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IN
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DECLARATION
I hereby declare that the contents of the report “Importance of Technology in
Education” are product of my own research and no part has been copied from any published
source (except the references, standard mathematical and genetic models/ equations/ formulae/
protocols etc.). I further declare that this work has not been submitted for award of any other
diploma/degree. The University may take action if the information provided is found inaccurate
at any stage.
______________________
ASJID ALI
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We, the supervisory committee, certify that the contents and form of the thesis submitted
Asjid Ali, have been found satisfactory and recommend it to be processed for the award of the
degree.
Supervisory committee:
Advisor: ----------------------------------------
Ghulam Mustafa
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ACKNOWLEDGMENTS
In the name of almighty Allah, the merciful, the beneficent all praises (belong) to Allah alone,
the Cherisher and Sustainer of the world. He is the First, he is the Last, He is the hidden, and He
knows about everything. He brings the night into the day and brings the day into the night, and
He knows the thoughts of hearts (Al-Quran). I have the pearls of my eyes to admire countless
blessings of Allah Almighty because the words are bound, knowledge is limited and time of life
is too short to express His dignity. It is the one of His infinite benedictions that He bestowed
upon me with the potential and ability to complete the present research program and to make a
meek contribution to the deep oceans of knowledge already existing. I deem it my utmost
pleasure to avail an opportunity to express my heartiest gratitude and deep sense of obligation to
a very hardworking and personalized men and women especially my honorable supervisor,
Ghulam Mustafa for his kind behavior, generous knowledge, moral support, constructive
criticism and enlightened supervision during the whole study period. His available words will
always serve as a beacon of light throughout my life.
I do not have words at command in acknowledgment that all credit goes to my loving
Mother and Father for their mellifluous affections, inspiration, well-wishing and keen interest
which hearten me to achieve success in every sphere of life. Their prayers are the roots of my
success. I can’t ignore my dear Brothers and Sister who have always inspired and encouraged
me. Their prayers have been with me and will always be with me for my success.
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Table of Contents
DECLARATION .......................................................................................................................................... 3
ACKNOWLEDGMENTS ............................................................................................................................ 5
ABSTRACT.................................................................................................................................................. 7
CHAPTER .................................................................................................................................................... 8
INTRODUCTION ........................................................................................................................................ 8
CHAPTER 2 ............................................................................................................................................... 16
REVIEW OF LITERATURE ..................................................................................................................... 16
CHAPTER 3 ............................................................................................................................................... 26
METHODOLOGY ..................................................................................................................................... 26
3.1. Instruments of Data Collection ............................................................................................................ 26
3.2. Qualitative Research ............................................................................................................................ 27
3.3. The Case Study .................................................................................................................................... 28
3.4. Statement of Research Questions Revisited......................................................................................... 29
3. 5. Participants.......................................................................................................................................... 30
3.6. Number of Participants in the Study .................................................................................................... 30
3.7. Teacher Interviews ............................................................................................................................... 31
3.8. Student Interviews ............................................................................................................................... 31
3.9. Questionnaire ....................................................................................................................................... 32
3.10. Ethics Approval ................................................................................................................................. 33
3.11. Data Analysis .................................................................................................................................... 34
CHAPTER 4 ............................................................................................................................................... 36
RESULTS AND DISCUSSION ................................................................................................................. 36
DISCUSSION ............................................................................................................................................. 38
LITERATURE CITED ............................................................................................................................... 40
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ABSTRACT
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CHAPTER 1
INTRODUCTION
The term technology has been given various definitions by previous literatures. According to
Kumar et. al (1999) technology consists of two primary components: 1) a physical component
which comprises of items such as products, tooling, equipments, blueprints, techniques, and
marketing, production, quality control, reliability, skilled labor and functional areas. The earlier
definition by Sahal (1981) views technology as ‘configuration’, observing that the transfer object
(the technology) relies on a subjectively determined but specifiable set of processes and
products. The current studies on the technology transfer have connected technology directly with
knowledge and more attention is given to the process of research and development (Dunning,
1994). By scrutinizing the technology definitions, there are two basic components that can be
certain result, resolving certain problems, completing certain tasks using particular skills,
employing knowledge and exploiting assets (Lan and Young, 1996). The concept of technology
does not only relate to the technology that embodies in the product but it is also associated with
