The rapid growth and evolution of technology has seen many institutions of higher learning in Malaysia enhance the student learning experience by integrating technology in their teaching methods. Some technology-minded lecturers have been using technology in the form of computer-aided learning presentation systems, or as a research tool. Given the rapid pace of technological innovation, however, others may lack the necessary skills and training to transfer the use of technology to learning outcomes (Antonnaci & Modaress, 2008). With the current advancement of integrated circuits and chipsets, computers today are far more interactive than they once were (Kristof & Satran, 1995). A decade ago, technologies available to classroom teachers included slides, tapes, videos, and multi-image presentation equipment (Jonassen, Peck, & Wilson, 1999), but these media have evolved and are now available digitally. Computers are now used as a compulsory teaching tool and as an instructional medium. According to Jonassen et al. (1999), the computer now has the ability to capture, synthesise and manipulate multimedia effects and integrate them into a single presentation that will better engage students.
The emergence of new technologies, such as three-dimensional (henceforth 3D) virtual worlds (i.e., Second Life and Active World), creates new opportunities for teaching and learning. In addition, these virtual worlds reinforce the wider strategic drive in education towards a more personalised style of learning, which is tailored to the individual learner’s needs (De Freitas & Roberts, 2005; West-Burnham, 2005) and greater learner autonomy. Since learning depends on the way technologies are used, and so much not the technologies themselves (Clayon,...
... middle of paper ...
...ate the skills required for a successful solving of a case. These examples address the areas of DNA, nucleic acids, literacy, investigation skills, and the job skills needed to work as a crime scene investigator. In addition to these models, simulated activities contained in the virtual learning environment enable users to practice the aforementioned skills in highly graphic realistic settings. While engaged in these virtual activities, the learners receive feedback and guidance from the virtual support group.
Project CSI was designed and developed by the researcher in the field of biotechnology and uses instructional pedagogy. While recommendations for its suggested use by practitioners in one private university college have been developed, questions remain on how they will be implemented successfully by teachers and others involved in biotechnology education.
In the last decade, increasingly powerful technologies have begun to make their way into classrooms across the nation. Many classrooms are now equipped with personal computers that run educational software to help teach students facts and concepts in a more engaging way than a traditional lecture. Advances in telecommunications technologies have led to almost universal access to the Internet, allowing students and teachers to communicate with people from around the world and gain access to a wealth of educational materials. New ways of obtaining and presenting information have given students powerful new methods for understanding the world around them. However, while use of technology in the classroom has been shown to be highly beneficial for students, it is important to note that without a well-planned technology support system, this expensive educational technology often goes under- or mis-utilized..
With the advances in online and mobile technologies that have come about in the last decade, the contexts in which we teach and the way students learn have become more diverse. Classes can be taught completely online, face-to-face in the traditional format, or a blended mix of the two. Learning has become less about memorizing information. It has become more about knowing how to use, evaluate, and interact with information in our daily lives. Students have come to expect, and benefit from, a mix of learning content in their lessons: text, graphics, video, audio and interactivity. The inclusion of multimedia learning objects in online or blended course design often enhances how students process information by appealing to the multiple ways students learn and giving them opportunities to test or practice their understanding of content.
With the widespread use of digital technology, the classroom teaching approaches and practices went through remarkable changes. When compared to the past ten years, today the classrooms look entirely different in terms of programs and technical tools used to enhance the learning skills of students.
To maximize student’s participation, modified suggestopedia made use of multi-media in the teaching-learning process especially in creating a sensory rich and relaxing classroom atmosphere. Schunk (2012) mentioned that the use of video clips, projectors or even social media in the teaching- learning process helps achieve students’ maximum participation. In connection to this, Sivakumaran (2012) found out that students perceived that incorporating technology on a higher level in their classrooms would make them more engaged and excited to learn.
ACCEPTANCE, naturally, is the challenge. Virtual Reality, on the opposite hand, presents a chance for hands-on experience otherwise hard to obtain. Alas, in virtual reality, it's tough to understand what's real. Virtual Reality is among the many types of computer technology that schools have started to use often in the past decade. In the United States and other developed countries, it is entering young people's classrooms as well. This trend a part of a larger determination to come up with a digital offering even further, dependent on cooperative usage and internet training to make the most of effectiveness and coverage of our content for the advantage of our clientele.
The title of the article “Deficiencies of The System” is extracted from the book “An Education System Worthy of Malaysia”, written by M. Bakri Musa. The article discusses the poor education system in Malaysia that encompasses every aspect of schooling from pre-school to the university level. The author mixes personal experience, third-person experience and data evidence to address the poorly constructed system. The author works as a surgeon by day in Silicon Valley, California. He and his wife, Karen lives in Morgan Hill, California.
