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Journal articles on the topic 'Education, Instructional Design|Education, Policy|Education, Technology of'

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Published: 4 June 2021

Last updated: 14 February 2022

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1

Edyburn, Dave L. "Instructional Design Advances in Special Education Technology." Exceptionality 17, no. 2 (2009): 63–65. http://dx.doi.org/10.1080/09362830902805699.

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Connelly, James O., and Paula Miller. "Improving Learning Outcomes for Higher Education Through Smart Technology." International Journal of Conceptual Structures and Smart Applications 6, no. 1 (2018): 1–17. http://dx.doi.org/10.4018/ijcssa.2018010101.

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The ever-decreasing time between the doubling of knowledge creates a problem for education concerning how to handle information overload. To address this issue, educators must learn to make learning more effective and more efficient. Currently, there is more to learn and less time in which to learn. Therefore, Smart technology offers a solution: It helps manage cognitive load through the formation of a schema, which helps humans learn more with greater efficiency and greater effectiveness. This can be accomplished by instructional design that makes use of Gagné's conditions of learning and the

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Chen, Ching-Huei. "Cultural diversity in instructional design for technology-based education." British Journal of Educational Technology 38, no. 6 (2007): 1113–16. http://dx.doi.org/10.1111/j.1467-8535.2007.00738.x.

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Ntuli, Esther. "Instructional Technology Courses in Teacher Education." International Journal of Information and Communication Technology Education 14, no. 3 (2018): 41–54. http://dx.doi.org/10.4018/ijicte.2018070104.

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This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skill

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Alvarado, Angelito Estoesta, and Marciano Radam Lopez, Jr. "Implementation of Omnibus Policy on kindergarten education." Asian Journal Of Assessment In Teaching And Learning 10, no. 2 (2020): 34–54. http://dx.doi.org/10.37134/ajatel.vol10.2.5.2020.

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The implementation Omnibus Policy on Kindergarten Education was conducted primarily to determine the extent the implementation of the provisions stipulated in the DepEd Order no. 47, series 2016. It serves as the basis for the continuing enhancement in the operation and management of the kindergarten program; a benchmark that will motivate the administrators to initiate continuous improvement on all areas of concerns in the operation of the program as to Instruction, assessment, learning resources, and instructional materials, learning space and environment, and monitoring and evaluation in cl

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Waintraub, Jack L. "Redesigning Engineering Technology Education." Industry and Higher Education 11, no. 4 (1997): 249–52. http://dx.doi.org/10.1177/095042229701100412.

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The New Jersey Center for Advanced Technological Education (NJCATE), is dedicated to the improvement of Engineering Technology education through: the development of innovative educational programmes, such as the Mecomtronics Engineering Technology curriculum; design and development of instructional methodologies and materials; student recruitment and retention strategies; strong partnerships among educational institutions and with industry, government and professional societies. Changes in any one facet of technician education are not sufficient to bring about the needed improvement in the pre

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Matsuo, Tokuro, and Takayuki Fujimoto. "Analogical Thinking Based Instruction Method in IT Professional Education." International Journal of Human Capital and Information Technology Professionals 1, no. 3 (2010): 1–14. http://dx.doi.org/10.4018/jhcitp.2010070101.

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In designing a new teaching system, a challenging issue is how the system intelligently supports learners. This paper describes a methodology and a system design on the intelligent instruction support for software engineering education. For information science courses at a university, software engineering subjects are usually compulsory and students study dominant conceptions of implementation like software architecture, and the methodology of software design in software engineering lectures. To enhance learners’ understanding, the authors design a novel instructional model based on the analog

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Guthrie, James W. "The Historic Paradox of Instructional Technology and Education Policy: A Commentary." Peabody Journal of Education 78, no. 1 (2003): 54–67. http://dx.doi.org/10.1207/s15327930pje7801_4.

