Category: Teaching

Introduction

It is difficult to imagine a modern world without innovative technologies and their implementation in various spheres of human life. Education is one of the specific fields where innovative technologies play crucial role in teaching students.

Considering the problems of multilingual communities around the world and the necessity to teach students other languages, different from native ones, specific learning strategies and programs have been created to help teachers integrate innovative technologies into learning process and help students be successful in learning.

A teacher was responsible for implementing five specific goals stated by the National Standards for Foreign Language Learning which comprise the following issues, communication skills, knowledge of other cultures, connections with other disciplines, and insight into language and culture through comparisons and participate in multi-lingual communities both at home and around the world.

The Digital Dialect flashcards and Voki programs were used to meet those goals and help students develop their literacy skills and practice new Spanish vocabulary.

The main idea of this phase was to describe in detail the timeline for a program, state some particular stages and dwell upon the activities necessary for implementing instructions and behavioral objectives. The whole working process was divided into two particular stages, work in class and individual practice.

Preparation

Preparation stage is a guarantee of a successful lesson. To reach the desired objectives and make the learning process smooth, a teacher had to work hard on this stage. The first step was devoted to buying the Voki and Dialect D Flashcard software. The second step required agreement of the technology coordinator to install required software on school laptop.

Once an agreement was received and the software was installed, a teacher turn to the third step of preparation stage, software testing. It was important to make sure that the software worked appropriately. The next step for preparation to the lesson was information gathering.

A teacher paid much attention to the material which were planned to be introduced to students. Thus, once the material was gathered, the software and computers were tested, the lesson could begin.

Instructional integration strategies

Before getting down to implementing the lesson strategies, a teacher had to explain to students specific instructions they were to follow. The most important information was duplicated on the blackboard to make sure that students remembered and understood everything clearly. First of all, the software features were described to the class. It was important to highlight several crucial windows necessary for the lesson.

A teacher underlined and drew on the blackboard the procedure of login into Voki, creation of a Voki, and the peculiarities of recording. To make sure that students understood the principles of Voki utilization, the instructor showed the steps how to access the main menu, select a character and accessories.

A teacher allowed students to try to access Voki and make sure that all the steps were understood. Those who had questions or could not get the necessary tab could ask questions and apply for teacher’s help.

The whole lesson was based on training to use the software. The previous lecture was devoted to this information, therefore, students could refer to their notes. Additionally, students were offered to watch a YouTube video devoted to the steps which helped access a software, create and record a Voki.

The next time students were to complete usual for them tasks like a multiple choice, true/false answer selection; match a simple job description with the available profession, still teacher explained what should be done. Furthermore, students were asked to record a Voki with additional instructions how it should be done.

Accommodations

To make sure that all the needs of the diverse learners were met, a teacher applied to different learning styles, auditory, kinesthetic, and visual. Auditory skills are represented via YouTube video use and listening to Spanish words as a part of Voki learning strategy.

Using the Internet, accessing different pages there and following links and tab were considered as kinesthetic learning strategy used by the teacher. Visual learners were given an opportunity to use the flashcards, YouTube, the Internet, etc. to make sure that their desires are met.

Teacher’s assistance was really important, especially during the first class when students received only the instructions about what would happen to them. During the second class, students were also offered teacher’s help if they experienced problems with making a record.

Moreover, students were given an opportunity to check teacher’s display in case they had problems and could not understand whether they completed the task appropriately or not. The instructor also used visual and verbal cues to keep students on task when she delivered the lesson. The students in need of special seating had first choice of seating. While all IEP accommodations were made by the instructor on an individual basis

Timeline

The timetable presented above describes briefly the stages which were completed by he teacher. Here is a snapped overview of this timetable. The lessons began on the 24^th of October 2011, lasted for 3 weeks with the frequency of two times a week. Therefore, 6 classes with duration 1 hour each were devoted to Voki software and its implementation for learning new Spanish vocabulary.

The preparation stage consisted of many steps which were completed within two working hours. During the first working hour, the instructor completed a part of the preparation tasks. First of all, the software was bought, then, a teacher ensured that a blackboard was working properly. Then, software was installed on teacher laptop and she tested it to make sure that everything was installed correctly.

It was important to gather additional laptops and to have additional battery cords on hand for the lesson in case some troubles happened with stationary computers. During the second attendance of the lab during the first week, a teacher uploaded YouTube video to class website, created and copied the assessments, ensured that each computer had a bookmark for the Voki website. Therefore, the preparation stage was completed.

During the second stage, teachers and students met two times in class and students were given an opportunity to record their voices individually for teacher’s assessment. The first class was led on October 31, 2011. The following stages were completed, orientation, and presentation.

During the second class which took place on November 4, 2011, the structured and guided practices were implemented. After this class students were given an opportunity to visit a lad after classes and provide an independent practice. Students were to be assessed.

The final week of the classes was devoted to assessment. A teacher was present at school and graded students’ individual practice. Each student had an opportunity to check the results and get teacher’s instruction devoted to what should be trained.

Approval

Approval of this timeline and Capstone Project was granted by the content teacher, foreign language department, and the administrator of the institution.

Supporting research

Additional research has been conducted with the purpose to support the strategies used above for achieving the following objective, to use multimedia software with the purpose to train new Spanish vocabulary, memorize the words and be able to remember those.

Using innovative technologies in the modern educational system teachers make students interested and increase their intelligence, still, using traditional tests and direct strategies teachers meet students’ requirement for efficient learning (Roblyer, & Doering, 2010). The teacher in this research applied to both traditional and innovative methods for assessment.

Supporting the accommodation issues, Shapiro, Mentch, & Kubit (2007) state that students should be offered quality support while learning how to implement some specific tasks. The teacher offered students a video with how-to create a Voki. Boster, Meyer, Roberto, Inge, & Strom (2006) also proved that the use of innovative technologies improved learning performance.

Dwelling upon school and home learning, it should be stated some scholars believe that at home students learn only with active support of teachers (YouTube video in this case) or parental assistance (Siraj-Blatchford, 2010).

Generally speaking, the very idea of implementing computer technologies for learning the second language is great as students are given an opportunity to complete the tasks both at home and in class (Kawaguchi, & Di Biase, 2009).

Conclusion

Therefore, it may be concluded that the use of innovative technologies for teaching new Spanish vocabulary is a good idea.

Using the information considered from a number of reliable sources and the data obtained from the practical implementation of computer software for teaching students new vocabulary, it may be said that computer technologies help use various strategies and apply to different types of learners at one and the same time.

The implementation of computer learning and its use while teaching particular information may become one of the stimuli for further studying and personal development. Applying to computer technologies while learning new material and testing students’ abilities is considered to be one of the means for personal-oriented learning, which becomes spread due to its efficiency.

Reference List

Boster, F., Meyer, G., Roberto, A., Inge, C., & Strom, R. (2006). Some effects of video streaming on educational achievement. Communication Education, 55(1), 46-62. Retrieved from ERIC database.

Kawaguchi, S., & Di Biase, B. (2009). Aligning Second Language Learning and Computer-Assisted Language Learning: Networking the Language Class, Tandem Learning and e-movies. International Journal of Learning, 16(10), 287-302.

Roblyer, M.D., & Doering, A.H. (2010). Educational technology into teaching. Boston: Pearson Education, Inc.

Shapiro, W., Mentch, M., & Kubit, M. (2007). Streaming video: the bridge between tradition and innovation. Educause Review, 42(4), 68-69. Retrieved from Academic Search Complete database.

Siraj-Blatchford, I. (2010). Learning in the home and at school: how working class children ‘succeed against the odds’. British Educational Research Journal, 36(3), 463-482.

