E-Classroom of the 21st Century: Information Gaps

Autor/in	Oluwatumbi, Oso Senny
Titel	E-Classroom of the 21st Century: Information Gaps
Quelle	In: Journal of Education and Practice, 6 (2015) 18, S.67-71 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Quasiexperimental Design; Pretests Posttests; Technology Uses in Education; Control Groups; Experimental Groups; Secondary School Students; Sampling; Achievement Tests; Teaching Methods; Achievement Gains; Instructional Effectiveness; Electronic Classrooms; Hypothesis Testing; Questionnaires; Intermode Differences; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Hypothesenprüfung; Hypothesentest; Fragebogen; Ausland
Abstract	The introduction of technology into the classroom has revolutionized teaching and learning process. The 21st century learning environment creates exciting learning for students to collaborate and learn at their own pace making them active participants in learning process. The teacher is no-longer a dictator, pouring knowledge into passive learners like empty vessels ready to be filled but a facilitator of teaching and learning process. Teachers need to be well informed about the use technology and the benefits of ICT resources in teaching and learning process. The study investigated E-Classroom of the 21st Century: Information Gaps. The study employed the quasi experimental research of the pre-test, post-test control group design. The population for the study consisted of all secondary school students in Ekiti State. The sample consisted of 80 students selected through purposive sampling technique. A 15 item research instrument titled 21st century E-Classroom Achievement Test (ECAT) was used for the study. The validity of the instrument was ascertained by ICT and test and measurement experts. The reliability was determined using test- retest method. The reliability co-efficient of 0.75 was obtained using Pearson Product Moment Correlation Analysis. The data collected were analysed using t-test and ANOVA. The hypothesis was tested at 0.05 level of significance. The study revealed that the students exposed to the ICT package performed better than those from the controlled group who were exposed to conventional method of teaching. Based on the findings, it was recommended that teachers should employ varieties of techniques using technology resources in their teaching repertoire to enhance students academic achievement. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01