the knowledge or information of it use, application and the process in developing the product
and concepts of technology by the previous studies which are related to technology transfer. The
discussion on the concept of technology is crucial in getting a clear understanding of the nature
of technology and examining what the technology consists of. Past studies have shown that
defining the concept of technology is not easy (Reddy and Zhoa, 1990); therefore technology has
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been defined from different perspectives. Existing studies on technology transfer and
marketing and recently management of technology (Cusumano and Elenkov, 1994; Zhoa and
Reisman, 1992). The term ‘technology’ is inherently abstract concept which is difficult to
interpret, observe and evaluate (Blomstrom and Kokko, 1998). Regardless of the extensive
research done on this subject, many of the literatures are fragmented along different specialties
and generally there is no commonly accepted paradigm (Reddy and Zhoa, 1990). Lan and Young
(1996) stress that the technology definition is varied according to authors and context of
disciplines. Because of this the concepts, variables and measures relevant to the study are
different from one study to another (Kumar et. al, 1999). Therefore, the main objective of this
step-by-step guide that provides a structure for an essential learning. Before planning a lesson, it
is essential to classify the learning outcomes for the class. It is important because it helps the
teacher in maintaining a standard teaching pattern and does not let the class deviate from the
topic. Pre-planning helps the teacher to be better equipped in answering questions asked by the
students during the lecture. An effective lesson plan has three basic components; aims and
objectives of the course, teaching and learning activities and, assessments to check student
concept, it concerns an array of tools, such as media, machines and networking hardware, as well
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technology is not restricted to high technology. Nonetheless, electronic educational technology
has become an important part of society today. Modern educational technology includes (and is
(CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online
learning environments (VLE) (which are also called learning platforms), m-learning, and digital
education. These labels have been variously used and understood, and conflate to the broad
Having a carefully constructed lesson plan in hand allows you to enter the classroom
with considerably more confidence. Effective lesson planning, especially during your early days
of teaching, rests heavily in good habits such as setting aside quality time for planning and
putting the plan in writing. • One key strategy for establishing rapport with students is expressing
interest in them, their country, and their nation. Creating a warm, friendly class atmosphere
makes teaching and learning easier for all concerned. Fun is a legitimate part of the language
classroom. For all but the most self-confident volunteer teachers (VTs), the overwhelming
priority during the first few months of teaching is getting through as many class periods as
possible without disasters such as exercises that take twice as long as planned, instructions that
students completely misunderstand, and activities that students respond to with overwhelming
apathy
language learners. Harmer (2007) and Genç lter (2015) emphasized and teachers should
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encourage learners to find appropriate activities through using computer technology in order to
be successful in language learning. Clements and Sarama (2003) declare that the use of suitable
technological materials can be useful for learners. According to Harmer (2007), using computer-
(2009) and Genç lter (2015) say that computer-based activities provide learners rapid
information and appropriate materials. They continue that internet materials motivate learners to
learn more. In addition, Larsen-Freeman and Anderson (2011) supported the view that
technology provides teaching resources and brings learning experience to the learners’ world.
Through using technology, many authentic materials can be provided to learners and they can be
helping young children in developing their cognitive, social and learning skills. Although some
researchers are against the use of technology for the learning of children, in spite of this the
effects of technology have been extensively recognized in the area of education and have proved
to be very positive for the development of young children. Children who make use of technology
show better language skills, intelligence, structural knowledge and problem solving skills as
compared to children who do not use technology for their learning (Couse and Dora W. Chen
2010). Today’s children are more exposed to the advance technology even at an early age. The
experiences with the latest technology can surely pave the way for extraordinary learning
opportunities. On the other hand without an educational element, technology cannot reach to its
full potential for supporting the learning and development of children. The educational
component in early childhood programs often means that an adult is nearby, interacts with the
children and also provide the opportunities for peer-to-peer learning in order to encourage and
help children gain the skills they require for success (Lilla Dale McManis and Susan B 2012).
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According to a New Zealand Education Review Office report (1997), change driven by
increasingly critical issue for education. Nearly twenty years ago Papert, (1980, p21) claimed
that the computer is “not just another powerful educational tool. It is unique in providing us with
the means for addressing what Piaget and many others see as the obstacle which is overcome in
the passage from child to adult.” Papert goes on to say “I am essentially optimistic-some might
say utopian - about the effect of computers on society” (Papert, 1980, p26). Enormous amounts
of technology, specifically computers, have been installed in schools based on a belief in this
effect. Not all agree with this belief. A British report says that the impact of technology “can
only be described as disappointing” (McCormick, 1999). It also suggests that although a large
amount of money has been poured into technology, there has been little benefit and little
changes.
With the growing increase in children’s use of computers there is concern about how
little consideration is given to the ergonomic factors associated with computer installation and
use (Noro et al 1997; Bennett 2002). The literature on teacher or student awareness of
ergonomics of computers is scarce. Lai (2000) conducted a study of the awareness of health risks
of computer use among administrators, principals, and teachers in primary and secondary schools
in New Zealand. Most of the respondents (between 69% and 91%) were aware of possible health
risks, but the study highlighted the lack of implementation of any preventive strategies to avoid
the identified risks. The lack of continuing professional development related to health issues
associated with computer use for school staff was also commented on. Sotoyama et al (2002)
examined student education in computer ergonomics. Over 60% of both elementary and high
schools and 30% of junior high schools did not give any ergonomic information to their students.