Introduction

Studying how well interactive whiteboards (IWBs) are perceived by teachers is impossible without conducting face-to-face interviews. In this section, a content analysis of interview transcripts will be presented to provide answers to research questions that formulated the study. The two research questions to be answered are the following:

1. What are teachers’ perceptions of the use of IWBs in primary schools in Ha’il City, Saudi Arabia?
2. What are teachers’ training needs in terms of becoming effective in using IWBs?

Initially, there was an additional third research question concerned with whether there were any gender differences in the perceptions and training needs of teachers, which was formulated to see whether males were more proficient in using such technologies as interactive whiteboards. However, it was decided against being used in this specific research project as all of the interviewed teachers were females. It is possible to conduct a separate study with male researchers who could interview male teachers, and then the results could be compared.

Teachers’ Perceptions of the Use of IWBs

The content and thematic analysis of interviews allowed the researchers to explore the variability in teachers’ attitudes toward the use of IWBs. The analysis was characterized by a close examination and recording of trends and patterns found in the transcripts of the teachers’ interviews. As illustrated in Appendix A, the analysis consisted of developing categories and rules of coding to identify common themes and offer specific examples (teachers’ answers in quotations) to provide a comprehensive overview of how teachers perceived the use of IWBs within a classroom setting and how their knowledge of utilizing them could be improved.

The first question in the interview was concerned with whether teachers would use IWBs if they were available permanently; five out of eight teachers indicated a positive response. For instance, T1 said that IWBs would help students understand new information quicker, while T7 indicated that IWBs could save a lot of time. On the other hand, three out of eight respondents did not show a positive attitude toward permanent IWB use. For example, T2 said that the technology itself was bothersome and gave her headaches, while T6 concluded that IWBs require extreme accuracy (see appendix A).

When asked about how they compared IWBs to traditional blackboards, the teachers gave different answers, which can also be linked to their attitudes toward the use of these technologies. Four out of eight respondents had the opinion that IWBs were better than traditional blackboards. They supported their view by giving answers such as, “interactive whiteboards can attract students’ attention”. Three out of eight respondents showed an overall negative attitude toward IWBs because they considered traditional blackboards better. For instance, T7 said that there were no negative aspects to the use of traditional blackboards, while T4 felt that traditional blackboards encouraged students to think more and make their conclusions. Only one respondent mentioned that both types of blackboards were important and that they complemented each other.

Teachers were then asked whether IWBs were useful in supporting their lessons, which was an important question in showing the true attitude of the teachers. Six out of eight teachers who were interviewed indicated that IWBs supported their practice. An example of a response is as follows: T1 said that she could easily show pictures to students to help them recognize new words better if compared with the traditional method of delivering information. On the downside, two out of eight teachers were not as welcoming of IWBs and said that the technology did not support their practice (see Appendix A). For instance, T4 indicated that she preferred using a projector and PowerPoint files because they did not need as much preparation and attention.

Attitudes toward the use of IWB in primary schools in Ha’il City were also reflected in teachers’ answers about the general difficulties associated with the technology, as well as aspects that hindered their continuous use in the classroom. When asked about the difficulties of using IWBs to teach primary school students, respondents highlighted different aspects. For instance, T1 said that issues with light supply and the Internet were always an issue, while T5 said that the pen that goes along with the IWB is very sensitive and was sometimes hard to write and draw with. T7, T2, and T3 all agreed that maintenance and technical difficulties were the most significant drawbacks to using IWB for teaching primary school students. These difficulties may be associated with the overall environment in Ha’il City neighborhoods, where lights frequently can go out, or there can be issues with the Internet connection. It should be mentioned that only one teacher mentioned that she did not experience any issues with IWB use.

Lastly, to add to the discussion about barriers to IWB implementation, teachers’ responses to the question about aspects hindering the use of the technology at the primary level should be mentioned. Only one out of eight teachers said that she did could not find any aspects that hindered IWB use. T3 indicated that interactive whiteboards had no obstacles, which is a surprising finding if looked at alongside the responses given by other teachers. For instance, T7 said that if students have poor vision, they find it difficult to look at the whiteboard and engage in a lesson. T5 indicated that IWBs are hard to use and maintain because there is no one in the school responsible for managing the equipment and helping teachers to overcome any issues that they might have.

Thus, teachers’ responses regarding their attitudes toward the use of interactive whiteboards in Ha’il City schools were mixed. In some instances, a positive attitude prevailed, especially when it came to supporting the practice of teachers. Saving time, helping students concentrate, and using new tools to boost engagement are the common trends associated with a positive attitude toward the use of interactive whiteboards. On the downside, some barriers that prevented teachers from using IWBs in their everyday practice included technological barriers and the sensitivity of technologies, both of which contributed significantly to the negative view. To find out how to address these negative attitudes, while also enhancing the skill and knowledge of teachers, it was important to explore teachers’ training needs.

Teachers’ Training Needs to Support IWB Use

To answer the second research question, it was important to identify the level of training teachers received to support their use of interactive whiteboards during lessons. Teachers were first asked whether they had attended many training sessions and, if so, how they evaluated their effectiveness. Three out of eight teachers had not received any training, and only one of those three had attended a computer programming lesson. Five out of eight respondents said that they had received IWB-focused training; however, it was the quality of training that needed attention. For instance, T1 indicated that she needed more training courses since the ones that she had received took place a long time ago. T6 said that the course was very simple and not helpful. Only one of the five teachers who had received training said that the courses were very rare and provided her with enough information for the successful use of IWBs in the classroom.

Since it was expected that the level of training that teachers received was not adequate to make them successful in IWB implementation, respondents were asked to list any training topics that they would like to pursue. The responses that teachers gave showed that they needed to explore as many topics as possible to become confident in using IWBs. For instance, T3 said that she needed to know more about how to deal with IWBs overall, including basic functions such as when it came to turning it on and off. T6 needed to know more about the different features that IWBs had, such as various painting and writing options. T7 indicated that becoming more familiar with new programs was also a necessity because technologies were always updating. Only one teacher said that she did not need any additional training.

Based on the findings discussed above, training in the use of interactive whiteboards is necessary to support the practice of primary school teachers in Ha’il, Saudi Arabia. Teachers need to know how to use IWBs effectively and also need to be familiar with the latest functions and capabilities. It is possible that if schools provide appropriate training to teachers, their attitudes toward the use of such technologies will change. In the interviews, it was identified that some teachers were hesitant to use IWBs in their everyday practice because the equipment was perceived to be complex in maintenance. This means that training could be the most effective solution to help teachers become more confident and be able to benefit the most from the use of IWBs when teaching primary school students.

Summary

The content analysis of interviews conducted with primary school teachers from Ha’il City, Saudi Arabia showed that interactive whiteboards had the potential of enhancing lessons if teachers knew how to use them correctly. There was an overall positive outlook on IWBs in terms of helping teachers save time, engage students in lessons, and make teaching more interactive in general, although some teachers were still opposed to the permanent use of IWBs because they did not find them suitable for teaching primary school students.

When it comes to additional training to help teachers understand how they can use IWBs to their advantage, it was found that lessons or courses that the majority of them received were inefficient and lacked substance. Only one teacher indicated that she possessed all the information she needed to use IWBs successfully. Therefore, connections between teachers’ knowledge of IWBs, their integration into teaching practice, and a teacher’s overall attitude towards the technology should be made. If teachers received enough training and had all the information they needed in terms of using IWBs, their attitudes would be more positive. Thus, the findings of the qualitative analysis point strongly to the need for providing teachers with high-quality training sessions. Their knowledge was limited to short courses that did not offer them enough information to understand how the technology could be used to benefit their teaching practice overall.

