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

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.”