Approximately 30% of elementary and high schools and 60% of junior high schools included
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limited ergonomic education. Overall less than 10% of schools were ‘actively’ incorporating
Today knowledge and information are the main keys of obtaining the productivity,
competition, wealth and comfort. So countries have concentrated on approaches for increasing
the gaining of better-quality education. In order to develop the human capital, it is necessary to
look at our schools and education and see if our education is progressing in step with the world
that is changing and developing quickly (The problem is that if we compare the modern world
with the last-century, we are confronted with dazzling developments of sciences, business,
medical services, communications and many other fields. But visiting the schools, we,
surprisingly, see no difference between the contemporary classrooms and the last-century ones;
students sitting in rows, holding pencil and paper, noting down hurriedly what the teacher is
saying and writing so that they know them by heart and give them back at the time of test
quickly. This is while many matters have been changed through the sciences and technical
development, but education and the students learning methods and the teachers. In most parts of
the world, the most effective forward leap has been for applying IT (information Technology) in
The era of 21st century is often regarded as an era of the technology. Technology, today,
plays a very important role in our life. It is seen as a basis of growth of an economy. An
economy which is poor in technology can never grow in today’s scenario. This is because
technology makes our work much easier and less time consuming. The impact of technology can
be felt in every possible field one such field is Education. Visual images always have a strong
appeal compared to words. Using projectors and visuals to aid in learning is another form
of great technological use. Top institutions around the world, now rely on the use of
amazing PowerPoint presentations and projections in order to keep the learning interactive
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and interesting. Technological use such as projectors within the schools and colleges can take
the interaction and interest levels right up and also improve motivation. Students like to see
appealing visuals and something that entices them to think rather than just reading words. The
Despite the fact that in society today, we are becoming increasingly dependent upon science and
technology on a number of fronts, much of the population has little scientific or technological
knowledge and the image of a professional career in the natural sciences and technology is not
very positive. Although various measures have been undertaken to attract more students in
science and technology studies, the interest in these disciplines has declined further among
young people over the past decade (de Grip & Smits, 2007). While this lack of interest in science
and technology often only manifests itself when young people must choose their high school
study subjects, most students have already excluded the choice of a science or technology study
long before this, during their elementary school period (Tai, Liu, Maltese, & Fan, 2006; Walma
proposed reforms in what is taught and how it is taught [as described in the standards document
teachers will have to unlearn much of what they believe, know, and know how to do (Ball, 1988)
while also forming new beliefs, developing new knowledge, and mastering new skills. The
proposed reforms constitute, if you will, a new curriculum for teacher learning. If they do not
specify precisely what teachers should know and be able to do, they do outline it rather clearly
and exemplify aspects of it with a nearly literary vividness. Finally, there are many studies of
approaches to teaching and use of curriculum materials based on models for learning that draw
on these lines of research (Anderson, 1998; Shymansky, Kyle, & Alport, 1983).
The term m-learning (or mobile-learning), the next development after e-learning, has recently
made its way into the literature on tertiary education. M-learning refers to the advantages
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afforded by mobile technologies such as the latest generation of mobile telephones and tablet
computers. Such technologies have the potential to fundamentally change the ways that learning
and teaching are carried out, greatly favoring constructivist and collaborative approaches to
learning, and flexible and adaptive approaches to teaching. The latest developments in such
technology include the iPad, referred to as ‘post-PC devices’ or PPDs by Murphy (2011) in his
discussion of early adoption in tertiary education of iPad technology. Although the iPad is a new
product (the first version was released in 2010), it has already been the subject of studies
investigating its use in higher education. Kinash et al. (2011) described an Australian
investigation to evaluate the impact on learning of students’ use of mobile devices such as the
iPad; feedback from students was positive and optimistic, even though most students did not
believe that their learning had improved. Hall and Smith (2011).
Electronic era commenced with the use of wireless electronic communication over 100 years
ago. Transmitting telegraph messages and the radio are among the important applications of this
technology. The messages were passed through the air, invisibly, on radio waves. Since then the
technology use has moved from radio, to recordings, to movies, to television, to computers, to
CDs, CD ROMs & the Internet. This technology was very useful to convey instant urgent
messages and well as to make people be aware current local and international news. This has
become an informal but effective form of education. The transformation of analogue signals to
digital emerged a new technology that was capable of eliminating transmission errors and
performing the same task some efficiently. Digital technology has been around for over 50 years
with the wide use of the technology for computers and other electronic equipment. Since early
1960s educators and computer scientist began using computers for teaching purposes.
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CHAPTER 2
REVIEW OF LITERATURE
Wahab (2012). Contributed to the research by existing literature by the comprehensively
reviewing the development, definitions and the concepts of technology and technology transfer
based on a literature review conducted on these wide research areas. This review covered various
definitions and dimensions of both technology and technology transfer from the early technology
concept i.e. from the development of Solow's (1957) growth model up to Maskus's (2003)
definition and concept of technology and technology transfer. While the term 'technology' itself
is difficult to interpret, observe or evaluate, as argued by many scholars, this review attempts to
provide in-depth discussion and enhance understanding on these concepts from various
perspectives, research background and disciplines. This review could shed some dynamic ideas
for future researchers to further identify, conceptualize and understand the underlying theories
and perspectives which strongly influence the previous, current and future concept of technology
transfer.