Appendix A

Thematic and Content Analysis of Interviews

Literature Review

Using IWBs in Teaching

According to Abuhmaid (2014), the Interactive Whiteboard (IWBs) is an expanded touch-sensitive unit that can display information once connected to a computer and a digital data projector. The functioning of IWBs involves computer screening, interactive board, and as a mouse tool. Any user may change the monitor or directly use it concurrently. In the primary classroom teaching environment, the user may use a specialised electronic pen, fingers, stylus, or a pointer in operating or controlling different icons. Ahmed and Parsons (2013) noted that all teacher activities done on the IWB could be automatically saved and revisited in case there is a need for a recap. Interestingly, this tool has the capability of storing even an instructor’s handwriting. Introduced in 1991, the IWB has experienced a wider acceptance across the globe in many primary school environments (Teck, 2013). At present, there are two main categories of IWBs, which are the Front Projection Board and the Rear Projection Board (Yang & Teng, 2014). The former functions with a pre-existing computer or data projector and is always fixed in a wall within the classroom with an overhead projector.

Significance of IWBs in Teaching

The literature review on the development of the IWBs within the educational setting reveals that these tools have several benefits in learning, teaching, and motivation. The impacts of IWB on teaching at the primary school level include improvement in the efficiency and proactive instructor-learner engagement. According to Sweeney (2013), a study carried out by the British Educational Communication and Technology Agency in 2003 indicated that the interactive whiteboard has a series of positive impacts on the teaching process. For instance, as a presentation tool, the findings noted that it assists teachers in increasing their instructional delivery time by enabling them to deliver more than a single item or resource at any given time (Sung, Chang, & Liu, 2015).

Besides, it improves on the efficiency in lesson delivery since the use of face-to-face call and instructions at the same time is an effective method of teaching. The other benefit attributed to using IWBs is enabling the instructors to proactive use web-based teaching resources in whole-class setup. It has the potential of expanding the education coverage beyond the classroom walls (Pamuk, Cakir, Ergun, Yilmaz, & Ayas, 2013). Moreover, IWBs enables an instructor to link different objects, which is a prerequisite for excellence in lesson delivery in a non-linear classroom environment. The IWBs is known to empower the teachers to engage in multimedia materials that facilities the presentation and explanation of the lesson content and concepts (Lipshitz, Friedman, & Popper, 2014).

According to Guven (2014), IWBs “enables teacher to save and print what is on the board, including notes made during the lesson, reducing duplication of efforts and facilities revision for future use” (p. 2830). In the primary classroom environment, the IWB empowers teachers to be in a position to effectively provide information and materials through pictures, sounds, text, animation, and video segments, among others. As a result, it enhances the direct learner engagement as opposed to the conventional or traditional teaching approach. Through encouraging creativity, seamlessness, and diversification, the IWB is an effective tool for a teacher in using different teaching materials (Jwaifell & Gasaymeh, 2013). Lastly, the IWBs supports “classroom management with the ability to walk around the classroom, and be near learners; this could make a difference in a diverse classroom environment” (Chen, Tan, & Lo, 2013, p. 12). The literature review indicates that the IWBs have a myriad of benefits in teaching.

Primary Teachers’ Attitude and Application of IWBs

Several previous studies have indicated positive teachers’ attitude in the application of IWBs. For instance, Fernandez-Lopez, Rodriguez-Fortiz, Rodriguez-Almendros, and Martinez-Segura (2013) researched to examine the opinions and attitudes of EFL instructors within Turkey on the application of IMB technology. The findings revealed that most of the instructors were positive towards this instruction delivery technology. The teachers noted that IWB is a useful tool in instruction delivery since it promotes proactive teacher-learner engagement. Another study by Chauhan (2016) indicated that teachers were motivated when employing IWBs since it makes the lessons more exciting, engaging, and interesting to the learners.

A similar study carried out in Jordan by Jwaifell and Gasaymeh (2013) examined the use of IWBs by female instructors in the modern primary school system. The findings indicated that “the extent of teachers’ use of IWB is influenced by their perceptions of the four main aspects: Relative advantage, compatibility, simplicity, and observability” (Jwaifell & Gasaymeh, 2013, p. 148). This means that regular use of the IWB has transformed the instructors’ teaching methodology from a traditional approach to employing group work, open sources, and dialogues. On the same note, Abuhmaid (2014) explored the perspective of teachers on IWBs as an instruction delivery technology and factors influencing proper IWB implementation. The findings indicated that the participant school engaged a lot of resources to promote effective IWB integration within the syllabus. Interestingly, the findings also revealed that IWBs made the teaching job “not easier” in relation to the workloads (Bruce-Low et al., 2013).

Within the Saudi context, a study carried out by Alshumaimeri and Gashan (2015) to explore the attitudes of primary school teachers towards IWBs usage in classroom revealed that it plays a significant role in learning and teaching process. Actually, most instructors are of the option that the IWB is an efficient tool that could be transformed into a content delivery support instrument for effective classroom interaction of support. However, the findings indicated that majority of the respondent teachers use the overhead projector for search on the internet but rarely explore other significant features of IWBs. Al-Faki and Khamis (2014) attributed this trend to limited IWB technology knowledge; thus, there is a need for further training of primary school teachers.

Barriers to Effective Implementation of IWBs in the Classroom Environment

The barriers to effective implementation of IWBs in the classroom environment include lack of technological know-how, ineffective training, and complexity of the ever changing technology. According to Alshumaimeri and Gashan (2015), lack of general computer competence is a threat to self-reliance in the application of IWBs in the primary classroom environment. There is limited ‘need to know basis’, especially for teachers with less ICT confidence. In order to reverse this trend, Abuhmaid (2014) suggests that there is a need for co-operation between beginners and experienced teachers to provide technical support during lessons. Another setback is the practicality in the usage of IWBs. As noted by Akcay, Arslan, and Guven (2015), the physical location and height (low or high) where the board is placed might be challenging for users. In addition, shadow, sunlight, temperature, and dust in the classroom environment might limit the proper usage of the IWBs. Apart from technical challenges, the other drawbacks can be addressed by simple adjustments.

Limitations of the Study and Research Gap

In summary, the previous studies have indicated that there is a positive attitude towards IWBs with the exception of the Jordanian case study, which indicated that the IWBs make the teachers’ workload heavier. The proposed study aims at exploring the gender-based teachers’ attitude towards IWBs usage in the primary classroom environment and the potential problems that they might face. A clear knowledge of the gender-influenced attitudes of primary teachers towards IWBs is necessary in order to present a clear basis for their pedagogical use.

Methodology

Research Techniques

The researcher will employ a mixed-method design consisting of qualitative (interviews) and quantitative (questionnaires) research phases in the implementation of interviews and survey and analysis of the collected data. The researcher will maintain a sense of neutrality in conducting multifaceted interviews. Since the proposed research has a focused, dynamic, and subjective scope, the use of mixed-method would be ideal in gaining accurate insight into the current situation as related to the case study (Miller, Mauthner, Birch, & Jessop, 2013). Moreover, the mixed method will enable the researcher to present a detailed analysis and have adequate room for further probing of the collected data using divergent analysis tools within the allowed error margins and assumption limits (Denscombe, 2015). The researcher will use online questionnaires and direct interviews with a few selected teachers.

Data collection will be done through one-on-one interviews with the aid of closed-ended and open-ended questions in addition to filling an online questionnaire for participants who cannot afford 30 minutes for direct interviews. The questions for the interview and questionnaire filling were pretested for their relevance and applicability in the proposed study. The selected questions were comprehensive to ensure that a respondent is given delve deep and provide answers that can provide a concrete research problem insight (Miller et al., 2013). The research will then subject the responses to transcription. For each response from every participant, the transcripts will be examined to pinpoint appropriate and relevant responses (Blaxter, Hughes, & Malcolm, 2013). Instances of convergent or divergent opinions from the norm will be properly marked.