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González, Luis Fernando Muñoz, and Vieyra Gerardo Quiroz. "Instructional Design in Online Education: a Systemic Approach." European Journal of Education 2, no. 3 (2019): 64. http://dx.doi.org/10.26417/ejed.v2i3.p64-73.

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Online education is becoming more and more valid, but as a different modality from the face-to-face teaching-learning process, it has special characteristics that must be considered. Online education is much more than uploading material to a repository and using it in a linear manner. Electronic online education platforms, seen as an integral system, offer a large number of technological resources that must be used according to the educational model that is being applied. To achieve good performance, an online education model must be based on a harmonious architecture of the educational, admin

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Farmer, Christopher J. "Instructional Design for the Future of Undergraduate Journalism Education." International Journal of Adult Vocational Education and Technology 3, no. 1 (2012): 51–62. http://dx.doi.org/10.4018/javet.2012010105.

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In the face of communication changes brought on by technology, journalism curriculum needs restructuring while staying true to its core values. Using an instructional design framework, and a case study, this paper proposes a journalism education based on Esser’s spheres of influence. Current practices and principles are discussed. A literature review and emerging trends shape the proposed curriculum clusters: the business and profession of journalism, communication, and community/society.

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Behehsti, Mobina, Ata Taspolat, Omer Sami Kaya, and Hamza Fatih Sapanca. "Characteristics of instructional videos." World Journal on Educational Technology: Current Issues 10, no. 2 (2018): 79–87. http://dx.doi.org/10.18844/wjet.v10i2.3418.

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Nowadays, video plays a significant role in education in terms of its integration into traditional classes, and is the principal delivery system of information in classes particularly in online courses as well as serving as a foundation for many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away from the traditional instructional approach to video-based learning (VBL). VBL is a powerful approach used in education in order to enhance learning results as well as the learners’ satisfaction. The aim of this study is to explain advantages,

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Banas, Jennifer R., and Drew Polly. "Instructional Design and Technology Trends in Teacher Education: An AECT Teacher Education Division Special Issue of TechTrends." TechTrends 60, no. 1 (2016): 2–3. http://dx.doi.org/10.1007/s11528-015-0007-2.

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Bodily, Robert, Heather Leary, and Richard E. West. "Research trends in instructional design and technology journals." British Journal of Educational Technology 50, no. 1 (2018): 64–79. http://dx.doi.org/10.1111/bjet.12712.

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Anglin, Gary J., and Kathryn Ley. "Trends and issues in instructional design and technology." Educational Technology Research and Development 50, no. 4 (2002): 67–71. http://dx.doi.org/10.1007/bf02504986.

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Gerber, Michael M. "Tolerance and Technology of Instruction: Implications for Special Education Reform." Exceptional Children 54, no. 4 (1988): 309–14. http://dx.doi.org/10.1177/001440298805400404.

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Mounting criticism of special education policy and practices has resulted in controversial recommendations for reform that often appeal to the questionable authority of the National Academy of Sciences' report (Heller at al., 1982). Until now, there has been little response to this frequently cited report from a special education perspective. The present article discusses a theory of tolerance and seeks to identify the critical problems associated with the position taken in the NAS report and subsequent reform initiatives. Specifically, it is argued that brute force attempts to absorb, current

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Weiss, Margaret P., Anya S. Evmenova, Michael J. Kennedy, and Jodi M. Duke. "Creating Content Acquisition Podcasts (CAPs) for Vocabulary." Journal of Special Education Technology 31, no. 4 (2016): 228–35. http://dx.doi.org/10.1177/0162643416673916.

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Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs f

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Lowell, Victoria Lynn, and James Michael Morris Jr. "Multigenerational classrooms in higher education: equity and learning with technology." International Journal of Information and Learning Technology 36, no. 2 (2019): 78–93. http://dx.doi.org/10.1108/ijilt-06-2018-0068.