Margarita and Gallego (2007). Determined that the Lesson Planning in the Preschool Education
in terms of the design and preparation has been approached, taking into account all its different
subjects and courses. It has been argued that such Planning incorporates some decisions
regarding the sequencing of each didactic unit. This chapter will analyze Lesson Planning in
Primary and Secondary Education. At these stages, the teacher must face the analysis of the
context as well as the goal setting, additional and reinforcement contents, methodological
describrd preservice teachers’ ideas of how technology can be used to help high school students
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develop an understanding of the mathematical concept under consideration. The subjects in the
study were the five preservice teachers enrolled in the methods course, Teaching Mathematics
with Technology. The analysis of the lesson plans developed by the subjects revealed the
differences in preservice teachers’ ideas of the role of technology in their lesson planning. Some
teachers planned to use technology to enhance their lesson while others planned investigations in
Dagiene (2017). Analyzed current situation and he also suggests how the information
technologies can assist in the development of lesson plans, their accumulation and retrieval, thus
ensuring their effective application. The authors disclose the problems of lesson plan creation
and their description as well as make comparative analysis of information and lesson plan
templates provided at learning objects storages. The authors identified the main components of
lesson plans and their description, based on application of learning objects metadata standard
model and the principles for improving the model elements as well as on the results of the
analysis made, and proposed the templates for creating the technology-based lesson plans and
their description. The development of lesson plans and descriptions will allow educators reuse
didactic resources (lesson plans) as an effective learning tool. The storage of didactic resources
will allow teachers to use the best practices, and the same learning objects in different learning
scenarios. Keywords: technology enhanced learning, lesson plan, lesson plans template, learning
object, met a data. Today, more than ever, the role of educational technology in teaching is of
great importance because of the use of information and communication technologies. With the
help of various applications for distance education, the Internet, teachers, and students
themselves, they see the advantage of educational technology. The question is whether schools
and teachers themselves are ready for the use of technology in education and whether they are
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aware of its benefits? In this paper, we try to give an overview of the importance and use of
Kubilinskein and Valentina (2010). Determined that the lesson plan is very important
methodological component of the learning system. The key purpose of the article is to analyse
the current situation and suggest how the information technologies can assist in the development
of lesson plans, their accumulation and retrieval, thus ensuring their effective application. The
authors disclose the problems of lesson plan creation and their description as well as make
comparative analysis of information and lesson plan templates provided at learning objects
storages. The authors identified the main components of lesson plans and their description, based
on application of learning objects metadata standard model and the principles for improving the
model elements as well as on the results of the analysis made, and proposed the templates for
creating the technology-based lesson plans and their description. The development of lesson
plans and descriptions will allow educators reuse didactic resources (lesson plans) as an effective
learning tool. The storage of didactic resources will allow teachers to use the best practices, and
Warren 1999. Proposed that how to look at the impact some technology has had on
primary school teaching in New Zealand and propose future threats and opportunities that
Walma and van der (2010). Focused on the importance of the starting science and also
the technological education at the young age and at the consequential importance of providing
primary school teachers with the enough professional background to be able to effectively
incorporate science and technology into their teaching. We will discuss a large-scale program in
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The Netherlands that is aimed at the professionalization of elementary school teachers in the
field of science and technology. Theoretical and practical considerations will be provided for the
three pillars that ideally should be included in teacher training programs in this domain: (1)
Primary school teachers’ knowledge of and competency in scientific concepts and scientific
reasoning; (2) Primary school teachers’ attitude towards science (in terms of cognitive, affective,
and behavioural dimensions of attitude); and (3) Primary school teachers’ pedagogical
Budhwar (2017). Determined that the era of 21st century is often regarded as the era of
technology. Today, technology plays an important role in our life. It is possible only through
technology that distances are no more barriers and education can be brought to the student’s
doorstep. The impact of technology can be felt in every possible field and one such field is
education. Education in its general sense is a form of learning in which the knowledge, skills and
habits from a group of people are transformed from one generation to next through teaching,
training and research. Today, more than ever, the role of educational technology in teaching is of
great importance because of the use of information and communication technologies (ICT).
the educational process, i.e. learning and teaching and help with the application of modern
educational teaching techniques. The paper is a conceptual attempt to explore the new roles of
technology in education which has increasingly become more than a sole medium, as was its
Rose (2008). Demonstrated the effect that computer technology use in the classroom had
were used to measure teacher use, student use, and overall use of technology in the classroom.
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The sample for this study consisted of teachers from the Kaiserslautern School District. Results
of the study indicated that teachers' technology use, students' technology use, and overall
technology use depended on how well the teacher used the technology in the classroom. For the
most part, the use of technology was motivating for the students, but it had no significant
positive effect on their grades and/or attendance, including "at risk" students. In addition, the
study found that the continued use of technology was low among the teachers in the sample.
