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Journal articles on the topic 'Digital classroom technology'
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Singh, Mayengbam Nandakishwor. "Inroad of Digital Technology in Education: Age of Digital Classroom." Higher Education for the Future 8, no. 1 (2021): 20–30. http://dx.doi.org/10.1177/2347631120980272.
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Technology has become an integral part of human life, and it has made inroads in the sphere of education. Digital technology is largely reshaping the nature of learning in classroom. Digital classroom is one clear manifestation of this emerging trend. There is a burgeoning academic culture of digital classroom today. It is increasingly incomprehensible for the larger academic community to quench their thirst for knowledge without computer technology. The blending of traditional classroom and digital classroom becomes almost imminent. But it is also equally important to understand the inherent merits and demerits of digital classroom. Use of computer technology can enhance the quality of education, but technology alone cannot be sufficient. The basic challenges lie in entrenching the proper use of benefits provided by digital technology. This article seeks to examine the pros and cons of digital classroom along with the major challenges it poses. The methodology applied for this study is explanatory approach. A theoretical-based research, coupled with practical experiences, through critical analysis of existing literatures on digital classroom is carried out.
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Rizk, Jessica, and Scott Davies. "Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards." Social Sciences 10, no. 1 (2021): 12. http://dx.doi.org/10.3390/socsci10010012.
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This study examined impacts of digital technology on a key component of the socioeconomic gap in education—gaps in student classroom engagement. Whereas print literacy has long been a source of such gaps, newer “digital divide” theories claim classrooms that use digital technology are perpetuating them further. However, these claims are not grounded in close empirical observation and may now already be dated. We aimed to advance understandings of the impact of digital technology on student engagement by examining robotics, tablets, and smart board usage across a range of classrooms, using a conceptual framework that blends theories of interaction ritual chains (IRC) and cultural capital (CC). Data came from observations and interviews with teachers and students in K-8 classrooms across 10 Ontario school boards. We report three major findings. First, almost all students across socioeconomic strata engaged easily and enthusiastically with digital technology. Second, technology spawned new classroom rituals and cultural valuations. Third, digital technology provided connections between school dictates and students’ peer-based and home lives. We argue that digital technology has the potential to narrow classroom engagement gaps that are generated by conventional print media. We end by discussing avenues for future research.
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Rizk, Jessica, and Scott Davies. "Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards." Social Sciences 10, no. 1 (2021): 12. http://dx.doi.org/10.3390/socsci10010012.
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This study examined impacts of digital technology on a key component of the socioeconomic gap in education—gaps in student classroom engagement. Whereas print literacy has long been a source of such gaps, newer “digital divide” theories claim classrooms that use digital technology are perpetuating them further. However, these claims are not grounded in close empirical observation and may now already be dated. We aimed to advance understandings of the impact of digital technology on student engagement by examining robotics, tablets, and smart board usage across a range of classrooms, using a conceptual framework that blends theories of interaction ritual chains (IRC) and cultural capital (CC). Data came from observations and interviews with teachers and students in K-8 classrooms across 10 Ontario school boards. We report three major findings. First, almost all students across socioeconomic strata engaged easily and enthusiastically with digital technology. Second, technology spawned new classroom rituals and cultural valuations. Third, digital technology provided connections between school dictates and students’ peer-based and home lives. We argue that digital technology has the potential to narrow classroom engagement gaps that are generated by conventional print media. We end by discussing avenues for future research.
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Behera, Dr Suryakanta, Pratyush Pattnayak, and Janakilata Behera. "Perception of Undergraduate Students towards Use of Digital Technology in Mathematics Education." International Journal of Innovative Research in Computer Science and Technology 12, no. 6 (2024): 30–33. http://dx.doi.org/10.55524/ijircst.2024.12.6.5.
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Digital Technology has been a boon, especially in the field of education. Being one of the mot efficient ways of supplementing the traditional teaching-learning process, it has rightfully become one of the most important facets in the classroom and its application has risen in both quantity and quality. Mathematics as a subject finds constant usage of Digital tools in its pedagogy as well as its application. This study attempts to find the prevalence of Digital tool usage in the mathematics classrooms of the Undergraduate levels. Using a survey questionnaire, the investigators collected data regarding the various aspects of Digital tool integration in a mathematics classroom, reaching the conclusion that despite students perceiving the use and integration of digital technology in their mathematics classroom as net beneficial to themselves, there is not much scope for its development within the classrooms.
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Naeem, Akhtar, and Mehmood Tahir. "AN ANALYSIS OF THE PERCEPTION OF SCIENCE STUDENTS ABOUT THE USE OF TECHNOLOGY IN CLASSROOMS AT THE SECONDARY LEVEL IN ISLAMABAD." AL-MISBAH research journal 3, no. 3 (2023): 139–49. https://doi.org/10.5281/zenodo.10977894.
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<strong>ABSTRACT</strong> Since start of 21<sup>st</sup> century, use of digital technology increased in Pakistan to meet requirements of global changes in eduation. Study for “An analysis of the perception of science students about the use of technology in classrooms at the secondary level in Islamabad” was conducted and Objectives of the study were (1) to assess perception of students regarding use of technology in a classroom at the secondary level and; (2) to find out the availability of technology in teaching-learning process in Islamabad Model College for Boys. Data was acquired from secondary school students of class 9<sup>th</sup>, 10<sup>th</sup> and 11<sup>th</sup>, through a survey questionnaire. Study was descriptive in nature and straitified random sampling technique was used. Population was 8056 students and 499 students were sample. Findings shows that, using digital technology in the classroom might enhance students' learning. It was cocluded that digital learning is advantageous for each classroom. It is recommended that, much more work is required to be done to encourage a technological catch-up.
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Dr., Tikshya M. Shyamkul. "Technology In Classrooms – Flipping Classroom, "One Size Fits All Approach"." Educreator Research Journal Volume–IX, Issue– III, May – June 2022 (2022): 75–77. https://doi.org/10.5281/zenodo.6708066.
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<strong><em>Abstract </em></strong> <em>We have seen that education doesn’t have to stop just because schools are closed, and that traditional teaching approaches are not always conducive to nurturing well-rounded, independent thinkers. We are also living in a digital age with a generation of students who have grown up confident using technology and consuming content through digital devices. Through harnessing ICT tools, we can explore new ways of teaching and engaging with children who might have been ‘closed-off’ to traditional teaching methods. One such method which has become increasingly popular during the pandemic is flipped classroom learning.</em>
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Li, Tongxing, Yongfeng Zhang, and Xiaoyu Tan. "Research and Application of Digital Classroom Teaching Development in the Post-Pandemic Era." JOURNAL OF ADVANCES IN MATHEMATICS 22 (September 25, 2023): 53–56. http://dx.doi.org/10.24297/jam.v22i.9523.
