Available Online: 5 August 2020
Author/s:
Ching, Gregory S.*
Graduate Institute of Educational Leadership and Development
Research and Development Center for Physical Education, Health, and Information Technology
Fu Jen Catholic University, Taiwan (gregory_ching@yahoo.com)
https://orcid.org/0000-0001-9148-0019
Roberts, Amy
Elementary & Early Childhood Education, University of Wyoming, USA (aroberts@uwyo.edu)
Abstract:
The advent of COVID-19 has critically changed how we perceived the process of teaching and learning today. To cope with these changes, the classroom of today is without a doubt full of technologies that makes teaching and learning more effective and exciting. Come to think of it, is it exciting? YES! Is it effective? …well, not so sure. To shed light on this, the current presentation shall focus on the understanding how practitioners are able to evaluate technology integrated education. First, a brief summary of the evolution of educational information technologies and its current types and usages shall be provided. Second, an introduction of the ADDIE and the Technological Pedagogical Content Knowledge (TPACK) model and together with its overarching influences shall be explained. Lastly, a discussion on the theoretical background and sample research studies on the various forms (and derivatives) of the Technology Acceptance Model (TAM) shall be given. In essence, no matter how far information technology advances the pedagogical design created by teachers is still more important than the technology itself. It is hoped that the current presentation can provide various exemplars for practitioners to follow and study during this crucial time of teaching and learning within a pandemic.
Keywords: learning with technology; curriculum design; educational resources; information technology; teaching and learning; pedagogy
DOI: https://doi.org/10.5861/ijrse.2020.5800
Cite this article:
Ching, G. S., & Roberts, A. (2020). Evaluating the pedagogy of technology integrated teaching and learning: An overview. International Journal of Research Studies in Education, 9(6), 37-50. https://doi.org/10.5861/ijrse.2020.5800
*Corresponding Author