The use of mixed-method research design will enable the researcher to understand individual attributes that related to attitudes towards the application of IWBs. The different attributes of the study will be qualitatively examined to establish a trend and diversion from the same. This process will empower the researcher to note the qualitative behaviours observed (Miller et al., 2013). On the other hand, the quantitative method will apply to the analysis of the data collected through the integration of analytical tools such as correlation, regression, and Chi-Square. These tools will be significant in the identification of statistical patterns in the collected data (Denscombe, 2015). Before data collection, several steps will be taken to protect the participants. These steps include proper selection of the respondents and the creation of a consent form. Once the consent form is signed by the potential respondent, interviews will be scheduled for the available participants while the rest will be requested to fill in the online questionnaire form.

Research Sampling

The research will target 100 primary school teachers within the region of Hail in Saudi Arabia. This means that the research will have a sample space of 100 respondents. The researcher will ensure that an appropriate sampling criterion is used to represent the statistical picture on the ground. This means that the level of experience, gender, age, and other demographic factors will be balanced (Miller et al., 2013). This approach was adopted to minimise the potential bias as a result of an imbalanced sample space. In addition, adoption of the proposed sample plan was necessary to avoid compromising the impact of comparative study the decision-making process (Denscombe, 2015). The sampling formula adopted for this study is summarised below.

n=N/ (1+N (e2))

Where:

n = sample size

N= target population

e= degree of freedom

n=100/ (1+100*0.052)

n=100/1.075

n= 87.907

Generalisation and Vigour

The chosen sample for the survey indicates a verifiable, clear, and a scientific criterion for decision making in surveying the dynamic technology-based learning. This means that it is representative of the specified intervals in the sample space. As a result, it will permit comprehensive comparative research since the quantitative design will be adopted in testing the degree of freedom and accuracy of the results (Denscombe, 2015). Therefore, it is expected that the survey will be an accurate representation of the study subject.

Validity and Reliability

Reliability and validity determine the research accuracy in data collection and analysis. In order to ensure validity in the questions within the questionnaire, it was necessary to subject them to further pretesting. On the same note, reliability tests the consistency magnitude of different research instruments and resulting outcomes. In this study, the researcher will be in a position to grasp the perspectives of different respondents, especially in the qualitative phase (Denscombe, 2015). When properly utilised, these experiences will form part of the framework for developing the study and creating a unique comprehension of personal experiences. The interviews will be conducted on the basis of common sector, career, and culture in order to give uniform personal information that can be modelled to avoid prejudices (Miller et al., 2013).

Justification of the Mixed-Method

Using the qualitative approach is necessary for comprehending the individual attributes that are related to the study. For instance, through observations during the face-to-face interviews, the researcher will be in a position to note down a trend and predict the expected results. On the other hand, the integration of quantitative approach will provide a fertile ground for further transcription and analysis of the collected data with the aid of different scientific tools (Miller et al., 2013). Therefore, the mixed methodology will be instrumental in the identification of statistical patterns and interpretation of these trends to address the research problem.

Ethical Considerations

The researcher will ensure that the ethical tenets of scientific research are upheld from the beginning to the end of this study. For instance, the inclusion of the consent form, seeking permission from the relevant authority, and observing confidentiality in dealing with the respondents will ensure that the study does not suffer from any ethical imbalance (Denscombe, 2015). Since the researcher has prior training and wide experience in data collection, the issue of unprofessionalism is not bound to arise. Moreover, the integration of qualitative and quantitative research will ensure credibility in data collection, analysis, and presentation of the results. In addition, because of the large sample space, data transferability is possible (Miller et al., 2013). However, in this case, transferability might not be possible since data collection will be carried out in more than one institution of learning.

In summary, the mixed method design proposed for this study is sufficient in addressing all the research questions and objectives. The use of statistical tools in data analysis will ensure that the findings address the research problem.

References

Abuhmaid, A. (2014). Teachers’ perspectives on interactive whiteboards as instructional tools in four Jordanian schools. Contemporary Educational Technology, 5(1), 73.

Ahmed, S., & Parsons, D. (2013). Abductive science inquiry using mobile devices in the classroom. Computers & Education, 19(63), 62-72.

Akcay, A., Arslan, H., & Guven, U. (2015). Teachers’ attitudes toward using interactive whiteboards. Middle Eastern & African Journal of Educational Research, 22(17), 22-30.

Al-Faki, M., & Khamis, H. (2014). Difficulties facing teachers in using interactive whiteboards in their classes. American International Journal of Social Science, 3(2), 136-159.

Alshumaimeri, Y., & Gashan, A. (2015). Teachers’ attitudes toward using interactive whiteboards in English language classrooms. International Educational Studies, 8(12), 176-183.

Blaxter, L,. Hughes, C., & Malcolm, T. (2013). How to research, Berkshire, UK: Open University Press.

Bruce-Low, S., Burnet, S., Arber, K., Price, D., Webster, L., & Stopforth, M. (2013). Interactive mobile learning: A pilot study of a new approach for sport science and medical undergraduate students. Advances in Physiology Education, 14(37), 292-297.

Chauhan, S. (2016). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105(3), 14-30.

Chen, M., Tan, C., & Lo, B. (2013). Facilitating English-language learners’ oral reading fluency with digital pen technology. Interactive Learning Environments, 5(12), 1- 23.

Denscombe, M. (2015). Ethics: Ground rules for good research. Buckingham, UK: Open University.

Fernandez-Lopez, A., Rodriguez-Fortiz, M. J., Rodriguez-Almendros, M. L., & Martinez- Segura, M. J. (2013). Mobile learning technology based on IOS devices to support students with special education needs. Computers & Education, 61(4), 77-90.

Guven, U. (2014). Technology integration project: Turkey’s example. In M. Searson & M. Ochoa (Eds.), Proceedings of society for information technology & teacher education international conference 2014 (pp. 2828-2831). Chesapeake, VA: AACE.

Jwaifell, M., & Gasaymeh, A. (2013). Using the diffusion of innovation theory to explain the degree of English teachers’ adoption of interactive whiteboards in the modern systems school in Jordan: A case study. Contemporary Educational Technology, 4(2), 138-167.

Lipshitz, R., Friedman, J., & Popper, M. (2014). Demystifying organizational learning. New York, NY: Thousand Oaks.

Miller, T., Mauthner, M., Birch, M., & Jessop, J. (2013). Ethics in qualitative research. London, UK: SAGE Publications Limited.

Pamuk, S., Cakir, R., Ergun, M., Yilmaz, H. B., & Ayas, C. (2013).The use of tablet PC and interactive board from the perspectives of teachers and students: Evaluation of the FATIH project. Educational Sciences: Theory & Practice, 13(9), 1815- 1822.

Sung, Y., Chang, K., & Liu, T. (2015). The effects of integrating mobile devices with teaching and learning on student learning performance: a metal-analysis and research synthesis. Computer & Education, 94(12), 252-275.

Sweeney, T. (2013). Understanding the use of interactive whiteboards in primary science. Australasian Journal of Educational Technology, 29(2), 217-232.

Teck, W. (2013). Affordances of interactive whiteboards and associated pedagogical practices: Perspectives of teachers of science with children aged five to six years. Turkish Online Journal of Educational Technology -TOJET, 12(1), 1-8.

Yang, J. Y., & Teng, Y. W. (2014). Perceptions of elementary school teachers and students using interactive whiteboards in English teaching and learning. Journal of Interactive Learning Research, 25(1), 125-154.