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With the continuous development of information technology, digital classrooms are becoming more adapted to the demands of talent cultivation in the modern era. The digital classroom teaching model is a reform of traditional teaching methods, and constructing a digital classroom allows for more flexible organization of instructional design, fostering students' creative thinking and enhancing their overall qualities. Seizing the opportunity for the development of applied universities, our school is constructing a locally distinctive path of information technology. This article takes higher mathematics as an example to elaborate on the practical application experience of digital classroom teaching development. In conclusion, this article summarizes the shortcomings in the process of digital classroom construction, which holds certain reference value and significance for future work.
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Trillo Baca, Julieta. "Technology in the classroom, Utopia?" Ciencia Latina Revista Científica Multidisciplinar 8, no. 3 (2024): 9211–12. http://dx.doi.org/10.37811/cl_rcm.v8i3.12072.
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Nowadays, to be competitive in the work environment, a person must know how to work and master digital technologies to perform their job well. Undoubtedly, the classroom could not be excluded from the technological advances that have impacted our society, since digital technology offers versatile platforms to streamline classroom teaching, almost completely replacing textbooks. While technology opens up endless opportunities for innovation, both teaching and learning in the classroom cannot be without disadvantages.
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McNamara, Alison. "Digital Gesture-Based Games." International Journal of Game-Based Learning 6, no. 4 (2016): 52–72. http://dx.doi.org/10.4018/ijgbl.2016100104.
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This study aims to provide an account of phase three of the doctoral process where both students and teachers' views contribute to the design and development of a gesture-based game in Ireland at post-primary level. The research showed the school's policies influenced the supportive Information and Communication Technology (ICT) infrastructure, classroom environments influenced a student's ability to participate and teachers' perspectives impacted upon whether they adopted games into their classrooms. While research has been conducted in relation to training schemes for teachers, it is agreed that they are the main change agents in the classroom. Therefore, this study focuses on the game itself and its design elements that support and enhance mathematics education within the Irish context. Practical guidelines for both the game, school's policies and classroom environments are provided based upon the research for mathematics educators and practitioners of game-based learning strategies in their classrooms.
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Hol, Devrim, and Irem Aydın. "Is Technology in Our Classrooms? EFL Teachers’ Beliefs and Engagement with Technology in the Classroom." Journal of Educational Issues 6, no. 2 (2020): 38. http://dx.doi.org/10.5296/jei.v6i2.17326.
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This study aims to investigate the beliefs of Turkish EFL teachers about implementing digital technology in the classroom and the underlying factors which affect their beliefs. Quantitative research design was selected and online Beliefs Questionnaire was used for data collection. The participants of the study consisted of 563 Turkish in-service EFL teachers working at state schools, private schools or colleges in various parts of Turkey. Descriptive statistics and correlation analysis were performed to determine whether the participants’ four categorized beliefs about the use of digital technology (i.e. importance, use, expertise, and context) interrelated with each other, and if any of the participants’ demographic and background factors (i.e. age, gender, level of education, years of teaching experience) predicted the reported beliefs. The results indicated that teachers shared positive views on the use of digital technology in EFL classrooms in terms of importance, use, expertise, and context. It was also found that gender, age and teaching experience did not create any significant change on teachers’ beliefs.
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Gamit, Analyn M. "Embracing Digital Technologies into Mathematics Education." Journal of Curriculum and Teaching 12, no. 1 (2023): 283. http://dx.doi.org/10.5430/jct.v12n1p283.
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It might be challenging to find a way to incorporate digital technology into the classroom successfully. The purpose of this research was to document the implementation of a digital tool into three high school mathematics classrooms to enhance teacher and student learning. The researcher used the Learning Management System (LMS) as an educational online integrated software to looked at educators’ perspectives on its value and how they are putting their newfound knowledge to use in the classroom, as well as their reasons for using LMS resources and determine how teachers plan to use new technological tools in their classrooms. Using surveys and classroom observations, the researcher found that a poorly established social artifact was the most significant barrier to students' education. When teachers do not try to develop standard procedures for utilizing technology, students often struggle to use the instrument well. Teachers can only possibly assist their pupils in integrating teacher and agent instructions when they grasp how the tool works for themselves. Instead of having one cohesive learning experience, students are kept from their teachers and devices.
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Lim, Jon, Heidi Henschel Pellett, and Tracy Pellett. "Integrating Digital Video Technology in the Classroom." Journal of Physical Education, Recreation & Dance 80, no. 6 (2009): 40–55. http://dx.doi.org/10.1080/07303084.2009.10598339.
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Kumar, Vinod. "Digital Technologies in the Classroom." Journal of Advanced Research in Education 3, no. 5 (2024): 1–7. http://dx.doi.org/10.56397/jare.2024.09.01.
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Digital revolution across the world has influenced every aspect of our lives. Like any other field, technology has brought radical changes in the lives of teachers and students. Nowadays, it is impossible for a teacher to stay away from the impact of digitalization of education. In fact, a teacher can empower himself and his students with the use of digital technologies in the classroom. In this digital climate, technology has taken the main seat, and students have access to the best sources in the world on a single click. Digital technologies like projectors and cameras are commonly used along with virtual screen, smart devices, and digital pens in twenty first-century classrooms. This module has been designed to attain the following learning outcomes.
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Yu, Tongtong. "Construction of Perceptual Classroom Based on Internet of Things Technology." Mobile Information Systems 2022 (July 31, 2022): 1–11. http://dx.doi.org/10.1155/2022/8582862.
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At present, in the traditional classroom teaching process, there are still problems such as differences in students’ original knowledge, low student participation, and single teaching methods. For students, the mobile phone carrying rate is high, but the learning utilization rate is low and has self-control, poor ability, and low classroom participation. To solve the above problems, the research on the construction of perception classrooms based on the Internet of Things technology is particularly important. Perceived classroom refers to the use of existing technology to closely connect students and teachers, fully mobilize students’ enthusiasm, and make the classroom atmosphere. This article aims to study the construction of perceptual classrooms based on the Internet of Things technology to increase students’ interest. Through the investigation of the current situation of the digital campus, relying on the Internet of Things technology, the feasibility of the perception classroom is analyzed, and the perception classroom is constructed through the design of image processing and fuzzy control rules, which provides a perfect hardware environment for the digital campus. The experimental results show that based on the Internet of Things technology, through the perception of classroom interaction and practical activities, learning is no longer a process of mechanical memory of book knowledge, but a process of students constantly discovering and exploring problems and then solving problems in the process of practice. Among 84 classroom teaching behaviors, classroom interaction accounted for 69.05% of the total classroom teaching activities. In the “computer + projection” classroom environment, the proportion of teacher-student interaction in classroom teaching activities is 40.47%. Teachers can focus on the design of teacher-student interaction according to the characteristics of students and learners, avoid long-term theoretical explanations, and intersperse interactive links such as question and answer and request answers.