These results suggest that for technology to be effective and make changes in students' grades,
motivation, attitude, and attendance, schools must be prepared for technology use in the
classroom. Leaders must develop a model of implementation that includes a shared vision among
111 teachers and leaders and includes entire school community involvement. They must also
offer consistent and specific training for staff, time during the school day for the training, a full-
time technology director, and time for the staff to communicate and share with peers for
Suleman (2011). Conducted the study to explore the role of educational technology at
primary school level in District Karak (Khyber Pakhtunkhwa). The main objectives of the study
were; to investigate the availability, usability and importance of educational technology; and to
investigate whether primary school teachers are for the effective use of technologies for teaching
learning process. The study was descriptive in nature. All the teachers and students at primary
level in District Karak constituted the population of the study. Only three hundred and sixty six
(366) primary school teachers; and two thousand and two students (2002) of primary schools (@
of 25% and 5% respectively) were selected randomly as sample of the study. The study was
descriptive in nature. Two different questionnaires were prepared for teachers and students for
the collection of data. After analysis of data, the researcher arrived at results that educational
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technology is very useful for the effective teaching learning process at primary level. It was
found that educational televisions, radios, film strips, flip charts, VCRs, overhead projectors,
multimedia projectors, educational softwares, computers, and internet facilities were not
available in schools. Majority of the teachers were not using the available technology in their
teaching learning process. It was also found that teachers were not trained for the effective
Tahir and Fahim (2016). Assessed that today technology is progressively being
recognized as a significant learning tool for helping young children in developing their cognitive,
social and learning skills .Now a day’s even young children are exposed to the latest technology
such smartphones, tablets and e-readers as observed by many teachers and parents. The new
mode of technology is considered to present some potential as an educational tool. Many new
platforms are available for the educational media content. Undoubtedly technology is an
important element in the lives of most children now days. Although many schools have also
incorporated the use of technology as a learning tool in their curriculum still some researchers
and teachers have lots of concerns regarding the use of technology in schools and specifically the
use of mobile technology by young children. In this paper we have conducted a survey with the
investigate the use of technology in primary schools for children and teachers. The paper also
explores the attitude of teachers towards the use of mobile technology for primary school age
children and specifically in the context of education by using educational or learning applications
(apps) for children both in homes and in school environment. This paper also sheds light on the
use of technology in primary schools and also aspires to provide the guidance in order to
overcome the concerns of teachers regarding technology usage in schools and to increase the
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Rouge (2011). Described the two current trends in Educational Technology: distributed
learning and electronic databases. (Findings) Topics addressed in this paper include: (1)
distributed learning as a means of professional development; (2) distributed learning for content
visualization; (3) usage of distributed learning for educational purposes within other fields; (4)
electronic databases and their effect on education; (5) emergence of blended learning and
technology; (7) future trends in distributed learning and electronic databases; (8) classroom
applications of each technology; (9) future recommendations for the use of distributed learning
and electronic databases. (Conclusions) Further development and use of educational technology
for both teachers and students should be pursued as a worthwhile investment for educational
achievement
Keswani (2008). Estimated that the future of India will be fashioned in the
classroom. While India has made great strides in improving the education system but much still
remains to be done. If you see the current scenario then you will find that there is a flood of
advanced technology all over the globe but our education system is not benefiting due to the lack
of information and knowledge of teachers, students and the administration. The students have
their own restrictions, teachers have there own and the administration is also admitting the fact
that the education system is really in a poor shape today. The goal of this paper is to outline how
information technology can help to create an education system that is based on the principles of
helping teachers, students and administration to be effective in what they do, improving the
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Garrison and Zehra (2009). Argued in this article that the convergence of collaborative
constructive ideas and emerging instructional technologies are transforming higher education.
The article begins with an overview of instructional and communications technology and how
this technology is being used in the service of either sustaining or transforming teaching and
learning in higher education. Next, the idea of collaborative constructivist approaches to teaching
and learning are explored and the case for a guiding framework is made. The Community of
Inquiry framework isbriefly described and assessed from a theoretical and practical level.
Finally, the discussion turns to the nature and importance of institutional leadership if
instructional technologies are to transform the quality of the teaching and learning experience in
higher education..
Manuguerra (2011). Determined that the teachers in the tertiary education need the new
strategies to communicate with the students of the net generation and to shape enticing
educational experiences for them. The use of new approaches such as video-recorded lectures to
communicate directly and individually with all students has been the preserve of technology-
savvy educators. However, a recent technological advance – the Apple iPad – has the potential to
change this situation, offering access to effective and efficient pedagogy in an easy and intuitive
way. This paper is a report on the use of the iPad in teaching activities over the past 15 months,
showing how it can be used to enhance engagement with learning for tertiary students, both those
Cicek1and Hidayet (2014) demonstrated yearly and daily lesson plans in both U.S. and
Turkish education. Similarities and differences of lesson plans of both countries were worked
out, and their functions and effects in learning and teaching process were analyzed. How the
lesson plans were prepared and implemented in education process was explained. New ways of
writing and implementing lesson plans are proposed in this study taking into account effective
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use of class time and classroom management by having positive expectations for student. More
effective use of lesson plans via incorporation of C-Scope program into Kindergarten thru 12th
environment, subsequently used this technology when planning lessons and how the use of
technology affected other aspects of the PSMTs’ quality of classroom life. These results emerged
in the process of studying how the PSMTs’ integrated technology into their student teaching for
the purpose of increasing their pupils’ mathematics understanding. Consistent with the purposes
of this study, the data collection is both descriptive and qualitative. Data were collected through
observations, interviews, and artifacts. We found that technology enhanced PSMTs’ quality of
life by facilitating their lesson planning, helping them stay on track, reducing their stress, and
making it easy for them to adjust, modify, and reuse their lessons. However, since this study
unclear how the findings would convey to other pre-service and in-service teachers.