Maryam’s paper summarizes two articles focusing on mobile learning courses. Using Mobile Technologies to Develop New Ways of Teaching and Learning explores the application of mobile devices in learning (Herrington & Anthony, 2009).

Alternatively, Design Principles for Mobile Learning illustrates the results of a new pedagogy project. Generally, the two papers analyze the developments in mobile technology applications and their effects on learning.

In the first paragraph, Maryam argues that the use of mobile devices has had an immense effect on our everyday lives. According to her, several platforms have been developed making it hard for the designers to develop a generic version (Ng, 2011).

Maryam suggests that browser applications are the common applications in all platforms. In this regard, she believes that the application should be of consideration when designing new platforms. The author expounded extensively on the issue.

However, her suggestions do not relate to the arguments discussed in the article. As such, the article majors on m- learning. Owing to this, I believe that Maryam’s arguments in the first paragraph are out of context.

In the second paragraph, Maryam argues that in the recent past there have been efforts aimed at integrating the use of mobile devices in learning (Ryhänen, 2010). Maryam argues that in some instances mobile phones have been used inappropriately in the learning field.

In this context, Maryam’s arguments are true. However, in her paper Maryam illustrates the helpfulness of mobile devices in learning failing to substantiate on her claims (Herrington & Anthony, 2009).

In my opinion, she should have provided examples of how mobile devices have been used inappropriately in the learning institutions to substantiate on her claims.

The paper’s fourth paragraph centres on the project focused in the article Using Mobile Technologies to Develop New Ways of Teaching and Learning. In this paragraph, Maryam illustrates the objectives of the project and evaluates several methods of mobile usage in the learning environment.

Similarly, Maryam illustrates different phases explored in the project (Hulme, 2005). In the paragraph, Maryam’s arguments are in accordance with the facts provided in the summarized research article.

In this regard, I agree with her arguments. However, Maryam should have majored more on analyzing the project focused in the summarized article.

In the fifth paragraph, Maryam analyses the article Design Principles for Mobile Learning. Through the paragraph, she summarizes the article by illustrating how the project has contributed to the development of new technologies used in m- learning (Gay, 2009).

Maryam notes that during the developments, audience, knowledge, location, and organization should be considered (Floro, 2011). Based on the summarized article’s contents, Maryam’s arguments are factual (Herrington & Anthony, 2009).

The last paragraph focuses on the recommendations of using mobile devices in learning (Herrington & Anthony, 2009). These recommendations are in accordance with the recommendations highlighted in the summarized article.

According to these recommendations, methods adopted should be relevant to the targeted learning institutions (Druin, 2009). Similarly, Maryam suggests that students should be allowed to analyze features and functionalities of the developed mobile technologies (Kynäslahti & Seppälä, 2003).

Based on the real world experiences and the summarized article’s contents, Maryam’s suggestions are valid (Woodill, 2011). Researchers have noted that for any computer or phone application to be relevant, it is paramount that the designers take into consideration their targeted users (Ally, 2009).

References

Ally, M. (2009). Mobile learning transforming the delivery of education and training. Edmonton : AU Press.

Druin, A. (2009). Mobile technology for children designing for interaction and learning. Amsterdam : Morgan Kaufmann Publishers/Elsevier.

Floro, N. (2011). Mobile learning. Alexandria, Va.: American Society for Training & Development.

Gay, G. (2009). Context-aware mobile computing affordances of space, social awareness, and social influence. San Rafael, Calif. (1537 Fourth Street, San Rafael, CA 94901 USA): Morgan & Claypool Publishers.

Herrington, J., & Anthony, H. (2009). New technologies, new pedagogies: Mobile learning in higher education. Wollongong: University of Wollongong.

Hulme, A. (2005). Mobile learning: a handbook for educators and trainers. London: Routledge.

Kynäslahti, H., & Seppälä, P. (2003). Mobile learning. Finland: IT Press.

Ng, W. (2011). Mobile technologies and handheld devices for ubiquitous learning research and pedagogy . Hershey PA: Information Science Reference.

Ryhänen, T. (2010). Nanotechnologies for future mobile devices. Cambridge: Cambridge University Press.

Woodill, G. (2011). The mobile learning edge tools and technologies for developing your teams. New York: McGraw-Hill Professional.

Introduction

Advanced Placement (AP) is one year course in which the college board gives two exams in computer science to students in high school9namely (A&AB).the division between computer science A and AB, A is part of the content of AB. Computer science A deals with programming in object-oriented methodology with attention on solving problems and development of an algorithms and is as the first semester of a course level. All that is covered in A are covered to the extent in AB which has more like a binary tree that is not found in A. (Sooriamurthi 2004, 1)

Goals of the Jett Workshthe op

The start of academic year 2003 and 2004 examinations, advanced placement computer science from C++ to Java curriculum-based.

Most of the programming course introductory were Java object-oriented. High school teachers in computer science were assisted with this change to java from C++ the College Board together with ACM introduced JETT (Java engagement for teacher training). The goals of JETT were to offer high-class pedagogically-oriented workshops and Java resources for computer science high school teachers held by the university. JETT offered an online Java repository posted by ACM and was first offered by the University of Indiana to high school computer science teachers (Sooriamurthi 2004, 2)

Information Technology is a course that changes rapidly. High school IT departments are isolated and small. The JETT workshops wanted to deal with gender gap as women are misrepresented at all IT levels. Teachers were to get a learning experience in IT related fields at Indiana university e.g. information systems, computer science, informatics, information science, and library (Sooriamurthi 2004, 3)

Structure of Workshop

Indiana University is divided in four departments in research and pedagogically, namely computer science, library, information systems, and information science. The workshop consisted of: introduction to Java and foundation classes, data structures, and algorithm.

How to Teach: Issues, Styles and Tips

Teachers were to be shown teaching techniques and issues pertaining Java, how to help their students understand and know their weaknesses and how to handle those challenges.

Where are all the Women?

One of the important themes to be discussed at the workshop was to know why women are not much in the IT field. How to recruit women and be retained in the computer courses. Labs are to be decorated with role models (women and men) in IT fields.

Showcasing Research Initiatives

Research initiatives are supposed to be showcased by Java information visualization, by using library Java software with resources being available online. In the strength of women in computing, on the first day evening of the workshop, a one-hour movie was screened. It was based on a documentary in the IT field by Charles Babbage and Add Byron shows her role in computing more than a hundred years (Sooriamurthi 2004, 4)

Personal Reflection from the Jett Workshop

Each presenter was asked at the the end of workshop to share their personal views from the JETT with more discussion and filming of the event.

Lessons Learned and Future

During the JETT workshop, the organizers also learned not only the participant. The participants were overwhelmed and requested the organizer to hold a long workshop during the summer. The organizers were in the process of getting funding for an even event. The issues that arose during the workshop of importance to the university are: conducting two similar tracks one at a basic level and one at transition level for everyone to be actively involved. They did not only came to learn how to teach object-oriented and java in AP class but also established other sessions on teaching styles, educational recreation, gender issues to be a useful match(Sooriamurthi 2004, 6)

Reference List

Sooriamurthi R. (2004). Java Engagement for Teacher Training: An Experience Report. Savannah: Georgia Printing Press

Driving Force

Multimedia is a combination of computer software and hardware. It provides opportunities for integration of video, graphics, animation, audio, and text resources for efficiency (Zimmer, 2003). Advent of technology use in the classroom has been due to the development in communication and innovation of new communication channels. These new avenues aid in improving the learning and interaction platforms for students and teachers leading to the improvement of knowledge propagation (Zimmer, 2003). The use of multimedia tools in the classroom is a timely innovation that aids with the improvement of skills accessed by students in their effective working in the real world (Tech Integration in Class, 2010). This presentation aims at discussing numerous multimedia tools incorporated in teaching which include video, text, graphics, sound, and animation.