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Zhang, Hong. "Research on the Impact and Role of Digital Technology on Classroom Revolution." Journal of Intelligence and Knowledge Engineering 1, no. 1 (2023): 87–94. http://dx.doi.org/10.62517/jike.202304113.
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Digital technology has brought tremendous changes to vocational education. This article focuses on the impact and role of digital technology on various aspects such as educational ideology, teaching ecology, curriculum ideology, teaching resources, teaching models, classroom organization, and effect evaluation in the classroom revolution. It conducts in-depth research to explore the value that digital technology brings to the classroom revolution, and summarizes the positive guiding strategies and implementation strategies of digital technology for classroom revolution, leverages the positive guiding role of digital technology for classroom revolution, and assists in talent cultivation.
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Ajayi, L. F. "Enhancing Science Classroom Interactions with Relevant Technologies for Future Sustainability." International Journal of Research and Innovation in Social Science VIII, IIIS (2025): 6296–300. https://doi.org/10.47772/ijriss.2024.803472s.
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This paper explores the use of technology in science education. Integrating technology into classroom teaching aims to enhance the learning experience and prepare students for the digital age. Academically, the study aims at familiarizing learners with novel potentials, and essentials of the technologies provided in the technology package when practiced with reference to fostering sustainability. The paper also focused on expatiating the significance of technology-driven classrooms where innovations and scientific growth are made possible. It expresses the current state of technology usage in the classrooms and highlights the benefits of technology classrooms. The paper further discussed the challenges facing using digital classrooms and their remedies. It finally suggests approaches by which science educators can use various technology tools relevant to fostering a sustainable future when conceptualized through constructive activities.
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Paramita, Paulina Erawati, and Dudy Effendy. "Virtual Classroom with Goformative." Ekalaya: Jurnal Pengabdian Kepada Masyarakat Indonesia 2, no. 2 (2023): 374–78. https://doi.org/10.57254/eka.v2i2.74.
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The Fourth Industrial Revolution has profoundly reshaped education, accelerating the integration of technology into traditional classrooms. The COVID-19 pandemic further hastened this transformation, necessitating rapid adaptation to remote and online learning. However, educators faced significant hurdles due to a lack of digital skills and familiarity with online platforms. In Indonesia, the education sector shifted towards digital media and technology, enabling flexible and accessible learning experiences irrespective of physical barriers. This report details a community service initiative by Bimbel Ria Pontianak, focusing on Goformative, a digital learning platform, to equip educators with the essential skills for virtual classrooms. The initiative's objectives included introducing Goformative, fostering its effective use, and encouraging technology integration in teaching. Led by an expert lecturer, the seminar and workshop empowered educators, resulting in increased technological proficiency, improved teaching practices, heightened student engagement, and readiness for the digital era. Addressing initial challenges, this initiative signifies a crucial step towards enhancing the quality and accessibility of education in the digital age
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Moesarofah and Endah Yulia Rahayu. "Confirmatory Factor Analysis to Measure Teachers’ Emotional Scale in Digital Technology Classroom." Jurnal Sains Psikologi 14, no. 1 (2025): 27–38. https://doi.org/10.17977/um023v14i12025p27-38.
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Digital technology is changing the educational landscape, requiring teachers to adapt to the changes. Integration of digital technology into the classroom requires teachers to master technology while handling various digital access. Teachers’ emotions are an important aspect that requires readiness to handle stress and adapt to the 21st-century learning environment. This research aims to conduct a confirmatory factor analysis to measure the scale of teach-ers’ emotions in digital technology classrooms. The research design used was a cross-sectional survey. The respondents were teachers of the Guidance and Counseling Study Program who were members of the in-service teacher education program at Universitas PGRI Adi Buana Surabaya for the 2023–2024 Academic Year, totaling 66 people with an average work period of five years. The research instrument used a scale of teacher emotions in the digital technology classroom consisting of 28 items with loading factor values between .598 and .846. Data analysis used CFA. The findings showed goodness of fit between the RMSEA, CMIN/DF, TLI, and CFI indices because they met four suitability criteria. The research contributes to developing a valid scale of teacher emotionality in technology classrooms. The implications of the research are to provide practical solutions for educational institutions and policymakers to better support teachers in navigating the emotional landscape in technology classrooms. At the same time, the limitations of the research lie in the small sample size and limited focus.
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Solas, Eddia, and Frances Sutton. "Incorporating Digital Technology in the General Education Classroom." Research in Social Sciences and Technology 3, no. 1 (2018): 1–15. http://dx.doi.org/10.46303/ressat.03.01.1.
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The implementation of technology-based pedagogic practices is becoming increasingly significant in higher education as the admission of digital natives increase. This generation of students, so defined as digital natives because they grew up using computers, tablets, smart phones and other digital technology, show a high level of technological competence, but exhibit deficiencies in competencies related to digital academic tools.
 A group of activities which supports learning, and facilitates student academic success, were compiled in a 28-item challenge for beginning General Education students, as a part of a Life and Study Skills course. Each challenge invited students to access some aspect of digital technology which has the potential to increase their academic competence. The main aim of the exercise was to increase students’ digital academic literacy, exposing them to applications and ICT skills which would increase their efficiency, self-efficacy and accuracy in executing academic tasks. The technology tools used were aimed at accomplishing tasks such as group formation and communication, notetaking, information capture, summarization, synchronous and asynchronous collaboration on tasks, referencing, formatting, grammar check, plagiarism and assessment.
 Students were challenged to complete particular tasks using specific applications. A screenshot of each completed activity was submitted as evidence of task completion. Students were given 28 days to complete the tasks, after which they were required to do two quizzes, using learning platforms they were exposed to in the challenge, demonstrating their new found proficiencies.
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Holtzblatt, Mark, and Norbert Tschakert. "Expanding your accounting classroom with digital video technology." Journal of Accounting Education 29, no. 2-3 (2011): 100–121. http://dx.doi.org/10.1016/j.jaccedu.2011.10.003.
