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Journal Article

The Level of ICT Infrastructure as a Factor of ICT Integration in Greek High School Science Teaching  pp562-574

Charalampos Apostolou

© Dec 2020 Volume 18 Issue 6, Editor: Heinrich Söbke and Marija Cubric, pp462 - 574

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Abstract

This paper examines the extent to which the level of technological equipment affects the integration of the Information and Communication Technologies (ICT) in Greek high school science teaching. The limited ICT infrastructure environment, with only one computer‑projector system available and access to the internet (“PC‑VP” environment), is compared to the high level ICT environment (“1:1” environment) where, in addition to the computer‑projector system, each student has access to a computer and the internet. It is a study relying on a relatively small dataset derived from student answers to a questionnaire aiming to determine the degree to which some of the “expected” ICT benefits reach the students. The level of ICT integration is judged by the degree to which the ICT benefits reach the students. That is, the more the ICT benefits reach the students, the better – or the greater ‑ the ICT integration is. The participants were eighty‑nine, 14‑year‑old students who belonged in four different classes and the teacher who taught Physics in those classes. The SPSS non‑parametric "Man‑Whitney U Test" test was used to compare the statistical distributions of student answers. The results show that, when the applied teaching approach is used, the ICT integration is equally successful in both environments. This questions the idea of investing in “1:1" environments in the Greek public schools where less student centered and inquiry oriented teaching approaches are the norm. It also highlights the importance of the specific teaching approach as an ICT integration tool in “PC‑VP” environments that still exist in most Greek schools.

 

Keywords: ICT integration, ICT infrastructure, high school science teaching

 

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Journal Article

The Forms and Functions of Teaching and Learning Innovations on Blackboard; Substantial or Superficial?  pp257-265

Vuyisile Nkonki, Siyanda Ntlabathi

© Nov 2016 Volume 14 Issue 4, Editor: Guest Editors, Rozhan M. Idrus and Nurkhamimi Zainuddin, pp233 - 290

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Abstract

This study is an Information and Computer Technology evaluation of the Blackboard Learning Management System into teaching and learning at an institution of higher education in South Africa. In view of the institution’s objective of developing a context‑driven, transformative, and innovative teaching and learning practices involving the integration of technology, the study sought to classify and evaluate the form and function of teaching and learning innovations on Blackboard. Using a case study research design and a purposive sampling strategy, lecturers making an extensive use of Blackboard in the delivery of their courses were sampled. Blackboard start‑up documents as well as open‑ended questionnaires for lecturers provided qualitative data. Content analysis and the extraction of themes were employed. The functional pedagogical framework and SAMR models were used as interpretive lenses for the findings. The study concludes that the nature of Blackboard innovations tended to be more superficial at the levels of substitution and augmentation. Limited transformation evidenced by modification and redefinition spelled lack of substantial changes in curriculum design and delivery. With respect to the functions served by Blackboard, the conclusion drawn is that the integration is to a large extent driven by management and efficiency concerns and less by interaction, collaboration and personalisation functions. The study signals non‑realisation of the educational functions spelt in the Blackboard start‑up documents. The study recommends a differentiated approach to Blackboard training by a multi‑disciplinary team.

 

Keywords: ICT integration, innovation, transformation, Blackboard, Learning Management Systems, transformational learning, pedagogical innovations

 

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Journal Issue

Volume 18 Issue 6 / Dec 2020  pp462‑574

Editor: Heinrich Söbke, Marija Cubric

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Keywords: Community of Inquiry, continuing education, distance education, deep learning design, constructivist learning; academic dishonesty, cheating, online education, distance education, plagiarism; ODeL, online learning tools, mobile learning tools, Moya Messenger App WhatsApp, myUnisa’s ODF; Emotions and learning, flipped learning, university, science education; creativity, personality traits, students, virtual courses, gender differences; EFL learner, mobile learning, smartphone and language learning, attitudes and perceptions, process of learning English; Out-of-classroom communication (OCC), flipped classroom, motivation, intervention; ; ICT integration, ICT infrastructure, high school science teaching

 

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