Educational Technology Quarterly
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Tutors' perspectives on the integration of information and communication technology in early-grade teacher colleges in Tanzania
Full text linkThis study aimed to explore college tutors' perspectives on the integration of Information and Communication Technology (ICT) in teaching pre-service early-grade teachers in teacher colleges in Tanzania. The study was guided by two research objectives: (1) to investigate the professional learning support tutors receive and (2) to examine the factors impeding the integration of ICT in teaching pre-service early childhood teachers in the classroom. The purposive sampling technique was employed in sampling the four teacher colleges and four principals, while the convenience sampling technique was used to sample the 41 tutors who participated in this study. A collective case study design was used to explore participants' perspectives on the deployment of ICT integration in their daily teaching. Data collected from the participants were thematically analysed. The study findings show that the majority of tutors had limited regular professional training opportunities on the integration of ICT in teaching. The study findings revealed several factors hindering tutors from integrating ICT in their teaching, including limited technological resources, lack of technical support, unreliable internet, absence of integration guides, insufficient digital security knowledge, lack of familiarity with learning management systems, low digital competence, and outdated technological devices. The study, therefore, concludes that inadequate integration of ICT among tutors exacerbates limited acquisition of the necessary digital literacy skills among early-grade pre-service teachers. In this regard, the study recommends that the government should engage tutors in regular training on the use of ICT in classroom practices. Furthermore, ICT tools and devices should be available in teacher colleges for tutors to utilise in their instructional practices for pre-service early childhood teachers
Artificial intelligence in teaching social disciplines: Opportunities and challenges of tools
Full text linkBased on the analysis of scientific sources and practical experience in teaching social disciplines, the article reveals the role and problems of using AI in the system of higher education. The scientific opinion about the inevitability of using AI, despite its risks, in teaching social disciplines is expressed. A comparative analysis of the subject area, conceptual apparatus, functional purpose and research methods of social disciplines is carried out. Similar features are revealed, the basis of which is their focus on the scientific study of the social and psychological behaviour of individuals, social groups and communities. On the example of didactic methods of teaching social disciplines in higher education, the expediency of using AI tools in the process of teaching is substantiated. Their main capabilities are personalised learning, forecasting and trend analysis, data visualisation, simulations and virtual laboratories, speech, video and voice interfaces, assessment tools, and generation of comments and feedback. Clarification of the principles and main possibilities of using AI tools has revealed the main problems, which include ethics, reliability, transparency, insufficient professional training of teachers and imperfect legal support. We outline prospects for further research on the peculiarities of using AI tools to teach social disciplines in higher education
Exploring the impact of device ownership, usage patterns, and technology proficiency on mobile learning among higher education students: a multi-faceted study
Full text linkThis study explores the impact of device ownership, frequency of use, and technology proficiency on integrating mobile technologies (IMT) in learning by students in higher education institutions (HEIs) in Ghana. The objective is to understand how these factors are influenced by demographic variables such as age, gender, and program of study. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 457 students selected with a disproportionate stratified sampling technique across multiple HEIs offering STEM programs to analyse these relationships. The results demonstrated that technology proficiency significantly enhances the integration of mobile technologies into learning. It was noted that device ownership alone was insufficient to improve technology proficiency; frequent and effective usage was more essential. Additionally, gender and program of study moderated the effects of device ownership and frequency of use on technology proficiency. These findings highlight the importance of promoting effective usage patterns and advancing technology proficiency to integrate mobile technologies in educational settings better. It is recommended that HEIs focus on providing training programs to staff to integrate more learning activities that promote frequent use of mobile technologies in academic activities to enhance students' technology proficiency
Physics on autopilot: exploring the use of an AI assistant for independent problem-solving practice
Full text linkThis study investigates the efficacy of large language model (LLM)-powered chatbots in guiding physics problem-solving, examining whether they can effectively supplement teacher-led learning. A customised chatbot was developed leveraging ChatGPT to provide step-by-step assistance through a structured problem-solving algorithm. Its impact was evaluated via an experimental study with 12th-grade physics students (N = 24) randomly assigned to a teacher-guided or chatbot-guided group for problem-solving practice. A Mann-Whitney U test revealed no significant differences in problem-solving competency between conditions. Qualitative analysis of conversational logs indicates the chatbot successfully emulated key teacher scaffolding behaviours. Our findings suggest AI tutors can deliver personalised, interactive support akin to human teachers, offering viable supplements to augment physics learning. Further research should explore optimising LLM training, human-chatbot balances, and impacts across diverse educational settings
Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities
Full text linkThis paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a quantitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources
Management practices in the implementation of police curriculum through blended learning