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Mendes da Costa, Cristina. "The digital classroom: harnessing technology for the future." Interactive Learning Environments 17, no. 2 (2009): 197–200. http://dx.doi.org/10.1080/10494820902880445.
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Keengwe, Jared, and David Georgina. "Supporting Digital Natives to Learn Effectively with Technology Tools." International Journal of Information and Communication Technology Education 9, no. 1 (2013): 51–59. http://dx.doi.org/10.4018/jicte.2013010105.
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Majority of learners in our classrooms are digital natives or Millennials – a category of learners who tend toward independence and autonomy in their learning styles. The primary challenges then facing instructors include: How do digital natives learn and how do you teach them? The answers to these questions will help instructors to: (a) identify and develop learning instructional offerings that are appropriate to their cognitive learning patterns, and (b) find strategies that focus on millennials’ interest and use of technology. This article highlights the need to integrate active student-centered strategies into classroom instruction to support digital natives to learn effectively with technology.
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Carreon, Adam, Sean J. Smith, and Amber Rowland. "Augmented Reality: Creating and Implementing Digital Classroom Supports." Journal of Special Education Technology 35, no. 2 (2019): 109–15. http://dx.doi.org/10.1177/0162643419882423.
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Augmented reality (AR) is an emerging technology that can help educators enhance their classrooms. With one-to-one initiatives and application (app) development creating affordable technology, teachers have more access to innovative supports for their students with disabilities’ academic, social, emotional, and behavioral skill development. Using AR, teachers can provide multimedia support while utilizing the student’s own environment. There are multiple apps available for teacher usage, which are free across multiple platforms and/or devices. This article describes exactly what AR is and how it can be used to support students with disabilities. An app is introduced to get started in the classroom with additional ways to utilize AR for learning.
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Yasin, Rizwan, Sara Amin, and Muhammad Adnan Yasin. "Beyond the Classroom: The Role of Technology in Modern Education." Journal of Human Dynamics 2, no. 2 (2024): 69–76. http://dx.doi.org/10.55627/jhd.002.02.0852.
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Technology has become an integral aspect of people’s lives, which has affected education significantly. This paper explores the transformative role of digital technologies in education, highlighting how technological advancements have enabled students and instructors to transcend traditional classroom barriers. It examines the benefits of tools such as virtual collaboration platforms, AI-driven learning systems, and digital classrooms in enhancing engagement, personalizing education, and providing global access to learning. Despite the benefits, challenges such as unequal access to technology, excessive screen time, and the digital divide remain critical issues. The paper also addresses the shift toward self-paced learning, the integration of AI and big data in customizing educational experiences, and the ongoing need for teacher training in digital tools. As education continues to evolve, the future holds promise for more personalized, data-driven, and inclusive learning environments, though achieving equal access and minimizing health risks are ongoing concerns. Ultimately, digital technologies are reshaping education, offering new opportunities for innovation, engagement, and global connectivity.
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Liu, Tianyang, Qizhe Zheng, and Ling Tian. "The Influence of Computer Network Technology Using Digital Technology on the Quality of Physical Education in Colleges under Complex Scenes." Mobile Information Systems 2022 (April 21, 2022): 1–17. http://dx.doi.org/10.1155/2022/1031515.
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Recently, college physical education has received a lot of attention. Traditional physical education and teaching are unable to meet the demand of students in today’s society and cannot attract students’ interest in sports. In this study, the challenges of college physical education classrooms are examined and the teaching objectives, contents, and teaching evaluation of the course are established to improve students’ deep learning (DL) and the effect and quality of college PE. The flipped classroom model based on DL is applied to PE teaching in colleges, and the influence of classroom teaching is explored. Moreover, a teaching experiment is conducted and the teaching effect before and after the experiment is compared. The results show that the P values of the three groups of students in the five items of 50 m running, sit-up/pull-up, 800 m/1000 m, sit and reach, and crossing direction change running are 0.003, 0.012, 0.024, 0.024, and 0.048, respectively. This indicates significant improvements in the physical quality of the three groups of students after the experiment. In addition, the three groups of students have significant differences in basketball technical and tactical application ability, DL ability, and autonomous learning ability after the experiment. This exploration integrates the concept of DL with the flipped classroom, providing a theoretical supplement for the design of flipped classrooms in college PE.
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Torres, Joseph L., Junafel P. Mira, Mark Anthony Deguit, and Mitchelle D. Roman. "Digital Transformation in the Classroom: A Review." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 663–61. https://doi.org/10.5281/zenodo.15487854.
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<strong>Abstract:</strong> <strong> </strong> <strong>This study explores the impact of educational technologies on student academic performance, with a particular focus on the role of teacher readiness, pedagogical integration, and equitable access. Drawing from a range of scholarly literature, the research examines how digital tools—such as mobile learning platforms, serious games, and cloud-based systems—can enhance learning outcomes when effectively utilized within instructional design. While empirical evidence shows that thoughtful integration of technology can lead to improved student engagement and academic achievement, the results are not uniform across all educational contexts. Key findings suggest that teacher attitudes, digital literacy, and institutional support are pivotal to the success of educational technology initiatives. Without adequate training and professional development, educators may struggle to implement digital tools in meaningful ways. Additionally, disparities in access to technological infrastructure continue to exacerbate existing educational inequalities, particularly in underserved communities. The study also highlights the importance of inclusive technology design and the need for long-term, evidence-based strategies that go beyond short-term performance gains. It concludes that while educational technology holds significant promise, its effectiveness depends on a comprehensive approach that combines pedagogical innovation, teacher empowerment, and policy-level support. This research contributes to ongoing discussions about digital transformation in education and provides recommendations for stakeholders seeking to optimize the use of ICT in teaching and learning environments.</strong> <strong> </strong> <strong>Keywords: educational technology, academic performance, digital literacy, teacher readiness, ICT integration</strong>
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Eimer, Holly. "Classroom Technology and Pedagogical Shifts." Westcliff International Journal of Applied Research 6, no. 1 (2022): 26–29. http://dx.doi.org/10.47670/wuwijar202261he.
