International Society for Technology in Education.

Organizational Stress. A Review and Critique of Theory, Research, and Applications

Learning is acquiring knowledge, skill and awareness of a subject or field. The process by which we learn involves study, instruction, practice and experience in some combination with one other. Although the ability to memorise plays a part in the learning process, it does not constitute learning in and of itself. To have learned something is more than being able to repeat facts and ideas parrot-style. It is necessary also to understand the information, have some knowledge of the context and to be able to integrate the material.

The Process of Learning

This is the third book in the ‘Visible Learning’ series that began with Hattie's summary of meta-analyses of educational research that proved a handy source of summaries of the evidence base for a ...

Visible learning and the science of how we learn

Learning in Museums

The purpose of this study is to investigate undergraduate students’ knowledge and practice of eight of the nine elements of digital citizenship: digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibility, digital health and wellness and digital security. The sample population for this descriptive study comprised 204 undergraduate students selected by purposeful sampling. The results show that undergraduate students have an insufficient level of knowledge about good digital citizenship. A significant number of undergraduate students do observe eight digital citizenship elements through several ethical practices; however, the study revealed several concerns among participants in regards to security and safety, such as verifying the reliability and credibility of digital resources, checking the accuracy of information on the Internet, interpreting laws and penalties related to using digital resources, reporting irresponsible behaviour to the appropriate authorities and limiting the time and duration of daily digital device use. The results of this study show that an individual’s extent of experience using the Internet is not a factor that affects the level of knowledge and practice of digital citizenship among undergraduate students. Conversely, the nature of academic specialisation, particularly technology-heavy courses (e.g. Educational Technology), are among the factors that affect the knowledge and practice of good digital citizenship. This article offers several recommendations for future study, policy development and practice.

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Exploring Students’ Knowledge and Practice of Digital Citizenship in Higher Education

This study has investigated the technological knowledge (TK) and technological pedagogical and content knowledge (TPACK) confidence of 113 Saudi pre-service teacher students who were in their final year of the teacher education program. For this purpose, a descriptive survey method was used, and the data was obtained using the TPACK Confidence Survey (TCS). The results indicated a high percentage of participants had a very low level of perceived competences while using digital technologies for teaching and learning. Similarly, participants expressed a very low level for most TPACK integration practices. Female pre-service teacher participants exhibited a more significant confidence and readiness to engage in information and communication technology practices to transform learning outcomes of students. Several implications and recommendations are derived and discussed in this study.

Auditing the TPACK confidence of pre-service teachers: The case of Saudi Arabia

The goal of this study was to investigate students’ views of the interactive Virtual Museum of Al Hassa Cultural Heritage. In this context, a study was carried out during the second semester of the 2014–2015 school year among sixth-grade elementary school students in Al Hassa, Saudi Arabia. After participating in an interactive virtual museum, 118 students answered a questionnaire after the teaching intervention. SPSS v.21 was used to analyze the data. The results indicated that students had a positive attitude toward the use of an interactive virtual museum in cultural heritage education. The results support the inclusion of cultural heritage in the social studies curricula in K–12 education in Saudi Arabia in order to raise awareness and knowledge of national heritage. The results also confirmed the views of experts regarding the importance and the value of virtual museums as a method for effective learning about cultural heritage.

The Impact of an Interactive Virtual Museum on Students’ Attitudes Toward Cultural Heritage Education in the Region of Al Hassa, Saudi Arabia

This study aimed to develop a model to examine how digital technology integration contributes to the enhancement of students’ academic performance through project-based learning (PBL) amongst undergraduates in higher education. In this study, the technology acceptance model (TAM) was used as the basic model to explore the digital technology environment in terms of the perceived usefulness, perceived ease of use and attitude towards integrating digital technology and the influence of these factors on undergraduates' learning engagement and academic performance within PBL. Therefore, this study proposed a model comprising factors that assist in addressing the study objective. As the main data collection method, a questionnaire was developed to obtain relevant information regarding digital technology acceptance, PBL, students' learning engagement and academic performance. The study sample comprised 185 undergraduate students who were enrolled in a course that utilised PBL. A quantitative research method via structural equation modelling (SEM) was used to analyse the data. The finding suggested that TAM-related factors and students’ learning engagement positively affect their academic performance when digital technology is integrated into the PBL environment.

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The Effect of Digital Technology Integration on Students’ Academic Performance through Project-Based Learning in an E-learning Environment

This study aimed to investigate the impact of a flipped classroom on the self-regulated learning (SRL) and academic achievement of seventh-grade junior high school students. A quantitative approach...

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2020.1835145

Ahlam Mohammed Al-Abdullatif

Papers

Exploring Students’ Knowledge and Practice of Digital Citizenship in Higher Education

Auditing the TPACK confidence of pre-service teachers: The case of Saudi Arabia

The Impact of an Interactive Virtual Museum on Students’ Attitudes Toward Cultural Heritage Education in the Region of Al Hassa, Saudi Arabia

The Effect of Digital Technology Integration on Students’ Academic Performance through Project-Based Learning in an E-learning Environment

Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom