Perceptions of Indonesian and Thai science lecturers on e-BIMO in science teacher education programs

International Journal of ADVANCED AND APPLIED SCIENCES, Journal Year: 2025, Volume and Issue: 12(2), P. 44 - 51

Published: Feb. 1, 2025

The e-Bioinformatics Module (e-BIMO) was developed to address the needs of science lecturers and enhance pre-service teachers’ skills. This study examined perceptions nine lecturers—seven from Indonesian universities two a Thai university—before after implementing e-BIMO in teacher education programs. Using qualitative methods, data were collected through genetic learning experience interview sheets analyzed using content analysis. Before implementation, discussions focused on curriculum, resources, teaching strategies, assessments, conceptual understanding. Post-implementation results revealed that provided more engaging interactive experience, particularly topics such as diseases forensic science, helped teachers connect theoretical knowledge with practical applications, improving understanding critical thinking. concludes by recommending integration into programs, Indonesia Thailand.

Language: Английский

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An investigation into the rationales for the use and non-use of technological tools by Thai EFL university teachers during and after the COVID-19 pandemic

Online Journal of Communication and Media Technologies, Journal Year: 2025, Volume and Issue: 15(2), P. e202516 - e202516

Published: March 18, 2025

This study explores how Thai university instructors adjusted their use of technology before and after the COVID-19 pandemic. It aims to examine technological tools that used during pandemic, identify which remained in as teaching returned in-person hybrid formats, investigate factors influencing adoption, discontinuation, or continued use. Semi-structured interviews with eight from various universities provided detailed insights into decisions about adopting discontinuing certain technologies. The findings indicated significant shifts usage: like randomizer apps, essential remote learning, were abandoned when face-to-face classes resumed. Conversely, Zoom PowerPoint widely both settings due versatility. platforms such Google Meet Microsoft Teams decreased virtual interactions declined. Tools enhance effectiveness, Quillbot ChatGPT, adopted for benefits content delivery student interaction. Design Canva saw increased usage creating engaging visual content. Analysis using acceptance model revealed perceived usefulness tools, instructors’ attitudes towards technology, institutional support significantly influenced these trends. shift models also supported adaptable effective tools. These results highlight importance understanding preferences challenges help educational institutions develop targeted professional development programs. Properly aligning integration needs can quality engagement a post-pandemic landscape.

Language: Английский

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Integrating digital technologies into teaching: A study on pre-service language teachers’ perceptions and practice

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: April 11, 2025

Language: Английский

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Teacher Education in the Age of Digitality: Conclusions From a Design‐Based Research Project

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1)

Published: Jan. 7, 2025

ABSTRACT In response to the essential need for digital competences in education, a 3‐year Design‐Based Research project was conducted prepare pre‐service mathematics and science teachers demands of teaching age. Over three design cycles, an evidence‐based course learning with about media developed. The interactions 37 were examined using mixed‐methods approach. Acceptance surveys, pre‐, mid‐, post‐surveys reflection journals informed iterative phases refinement. This article presents global findings derives contributions context‐specific theories media. From this, key implications higher (teacher) education are discussed, such as use scaffolds vignettes promote self‐efficacy expectations implementing data acquisition SAMR model scaffold planning digitally transformed lessons.

Language: Английский

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Conceptualising the Pedagogical Purposes of Technologies by Technological, Pedagogical Content Knowledge and Substitution, Augmentation, Modification and Redefinition in English as a Second Language Classrooms

Education Sciences, Journal Year: 2025, Volume and Issue: 15(4), P. 411 - 411

Published: March 25, 2025

Since the advent of modern technology, various e-learning initiatives have been implemented in schools. Although such enhanced English as a second language (ESL) teachers’ technological knowledge, these teachers continue to struggle with technology integration due their limited pedagogical knowledge. This study investigates how has integrated into classrooms ways through naturalist approach. It employs qualitative multi-case research design investigate practices three who were responsible for IT education. Data collected observations, field notes, interviews and reflections analysed using combination inductive deductive coding techniques, latter by two conceptual frameworks: technological, content knowledge (TPACK) model Puentedura’s, augmentation, modification redefinition (SAMR) model. The findings present typology five kinds tools domains purposes achieved ESL teaching. provides references guidance lack TPACK, helping them effectively integrate way that enhances Moreover, this gives an improved TPACK framework teaching (ELT), providing greater understanding relationships among constructs

Language: Английский

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Early Childhood Digital Pedagogy: A Scoping Review of Its Practices, Profiles, and Predictors

Early Childhood Education Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 5, 2024

Abstract Early childhood digital pedagogy (ECDP) has been widely implemented and studied, but the empirical evidence not systematically reviewed. This scoping review aimed to synthesize existing studies understand practices profiles of ECDP redefined roles teacher, child, technology. Thirty-eight on published from January 2010 October 2024 were collected three academic databases: EBSCO, Web Science, ProQuest. Synthesis findings these revealed that: Firstly, technologies increasingly hold transformative potential for instructional at level modification redefinition based SAMR framework. Secondly, play-based, project-based, problem-based, co-operative collaborative with constructivist tendencies are trademarks ECDP. Lastly, in pedagogical interactions, teachers, children, each play diverse roles. study sheds some light practical characteristics ECDP, which can inspire effective designs implementation future.

Language: Английский

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