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With the introduction of screen media and 1:1 devices in the classroom, educators are finding themselves in a unique position; navigating new technological platforms, changing their teaching methods and pedagogy to adapt, and oftentimes, competing for their students’ attention. Some important factors for classroom implementation and practice are the need for learner preference, differentiation, high quality applications, and a complementary balance between traditional methods of learning and the usage of screen media. Many teachers have observed the benefits of adopting new technology, but have concerns with its integration. Classrooms in the United States have undergone a significant change because of the use of screen media, including laptop computers (i.e. Chromebooks), and digital textbooks. While using technology in the classroom is undoubtedly not a novel concept, utilizing technology in place of traditional textbooks is relatively new. The motivation for this article was my personal experience and interest in technology for learning purposes. I have taught middle school students for 16 years, and throughout this time I have seen technology substitute traditional textbooks in various subject areas. Additionally, I have seen the effects of reading from a paper source and from screens, as well as the various strategies learners apply while using both to process the information. As a lifelong learner, I remain abreast of the most recent studies and advice on literacy for children, as well as technology use with adolescents. I incorporate best practices in my classroom. This article will provide ideas that have proven successful, not only in my classroom, but also in empirical research. Keywords: Screen media, differentiation, pedagogy, Chromebooks
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Delgado, Adolph, Liane Wardlow, Kimberly O’Malley, and Katherine McKnight. "Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms." Journal of Information Technology Education: Research 14 (2015): 397–416. http://dx.doi.org/10.28945/2298.
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There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.
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Shang, Yumeng. "The Role of AI Technology in Constructing Digital English Classrooms in Underdeveloped Areas." Journal of Education, Humanities and Social Sciences 38 (September 28, 2024): 91–98. http://dx.doi.org/10.54097/qz450f09.
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As a key part of basic education, English education in primary schools is of great significance to the personal development of students and the construction of society and has received extensive attention from society. However, primary English education in underdeveloped regions of China is still relatively backward. In recent years, the rapid development of AI technology has realized information communication in education, which has become the key force in promoting the digital transformation of English classrooms in underdeveloped regions and the potential to bridge the education gap between areas. This paper is based on the teaching characteristics of the current primary school English subject, combined with the current development of AI technology applied to English teaching, for building the digital classroom of primary school English in underdeveloped areas puts forward the following relevant recommendations. China should accelerate the implementation of infrastructure construction and technology introduction in underdeveloped areas, and strengthen the training of digital literacy and media awareness for primary school English teachers. Primary schools in underdeveloped areas should use AI technology as a teaching aid to build a "double-teacher" English classroom teaching mode and a curriculum feedback platform based on this technology, to effectively promote the digital transformation of English classrooms in underdeveloped areas.
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Adhikari, Janak, Anuradha Mathrani, and Chris Scogings. "Bring Your Own Devices classroom." Interactive Technology and Smart Education 13, no. 4 (2016): 323–43. http://dx.doi.org/10.1108/itse-04-2016-0007.
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Purpose Over the past few years, technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of information and communications technology-enabled education, further questions have been raised in terms of equity of information literacy and learning outcomes. For the past three years, the authors have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In this paper, the authors present the findings of a longitudinal investigation into the BYOD project, which offers new insights into the digital divide issues in the context of evolving teaching and learning practices across three levels, namely, digital access, digital capability and digital outcome. Design/methodology/approach This study is an empirically grounded longitudinal case research conducted over a three-year period in one secondary school in New Zealand. This research has included a number of methods, including surveys, interviews and classroom observations, to gather qualitative data from various stakeholders (teachers, students and parents). Findings The findings from the study of the BYOD project inform of digital divide issues in the context of evolving teaching and learning practices across formal and informal spaces. The authors explored how the BYOD policy has influenced existing divides in the learning process across three levels, namely, digital access, digital capability and digital outcome. The result sheds light on key issues affecting the learning process to contextualise factors in the three-level digital divide for the BYOD technology adoption process in classroom settings. Research limitations/implications The study presents findings from an ongoing investigation of one secondary school, an early adopter of the BYOD policy. While the authors have followed the school for three years, more in-depth studies on how teaching and learning practices are evolving across formal and informal spaces will be further qualified in the next stages of data collection. Originality/value The study contributes to new knowledge on how digital inclusion can be supported beyond mere access to meaningful use of technology to reinforce student learning and their overall skill development.
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Susanto, Budi, Majid Wajdi, Agus Sariono, and Anastasia Erna Rochiyati Sudarmaningtyas. "Observing English classroom in the digital era." Journal of Language and Pragmatics Studies 1, no. 1 (2022): 6–15. http://dx.doi.org/10.58881/jlps.v1i1.1.
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Teaching and learning English for millennials requires a different approach from previous generations unfamiliar with digital technology advances. This paper tries to discuss and see how English teachers insert digital technology (WHAT) into the classroom learning process. To obtain the data for this study, the researchers observed a teacher (HOW) inserting digital technology into learning. The researchers used recording techniques (audio and video) and field notes to complement the observation technique. The observations show that the teacher applies the active student learning method by applying the principle of time distribution for students and teachers. The teacher only uses up to 15% of the available time allocation, and students have more than 85% of the time to do and practice the points on the learning material. Students get extensive opportunities to experience learning with the aim that they will gain and be able to improve 1) their digital skill; 2) the growth and improvement of the students' self-confidence and other soft skills. The students' Youtube content.
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Shaji, Sajna, and P. Nagaraj. "Integration of Technology in English Language Classrooms: A Research Review." Shanlax International Journal of English 9, S1-Dec2020 (2020): 26–29. http://dx.doi.org/10.34293/english.v9is1-dec2020.3608.
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This article analyses the role of technology in education, particularly in English language classrooms. It also discusses about technology enhanced language learning and the theoretical background for the study. The impact of technology in language classrooms and in developing the four language skills is discussed. Technological assistance enhances the effectiveness of education process. A digital classroom can strengthen the cognitive, affective and psychomotor domains of learning. The article gives a glimpse of the impact of technological assistance in English language classrooms.
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Rini, Hapsari Mutya, and Salim Nabhan. "Exploring critical digital literacy in a higher education EFL classroom: Teachers’ views and practices." ELT Forum: Journal of English Language Teaching 12, no. 3 (2023): 216–28. http://dx.doi.org/10.15294/elt.v12i3.69160.
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Critical digital literacy is increasingly an issue in today’s technology-driven world, and it has been implanted into the Indonesian higher education curriculum to equip students with the ability to critically engage with digital information. Research related to critical digital literacy, especially in EFL settings at a higher education level is still under-explored. Therefore, in this study, the researchers aimed to explore teachers' views on critical digital literacy and their practices in integrating critical digital literacy in EFL classrooms at the university level. This research used a qualitative case study approach. The researchers collected data from three EFL classroom teachers at one of the universities in Surabaya, Indonesia. To validate the data, the researcher used data triangulation, where the data were collected from semi-structured interviews, observation, and document reviews. The data were then analyzed using thematic analysis. The data revealed two main themes including teachers' views on critical digital literacy in EFL classrooms and teachers' practices on critical digital literacy in EFL classrooms. Teachers’ views on critical literacy in EFL classrooms included their understanding of the critical use of technology, their recognition of the importance of students’ critical digital literacy, and the inclusion of critical digital literacy in language learning in accordance with technology development. Additionally, teachers’ practices of critical digital literacy entail the provision of various online materials and platforms, the analysis of the internet sources for students’ digital materials, the involvement of multimodal text in the learning process, and the students’ identity development in digital media. The findings of the study shed light on the various dimensions of critical digital literacy, suggest practical insight on the integration of literacy in EFL classrooms, and call for further development on effective instructional approaches that support the use of technology that promotes critical digital literacy at the university level.