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Purpose The purpose of this paper is to discuss potential challenges learners from different generations may have with current instructional methods using educational technologies in the classroom. The authors hope to create awareness to help improve equity in learning opportunities and assist educators in understanding the needs of multigenerational classrooms. Design/methodology/approach In a narrative review of the literature, the authors present the current findings of the literature on generations in higher education and concerns for equity in learning opportunities. Findings It is common

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Abramovich, Sergei, and Michael L. Connell. "Using Technology in Elementary Mathematics Teacher Education: A Sociocultural Perspective." ISRN Education 2014 (March 4, 2014): 1–9. http://dx.doi.org/10.1155/2014/345146.

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A central tenet of mathematics education reform is the integral role of technology at all grade levels. The current technological changes combined with the changes in the mathematics content and instructional method require elementary mathematics teachers to be able to design technology intensive lessons for exploration and discovery of these concepts through appropriate computer applications. In actual practice, however, most computer applications provided for mathematics education consist of software designed for a specific educational purpose: the solution in a can scenario. Furthermore, ec

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Shachak, Aviv, Ron Ophir, and Eitan Rubin. "Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops." Cell Biology Education 4, no. 3 (2005): 199–206. http://dx.doi.org/10.1187/cbe.04-11-0055.

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The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of Gagne's Conditions of Learning instructional design theory. This theory, although first published in the early 1970s, is still fundamental in instructional design and instructional technology. First, top-level as well as prerequisite learning objectives f

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Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.

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Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and t

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Christine, Siegel, and Claydon Jennifer. "Innovation in Higher Education: The Influence of Classroom Design and Instructional Technology." i-manager's Journal on School Educational Technology 12, no. 2 (2016): 24. http://dx.doi.org/10.26634/jsch.12.2.8216.

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Sangbong Yi and 배선아. "Instructional Design for Fostering Students' Creative Problem Solving Ability in Technology Education." Journal of Korean Practical Arts Education 13, no. 4 (2007): 77–98. http://dx.doi.org/10.17055/jpaer.2007.13.4.77.

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Campbell, Diane M. "Assistive Technology and Universal Instructional Design: A Postsecondary Perspective." Equity & Excellence in Education 37, no. 2 (2004): 167–73. http://dx.doi.org/10.1080/10665680490454057.

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Reeves, Thomas C., Jan Herrington, and Ron Oliver. "Design research: A socially responsible approach to instructional technology research in higher education." Journal of Computing in Higher Education 16, no. 2 (2005): 96–115. http://dx.doi.org/10.1007/bf02961476.

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Barrett, Edward, and James Paradis. "Teaching Writing in an On-Line Classroom." Harvard Educational Review 58, no. 2 (1988): 154–72. http://dx.doi.org/10.17763/haer.58.2.4200232732613124.

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The promise and potential of computers in education continue to inspire efforts to design and implement innovative instructional strategies. In this article, Edward Barrett and James Paradis document an experimental writing course that uses the technology of electronic networks to create an "on-line" classroom for writing instruction. After examining a number of key design issues, the authors describe a typical class meeting and discuss both the challenges and results of teaching in this new environment.

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Kramer, Jenna W., Stephany Cuevas, and Angela Boatman. "Faculty attitudes toward technology-driven instruction in developmental mathematics." education policy analysis archives 29 (April 5, 2021): 45. http://dx.doi.org/10.14507/epaa.29.5843.

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Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and

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Raymond, Emmanuel, Bernad Atsumbe, Robert Okwori, and Adamu Muhammed Jebba. "Comparative Effects of the Synchronous and the Asynchronous Instructional Approaches Concerning the Students’ Achievements and Interests in Electrical Engineering at the Niger State College of Education." International Journal of Engineering Pedagogy (iJEP) 6, no. 3 (2016): 4. http://dx.doi.org/10.3991/ijep.v6i3.5302.

