Inhaltsangabe
In this digital age, technology has become a very vital factor of development in all disciplines. Every day new software, devices and other technologies are being developed to improve lives in one way or another. Technology' in its broadest terms could include the collection of tools, machinery, devices, modifications, arrangements and procedures used by humans. However, in the context of Educational Technology as presented in this book, it is understood as technologies that have arrived with the 'Information Revolution' i.e. those associated with computers and Information Communication Technology. Examples of such technologies are electronics devices, computer, video, collaborative writing tools, social networking and the Internet. Innovative applications of technology in the classroom mean more than teaching basic computer skills and software programs in the class. It must happen across the disciplines and curriculum in ways that teaching and learning processes can be enhanced. It must also support active engagement, group participation, local and global collaboration, and interaction. This book presents innovative applications of educational technology tools in teaching and learning across various disciplines.
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Innovative Applications of Educational Technology Tools in Teaching and Learning
By Blessing Foluso AdeoyeTrafford Publishing
Copyright © 2015 Blessing Adeoye
All rights reserved.
ISBN: 978-1-4907-6574-7All rights reserved.
Contents
List of Reviewers, ix,
Foreword, xi,
Preface, xiii,
Acknowledgements, xvii,
Introduction, xix,
SECTION 1 The Concept of Educational Technology, Need, and Significance,
Chapter 1 The Impact of Educational Technology: Students' Experiences and Perceptions of Educational Technology in Higher Education by Neba Nfonsang and Gary Schnellert, 1,
Chapter 2 Education, Technology, and Universalizing Quality Outcomes by Augustine Obeleagu Agu, 20,
Chapter 3 Integration of Technologies in Education: A Study on University of Benin Mass Communication Undergraduates by Ofomegbe Daniel, Ekhareafo, B. O. J. Omatseye & Blessed Friedrick, Ngonso, 59,
SECTION 2 Utilisation of Educational Technology Tools for Teaching and Learning,
Chapter 4 Availability and Utilisation of Information and Communication Technology Resources in Secondary Schools in Central Senatorial District of Edo State, Nigeria by Eimuhi, Justina Onojerena and Ikhioya, Grace Olohiomereu,
Chapter 5 Utilisation of Educational Technology as Correlates of students' Academic Performance in Ekiti State Technical Colleges by Ogunlade, B. O. and Babalola, J. O., 109,
Chapter 6 Design and Utilisation of Educational Technology Resources for Improving Teaching and Learning of Technical Vocational Education and Training Programmes in Nigerian Schools by Olabiyi, Oladiran Stephen, 121,
SECTION 3 Adoption and Integration of Educational Technology Tools in the Classroom,
Chapter 7 Teen Perceptions of Cellular Phones as a Communication Tool by Denise Jonas, Gary L. Schnellert, and Attia Noor, 145,
Chapter 8 Strategies for Effective Integration and Adoption of Educational Technology Tools into Teaching and Learning Process in Nigerian Schools by Jennifer N. L. Ughelu & Sylvester Akpan, 170,
Chapter 9 Gender Differences in Achievement of Students Exposed to Concepts in Motor Vehicle Mechanics Work through Computer Simulation and Tutorial in Oyo State, Nigeria by J. A. Jimoh S. A. Adebayo & I. O. Oguche, 191,
Chapter 10 Restructuring Igbo Language Classroom for Modern Pedagogy: The Use of Information and Communication Technology by Okudo, Afoma Rosefelicia, 216,
Chapter 11 E-management and Secondary School Effectiveness: Implications for Policy and Practice in Nigeria by S. A. Oladipo & A. A. Adekunle, 230,
SECTION 4 The Cultural Factors Affecting Integration of Educational Technology Tools in Education,
Chapter 12 Cultural Factors Affecting Integration of Educational Technology Tools in Education in Private Learning Institutions of Malawi by Joseph Boniface Mwaimwai Maere, 253,
Chapter 13 Science Communication for Effective Teaching and Learning for Societal Impact by Caleb Ademola Omuwa Gbiri, 273,
SECTION 5 Emerging Trends in Educational Technology Tools in Education,
Chapter 14 Using Social Media Tools to Enhance E-Learning by Michele T. Cole Blessing F. Adeoye Louis B. Swartz & Daniel J. Shelley, 291,