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Prestridge, Sarah, and Carlos de Aldama. "A Classification Framework for Exploring Technology-Enabled Practice–FrameTEP." Journal of Educational Computing Research 54, no. 7 (2016): 901–21. http://dx.doi.org/10.1177/0735633116636767.
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This article theorizes the construction of a classification framework to explore teachers’ beliefs and pedagogical practices for the use of digital technologies in the classroom. There are currently many individual schemas and models that represent both developmental and divergent concepts associated with technology-enabled practice. This article draws from a depth of literature in this field to synthesize a classification framework used as an analytic tool to interpret technology-enabled practice. The framework was drawn from literature covering teachers’ epistemic beliefs, pedagogical beliefs, pedagogical approaches, technological competency, and perceived levels of learning. It emerged as a result of the need to analysis case study data from a large-scale research project into the effective use of digital games in the classroom: Serious Play: Digital Games, Learning and Literacy for Twenty First Century Schooling. Yin suggests the use of a uniform framework to enable cross-case synthesis. The framework provides an analytical tool to help interpret why and how teachers are using, in this case, digital games in their classrooms. It also provides a significant contribution to the variances in technology-enabled practice along the traditional-constructivist continuum as well as to the relationship in how teacher beliefs direct pedagogical practice and choice of technologies used for learning.
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Zhang, Liguo, Jiarui Gao, Liangyu Zhao, Zetan Liu, and Anlin Guan. "Predicting College Student Engagement in Physical Education Classes Using Machine Learning and Structural Equation Modeling." Applied Sciences 15, no. 7 (2025): 3884. https://doi.org/10.3390/app15073884.
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Digital technology has become increasingly prevalent in higher education classrooms. However, the impact of different types and use frequencies of digital technology on college students’ classroom engagement can vary substantially. This study aims to develop an interpretable machine learning model to predict student classroom engagement based on various digital technologies and construct a structural equation model (SEM) to further investigate the underlying mechanisms involving perceived usefulness (PU), perceived ease of use (PEU), and academic self-efficacy (ASE). Nine machine learning algorithms were employed to develop interpretable predictive models, rank the importance of digital technology tools, and identify the optimal predictive model for student engagement. A total of 1158 eligible Chinese university students participated in this study. The results indicated that subject-specific software, management software, websites, and mobile devices were identified as key factors influencing student engagement. Interaction effect analyses revealed significant synergistic effects between management software and subject-specific software, identifying them as primary determinants of student engagement. SEM results demonstrated that digital technology usage frequency indirectly influenced student engagement through PU, PEU, and ASE, with both PU and ASE as well as PEU and ASE playing chain-mediated roles. The findings underscore the importance of integrating digital tools strategically in PE classrooms to enhance engagement. These insights offer practical implications for higher education institutions and policymakers.
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Statti, Aubrey L. C. "Learner-Active Technology-Infused Classroom." International Journal of Smart Education and Urban Society 12, no. 1 (2021): 30–44. http://dx.doi.org/10.4018/ijseus.2021010103.
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With the continued rise of importance in developing digital learners, this article seeks to review a study centered on an example of innovative, technologically-advanced curriculum through the learner-active technology-infused classroom (LATIC) format as well as to discuss the possibilities of engaging learners in this format through virtual education settings. The LATIC approach pursues student achievement through three primary principles: academic rigor, student engagement, and student responsibility. In order to accomplish these goals, students are encouraged to work both independently and collaboratively, to use technology seamlessly as a tool for learning, to set goals, manage projects, assess progress, and identify their own resources for learning. In the midst of the COVID-19 global crisis and its tremendous impact on learning, this article first reviews the original case study of a 3rd-grade LATIC and then further discusses the potential for incorporating these concepts into online and homeschool education.
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Kalyanpur, Maya, and Mubina H. Kirmani. "Diversity and Technology: Classroom Implications of the Digital Divide." Journal of Special Education Technology 20, no. 4 (2005): 9–18. http://dx.doi.org/10.1177/016264340502000402.
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This paper analyzes the intersection of technology and diversity in classrooms with reference to the implications of the inequity of access and usage for under-represented groups including low-income, minority students, students from culturally diverse backgrounds, students with disabilities, and female students. Strategies at national and individual levels to facilitate a process of digital inclusion for all children are identified.
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Raja Kumar, S., and C. Shirley Moral. "Blended Learning: Incorporating Digital Technology into the Classroom Instruction." Thiagarajar College of Preceptors Edu Spectra 5, S1 (2023): 57–61. http://dx.doi.org/10.34293/eduspectra.v5is1-may23.010.
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Blended learning is a contemporary teaching method that mixes face-to-face training with digital technology to produce a more flexible and personalised learning experience. This study looks at how to implement blended learning effectively, the benefits of blended learning, and how it can alter education to enhance student results. Many studies suggest that blended learning can improve the teaching experience, give opportunities for students to build 21st-century skills, level the playing field for students from varied backgrounds, and provide equal access to high-quality education. Blended learning must be implemented well to be successful and gain its benefits. Clear communication, constant assessment and evaluation, training, support, and incorporating student input are all strategies that can assist instructors in efficiently implementing blended learning in the classroom. The report finds that blended learning has the potential to alter education and improve the learning environment for all students.
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Feng, Yuan. "Study of the Effectiveness of Personalized Learning in the Context of the Intellectual Development of Students in the Classroom." Bulletin of Science and Practice 10, no. 7 (2024): 500–508. http://dx.doi.org/10.33619/2414-2948/104/59.