Nevertheless, these results provide insight into some of the benefits of teachers’ technology use.
Seamon and Mary (1999). Focused on the designs of effective lesson plans by using the
Internet technology. Effective lesson design helps students to explore ideas, acquire and
synthesize information, and frame and solve problems. The creative problem solving which
depends upon context, interrelationships, and real-world activities is available through Internet
projects. Communication among schools, home, and community will increase with collaborative
projects. The paper explores a multi-level, interdisciplinary problem solving scope and sequence
for integrating technology into the curriculum. This framework depends on a multi-tiered
conceptual framework. The framework helps teachers visualize how the World Wide Web can be
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incorporated into a class where students are at various levels of ability in using computers. The
structure can be summarized in five steps: (1) learn to search; (2) create a hotlist; (3) create a
guided tour; (4) create an HTML file; and (5) post your Web Page. Conceptual frameworks are
also presented for guided tours, scavenger hunts, Internet discoveries, Cyber inquiries, and
WebQuests. An annotated list of Web sites for lesson plans and additional resources is included.
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CHAPTER 3
METHODOLOGY
This chapter describes the research process and includes a description of the research
methods, data collection procedures and analysis procedures, together with the processes adopted
for evaluating and interpreting data. A qualitative research methodology has been used in this
study and, specifically, a case study approach was utilised. Both the qualitative research
methodology and the case study methodology are outlined below in detail. This chapter revisits
the research questions and describes in detail the sources of research data collected from both the
students and teachers. The chapter also includes a detailed section on the data analysis
techniques employed
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other data (Carey, 1994), because such interviews provided for more detail to be gained
depending on individual student responses.
Teacher interviews were also an important data collection method with a semi structured
range of questions being asked. This was because structured ‘teacher interviews’ would have
allowed for little variation of the responses (Fontana & Frey, 2000), while semi structured
interviews allowed leeway for the teachers when answering open ended questions. They also
allow the interviewer to ask clarifying questions where necessary. As a consequence this study
thus used semi structured interviews for both the initial and final teacher interviews. Both the
student and teacher interviews were recorded using a handheld Pocket PC which was a small
device that was an electronic audio recorder as well as an electronic organiser. This computer
recorded the interviews as audio wave (.wav) files and these were uploaded to the computer. A
software program which was available from the Internet as a free download called Express
Scribe was used along with a USB connecting foot pedal to transcribe the interviews. Express
Scribe worked in the same way as a traditional transcribing machine, but allowed all data to be
kept electronically as document.
1. How does the class teacher use the Internet to support teaching and learning in the primary
school classroom?
2. How do students use the Internet both in school and in their everyday lives?
3. What impact does ICT availability have on the use of the Internet in the classroom?
29
3. 5. Participants
Data were collected for the period of one New South Wales school term, which consisted of ten
weeks, in Term 2, 2004. Several different schools were approached to be involved in the study to
strengthen the multi-case methodology. Schools were chosen based on the following criteria:
The schools were chosen through contacts previously established by the researcher, and four
different schools were involved in the study with a total of five classes. Each class had between
25 and 30 students, with the majority of the students from each class involved in the project. The
classes were ultimately chosen for several reasons, one being that the class was located in the
primary section of the school, and another having a class teacher who would participate in the
study. The researcher also needed to have access to the schools. To facilitate a deep
understanding, the researcher gained data from both the class teacher and students in each of the
five classes. As shown in Figure 3.1, two schools were located in South Western Sydney and two
schools were in Wollongong. The schools selected displayed differences in terms of:
2. Location
30
3.7. Teacher Interviews
Each of the class teachers were interviewed to enable data gathering concerning teacher’s
implementation and choice of resources related to the use of the Internet. This occurred at the
beginning of the school Term 2 and again at the end of Term 2. The interviews were semi
structured and the teachers were given the choice of bringing their teaching and learning program
along to the initial interview if they wished. The class teachers were also encouraged to bring
along a completed checklist regarding class Internet use to the final interview. The semi
structured interview questions are listed below
Initial Teacher Interview
• How long have you been teaching?
• In general, how long have you been integrating technology into your lessons?
• Tell me about the units of work you are teaching this term?
• What types of Internet resources are you using with the units of work?
• Where do you get those resources from?
• How are you integrating Internet resources into your lessons?