Video

Compared to other multimedia teaching channels, video is the most effective one. The main reason for this conclusion is the interactive and thought provoking capabilities presented by video. The students prefer video to other multimedia tools because it helps them grasp information at a higher rate. In addition, students adore video presentations because they involve many of their senses, for instance, attention, sight, and hearing for its success. Video representation has also the ability of representing a high amount of information and difficult concepts in a manner that makes the student understand easily. The main reason for easier conceptualization of the facts is the interaction and identification of images presented in videos and the ability of video to arouse imagination in the watchers. Videos can sufficiently act as a complement to the information offered in the texts, hence increasing the reader’s attention and expound on the given information. Videos also supplement given information in the text through giving examples. This gives the students a way to ingest the information further leading to the improvement of the learning process. Another advantage for the use of video is that it is powerful and has the ability to elicit emotions from the viewers (Zimmer, 2003). These emotions make it possible for students to not only have a higher relation to the information provided by the video but also to have higher chances of understanding the information provided.

Video is also an important tool in the presentation of information in situations where it would be extremely dangerous in practice. For instance, chemical reactions and excursion in places with dangerous wildlife are presented better in video than through practice. The use of video as an instruction tool by teachers also enables the transformation of the learning experience to be fun and friendly (Zimmer, 2003). Video creates a lively environment and allows free discussion to be held by students without fear of punishment or failure. This improves student’s critical thinking and creativeness hence developing innovativeness within students. Students who learn by viewing video, in addition to the use of text, prove to be more satisfied than those who access text only. The reason is that the students get further grasp on the ideas presented in the topics covered hence get motivated to learn more. This fact depicts that the use of video in learning is very important, it improves the learning environment for students and teachers, and it also improves instruction and understanding capabilities.

Graphics

Graphics is visual representation in surfaces such as paper, screen, walls, and board among others. They help in illustrating, informing, or entertaining. The teaching and illustration purpose of graphics is examined in this part of the study in relation to learning and teaching. The use of graphics makes learning interesting to the students due to their aesthetic value (Zimmer, 2003). Graphic images expounding on texts make the presentation lively and helps the students improve their attention on ongoing presentation of the information. The aesthetic value of the graphics captures the attention of the students leading to improvement of their understanding on the topics taught in class. Graphics also serve to create cultural context because of its real creation of texts in the real life circumstances. Graphics also helps students improve their linguistic and contextual analysis of contexts in the real life. Apart from graphics aiding in making the learning of students effective, it also improves the contextual analysis ability of students. Their interest in certain areas also increases with the use of graphics in the presentation of information as opposed to the use of text only in teaching. The use of graphics also aids in learning because of the diversity of the information that one graphic image can present (Zimmer, 2003). For instance, a graphic image of an aerial view of a village can be used to analyze economic level, geography, business, climatic conditions, forestry, and biological condition of an area.

Furthermore, the use of graphics as a leaning tool is beneficial because it contributes to the improvement, satisfaction and motivation of students. Graphics improves understanding of the concepts presented by the teachers in class than the use of text only (Tammy, 2011). This increased understanding improves the satisfaction of students with their learning experience and also motivates them to learn more in the subject dealt with in class (Graphic designs, 2012). Therefore, graphics helps with the improvement of dedication of students hence improvement in the understanding and learning as well as education as a whole. Graphics also aids in improving the memory ability of the students because it has aesthetic value, which is appealing to the students. This leads to a better position at the recollection of information presented in graphics and text than the information presented in the text format only. Graphics also elaborates complex concepts for easy understanding. (Zimmer, 2003). Graphical images have also the ability of stimulating visual imagination, which contributes to easy comprehension of complex items. So, graphics is a very important multimedia tool to be used in teaching (Osborne, 1999).

Sound

Sound is a multimedia tool that plays a very important role in relating the ideas presented through text clearly. Sound in the classroom grants students chances of learning at their own time because it provides chances of recording or copying information in compact disks, flash or memory cards for future retrieval. Playing of the information later allows learning process to continue beyond the classroom (Tammy, 2011). Incorporation of explanations to presented texts increases the rate of interaction and understanding. Through the sound, students gain the advantage of greater understanding. The reason for that is that it motivates their engrossment in the lessons (Zimmer, 2003). The other reason for the success of the sound creatively crafted and incorporated in text protection is its ability in motivating imagination. This motivation improves not only the understanding but also the teaching association in the classroom, hence making the use of multimedia in teaching a success. However, the success of the sound as a multimedia tool depends on the creativity of the learning tool. Sound that is well crafted fulfills the purpose effectively, while on the other hand, it can be a distraction. Therefore, students have the responsibility of ensuring the sound used in a multimedia presentation is perfect to avoid reducing the information presented. The other main advantage of the sound is the ability of the presenter to stop, pause, or replay using the sound device while the presentation continues (Zimmer, 2003). This gives the students chances to request for clarification or ask questions. This also allows students to access records of information for further use after the class. In addition, through sound media, the students can replay the information at their own time after the presentation was played. Future retrieval of sound information increases chances of the students’ understanding, hence effectiveness of teaching (Tammy, 2011). Sound, therefore, plays a crucial role in the dissemination of information.

Animation

Animation is the rapid sequence of images to create the illusion of movement. This can be used to depict different information. For long it has been utilized in movies but recently it is used in teaching (Tech Integration in Class, 2010).

Cognitive thinking and learning improves with the use of animation because of the interesting nature of animation (Tech Integration in Class, 2010). Understanding improves, with the enjoyment of a certain form of learning; hence animation improves the effectiveness of teaching. Student’s attention in the classroom is also improved with the use of animation as a teaching tool. The creation and maintenance of interest in class can be achieved with the use of animation. It also improves visual communication of the students when incorporated in teaching (Tech Integration in Class, 2010). Teaching by animation improves the ability of students in understanding and interpreting pictures, hence fits well in the multimedia world today. Creativity also improves with the incorporation of animation in teaching, therefore, incorporation of animation in teaching is essential. The satisfaction achieved by the students after the use of animations contributes significantly to the development of education. Animation helps in the development of storytelling skills in the learners due to the use of silhouette features and computer aided 2D and 3D pictures. Storytelling skills development on the learners is important for personal development of the students and creation of better understanding of concepts. Creativity and innovation in learners improved with the incorporation of animation in learning (Tech Integration in Class, 2010). Animation used together with other multimedia tools including text, sound and graphics has a positive effect on the innovativeness of the learners. The ability to critically think and analyze facts increases with the use of animation as the students try to analyze and understand concepts represented in animation.

Text

Text is the main multimedia channel applied in multimedia communication as a tool in information dissemination. Multimedia allows the presentation of test in a designed and creative manner to seize the attention of the reader. Text is the main way through which the information can be passed. It acts as a tool to make the other multimedia tools successful as teaching tools in the classroom. A combination of texts, video, and sound presents a very attractive channel to initiate learning. The students engage all senses and are more attentive leading to success of the use of multimedia information dissemination by teachers. Text helps with the presentation of procedures in a logical manner where the efficiency of other information tools is deficient. Information in the text format is very clear and assists in understanding of the information by students (Tammy, 2011), due to the incorporation of examples and illustrations within the texts. Therefore, text is an important multimedia tool in information dissemination in the classrooms and is indispensable in the search for efficient teaching.

Percentage Influence of multimedia tools on teaching

This chart is a representation of the percentage influence each of the multimedia tools has on teaching. The most influential multimedia tool is text, followed by sound. Video, graphics and animation also influence teaching in the respective order. It serves to give the credit given at the conclusion of this presentation that multimedia tools play an important part in the learning process.

