Hasil untuk "Technology"

Simin Ghavifekr, Wan Athirah Wan Rosdy

Integration of Information, Communication, and Technology (ICT) will assist teachers to the global requirement to replace traditional teaching methods with technology-based teaching and learning tools and facilities. In Malaysia, ICT is considered as one of the main elements in transforming the country to future development. The Ministry of Education, through the latest Education Blueprint (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study aims to analyze teachers’ perceptions of the effectiveness of ICT integration to support the teaching and learning process in the classroom. A survey questionnaire was distributed randomly to a total of 101 teachers from 10 public secondary schools in Kuala Lumpur, Malaysia. The data for this quantitative research were analyzed for both descriptive and inferential statistics using SPSS (version 21) software. The results indicate that ICT integration has great effectiveness for both teachers and students. Findings indicate that teachers’ well-equipped preparation with ICT tools and facilities is one of the main factors in the success of technology-based teaching and learning. It was also found that professional development training programs for teachers also played a key role in enhancing students’ quality learning. For future studies, there is a need for consideration of other aspects of ICT integration especially from a management point of view concerning strategic planning and policymaking.

D. Bandyopadhyay, Jaydip Sen

A. Turner

R. Baker

I. Chen, K. Popovich

V. Kaptelinin, B. Nardi

L. Lapointe, S. Rivard

Nick Bloom, Mark Schankerman, J. V. Reenen

J. Fountain

Lei-da Chen, M. Gillenson, D. Sherrell

M. J. Antal, M. Grønli

M. Niess

G. Battese, D. Rao, C. O'Donnell

P. Geroski

Sarv Devaraj, R. Kohli

Maik Moeller

T. Ahram, A. Sargolzaei, S. Sargolzaei et al.

J. Law

Based on historical materials about the technology of the 15th and 16th century Portuguese maritime expansion, the author shows that in order to understand the emergence, functioning, and collapse of technological systems we need to develop an approach that will be centred on the notion of heterogeneous engineering. Heterogeneous engineering presupposes that the building of technological systems involves associating and channelling diverse entities and forces, both human and nonhuman. This permits an analysis of how the existence of particular systems is shaped equally by different factors: natural, social, economic, and technical. In the case of Portuguese maritime expansion, the success of system-building was determined by the association between shipbuilding; the navigational skills of the navigators; navigational equipment and guns; features of the capes, oceanic currents, and winds; and the system of state support, training, and regulation—all of which made possible the establishment of a stable and powerful network that allowed the Portuguese to dominate the Atlantic and Indian Oceans. Therefore, the construction of a technological system is a process of resolving conflicts between heterogeneous elements, and the associated elements must be able to withstand encounters with hostile forces and entities, both physical (e.g. oceans) and social (e.g. the Muslims). The systems approach proposed by the author shows, first, that technology can be analysed using the principle of generalized symmetry, which states that the same type of analysis should be made for all components in a system whether these components are human or not; and, second, that actors should be understood as entities that exert detectable influence on other entities

Nimal Jude

I read this book against the backdrop of the COVID-19 pandemic, the murder of George Floyd, and the rise of the Black Lives Matter movement. During this time in the UK several high-profile reports ...

M. Bower

Technology‐enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under‐theorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology‐mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology‐mediated learning research, as well as the scope and conditions under which the theorisations apply. [ABSTRACT FROM AUTHOR]