• Have the children used these kinds of Internet resources before?
Final Teacher Interview
• How have you been using the Internet as part of your class activities?
• Is this in a different way than you initially thought?
• Has this changed during the term?
• Have you received any training and development with regard to information technology this
term? If so, what?
• How has this training and development helped you?
31
interview, the students paired up as agreed and interviewed each other. The students were given
a card that contained focus questions for reference and as a guide for the students. These
questions included the students asking each other how they feel about using the Internet, what
they like using the Internet for and how they would like to use the Internet in the future. The
students were encouraged to find out if their partner had the Internet at home and if they were
allowed to use it. They were also asked to find out any other information regarding Internet
usage they could. During this time the researcher observed the students working together, took
field notes of her observations and answered students’ questions. After the students interviewed
each other, they then reported back to the group on the information they discovered about their
partner. This was also recorded. The final interview was held at the end of the school term with
the students paired up once more. Some focus groups kept the same pairs of students but others
chose to change partners. This time the students were asked to design an activity that their class
would be able to do using the Internet. The students were given the option of relating it to a unit
of work they had been studying or were perhaps going to study in the future. The students were
given note paper and were able to write notes if they wished. Again the researcher observed the
students, answered their questions and took field notes. The students then presented their ideas to
the rest of the group. Finally, the researcher facilitated a discussion amongst the students about
how they had been using the Internet in class during the past term. They also discussed any
problems they had encountered. Chapter 3 Methodology 44 As mentioned above, while the
students worked in pairs they were observed by the researcher who took field notes. This allowed
the researcher to observe in the group setting and particularly to observe and record behaviour,
such as the dynamics of each pair. This was naturalistic observation and played an important part
in the study by possibly indicating differences between stated attitudes and actual behaviour
(Johnson & Christensen, 2004). This observation was another form of data collected as it was
important to observe the dynamics of each pair to ensure the views of both students involved
were given and not just one.
3.9. Questionnaire
A questionnaire which is located in Appendix C, was developed to gather additional information
as well as for triangulation purposes. The questionnaire was designed to ask students questions that were
different to those posed by the e-learning journal so that further more detailed information could be
obtained. This was designed to complement the information obtained elsewhere throughout the study. It
32
was given to all participating students in order to allow them to express their views on using the Internet
in class. Each school was visited during Week 10 of term and the students completed the questionnaire
during this time. The questionnaire allowed for data to be collected on student perceptions of using the
Internet and Internet resources during class time and asked whether the students used the Internet at home
for school work and whether they preferred to use the Internet at home or at school. The questionnaire
asked students what they learnt during school time and whether they had learnt new skills during the term.
The questionnaire included both closed and open ended questions. Questions were structured so that first
a closed question was asked, such as “Where would you prefer to use the Internet?”, with students having
a choice of ticking the box to answer either home or school. These closed questions allowed for
quantitative data to be collated with students choosing “from a limited number of responses
predetermined by the researcher” (Johnson & Christensen, 2004, p. 168). An advantage of using closed
questions prior to open ended questions to gather this type of data is that it was perhaps possible to
discover the reasons behind a certain answer (Creswell, 2005). After each closed question there was an
open ended question that required an explanation to be provided. Having open ended questions in the
questionnaire allowed “participants to respond in any way that they please” (Johnson & Christensen,
2004, p. 168) with questions mostly open ended to allow for discovering any “’gems’ of information that
otherwise might not have been caught in the questionnaire” (Cohen et al., 2000, p. 255). Open ended
questions provided rich information with the researcher gaining insight into what the participants were
thinking (Johnson & Christensen, 2004).
33
their own specific characteristics” (Greig & Taylor, 1999, p. 156) and not as adults. Chapter 3
Methodology 47 Confidentiality was ensured as well as anonymity. Both verbal and written
information gathered was anonymous (Bogdan and Biklen, 1998), and participants were able to
withdraw from the study at any time. Ethics approval was sought and given by both the
University of Wollongong and the NSW Department of Education. Appendix E contains copies
of the consent forms and information sheets.
Approach to Analysis
As this study used a qualitative research framework, the data were analysed by “examining,
categorising, tabulating, testing” (Yin, 2003, p. 109) the data. This was completed in the ways
described below. After all data were transcribed the student comments from the e-learning
journals, notes and interviews were placed into a data analysis software program called QSR
NVivo. This program facilitated organising and managing the data and provided a searching tool
(Creswell, 2002, p. 261) for this research. NVivo also allowed the researcher to manage text data
that were often unstructured, assisting with the “processes of indexing, searching, and
theorising” (Creswell, 2005, p. 237) and helping the researcher to “examine features and
relationships in texts” (Gibbs, 2002, p. 11). After transcription there was a preliminary
exploration of the data which allowed the researcher to become familiar with them and then
create memos containing any ideas that were formulated (Creswell, 2002). The data were then
34
coded, which was “the process of segmenting and labelling text to form descriptions and broad
themes in the data” (Creswell, 2002, p. 266). New ideas emerging from the data were noted. The
data were then looked at in terms of answering the research questions with themes being
developed by looking at the codes that the students most frequently discussed (Creswell, 2005).