Chapter 15 A Survey on Augmented Reality-Based Education by Javid Iqbal and Manjit Singh Sidhu, 316,
Chapter 16 Web 2.0 as an Innovation: Perception, Attitude, and Adoption in Tertiary Institutions in Lagos State, Nigeria by Nathan Emanuel N. and Blessing F. Adeoye, 350,
SECTION 6 Integration of Educational Technology in Health Education,
Chapter 17 Integrating Electronic Learning Technology and Tools into Medical Education and Training by T. Oluwatobiloba Olatunji & Adekunle Olusola Otunla, 379,
Chapter 18 Applications of Innovative Educational Technology Tools in Teaching and Learning of Health Education by Georgy O. Obiechina, 396,
Chapter 19 Innovative Applications of Educational Technology Tools in Nonformal and Informal Health Education by Ekenedo, Golda O., 412,
Chapter 20 Evidence-Based Strategies to Reduce Barriers to Web-Based Education of a Low-Income Prenatal Clinic Population in the Midwestern Hospital in Illinois, USA by Florence F. Folami, 436,
SECTION 7 Blended Learning,
Chapter 21 Impact of Blended Learning Approach on Critical Thinking Ability and Academic Performance of Educationally Backward Students by Kshama Pandey and Ms Neetu Singh, 453,
Contributors, 473,
CHAPTER 1
The Impact of Educational Technology: Students' Experiences and Perceptions of Educational Technology in Higher Education
Neba Nfonsang and Gary Schnellert
Introduction
The world of today relies on technology to operate more efficiently and effectively as technology is required in every context and walk of life to perform almost every task, to work faster and more accurately in ways previously not possible. Technology has been integrated into the fabric of modern society due to its vital role and purpose in the world. Kim (2009) asserted that the purpose of learning technology is to challenge the status quo of education, to provide learning environments that support multiple intelligence and different learning styles, to enhance the sharing of educational material with learning communities, and to enable students to be creators of knowledge and not just consumers of knowledge. To emphasise the need of technology in education, Daggett (2010) stated, "If the American education system is to prepare students to meet the demands of an increasingly technological world, indeed if it is to be effective at all, it must integrate technology into the academic curriculum" (p. 1).
It is essential to explore students' technology skill and preference levels as well as students' experiences and perceptions of educational technology for the following reasons. First, technological proficiency should be a characteristic of this digital age and students have indicated that they needed more technology training and skills instead of new or more technology (Dahlstrom, 2012). It is crucial for educational institutions to continuously assess the technology skill levels of students to understand the types and levels of technology training that should be offered to students to enhance their academic success. Second, since educational technology has historical roots and has evolved from the printing press to today's digital tools (Saettler, 2004) and will continue to rapidly evolve (Arora, 2013), it is imperative to understand students' preferences for educational technology. Third, though findings of studies carried out at an elementary school system at Southwestern Ontario, with a sample population of 106 students, showed that students had positive attitudes towards modern technology (Hurley and Vosburg, 1997), there is very limited research on the attitude of students towards technology especially in higher education. Fourth, the perceptions of usefulness of educational technology help faculties and institutions to make decision concerning integration of technology into the learning process (Moseley, 2010). Also, "Institutions of higher education must be aware of how students employ technology, and must consider student perspectives regarding how technology can best be integrated for instruction and communication" (Surry et al., 201, p. 31).
Purpose of the Study
Schools across the United States have spent large amounts of money for educational and computer-based technologies (Pearson and Young, 2002). In the year 2009, 63 billion dollars was spent on technology across all...
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