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Abstract -This study was conducted to determine the comparative effects of synchronous and asynchronous instructional approach on College of Education students’ achievement and interest in Electrical Technology. Quasi-experimental research design was adopted. Two research questions and two hypotheses tested at .05 level of significance guided the study. The population of the study comprised of all the 190 final year students offering Electrical technology as a major course in Colleges of Education under study. The instruments used for data collection were Electrical Technology Cognitive Achiev

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Akpan, Iniobong Fred, and Atim Edet Itighise. "Students’ Perception of Lecturers’ Utilization of Information and Communication Technology (ICT) Tools for Instructional Delivery in Science Education Programme." Journal of Education and Development 3, no. 2 (2019): 35. http://dx.doi.org/10.20849/jed.v3i2.606.

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The study was to investigate students’ perception of lecturers in utilizing Information and Communication Technology (ICT) tools in instructional delivery in science education programme in Akwa Ibom State University. The researchers adopted descriptive survey design for the study. The population of the study which also formed the sample for the study were one hundred and thirty eight year three students of the Science Education Department, Akwa Ibom State University, Ikot Akpaden, Mkpat Enin L. G. A. Two research questions were formulated to guide the study. A questionnaire titled “Students’ P

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Thohir, M. Anas, Moh Irma Sukarelawan, Jumadi Jumadi, Warsono Warsono, and Alfina Citrasukmawati. "The effects of instructional design based web course on pre-service teachers’ competencies." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (2021): 230. http://dx.doi.org/10.11591/ijere.v10i1.20475.

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<span>Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrume

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Seechaliao, Thapanee. "Instructional Strategies to Support Creativity and Innovation in Education." Journal of Education and Learning 6, no. 4 (2017): 201. http://dx.doi.org/10.5539/jel.v6n4p201.

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The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three were in technology and innovational education, and the other three were in the design and development of innovative teaching. Research instruments used in this study were three sets of interview questions designed for those specialists in their own exper

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Eltahir, Mohd Elmagzoub A. Babiker. "Instructional Design Model for Applying Flipped Learning in Higher Education Institutions." European Journal of Social Sciences Education and Research 11, no. 1 (2017): 58. http://dx.doi.org/10.26417/ejser.v11i1.p58-69.

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The era of globalization, growth and development of information and communication technology (ICT) and its application to learning and teaching has influence on our modern generation students, making the teaching traditional methods are useless. Changing familiar instructing methods can be a challenge available for instructors as a way to ignite our students’ curiosity and make our teaching materials more engaging and effective. Recently, the flipped learning model has been recognized by educators as an effective instructional approach (Hwang, - Wang 2015), it is a pedagogical approach in whic

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Elias, Tanya. "Universal instructional design principles for mobile learning." International Review of Research in Open and Distributed Learning 12, no. 2 (2011): 143. http://dx.doi.org/10.19173/irrodl.v12i2.965.

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The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.

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Louhapensang, Chaturong, and Somchai Seviset. "Instructional Design Integrated with Quality Function Deployment (QFD) and TRIZ40." Applied Mechanics and Materials 620 (August 2014): 93–99. http://dx.doi.org/10.4028/www.scientific.net/amm.620.93.

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This paper concentrates on the development of instructional design integrated with Quality Function Deployment (QFD) and TRIZ40 principles model. This paper draws from the research study which aimed to investigate the development of instructional design integrated with QFD and TRIZ40 principles model for the Design Education Program in the Faculty of Industrial Education at King Mongkut’s institute of Technology Ladkrabang, Bangkok, Thailand. The research methodology was a mix methods. The sample groups were composed of 5 lecturers and 100 Undergraduate students of the Design Education Program

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Henderson, Charles, José P. Mestre, and Linda L. Slakey. "Cognitive Science Research Can Improve Undergraduate STEM Instruction." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (2015): 51–60. http://dx.doi.org/10.1177/2372732215601115.

