Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom Lawrence A. Tomei Robert Morris University, USA David D. Carbonara Duquesne University, USA A volume in the Advances in Educational Technologies and Instructional Design (AETID) Book Series UNIVERSITY OF IBADAN LIBRARY Published in the United States of America by IGI Global Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA, USA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@igi-global.com Web site: http://www.igi-global.com Copyright © 2020 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data Names: Tomei, Lawrence A., editor. | Carbonara, David D., 1952- editor. Title: Handbook of research on diverse teaching strategies for the technology-rich classroom / Lawrence A. Tomei and David D. Carbonara, Editors. Description: Hershey, PA : Information Science Reference [2020] | Includes bibliographical references. | Summary: “”This book examines theories and applications of diverse teaching strategies”--Provided by publisher”-- Provided by publisher. Identifiers: LCCN 2019018972 | ISBN 9781799802389 (hardcover) | ISBN 9781799802402 (ebook) Subjects: LCSH: Computer-assisted instruction. | Educational technology. | Education--Experimental methods. | Internet in education. Classification: LCC LB1028.5 .H31634 2020 | DDC 371.33/4--dc23 LC record available at https://lccn.loc.gov/2019018972 This book is published in the IGI Global book series Advances in Educational Technologies and Instructional Design (AE- TID) (ISSN: 2326-8905; eISSN: 2326-8913) British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library. The views expressed in this book are those of the authors, but not necessarily of the publisher. For electronic access to this publication, please contact: eresources@igi-global.com. UNIVERSITY OF IBADAN LIBRARY Advances in Educational Technologies and Instructional Design (AETID) Book Series Lawrence A. Tomei Robert Morris University, USA ISSN:2326-8905 EISSN:2326-8913 Mission Education has undergone, and continues to undergo, immense changes in the way it is enacted and distributed to both child and adult learners. In modern education, the traditional classroom learning experience has evolved to include technological resources and to provide online classroom opportunities to students of all ages regardless of their geographical locations. From distance education, Massive- Open-Online-Courses (MOOCs), and electronic tablets in the classroom, technology is now an integral part of learning and is also affecting the way educators communicate information to students. The Advances in Educational Technologies & Instructional Design (AETID) Book Series explores new research and theories for facilitating learning and improving educational performance utilizing technological processes and resources. The series examines technologies that can be integrated into K-12 classrooms to improve skills and learning abilities in all subjects including STEM education and language learning. Additionally, it studies the emergence of fully online classrooms for young and adult learners alike, and the communication and accountability challenges that can arise. Trending topics that are covered include adaptive learning, game-based learning, virtual school environments, and social media effects. School administrators, educators, academicians, researchers, and students will find this series to be an excellent resource for the effective design and implementation of learning technologies in their classes. Coverage • Adaptive Learning • E-Learning IGI Global is currently accepting manuscripts • Hybrid Learning for publication within this series. To submit a pro- • Web 2.0 and Education posal for a volume in this series, please contact our • Higher Education Technologies Acquisition Editors at Acquisitions@igi-global.com • Virtual School Environments or visit: http://www.igi-global.com/publish/. • Social Media Effects on Education • Game-Based Learning • Online Media in Classrooms • Curriculum Development The Advances in Educational Technologies and Instructional Design (AETID) Book Series (ISSN 2326-8905) is published by IGI Global, 701 E. Chocolate Avenue, Hershey, PA 17033-1240, USA, www.igi-global.com. This series is composed of titles available for purchase indi- vidually; each title is edited to be contextually exclusive from any other title within the series. For pricing and ordering information please visit http://www.igi-global.com/book-series/advances-educational-technologies-instructional-design/73678. Postmaster: Send all address changes to above address. ©© 2020 IGI Global. All rights, including translation in other languages reserved by the publisher. No part of this series may be reproduced or used in any form or by any means – graphics, electronic, or mechanical, including photocopying, recording, taping, or information and retrieval systems – without written permission from the publisher, except for non commercial, educational use, including classroom