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The research area of this article is the analysis of the form and structure of personalized learning as a research strategy, the traditional approach to the model of intellectual education as a practical direction. As a goal, teach the teacher in the classroom intellectual education. Intellectual education is an educational complex that combines “education based on artificial intelligence and traditional education”, and is also the main direction of the transformation of public education into a digital large-scale education model. In the field of education, using artificial intelligence, big data, blockchain and other new digital technologies, smart education classroom is gradually updating the process of education implementation, turning it into a transformed form of data classroom and personalized classroom, and in the era of big data and information education - into smart education, integrating multimedia information technology into the educational process. It will be. Teaching and assimilation of the subject. The concept of online classrooms has been developed. Finally, according to the direction to think about the development of modern education technology, this article will analyze the results of the introduction of intelligent education technology. Personalized learning as well as the introduction of personalized guidance and support for students, create intelligent classrooms, provide students with a better understanding of the learning environment.
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OLIVEIRA, Mateus Souza de, and Maria Deusa Ferreira da SILVA. "TRAINING WITH DIGITAL TECHNOLOGY: ENHANCING GEOMETRIC LEARNING." Boletim de Conjuntura (BOCA) 15, no. 45 (2023): 183–200. https://doi.org/10.5281/zenodo.8330064.
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The theme of this research is the integration of Digital Information and Communication Technologies (TDIC) in the educational context, specifically in relation to the teaching of geometry. This research work seeks to analyze the understanding of geometric thinking among future Mathematics teachers, with emphasis on the fundamental concepts of plane geometry, using the GeoGebra platform. The theoretical basis resides in the Activity Theory, with emphasis on the Activity Oriented Teaching (AOE) approach. The study, conducted using a qualitative approach of the type of research-pedagogical intervention, was carried out in a subject of the Mathematics degree course at a public university, in the hybrid teaching model. The analyzed data focuses on responses generated by students during a Guided Open Teaching Activity (AOEA) in GeoGebra Classroom. The participants' actions indicate the development of technological skills that stimulate the expression of geometric thinking. In addition, the results identify errors in geometric constructions, highlighting the importance of pedagogical mediation to correct these mistakes. In conclusion, the research points to the crucial need for pedagogical interventions aimed at the initial training of Mathematics teachers, in order to fill the formative gaps arising from Basic Education.
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Tan, Kai-Yuan, Kok-Why Ng, and Kanesaraj Ramasamy. "Classroom Environment Analysis Via Internet of Things." Journal of Informatics and Web Engineering 3, no. 2 (2024): 19–36. http://dx.doi.org/10.33093/jiwe.2024.3.2.2.
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In this era of rapid technological advancement, the potential of the digital age has opened up numerous possibilities for our society. However, despite these advancements, traditional classrooms still lack the necessary technology to create an optimal learning environment for students. Consequently, students may struggle to effectively acquire knowledge within classrooms. This paper aims to conduct a classroom environment analysis using Internet of Things technology to gather data and uncover valuable insights. The proposed solution involves an embedded system for controlling and monitoring the classroom environment, as well as exporting historical data for further research. By ensuring accurate data collection, this paper seeks to facilitate meaningful improvements in the classroom environment, aligning with the principle of "garbage in, garbage out" in computer science.
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Malaykumar, J. Joshi. "DEVELOPMENT OF DIGITAL LITERARY CONTENT FOR COLLEGE STUDENTS THROUGH H5P." Scholarly Research Journal for Interdisciplinary Studies 12, no. 78 (2023): 737–41. https://doi.org/10.5281/zenodo.8377378.
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<em>21<sup>st</sup> century has begun its march of changes and transformations with support of technology. At a time when almost all the fields are being converted into digital mode, Education also need wide transformation in all over. The classroom generation of the century is keen to technology because of internet. The students seem more interested in anything served through computers and mobile phones. The paper book loses its charm in the era of screen. The education of this century must be supported by technology and the teachers must consider this factor while presenting in the classroom. The learning content can be digitalized and presented in an interactive way so that the modern learner can interestingly deal with it.</em> <em>The present article aims to introduce a worth web platform which can enrich education in the modern era. The teachers of 21st century are expected to use technology in the classroom for effective and interactive teaching.</em>
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Kim, Hye Jeong, and Hwan Young Jang. "Sustainable Technology Integration in Underserved Area Schools: The Impact of Perceived Student Change on Teacher Continuance Intention." Sustainability 12, no. 12 (2020): 4802. http://dx.doi.org/10.3390/su12124802.
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This study aims to examine the determining factors of teachers’ continuance intention to integrate technology in a smart classroom of schools in underserved areas. Smart classrooms provide a supportive learning environment for students by equipping them with advanced multi-functional and mobile technologies. A smart classroom can provide opportunities for teaching and learning by facilitating curriculum implementation and encouraging student success. The sustainable integration of technology in a smart classroom depends on the teacher’s ability to effectively utilize digital technology in the classroom. We assessed teachers’ perceptions of their technology integration by building a research model for sustainable technology integration in an underserved area in South Korea. For this, we included four aspects of teachers’ perceptions: the frequency of technology integration, the effort toward instructional practices, student change, and continuance intention. Data were gathered via a self-administered online survey with a sample of teachers who are participating in a smart school program and were analyzed using partial least squares structural equation modeling. The findings of the study show that teachers in smart classrooms are motivated to continue technology integration when they experience positive changes among students after employing smart classroom technologies. The research findings can contribute to the efforts of educators, scholars, and policy-makers to pursue sustainable development in underserved area schools.
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Zhang, Peiwei, and Xin Sui. "Application of Digital Music Technology in Music Pedagogy." International Journal of Emerging Technologies in Learning (iJET) 12, no. 12 (2017): 4. http://dx.doi.org/10.3991/ijet.v12i12.7966.
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This paper expounds the concept and current development of digital music technology in modern times by exploration and analysis around the music technology, in order to better develop music pedagogy. In allusion to the contemporary music pedagogy, a new instruction idea is proposed by analyzing the digital music technologies such as MIDI, digital audio and other new music carriers, namely, an instruction model which integrates the digital music technology and the traditional teaching mode and means in the music classroom of middle school. In order to validate the availability of digital music technology, this paper also contemplates the current development of digital music industry and demonstrates the importance of digital music in modern music pedagogy by drilling down the digital music characteristics. In the end, it is concluded that the digital music technology introduced in music classroom instruction of middle schools contributes to cultivating students' music learning capacity.
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Muntu, Debby Fransisca, Oviliani Yenty Yuliana, and Zeplin Jiwa Husada Tarigan. "The Influence of Digital Literacy on Learning Effectiveness Through Classroom Management." Petra International Journal of Business Studies 6, no. 1 (2023): 42–52. http://dx.doi.org/10.9744/petraijbs.6.1.42-52.
