Teachers' Perception on Integrating Technology In Differentiated Instruction and Collaborative Learning: A Case Study

  • Mustofa Mustofa Universitas Nahdlatul Ulama Surabaya
Abstract views: 27 , PDF downloads: 25
Keywords: Diferentiated intrutions; Collaborative learning, Digital technology

Abstract

The purpose of this case study is to explore the percepation of Taiwanese middle school teachers on the implementation of digital technology in order to facilitate differentiated instructions and collaborative learning, ultimately enhancing the effectiveness and equity of learning environments in diverse classrooms. The researcher performed observations and semi-structured interviews with three proficient teachers with experience utilizing technology. The results demonstrate that teachers recognize ample potential and prospects in employing digital technology to tailor teaching methods and foster an equitable and supportive learning atmosphere.

Downloads

Download data is not yet available.

References

Bebell, D., & Kay, R. (n.d.). One to one computing: a summary of the quantitative results from the berkshire wireless learning initiative: The Journal of Technology, Learning, and Assessment. https://www.learntechlib.org/p/54630/

Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “One-Size-Fits-All” to differentiated instruction affect teaching? In Review of Research in Education (Vol. 43, Issue 1, pp. 336–362). SAGE Publications Inc. https://doi.org/10.3102/0091732X18821130

Cassady, J. C. (2010). Anxiety in schools: The causes, conse-quences, and solutions for academic anxieties (Vol. 2). New York, NY: Peter Lang. https://doi.org/10.1007/978-3-031-12737-3_2

Creswell, John W., and Timothy C. Guetterman. (2021). Educational research. planning, conducting and evaluating quantitative and qualitative research. 6th ed. Essex: Pearson.

Goodwin, A. L., Low, E. L., Ng, P. T., Yeung, A. S., Cai, L., Goodwin, A. L., Low, E., Ng, P., & Yeung, A. S. (2015). Enhancing playful teachers’ perception of the importance of ICT use in the classroom: the role of Rrsk taking as a mediator. In Australian Journal of Teacher Education (Vol. 40, Issue 4). https://doi.org/10.14221/ajte.2015v40n4.8

Harper, B. (2018). Technology and teacher-student interactions: a review of empirical research. Journal of Research on Technology in Education, 50(3), 214–225. https://doi.org/10.1080/15391523.2018.1450690

Harper, Ben, and Natalie B. Milman. 2016. “One-to-one technology in k–12 classrooms: a review of the literature from 2004 through 2014.” Journal of Research on Technology in Education 48 (2): 129–142. https://doi.org/10.1080/15391523.2016.1146564.

Ismail, S. A. A., & Al Allaq, K. (2019). The nature of cooperative learning and differentiated instruction practices in english classes. SAGE Open, 9(2). https://doi.org/10.1177/2158244019856450

Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: a research paradigm whose time has come. Educational Researcher. https://doi.org/10.3102/0013189X033007014

Kagan, S., & Kagan, M. (2009). Cooperative learning. San Clemente, CA: Kagan. https://www.kaganonline.com/catalog/cooperative_learning.php

Kress and van leeuwen - reading images the grammar of visual design 2. (n.d.). https://www.routledge.com/Reading-Images-The-Grammar-of-Visual-Design/Kress-Leeuwen/p/book/9780415672573

Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161–164. https://doi.org/10.3200/tchs.81.4.161-164

Lindner, K. T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1813450

Nemiro, J. E. (2021). Building collaboration skills in 4th- to 6th-grade students through robotics. Journal of Research in Childhood Education, 35(3), 351–372. https://doi.org/10.1080/02568543.2020.1721621

Sadeghi, M. R. (2012). The effects of cooperative learning on critical thinking in an academic context. Journal of Psychological and Educational Research, 20(2), 15-30. http://www.marianjournals.com/files/JPER_articles/JPER_20_2_2012/Sadeghi_20_2_2012.pdf

Stake, Robert E. (1995). The art of case study research. Thousand Oaks, CA: Sage. https://us.sagepub.com/en-us/nam/the-art-of-case-study-research/book4954

Thomas, Gary. (2021). How to do your case study. 3rd ed. London: Sage Publications. https://uk.sagepub.com/en-gb/eur/how-to-do-your-case-study/book270216

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Association for Supervision and Curriculum Development. https://rutamaestra.santillana.com.co/wp-content/uploads/2020/01/Classrooms-2nd-Edition-By-Carol-Ann-Tomlinson.pdf.

Van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51–67. https://doi.org/10.1080/09243453.2018.1539013.

Yin, Robert K. (2018). Case study research and applications: design and methods. 6. utgave. Los Angeles, CA: SAGE. https://us.sagepub.com/en-us/nam/case-study-research-and-applications/book250150.

PlumX Metrics

Published
2024-02-06
How to Cite
Mustofa, M. (2024). Teachers’ Perception on Integrating Technology In Differentiated Instruction and Collaborative Learning: A Case Study. Jurnal Simki Pedagogia, 7(1), 142-151. https://doi.org/10.29407/jsp.v7i1.164