Conclusion

In conclusion, a combined effect of the five main multimedia tools presented have influenced teaching positively. Multimedia tools have led to improved information dissemination and is a welcome innovativeness for both teachers and students.

References

Osborne, H. (1999). In Other Words…Teaching with Pictures. Web.

Tammy A. (2011). Pros and Cons of Using Multimedia in the Classroom. Web.

Tech Integration in Class. (2010). The Use of Animation as a Teaching and Learning Tool to Engage Students’ Interest in the Classroom.

Zimmer, J. (2003). “Teaching Effectively with Multimedia,” Visionlearning Vol. 9. Web.

Introduction

It is common to see students joining up for informal gatherings or discussions. This is always the right moment for discussion of topics such as sports, celebrities, teachers, politics and jokes, among others. However, it is also quite important to note that students usually have intellectual learning in such gatherings. For instance, students discuss problems that they face in classrooms, issues with solving mathematic problems, discussions on goals and missions, among others. In essence, cooperative learning is very instrumental in intellectual growth, personal and social development. This paper will explore cooperative learning as well as its importance in intellectual, personal and social growth (Sedl.org 1).

Summary of what is leant

Informal learning is quite prevalent in schools. This is mainly because it gives students ample time to open up and discuss issues of concern to their lives. Moreover, it is a moment of information sharing, which is crucial to their intellectual, personal and social growth. Cooperative learning is therefore very important in students’ capacity development. I have learnt a lot on this topic given the level of freedom it gives to students for discussions of their personal problems. Cooperative learning gives time to each participating member to air his/her views on any topic of discussion. In fact, members of such informal meetings are usually appreciative of one another. The website has given credible information concerning cooperative learning. This is mainly because it was well researched. In addition, professionals who prepared it have a deep understanding of the topic. I have therefore learnt that before one writes about something, he/she must conduct a thorough research in order to provide credible information from credible sources (Sedl.org 1).

For instance, the website provides information in a user friendly manner with visual back up, which makes it attractive to readers. Moreover, it talks about informal discussion forums, which are welcoming to learners. Its method of promoting cooperative learning is quite relevant as it starts by giving the advantages of cooperative learning. It is also important in that it emphasizes the need to share information with friends. It also fosters the need to solve each other’s problems irrespective of source. This forum is therefore very instrumental in solving issues of great concern to students. It should therefore be encouraged at all cost in education facilities. However, it is quite necessary for information that flows in these informal discussions to be monitored to control rebellious deliberations and acts of mischievous nature. This is mainly because, apart from being centers of learning and capacity development, it can also be a center for hatching vices and mischievous deeds. In essence, I have learnt what cooperative learning means, models that promote it, estimation and statistics excerpts, resources, reading list and opportunities (Kagan 20).

Illustrations

The web page is well endowed with pictures that promote cooperative learning. Moreover, it is well structured to provide valuable information on cooperative learning. Online learning tools are well prepared with interesting pages that appeal to learners. Several illustrations have been used in the website with emphasis on advantages of cooperative learning. It starts by defining cooperative learning, its benefits and functionality. It then goes to models that promote it; these include Jigsaw, Think-Pair-Share and Group investigation, among others. Students are also given more areas of discussion such as estimations and statistics excerpts, which help in developing problem solving ability and critical thinking. It moves to resources useful for cooperative learning, which include math problem groups that bring together various grades. The topic is therefore very valuable to students as it fosters group work and sharing, which have capacity to improve their intellectual, social and personal growth. The figure below gives an illustration of cooperative learning from the website (Sedl.org 1).

Response

This topic is valuable to both teachers and students. This is mainly because it strengthens teamwork between students and foster confidence in solving problems. Teachers’ work is reduced since students take a participatory role in classrooms. Moreover, the teacher understands his/her students better since they engage in positive discussions. Engaging students in cooperative learning is very important as it fortifies teacher student relationship. Moreover, it motivates both teachers and students on their tasks. Teaching is therefore made easy and enjoyable. In fact, passing information becomes easy as students engage in active response. These actions have capacity to improve teacher’s training skills and effectiveness in classroom (Millis 1).

Conclusion

Online educational tools are always important in improving capacity development. The website talks about cooperative learning, which brings together students from diverse backgrounds and cultures. This is an opportunity for personal, social and intellectual growth since each person is given an opportunity to talk. It also means that every student gets to listen to others, which is a very important aspect of learning. In essence, online educational tools improve students’ capacity development and teachers’ effectiveness in classrooms. It also fosters teamwork and galvanizes their relationship. This is very important in ensuring continued positive interaction between teachers and students (Sedl.org 1).

Works Cited

Kagan, Spencer. Cooperative Learning. San Clemente, CA: Kagan Publishing, 1994. Print.

Millis, Barbara. “Cooperative Learning”. utc.edu. UTC, 2002. Web.

Sedl.org. Classroom Compass: Cooperative Learning. Southern Educational Development Laboratory. SEDL, 1994. Web.

Introduction

• Jing is a free, screen casting and image capturing tool(TechSmith, 2013).
• It also grants marking up uses and wide sharing probabilities within a short time.
• Jing allows a user to design and share editable images and screen casts for easier presentation in different screens(TechSmith, 2013).
• In addition, jing acts as an inbuilt camera in computers as it captures images that appear on the monitor(TechSmith, 2013).

Free Plan for Users

• Allows a 5 minute video limit.
• Includes saving and sharing via Screencast.com, Facebook, Twitter, Flicker, embed code.
• Provides marking up functions (arrows, highlights, …).
• Is user friendly and free (Schiano, 2013).

What Can Teachers do with Jing

• Create tutorialvideos for students:
  • Demonstrate how to use a new equipment.
  • Revise a selected grammar section in a document.
  • Demonstrate how to execute an exercise or form(Koptke, 2013).
• Set tasks and homework:
  • Give homework/class assignments/research and narrate what students are supposed to do(Koptke, 2013).
• Present your projects/ school/ class activities:
  • Present new projects.
  • Share some well proved activity with other teachers.
  • Present your class or school.
  • Show outcomes of students´ work (Koptke, 2013).
• Edit homework or assignments:
  • Provide feedback on students’ written assignments using Jing (Koptke, 2013).

References

Koptke, K. (2013). Using Jing in Your Teaching. Web.

Schiano, D. (2013). Using Jing for Educators. Web.

TechSmith. (2013). A few ways you might use Jing… Web.

Abstract

The purpose of the study is to explore the concept of digital citizenship in connection to learning and teaching among Saudi Arabia teachers. During the research, Ribble’s categories were used to analyze the data retrieved with the help of the interviews. The main research question of the study is digital citizenship awareness among teachers from Saudi Arabia. Qualitative case study research is the main methodology of the study. It reveals peculiarities of the e-citizenship education in different study levels, awareness of educators, and their readiness to use digital technology appropriately. Within the frame of the study, two teachers were interviewed via Skype. The analysis of their opinions showed that they attached great value to education, protection, and respect.

Findings

The present study is aimed at exploring the concept of digital citizenship in connection to learning and teaching among Saudi Arabia teachers. The revolution in the field of communication technology has resulted in the establishment of digital citizenship, also known as e-citizenship. As it was stated in previous research in the field, digital citizens should be aware of standards, rules, ideas, and principles to ensure the proper and positive use of technology. Within the frame of the present study, the researcher chose two male volunteers and interviewed them via Skype. Participants of the interview were chosen among teachers working in the Kingdom of Saudi Arabia.