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Digital Literacy is essential in the post-pandemic era. Teachers use Digital Literacy to provide learning materials, conduct the teaching process, and conduct evaluations online. However, Digital Literacy requires adequate information technology infrastructure to produce classroom management and learning effectiveness on an ongoing basis. The study used questionnaires to obtain data on Christian-based schools in Surabaya. The questionnaires were distributed to as many as 363 through a Google form, and 132 were filled out again. Data processing used partial least square. The results showed that digital literacy has an impact on classroom management. Classroom management influences learning effectiveness. Digital literacy affects learning effectiveness through classroom management. Digital Literacy has not influenced classroom management and learning effectiveness with information technology infrastructure as a moderating variable. This research provides a practical contribution for education managers to understand the adjustment of IT infrastructure to make digital literacy the basis for managing class management. In addition, teaching staff must be educated to keep abreast of technological developments to support the teaching process and improve class management. The study enriches the theory of the use of technology in education and interactional education in the classroom.
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Tovar Viera, Rodrigo, David Abrajan, and Johana Muso. "Analysis of Technological Pedagogical Content Knowledge (TPCK) in Higher Education." Revista Tecnológica - ESPOL 32, no. 2 (2020): 59–66. http://dx.doi.org/10.37815/rte.v32n2.776.
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Information Communication Technology research reflects the degree of integration of digital tools in language teaching. One of the key aspects to digital technologies is that certain technologies have affordances and constraints when designing technology-based learning activities, resulting in classroom technology practices in teaching languages creating a new research area for practitioners and researchers. The present study investigates English teachers’ technological competences and perceptions of using technology, pedagogy, and content in their language classrooms. A survey was applied to gather information about the use of technological tools, the integration of technology, pedagogy, and content in teaching English as well as knowledge about their components. Results revealed that although teachers applied technology in lessons and had knowledge of digital technology, potential learning activities were often overlooked. Teachers were not sufficiently skilled in technology-related knowledge domain. Since English teachers reported difficulty integrating the Technological Pedagogical Content Knowledge framework to plan technology-rich language instructions skillfully, research outcomes suggest that such a framework is needed in training programs. This affords teachers practical opportunities integrate technology into their classroom teaching practices. Ideally, research findings will uncover pedagogical implications and applications for further research.
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Irwin, Bradley. "Smartphones as pedagogical tools: Transforming analog classrooms through digital storytelling." JALTCALL Publications, no. 1 (March 31, 2024): 32–41. http://dx.doi.org/10.37546/jaltsig.call.pcp2023-04.
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The integration of digital technology into language learning environments has shifted pedagogical approaches towards more immersive, student-centered methods. Despite this, many classrooms remain anchored in traditional, analog methodologies. This study explores the innovative integration of digital storytelling in such environments by leveraging smartphones for educational purposes. Using a mixed methods research approach, the study combined classroom and fieldwork observations with surveys and debriefing interviews. Students demonstrated a high degree of adaptability, utilizing their smartphones effectively, even in the absence of a technology-rich classroom environment. The results challenge conventional beliefs that tech-centric projects demand tech-intensive settings. The study indicates the potential benefits of incorporating digital storytelling, especially in language learning contexts, promoting engagement, skill development, and higher-order thinking. It further emphasizes the pedagogical advantages of digital storytelling and advocates for its broader implementation in diverse educational contexts. Future research might explore the long-term effects of digital storytelling on student performance and its applicability across various disciplines.
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Mazrur, Rodhatul Jennah, Abdul Mujib, and Zulfa Jamalie. "The acceptance and effectiveness of digital learning technologies: A detailed empirical investigation in Islamic study classrooms." Journal of Education and e-Learning Research 10, no. 2 (2023): 175–86. http://dx.doi.org/10.20448/jeelr.v10i2.4495.
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The acceptance of different technologies in different classroom settings has been addressed in the current study. Integrating alignment theory with the Technology Acceptance Model (TAM), this study investigates the predictive differences between the use and adoption of four technologies. The technologies were used in Islamic study classrooms for four months during the spring semester of 2022 among the students of the Palangkaraya state Islamic religious institute in Indonesia. The survey questionnaire was distributed among students at the end of the semester. The results of this study revealed students' behavioral intentions to use all four digital technologies. However, the impact of adopting the classroom response system was larger followed by digital textbooks, mobile virtual reality and classroom chats. These results depict that students prefer the classroom response system and have little preferences for classroom chats while learning Islamic studies. The favorable results for the classroom response system, digital textbooks and mobile virtual reality depict that practitioners should consider the ease of access and affordability of these technologies at all educational levels to enhance students' learning capabilities.
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Arokiasamy, Anantha Raj A. "A systematic review approach of mobile technology adoption in higher education." Economics, Management and Sustainability 2, no. 2 (2017): 48–55. https://doi.org/10.14254/jems.2017.2-2.5.
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Many educators agree that mobile technology has great potential not only to improve our educational practices but also to change traditional learning platforms and classroom learning environments. There are also many advantages to integrating mobile technology into the 21<sup>st</sup> century classrooms to support teaching and learning. Mobile technology tools such as iPads, iPad mini, mobile applications, tablets, palm devices, e-readers and smartphones are becoming real-world tools that should be integrated into modern instructional practices to support digital learners and to promote meaningful learning. Educators are harnessing mobile devices within and beyond the classroom due to the flexibility, portability, affordability and popularity of those devices. This study explores the effectiveness of mobile technology adoption within 21<sup>st</sup> century classrooms processes and outcomes.
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Puttick, Gillian, Brian Drayton, and Joan Karp. "Digital Curriculum in the Classroom: Authority, Control, and Teacher Role." International Journal of Emerging Technologies in Learning (iJET) 10, no. 6 (2015): 11. http://dx.doi.org/10.3991/ijet.v10i6.4825.
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With greater online access and greater use of computers and tablets, educational materials are increasingly available digitally, and are soon predicted to become the standard for science classrooms. However, researchers have found that institutionalized structures and cultural factors in schools affect teacher uptake and integration of technology. Findings are sparse that detail the complexities of how teachers actually incorporate technology in their teaching as they negotiate the introduction of a new and potentially disruptive innovation. With respect to a digital curriculum in particular, teachers can be unclear about their role vis-a-vis the curriculum, as the "computer" potentially becomes an alternative source of authority in the classroom, and this can mean that the teacher is no longer in control. This paper reports on the implementation of two units of an innovative environmental science program, Biocomplexity and the Habitable Planet, as a digital curriculum. We discuss some of the lessons learned about the mix of challenges, anticipated and unanticipated, that confronted four high school teachers as they implemented the curriculum in their classrooms. We suggest that developers and users of digital curricula pay particular attention to how they envision where the authority for teaching and learning in the classroom should reside.