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This article explores the directions needed to facilitate widespread adoption of the findings of cognitive science (CS) into undergraduate instruction in the disciplines of science, technology, engineering, and mathematics (STEM). The emerging research tradition of STEM discipline-based education research (DBER) is introduced briefly, with a focus on physics education research (PER). Examples of cognitive science research that are beginning to affect classroom practice are introduced, as well as examples that have direct implications for improving STEM instructional practices, yet remain large

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Li, Qing, Bruce Clark, and Ian Winchester. "Instructional design and technology grounded in enactivism: A paradigm shift?" British Journal of Educational Technology 41, no. 3 (2010): 403–19. http://dx.doi.org/10.1111/j.1467-8535.2009.00954.x.

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Waters, Sandie H., and Andrew S. Gibbons. "Design languages, notation systems, and instructional technology: A case study." Educational Technology Research and Development 52, no. 2 (2004): 57–68. http://dx.doi.org/10.1007/bf02504839.

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Caffarella, Edward P., and Steven G. Sachs. "Doctoral dissertations in instructional design and technology, 1977 through 1988." Educational Technology Research and Development 38, no. 3 (1990): 39–42. http://dx.doi.org/10.1007/bf02298180.

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Rodney, Basiyr D. "Understanding the paradigm shift in education in the twenty-first century." Worldwide Hospitality and Tourism Themes 12, no. 1 (2020): 35–47. http://dx.doi.org/10.1108/whatt-10-2019-0068.

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Purpose The purpose of this study is to analyse the potential impact of the Internet of Things (IoT) on education. IoT is more than just novel educational arrangements with new technology and networked computing devices. Taking a systems design perspective, the author argues that IoT represents a paradigm shift in the key drivers of education systems. Design/methodology/approach The paper uses a conceptual analysis based on the systems thinking framework. The paper relies on a literature review as informed by prior studies in the field, social media analysis and research database articles of I

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Fisher, Mercedes M. "Design Your Future: Technology Literacy Competency Recommendations for K-12 Education." Journal of Educational Technology Systems 26, no. 1 (1997): 27–34. http://dx.doi.org/10.2190/ch36-8w1u-p9fe-hf5n.

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Given the growing movement for restructuring schools, educators' responsibilities have increased with the ever-changing technological advancements of society; however, one of the concerns most often expressed is the lack of opportunities for teachers to communicate with each other about how technology is being used in the classroom. This study not only identifies in-service teacher recommendations for incorporating technology competencies into K-12 education but also implies a hierarchy of the importance of these skills. Out of a total of 495 questionnaires sent to K-12 teachers in Colorado, 2

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Barrons, Kevin Paul. "Flipped Instructional Technology." International Journal of Strategic Information Technology and Applications 6, no. 3 (2015): 50–60. http://dx.doi.org/10.4018/ijsita.2015070104.

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Most recently, the Flipped Classroom concept has drawn attention by educators as a means of organizational and individual competencies. The goal in the university setting is to improve cognitive practice and increase learning in the value creation process and the zone of proximal development (ZPD) environment. Seeing one experiences this newest pedagogy in “flipped classroom” design, it has changed various educational disciplines in business education due to the increase in the success in learner motivation and comprehension - based on the objectives required for course work. Educational techn

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Suartama, I. Kadek, Punaji Setyosari, Sulthoni Sulthoni, and Saida Ulfa. "Development of an Instructional Design Model for Mobile Blended Learning in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 16 (2019): 4. http://dx.doi.org/10.3991/ijet.v14i16.10633.

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The development of information and communication technology has brought a surprise and revolutionary challenge to the idea and practice of traditional education. Mobile internet technology has become the main promoter and accelerator to apply the concept of mobile learning. Mobile technology offers new opportunities to integrate face-to-face learning and online learning methods. We see a tendency to use blended learning scenarios by combining various forms of learning and integrating a variety of ways to access content using mobile technology. The objective of this study is to develop a mobile

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Pirolli, Peter, and Daniel M. Russell. "The Instructional Design Environment: technology to support design problem solving." Instructional Science 19, no. 2 (1990): 121–44. http://dx.doi.org/10.1007/bf00120699.