These themes were refined during the analysis of the data with the data being linked by
“recognising substantive rather than formal relations between things” (Dey, 1998, p. 152).
Analysing the Individual
Cases The cases were analysed and reported one at a time. This process was facilitated through
the use of NVivo by using the case node. This allowed for all text related to each case to be
grouped together to allow for searches within each particular case.
Assessing the Quality of the Study
As this study is primarily qualitative it is important for the researcher to be aware of researcher
bias. This has been overcome by actively using reflexivity, which consists of engaging in self
reflection about any potential predispositions and biases (Johnson & Christensen, 2004).
35
CHAPTER 4
Technology has greatly affected and impacted the way things are presented and taught in the
classroom. Technology has had a large impact on the materials that are used and the way we use
these materials to teach in the schools. Most everything that is used in today’s classroom has been
a result of technology. All materials, including textbooks and the Internet, have been invented and
have had some connection to the growth of technology in the school setting.
The research was made on the use of internet for study in the school. The data were then coded
and analyzed on the basis of themes which emerged from the e-learning journals, questionnaires
and interviews. The comments page from the e-learning journals was transcribed into a
Microsoft Word file. One file was created for each class with a heading for each week.
Information that looked at a student’s pattern of use was entered into a Microsoft Excel file. One
Excel file was created for each school and in the file there was one worksheet for each week of
the school term. The questionnaire responses were entered directly into a Microsoft Word file
with a file created for each class. All responses from each student were placed under each
question from the questionnaire.
Today technology is progressively being recognized as a significant learning tool for helping
young children in developing their cognitive, social and learning skills. Although some
researchers are against the use of technology for the learning of children, in spite of this the
effects of technology have been extensively recognized in the area of education and have proved
to be very positive for the development of young children. Children who make use of technology
show better language skills, intelligence, structural knowledge and problem solving skills as
compared to children who do not use technology for their learning
Despite the fact that in society today, we are becoming increasingly dependent upon science and
technology on a number of fronts, much of the population has little scientific or technological
knowledge and the image of a professional career in the natural sciences and technology is not
very positive. Although various measures have been undertaken to attract more students in
36
science and technology studies, the interest in these disciplines has declined further among
young people over the past decade
This is the age of information technology. The use of science and technology can be seen
everywhere in our daily lives. Science and technology has been instrumental in bringing
efficiency, improvement and perfection in the process and product of human work. In case of
teaching-learning it also makes it more comprehensive and simple and helps to display more
information in a lesser time while making the process more interactive
37
DISCUSSION
A lesson plan does not necessarily have to be a detailed script that contains the plan of every
interaction with students in the classroom. It should preferably have the general overview of the
aims and objectives of the course, the plan of teaching and learning activities of the course and
the activities planned to check the students’ understanding. The driving force behind lesson
planning is the motivation for the teacher and hunger to learn more by students is what keeps a
teacher going.
It is evident there has been limited research on using the Internet in primary school classrooms,
particularly in the New South Wales public school setting. Due to this gap in the research this
study focused on the use of the Internet and aimed to find out more about teachers’ and students'
experiences of Internet-based activities in the classroom. Despite the continuing improvements in
technology available in schools, many teachers are not making effective use of technology such
as computers or the Internet. It has been said that “children’s actual experiences with previous
media often have fallen short of the early visions of the promise of the technology when first
introduced, and quality of content issues that have been raised across all media persist today”
(Wartella & Jennings, 2000, p. 39). Actual classroom experiences have not met the high
expectations of using computer technology, as has occurred in the past with the introduction of
other new media such as television and radio (Wartella & Jennings, 2000).
In today’s world education needs modern, moderate and simple technologies in order to meet its
needs for its arrival and correct use. Education should perform policies, most important ones are:
1. Expanding human sources of IT through educational programs and promoting skills for
increasing work force efficiency in education. 2. Using IT for increasing educational institution
efficiency for better education accompanying creativity. 3. Supporting IT, for example
supporting costs related to research and expansion in education . 4. Establishing proper
atmosphere and participation morale in education by the use of IT. 5. Establishing cooperation
and coordination between various parts in the field of using the aforementioned tools . 6.
Expanding the culture of using IT through providing and encouraging its consumption in
education. In evaluating kinds of information technologies education should consider matters
such as need, properties of scientific efficiency, economy and facilities and skill potentials
existing in this case.
With technology, education has taken a whole new meaning that it leaves us with no doubt that
our educational system has been transformed owing to the ever advancing technology. Now we
38
can prepare students for their lifelong learning which requires new approaches to education that
incorporate technologies increasingly as a part of students’ everyday lives. It’s accepted that a
well-rounded education is a gateway to personal success. It sets students on a path to lifelong
learning that enables them to succeed in ever changing world. Through education, individuals
can expand their minds and new ideas and opportunities, and at the same time, build better lives.
39
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