Full text linkFew studies were found to have focused on curriculum implementation and management in police education vis-à-vis utilization of blended learning. Thus, this study, utilizing the embedded mixed-method design, determined the commonly employed management practices of the police training centres in implementing their curriculum through the blended learning approach in the Philippines and further identified the challenges encountered during the implementation. This study revealed that training centres have commonly employed management practices in classroom instruction, examination administration, non-academic activities, and management. Likewise, they effectively achieve the curriculum goals, deliver the subject matter, and provide learning experiences. However, minor challenges such as technological concerns, financial constraints, and human resource concerns emerged. Henceforth, providing appropriate infrastructure, promoting personnel welfare, enhancing learning experiences, investigating the causes of challenges, and adopting adaptive ways were suggested
Integrating online and offline teaching to promote creativity for STEM learners
Full text linkThis research extends previous findings by proposing an online and offline integrated teaching framework to enhance creativity for STEM learners. The framework integrates key elements from both modalities, featuring a combination of virtual and physical resources to support a comprehensive learning experience. The study introduces a "smart flowerpot" project as a practical application, detailing the instructional design, learning resources, and assessment strategies. It highlights the challenges in resource selection and the increased workload for teachers transitioning from traditional classroom settings. While the framework offers a promising approach, it acknowledges the need for empirical testing and consideration of external factors that may influence its effectiveness. The research advocates further exploration to validate the framework and its potential to transform STEM education
The impact of smart classrooms on the core literacy of college English learners and the relationship between core literacy and learning outcomes: Evidence from China
Full text linkCollege English major students are taken as the subjects of evaluation, applying learning analysis technology based on learning behaviour data sets and traditional evaluation and comprehensively using the analytic hierarchy process for index weighting and evaluation practice to construct a comprehensive evaluation index system for the core literacy of college English major students. Secondly, this study deeply examines the impact of smart classrooms on the core literacy of college English learners. By applying different regression models, including Ordinary Least Squares (OLS), fixed effects model, and dynamic lagged fixed effects regression, the research results consistently show that the smart English teaching model significantly improves the core literacy of college students. The regression coefficients of all models are between 0.2150 and 0.2818, and they are robust and reliable at a significance level of 1%. In addition, the study explores the role of academic resources as a mediating variable and finds that smart English classrooms improve students' English core literacy by increasing academic resources. Academic resources are confirmed to mediate the positive impact of smart English classrooms on students' English core literacy, producing a mediating effect of 30.78%. Using deep neural networks, this study further explores the complex relationship between core literacy and learning outcomes. Therefore, as an innovative teaching model, the application potential of smart English classrooms in improving students' English core literacy is significant
Adoption and use of MOOCs by undergraduates in selected universities in Ibadan, Nigeria
Full text linkThis research examines the utilisation of Massive Open Online Courses (MOOCs) by university undergraduates in Ibadan, Nigeria, for digital skill development. A survey of 378 undergraduates from the University of Ibadan, Lead City University, and Dominican University is conducted. Principal Component Analysis (PCA) simplifies UTAUT variables, while regression analysis explores factors influencing MOOC usage. Results show a substantial 77.8% adoption rate of MOOCs, indicating a growing interest in online learning. Performance expectancy, effort expectancy, social influence, facilitating conditions, and internet accessibility significantly influence MOOC usage, though higher values for performance expectancy and facilitating conditions unexpectedly correspond to reduced utilisation. Demographic factors like age and gender do not significantly impact adoption. Limitations include the focus on Ibadan university students, potentially limiting generalizability, and the study’s cross-sectional nature, which may not capture long-term trends. Nonetheless, the research sheds light on digital education in Nigeria, emphasising MOOC utilisation among students. Rigorous statistical analyses and incorporating the UTAUT framework provide a robust foundation for interpretation. The results highlight prevalent MOOC usage and offer insights into adoption factors. Implications extend to educational institutions, instructors, digital literacy initiatives, and policy-making, stressing the importance of enhancing MOOC adoption for digital skill development among Nigerian university students
Empowering virtual collaboration: harnessing AI for enhanced teamwork in higher education
Full text linkThe emergence of Artificial Intelligence (AI) has brought about a significant change in higher education. It has led to the adoption of more digitally advanced and collaborative models. This paper examines the potential of AI in promoting dynamic virtual teamwork and improving the collective experience in the academic world. It discusses how AI tools can be integrated into various sectors of virtual teamwork, such as academic learning, group projects, communication, assessment, research collaboration, administrative efficiency, engagement strategies, and continuous feedback mechanisms. The paper provides a comprehensive analysis of AI's role in these areas, showing how AI can personalize learning, facilitate complex group tasks, streamline communication, and provide real-time feedback. Ultimately, this will prepare students for the challenges of the professional world and enhance educational efficacy. The paper evaluates the significance of AI in each sector, offering insights into how higher education institutions can use these technologies to create an environment that fosters advanced virtual collaboration. The paper argues that strategic integration of AI is crucial in equipping students with the necessary skills and competencies for the evolving digital landscape of the 21st century