Throughout the interview, the researcher was communicating with the participants and discussing the purpose of the present study and participants’ attitudes to questions concerning the topic. As has been stated, the present research is to analyze the notion of digital citizenship in connection to learning and teaching among Saudi Arabia teachers. The data were analyzed in accordance to Ribble’s categories involving education, respect, and protection. At first, the interviewees were to describe their vision of digital citizenship. According to their answers, it was clear that the notion of respect belonged to the number of the key values shared by the teachers in Saudi Arabia. Thus, they saw digital citizenship as the way of modern technology use that was helpful both for them and for their students, and did not involve any violation of students’ feelings.

According to Al-Zahrani (2015), implementation of digital citizenship principles is often troubled by the prevalence of religious norms and people’s striving to promote the importance of cultural identity, and some of the answers of the interviewees were connected to the themes of religion and respect. They were asked to give an example of unethical behaviour of the teacher with regard to the technology use, and their answers contained a reference to respect. For instance, one of them regarded another teacher’s habit to use music during the lessons to be inappropriate as many people belonging to Muslim culture believed music to be incompatible with religion. Ribble (2011) supposes that the teacher should regard modern technologies as “tools that allow individuals to communicate, and, ultimately, create a new society” and this statement is close to the opinions that the participants were expressing during the interview (p. 20).

Answering the question concerning the importance of digital citizenship for teachers, the interviewees highlighted that teacher was supposed to be an example for the students. Therefore, his or her computer literacy should encourage students to learn from their teacher. During the interview, we also touched upon the question of violations of digital citizenship norms committed by the students. According to the interviewees, these norms can be violated in many ways but filming someone or taking photos without the permission remains one of the most common cases. Apparently, such an action involves a lack of respect and digital empathy (Terry and Cain, 2016). Describing the measures that can be taken by teachers in order to promote the image of a good digital citizen among the students, the interviewees focused on the importance of education. As it appears from their answers, there is a plenty of ways to make students aware of the digital citizenship rules.

For instance, the interviewed teachers proposed to lead the discussions with students on the proper use of the Internet. What is more, they believed that teacher should use strong examples of good digital citizens whose activity is of benefit to themselves and the society. In general, the answers to this question involved a concept of protection as other teachers were advised to leave no stone unturned in order to isolate their students from harmful information. Among the ways to teach students how to be a good digital citizen, the interviewed teachers mentioned the creation of Facebook page that would contain the information helping students to adopt the requirements imposed on good digital citizens.

Furthermore, the participants were proposed to express their opinion on the future of teaching digital citizenship. According to their answers, the situation is going to be quite stable, and in the future, more emphasis will be put on teaching students with help of examples illustrating the misuse of the technology. It will be more important to show that this misuse brings damage to both the society and the person who distributes the harmful information. Moreover, the participants were asked about their own level of confidence concerning teaching digital citizenship to the students. As it follows from their answers, they feel quite confident but there is a common opinion on the role of teacher that they find to be depthless. As the interviewees believe, it is unfair to regard teaching the rules of digital citizenship as the activity that should be performed only by teacher. Instead, they place an emphasis on the necessity of the collaborative work of the teacher, the society, and student’s parents.

Conclusion

In conclusion, it is obvious that digital citizenship is extremely relevant for the modern world as it offers a great variety of opportunities such as massive access to resources and effective learning. Throughout the study, the data was retrieved with help of literature review and conducting the interviews with teachers from Saudi Arabia. Within the frame of the present study, the teachers’ opinions on the subject of teaching digital citizenship were analysed in accordance to Ribble’s principles that include education, protection, and respect. As it follows from analysis and interpretation of their answers, the participants consider all these elements to be the important constituents of teacher’s competence in the field of digital citizenship. Nevertheless, there are more research gaps concerning the topic of digital citizenship education. For instance, it can be interesting to analyze students’ attitudes towards features that a good digital citizen is supposed to possess. To enrich the knowledge on the topic, it can be extremely important to focus further research on students’ opinions on digital citizenship lessons at their educational institutions (Jones and Mitchell, 2016). As the study examines the importance of digital citizenship education among teachers, it is able to attract more attention to the topic in academic community.

References

Al-Zahrani, A. (2015). Toward digital citizenship: Examining factors affecting participation and involvement in the Internet society among higher education students. International Education Studies, 8(12), 203–217.

Jones, L. M., & Mitchell, K. J. (2016). Defining and measuring youth digital citizenship. New Media & Society, 18(9), 2063-2079.

Ribble, M. (2011). Digital citizenship in schools. San Diego, CA: International Society for Technology in Education.

Terry, C., & Cain, J. (2016). The emerging issue of digital empathy. American Journal of Pharmaceutical Education, 80(4), 58.

Disadvantages of Remote Teaching

As a result of the pandemic, around three-fourths of the biggest school regions settled on complete remote learning. A little over a fourth of all regions started the year with a combined in-class and remote teaching approach. The psychological well-being of the country’s teachers is compromised when the school setting is unstable. Many say their mental prosperity is endangered in manners that no one has ever experienced in history (Luthra, 2021). Educators have needed to switch to and from between face-to-face and web-based learning, frequently with a couple of days’ notice (Luthra, 2021).

The social meaning of studying, as undergoing constant change in accordance with progress, makes outside interactions constrained and results in subjecting the abilities of the person to a biased social and political status. It is difficult to share emotions and comfort students in the new settings. There are many components in a web-based homeroom that could never truly compare with face-to-face classes. Online classes take away the teacher’s opportunity to learn about the personalities of students and their circumstances. The person who is to be taught is a social individual, and that society is a natural association of people. In the event that the administration removes the social factor from the young generation, a strong detachment from the reality of children is expected (Dewey, 1897). The school should address present life-life as genuine and indispensable to the child as that which they carry on at home, outdoors, or during sports activities (Dewey, 1897). Instruction that does not happen in ways that represent life is consistently an inefficient substitute for the veritable reality and will, in general, stifle. There are clashing reports about the impact of innovation that hinder studies and put both the teacher and students under stress (Kozol, 1981).

Advantages of Remote Teaching

Utilizing innovation can upgrade instructors’ work and permit them to do what was unfathomable before. A venture or issue-based methodology requires great efforts from an educator. In addition, there is evidence that most children do not encounter accomplishment in an academic setting (Murrow, 2017). For some children, the way that they can stay in bed somewhat later, take bathroom breaks on a case-by-case basis, and eat when they want has a positive effect on mental health and learning abilities. There are also studies that suggest remote adapting significantly helps auditory students (Murow, 2017).

Correspondence, joint effort, and inventiveness are the abilities needed in the information-based enterprises of the future. The instructors are required to teach more than just the skill that might be necessary at work (Kozol, 1981). Technology provides teachers with new opportunities in education that promote the creativeness of students. It also helps to fill the gaps and missing information in some studies. It can improve instructors’ experiences by investigating students’ advancement dependent on action, not simply replies. This will engage the instructor to utilize human abilities to help and challenge the student, furnished with more granular comprehension of where they are with their learning. At the point when children need to get up right on time for a long drive to a physical school, they can get drowsy during the day and experience difficulty zeroing in on their in-class learning. Students do not have to wait for the rest of the class to follow the new material. Each student can focus on individual progress.

Conclusion

In conclusion, the pros of remote teaching are it eases the work of teachers, promotes creativity, saves energy and time spent for commuting, and focuses more on individual progress. The drawbacks of this method are worsened mental health of teachers, the challenge to adapt to a new system, and some consider it as unapplicable to the real world.

References

Dewey, J. (1897). My Pedagogic Creed. The School Journal, LIV(3), 77–80.

Kozol, J. (1981). On being a teacher. Continuum.

Luthra, S. (2021). Amid coronavirus pandemic, teachers’ mental health suffers in ways they’ve never experienced. USA Today. Web.

Murrow, S. E. (2017). Positive school culture, not metal detectors, keeps kids safe. Gotham Gazette. Web.