International Journal of Educational Technology and Learning

The use of digital storytelling in the teaching of reading at a rural primary school

Matome Liphy Ramalepe — 2024-09-27

The myriad challenges confronting schools have stimulated proposals to adopt digital storytelling as both an innovative teaching strategy and learning resource. Due to inadequacy in reading skills of our school learners, language teachers have acceded to a proposal to use digital storytelling as a vehicle for curriculum delivery. Therefore, the purpose of this study is to examine the perceptions of the rural primary school teachers regarding the use of digital storytelling in the teaching of reading. To do so, the researcher employed a three-cyclical process of qualitative action research which involved pre-implementation, implementation and post-implementation stages. To gather data from five language teachers, interviews were used during pre-implementation phase, observations were conducted during the implementation phase, and document analysis and interviews were employed during the post-implementation phase. Results show that the teachers’ readiness levels in terms of technological skills, beliefs and attitude improved after attending the Digital Storytelling Workshop. The notable end-product of the Digital Storytelling Workshop was three digital stories that teachers developed by teachers. In sum, teachers demonstrated an adequate degree of readiness to adopt digital storytelling after the post-implementation phase. The positive outcomes of this action research study suggest that digital storytelling should be used as an innovative strategy to teach reading.

Kenyan teachers’ experiences of an online professional development program across rural, peri-urban, and urban settings

Eileen Wood — 2024-10-31

The present study investigated Kenyan primary school teachers’ learning and experiences with an online blended teacher professional development (TPD) program targeting early literacy instruction across three contexts rural, peri-urban, and urban environments. In addition, examination of resources and the physical environment available to teachers in each of these contexts was compared for a subsample of the schools. Overall, following the TPD, teachers demonstrated gains in domain knowledge and confidence teaching literacy content and they perceived working with technology positively. These outcomes did not differ as a function of context. Examination of resources and physical environments of classrooms highlighted a significant lack of resources both in general and in particular with respect to enhancing literacy, with these shortfalls evident across all three contexts.

Wolfram alpha and maple as educational technology for future teachers of mathematics

Sergei Abramovich — 2024-10-31

The paper’s purpose is to present technology-enhanced activities with triangular, square, and other polygonal numbers arranged in basic geometric shapes – equilateral and isosceles triangles and squares. The author’s review of recently published mathematics education papers found no use of computing technology in teaching polygonal numbers either at the college or the pre-college levels worldwide. This omission served as a motivation to share and discuss computational algorithms designed by the author for the summation of such numbers within each geometric structure. A method through which those algorithms were used with teacher candidates is based on the technology-immune/technology-enabled problem-solving pedagogy. This method can be recommended for the modern-day teaching of elementary number theory and other mathematical topics across multiple grade levels and educational programs. The activities, supported by Wolfram Alpha and Maple, can be used by instructors of technology-motivated mathematics teacher education courses. The paper argues that the power of digital tools allows future teachers of mathematics, in the context of elementary number theory, to appreciate the use of simple algorithms in achieving sophisticated computational outcomes. Reflective comments of teacher candidates (the author’s students) are shared to indicate the importance of the history of mathematics and the focus on mathematical visualization as a pedagogical approach aimed at conceptual understanding of the subject matter.

Transforming K-12 education: A systematic review of AI integration

Godfrey Steven Semwaiko — 2024-11-01

The application of Artificial Intelligence (AI) has developed in different sectors including teaching and learning where students and teachers can learn AI and augment it in K-12 education settings. The objective of this systematic review is to provide a wide perspective and the understanding the use of the AI for students and teachers in K-12 education setting, by analysing AI technology applications, implementation methods, and its impact. The systematic review searched the databases, and the PRISMA flowchart was applied to search and screen the studies. Articles were screened at the title, abstract and full-text level then coded and analysed. Major findings indicates that AI powered chatbots improve learning outcomes and emphasize the collaboration among teachers, parents, and students to work together for AI integration. This paper also recommends leveraging AI tools like the Interactive Mobile Application for Nurturing (IMAN) Vocab and Intervention in classroom to improve academic performance and critical thinking skills. Despite the advancements, still there are some challenges to overcome such as digital divide, ethical considerations and professional development foe teachers. The study evaluates these challenges alongside advantages such as personalized learning to provide teachers, policymakers, and researchers with transformative pathways. We concludes that AI complements education methods and underscore the need for strategic cooperation and ongoing research efforts to maximize AI benefits while addressing its limitations effectively.