their writing. The students and the instructor showed a positive attitude towards Flipped Classroom Instruction. Therefore, the present study recommends that implementing flipped classroom instruction in the EFL university classrooms of Saudi Arabia improves paragraph writing skills of students.

Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom based on peer learning are explored. All the characteristics identified within the concept of peer learning were assimilated into a teaching course, in order that the strategies could be properly investigated. Therefore, the outcome of the study is to propose peer learning strategies in sustaining feedback for large classrooms.

Language teaching has been undergoing radical changes throughout the years. Creative and innovative teaching techniques enhance teaching-learning process. As language and literature are complementary in nature, language enriches literature and vice versa. It looks at the relationship between both and studies the possibility of collaborating literature and language to develop language skills in the Primary English classroom in Kerala Scenario. Fluency in utterances directs to meaningful communiqué. As cognition develops in infancy, early childhood is appropriate to initiate language learning. The paper aims to develop a thoughtful and principled approach to using literature in the language classroom. It penetrates into the implementation of new techniques to aid the development of four-fold language skills namely listening, speaking, reading, and writing in Primary school children. As a result, children can strengthen their language base in the early stages itself and they will be capable to build up a bright future.

UNESCO, the United Nations agency for education, states that Education for Sustainable Development (ESD) “aims at developing competencies that empower individuals to reflect on their own actions, taking into account their current and future social, cultural, economic and environmental impacts, from a local and a global perspective” (UNESCO 2017). The term technology-enhanced learning (TEL), synonymous with e-learning, has come to reflect the wide range of possibilities of using technology as both a mode of instruction as well as a means to improve or transform learning that is sustainable. The juxtaposition of these two terms invites consideration of the role of technology in the reimagining of education for sustain- able development. This entry will take a deeper look at what is known about both technology- enhanced learning and education for sustainable development, as well as describing both the work that has already been done jointly between these two fields and the challenges inherent in such work related to sustainability.

Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom based on peer learning are explored. All the characteristics identified within the concept of peer learning were assimilated into a teaching course, in order that the strategies could be properly investigated. Therefore, the outcome of the study is to propose peer learning strategies in sustaining feedback for large classrooms.