Computer graphics technology enables us to create a remarkable variety of digital images and displays that, given the right conditions, effectively enrich education [Clark 1983]. Real-time computer graphics are an essential component of the multi-sensory environment of Virtual Reality (VR). This article addresses the unique characteristics of emerging VR technology and the potential of virtual worlds as learning environments. I will describe several key attributes of VR environments and discuss them in relationship to educational theory and pedagogical practice. I will then identify three challenges that must be met before VR can be integrated into educational settings: cost, usability, and fear of the technology.
One innovative way virtual environments have been implemented is the use of video games to aid in making learning and teaching situations more comfortable. This new style of education is made possible with the use of virtual classrooms in the massive multiplayer online game, MMO, Second Life (SL). Through the use of this fully virtual world, we are now able to teach tangible skills to others. In “Using Second Life to enhance classroom management practice in teacher education”, Jennifer Mahon et al. explored this theory. They established that, “Overall, the results of this study suggest that using SL for a simulation of classroom management is promising (130)”. Because is it always easier to learn in an atmosphere where one feels relaxed and comfortable, this use of Second Life shows great potential. By using online games this way it is allowing not only new teachers, but veteran teachers as well to gain or brush up on skills they need as educators interacting with...
Raya, M. J., & Fernández, J. M. P. (2002). Learner autonomy and new technologies. Educational Media International, 39(1), 61-68.
White, B. A. (2008). Second Life: a guide to your virtual world. Indianapolis, Ind.: Que Pub.Pp.12-15
According to Stair “Multimedia is computing our way to Educational Reform.” The concept of multimedia has existed for many years. There is lot of confusion about what exactly Multimedia is. A simple way of defining multimedia is that it denotes the combination of several media to transport information in several forms from one point to another. The technology of using text and words, diagrams, graphics, sounds and video images collectively to show everything more effectively is called as Multimedia. Multimedia is a powerful tool for making presentations, also multimedia offers unique advantages in the field of education. For instance, text alone simply does not allow students to get a feel. Multimedia enables us to provide a way by which learners can experience their subject in a vicarious manner. The key to providing this experience is having simultaneous graphic, video and audio, rather than in a sequential manner. Lau (2013) describes three primary forms of technologies to deliver multimedia content; communication technologies to impart information, social networks to collaborate and interact and gaming, a relatively new form of educational technology that aims to turn educational content into an
Using technology in education for the purpose of better understanding is a positive step taken by most of the schools, colleges and universities all around the world. Technology can play vital role in improving education systems. You can see electronic gadgets and computers being used in schools, colleges and universities. Audio visual tools are developed to teach complex topics to students in fun way. Faiza Abdur Rab, in her articles ‘Recreational Activities vs. Studies’ said that the lifestyle and education had become more competitive as science and technology is progressing (Rab, 2009). This advancement had brought many noticeable changes in methods and approach of learning and education. This progress is making people of the developing countries to meet the challenges of world. This is also helpful in improving the style and standards of living.
Resources are designed to support us as teachers to plan, deliver and assess our teaching and lesson delivery. All the materials and books, a variation and diversification of approaches, resources used for different learning styles, in order to meet the needs of all my students were contributing to the professional development and continuing education. Preparing visual prompts to stimulate, the use of colour in my slides, always helped to stimulate the interest and emphasise the key points in my teaching. However, computer-based technology, provided opportunities to develop ICT skills. Thus, through class sessions and little practice students were developing skills to use it, and create professionally looking and visually stimulating slides. As teachers, we must be willing to encourage our students to become active participants in their learning, creating opportunities to actively engage all
Technology properly used in the classroom has many advantages to a student’s learning. Technology can help students become more involved in their own learning process, which is not seen in the traditional classroom. It allows them to master basic skills at their own rate rather than being left behind. Teachers and students alike can connect to real life situations by using technology in the classroom; this can also help to prepare students for real world situations. Technology can be used to motivate students as well as to offer more challenging opportunities. It can also be used as a visualization tool to keep students interested in the subject that is being taught. When technology is used effectively, students have the opportunity to develop skills that they may not get without the use of technology (Cleaver, 2011). Assessing and monitoring students is easier on the teacher because of the ability to use technology in the classroom. When technology is used correctly it offers limitless resources to a classroom atmosphere.
The introduction of technology into education has revolutionized the teaching quality and learning outcome in the last ten years. The integration of technology into lectures by teachers in classroom has become so natural that both teachers and learners consider computers and their related applications for instruction are “a routine component of the classroom and educational processes in general” (Nuldén, 1999 cited in Buzzard et al., 2011, pp.131-139).