Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Al Salt Al Fahdi
Com 1101-15
26 April 2017
Education is one of the most important fields through history, and its
importance has increased significantly in the last years. This caused the
methods are being used in classrooms change depending on the tools and
technology. Using technology in classrooms has a positive effect on motivation and academic
performance if applied using practical platforms like Mobile devices and Smart Boards.
subject plays a big role in their grade. A lot of teachers find it difficult to
motivate the students to study hard and do their best. Where technology
comes to solve this problem. The new generation is fascinated about using
student excited to learn the topic. Ozerbas and Erdogan conducted a study on this topic
and found that learning methods that are based on technology are more
attractive visually and auditory (209). Grabbing the students full attention is
strategy. The students will feel bored and unwilling to learn the topic because
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it is off their attention. Technology, on the other hand, can be used to teach
gives a space for creativity for teachers and students which will make them
more knowledgeable about the topic as Estapa and Nadolny say (41). The
achievement and the academic success. Technology is known for being easy
to use, so the teachers can use this to their advantage to increase the
the traditional way, teachers can use software or media. This will not only
save effort, but it will also save time. Time is one of the most important
factors the teacher must consider when distributing the curriculum over the
semester. What the teacher normally worries about is how much time he or
she has to teach the subject to the students. Using technology makes
then the academic results will increase, and that is what the teacher is
and Erdogan in Turkey showed that digital classrooms have and a higher academic record than
other non-digital classrooms. The previous result has been concluded after testing two groups
with pre-test and a post-test. Group A were taught the topic using the traditional method, and
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group B were taught using technology. Both groups were given pre-test to measure how much
the students know about the topic. After the lesson, both groups were given post-test to evaluate
usefulness, ease of use, and cost which can be found in mobile devices. The
institutions that have adopted the new technology applications have proven
that they are good tools to spread knowledge (Marta and Gargant 21).
Marta and Gargant proved that learning using mobile devices in classrooms
students were happy to express their excitement about the experience when
they were given a questionnaire to identify their attitude towards the new
achieve the course goals. Many teachers of primary schools emphasize the
in a study where researchers used an iPhone mobile game to teach the water
cycle to a primary school students. This game uses augmented reality where
the student could interact with the game by tilting the mobile device. The
learning content had been extracted from the course book. First, the game
introduces itself to the student using a video. Then, the first mini-game
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asked the student to form water drops using three atoms: two hydrogen
atoms and one oxygen atom where they have to select the types of atoms.
Once the drops formed, the next mini-game is collecting 20 suns which were
needed for the evaporation process to make a cloud. After collecting the
suns, the student had needed to place the formed cloud on top of a
Thermometers are shown on the screen where the student picked the one
with the lowest temperature to help to condense the cloud and eventually
the game more easily. Even though, there was no major difference between
they want to use the same method to learn other subjects (D. Furi et al.
199).
Boards give teachers and students a new way of teaching topics and
Mowbray 51).
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kindergarten children were involved in this study where the goal was to
presenting both upper and lower cases letters. The researchers used a smart
board which the student can interact with using the touch-sensitive surface.
To teach the names of the letters, three letters are displayed on the
middle of the board and the program asks the student, for example Touch
B After the student touches the guessed letter, he or she touches an arrow
that is displayed in the board to take him or her to the next slide which will
display the correct letter and the sound of it (Campbell and Mechling 49).
the student can identify the name and the sound of the letter correctly. The
students were asked after the lesson if they were having fun. The answers
motivation towards learning which will make the learning process easy to
control and to assess by the decision makers. Every method has its own
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advantage where the teacher should think of what is the best digital-based
Works Cited
Campbell, Monica L., and Linda C. Mechling. "Small Group Computer-Assisted Instruction with
Nontarget Information." Remedial and Special Education: RASE; Austin 30.1 (2009): 47-
Domingo, Marta Gmez, and Antoni Badia Gargant. "Exploring the use of Educational
Impacts and Applications' use in the Classroom." Computers in Human Behavior 56 (2016):
Estapa, Anne, and Larysa Nadolny. "The Effect of an Augmented Reality Enhanced Mathematics
and Research; Auburn 16.3 (2015): 40-8. Web. Apr 12, 2017.
Furi, D., et al. "Mobile Learning Vs. Traditional Classroom Lessons: A Comparative Study."
Journal of Computer Assisted Learning 31.3 (2015): 189-201. Web. Mar 22, 2017.
Ozerbas, Mehmet Arif, and Bilge Has Erdogan. "The Effect of the Digital Classroom on
Technology & Society; Palmerston North 19.4 (2016): 203-12. Web. Apr 13, 2017.
Preston, Chris, and Lee Mowbray. "Use of SMART Boards for Teaching, Learning and
Assessment in Kindergarten Science." Teaching Science; Deakin 54.2 (2008): 50-3. Web.
Apr 6, 2017.
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Varma, Keisha, and Marcia C. Linn. "Using Interactive Technology to Support Students
Education and Technology 21.4 (2012): 453-64. Web. Mar 22, 2017.