Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 4

Technology in Education Related Abstracts

4 Augmented Reality in Teaching Children with Autism

Authors: Azadeh Afrasyabi, Ali Khaleghi, Aliakbar Alijarahi


Training at an early age is so important, because of tremendous changes in adolescence, including the formation of character, physical changes and other factors. One of the most sensitive sectors in this field is the children with a disability and are somehow special children who have trouble in communicating with their environment. One of the emerging technologies in the field of education that can be effectively profitable called augmented reality, where the combination of real world and virtual images in real time produces new concepts that can facilitate learning. The purpose of this paper is to propose an effective training method for special and disabled children based on augmented reality. Of course, in particular, the efficiency of augmented reality in teaching children with autism will consider, also examine the various aspect of this disease and different learning methods in this area.

Keywords: Augmented Reality, Special Education, Teaching Methods, Technology in Education

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3 Universal Design for Learning: Its Impact for Enhanced Performance in General Psychology

Authors: Jose Gay D. Gallego


This study examined the learning performance in General Psychology of 297 freshmen of the CPSU-Main through the Pre and Post Tests. The instructional intervention via Universal Design for Learning (UDL) was applied to 33% (97 out of 297) of these freshmen as the Treatment Group while the 67% (200) belonged to the Control Group for traditional instructions. Statistical inferences utilized one-way Analysis of Variance for mean differences; Pearson R Correlations for bivariate relationships, and; Factor Analysis for significant components that contributed most to the Universal Design for Learning instructions. Findings showed very high levels of students’ acquired UDL skills. Results in the pre test in General Psychology, respectively, were low and average when grouped into low and high achievers. There was no significant mean difference in the acquired nine UDL components when categorized into seven colleges to generalize that between colleges they were on the same very high levels. Significant differences were found in three test areas in General Psychology in eight colleges whose students in College of teacher education taking the lead in the learning performance. Significant differences were also traced in the post test in favor of the students in the treatment group. This proved that UDL really impacted the learning performance of the low achieving students. Significant correlations were revealed between the components of UDL and General Psychology. There were twenty four significant itemized components that contributed most to UDL instructional interventions. Implications were emphasized to maximizing the principles of UDL with the contention of thoughtful planning related to the four curricular pillars of UDL: (a) instructional goals, (b) instructional delivery methods, (c) instructional materials, and (d) student assessments.

Keywords: Technology in Education, Universal design for learning, enhanced performance, teaching innovation, social science area

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2 Reframing the Teaching-Learning Framework in Health Sciences Education: Opportunities, Challenges and Prospects

Authors: Raul G. Angeles, Rowena R. De Guzman


The future workforce for health in a globalized context highlights better health human resource planning. Health sciences students are challenged to develop skills needed for global migration. Advancing health sciences education is crucial in preparing them to overcome border challenges. The purpose of this mixed-method, two-part study was to determine the extent by which the current instructional planning and implementation (IPI) framework is reframed with teaching approaches that foster students' 21st-century skills development and to examine participants’ over-all insights on learner-centered teaching and learning (LCTL) particularly in health sciences classrooms. Participants were groups of teachers and students drawn from a national sample through the Philippine higher education institutions (HEIs). To the participants, the use of technology, practices driven by students’ interests and enriching learning experiences through project-based learning are the approaches that must be incorporated with great extent in IPI to encourage student engagement, active learning and collaboration. Participants were asked to detail their insights of learner-centered teaching and learning and using thematic content analysis parallel insights between the groups of participants lead to three emerging themes: opportunities, challenges and prospects. More contemporary understanding of LTCL in today’s health sciences classrooms were demonstrated by the participants. Armed with true understanding, educational leaders can provide interventions appropriate to the students’ level of need, teachers’ preparation and school’s readiness in terms of resources. Health sciences classrooms are innovated to meet the needs of the current and future students.

Keywords: Globalization, Technology in Education, Health workforce, role of education, student-centered teaching and learning

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1 An Examination of Teachers’ Interactive Whiteboards Use within the Scope of Technological, Pedagogical, and Content Knowledge (TPACK)

Authors: Ismail Sahin, Ismail Celik, Pavlo Antonenko, Seyit Ahmet Kiray


The aim of the present study was to thoroughly investigate the teachers’ interactive whiteboards (IWBs) use within the scope of the technological pedagogical and content knowledge (TPACK) framework based on the school practice observations of in-service teachers collected by pre-service teachers. In this study, teachers’ use of IWBs in their classes was investigated by using phenomenography, which is a qualitative research method design. The participants of this study consisted of teachers working in a province of Turkey. Within the scope of the study, 337 teachers from 61 different schools were observed by preservice teachers during School Experience classes. The teachers use the IWBs to review the points not understood by the students, to share knowledge, to enhance motivation, to maintain student participation/practice and for in-process, formative assessment. The problems teachers face while using the IWBs can be IWB-based (touchscreen problems/frozen image/lack of software), administration-based, student-based and teacher-based (lack of knowledge of use, need for technical support). It is considered that technological knowledge (TK) is important in solving the problems experienced with IWBs, and technological pedagogy knowledge (TPK) and technological content knowledge (TCK) are important in using the IWBs in an interactive and pedagogically meaningful way that uses IWBs affordances and is relevant to the instructional objectives.

Keywords: Technology in Education, Technology Integration, TPACK, interactive whiteboard

Procedia PDF Downloads 196