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Situmorang, Robinson, Cecep Kustandi, Santi Maudiarti, Retno Widyaningrum, and Diana Ariani. "Entrepreneurship Education Through Mobile Augmented Reality for Introducing SMEs in Higher Education." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 03 (2021): 17. http://dx.doi.org/10.3991/ijim.v15i03.18437.

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Education is a place to introduce culture and micro, small and medium enterprises in areas far from the capital. In Technology Education Study Program, Universitas Negeri Jakarta has the vision to produce educators and education personnel in the field of learning to engineer based on academic principles and ethics. Engineering new media learning through augmented reality becomes a tool for lectures introducing SMEs. For this reason, researchers collaborated with material expert lecturers, design experts, media experts, and 30 students in developing augmented reality as a new learning applicati

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Bola, Oni. "USING TECHNOLOGY AS A STRATEGY FOR INSTRUCTIONAL METHOD IN HIGHER EDUCATION FOR POST COVID- 19 INNIGERIA." Education and Science Journal of Policy Review and Curriculum Development 10, no. 1 (2021): 107–17. http://dx.doi.org/10.48028/iiprds/esjprcd.v10.i1.09.

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This study examines the role of technology-based instructional method to achieve the goals of higher education in the face of COVID-19 pandemic. This paper aimed at investigating the effectiveness of instructional technology in higher education institutions in relation to the role and usage of Information Communication Technology (ICT), its effectiveness in faculty teaching and its impact on student learning in universities in the post- COVID-19 in Nigeria. This study applied the Need Assessment Approach (NAA). A self-designed questionnaire, that employed benchmarks from similar studies conduc

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Ahmad, Ahmad Muslihin, Nooraida Yakob, and Nur Jahan Ahmad. "Science, Technology, Engineering and Mathematic (STEM) Education in Malaysia: Preparing the Pre-service Science Teachers." Journal of Natural Science and Integration 1, no. 2 (2019): 159. http://dx.doi.org/10.24014/jnsi.v1i2.6595.

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The aims of this paper is to discuss the importance of science, technology, engineering and mathematic (STEM) education in Malaysian educational system and how it has been implemented in teaching method course. The policy of STEM education started in the United States and has been expanded to all over the world including Malaysia. The policy of STEM education in Malaysia has its own understanding based on Malaysian Education policy. In ensuring the successful of STEM education, preservice teachers need to be trained. Hence, School of Educational Studies has taken this initiative to train these

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Childers, Jeri L., and R. Thomas Berner. "General Education Issues, Distance Education Practices: Building Community and Classroom Interaction Through the Integration of Curriculum, Instructional Design, and Technology." Journal of General Education 49, no. 1 (2000): 53–65. http://dx.doi.org/10.1353/jge.2000.0001.

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Uzun, Erman, and M. Yasar Ozden. "Determining New Instructional Strategies for Web Design Course in Vocational Education with Respect to Instructional Technology Perspective." Procedia - Social and Behavioral Sciences 47 (2012): 426–32. http://dx.doi.org/10.1016/j.sbspro.2012.06.675.

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Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration." Journal of Training and Development 4 (December 24, 2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.

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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledg

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Bobrytska, Valentyna I., Hanna V. Krasylnykova, Nina G. Batechko, Nataliia А. Beseda, and Yevheniy S. Spitsyn. "Reshaping the University Curriculum through the Visiting Lectureship." International Journal of Learning, Teaching and Educational Research 19, no. 12 (2020): 70–85. http://dx.doi.org/10.26803/ijlter.19.12.4.

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The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Mea

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Kale, Ugur, Abhik Roy, and Jiangmei Yuan. "To design or to integrate? Instructional design versus technology integration in developing learning interventions." Educational Technology Research and Development 68, no. 5 (2020): 2473–504. http://dx.doi.org/10.1007/s11423-020-09771-8.

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