teaching purposes. The views expressed in this series are those of the authors, but not necessarily of IGI Global. UNIVERSITY OF IBADAN LIBRARY Titles in this Series For a list of additional titles in this series, please visit: www.igi-global.com/book-series Care and Culturally Responsive Pedagogy in Online Settings Lydia Kyei-Blankson (Illinois State University, USA) Joseph Blankson (Ohio Northern University, USA) and Esther Ntuli (Idaho State University, USA) Information Science Reference • ©2019 • 423pp • H/C (ISBN: 9781522578024) • US $195.00 Ensuring Quality and Integrity in Online Learning Programs Esther Smidt (West Chester University of Pennsylvania, USA) and Rui Li (West Chester University of Pennsyl- vania, USA) Information Science Reference • ©2019 • 325pp • H/C (ISBN: 9781522578444) • US $190.00 Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication Elena A. Railean (Siberian Federal University, Russia & Moscow State Pedagogical University, Russia & Free International University of Moldova, Moldova) Information Science Reference • ©2019 • 401pp • H/C (ISBN: 9781522578536) • US $245.00 Comparative Perspectives on Inquiry-Based Science Education Stuart Bevins (Sheffield Hallam University, UK) Louise Lehane (St. Angela’s College, Ireland) and Josephine Booth (Sheffield Hallam University, UK) Information Science Reference • ©2019 • 298pp • H/C (ISBN: 9781522554394) • US $185.00 Opening Up Education for Inclusivity Across Digital Economies and Societies Patricia Ordóñez de Pablos (The University of Oviedo, Spain) Miltiadis D. Lytras (Effat University, Saudi Arabia) Xi Zhang (Tianjin University, China) and Kwok Tai Chui (City University of Hong Kong, China) Information Science Reference • ©2019 • 352pp • H/C (ISBN: 9781522574736) • US $185.00 Mobile Technologies in Educational Organizations Alona Forkosh Baruch (Levinsky College of Education, Israel & Tel Aviv University, Israel) and Hagit Meishar Tal (Holon Institute of Technology, Israel) Information Science Reference • ©2019 • 383pp • H/C (ISBN: 9781522581062) • US $195.00 An Invariant-Based Approach to Second Language Acquisition Emerging Research and Opportunities Elena Orlova (Lobachevsky State University of Nizhny Novgorod, Russia) Information Science Reference • ©2019 • 164pp • H/C (ISBN: 9781522582205) • US $145.00 701 East Chocolate Avenue, Hershey, PA 17033, USA Tel: 717-533-8845 x100 • Fax: 717-533-8661 E-Mail: cust@igi-global.com • www.igi-global.com UNIVERSITY OF IBADAN LIBRARY List of Contributors Adebesin, Funmi /University of Pretoria, South Africa.................................................................. 296 Adetimirin, Airen /University of Ibadan, Nigeria............................................................................. 70 Baporikar, Neeta /Namibia University of Science and Technology, Namibia & University of Pune, India................................................................................................................................... 153 Bhardwaj, Aashish /Guru Tegh Bahadur Institute of Technology, India.......................................... 98 Brosens, Jacques /University of Pretoria, South Africa.................................................................. 296 Buditjahjanto, I. G. P. Asto/Universitas Negeri Surabaya, Indonesia........................................... 268 Buzzelli, Armand A./Robert Morris University, USA..................................................................... 125 Davids, M. Noor/University of South Africa, South Africa.............................................................. 254 Ferguson, Janet M./Canisius College, USA.................................................................................... 319 Fokides, Emmanuel /University of the Aegean, Greece.................................................................... 15 Freitas, Angilberto /Universidade do Grande Rio (Unigranrio), Brazil......................................... 170 Gibbons-Kunka, Beatrice /Robert Morris University, USA............................................................. 49 Gyaase, Patrick Ohemeng/Catholic University College of Ghana, Ghana.................................... 109 Gyamfi, Samuel Adu/University of Education, Ghana................................................................... 109 Hartsell, Taralynn /Valdosta State University, USA....................................................................... 341 Holdan, E. Gregory/Robert Morris University, USA...................................................................... 125 Jinyu, Zhang /Zhejiang Yuexiu University of Foreign Languages, China........................................... 1 Khadimally, Seda /University of Phoenix, USA................................................................................ 79 Knox, Carolyn /University of Oregon, USA.................................................................................... 186 Koomson, Faustina Scholarstica/Baidoo Bonsoe Senior High Technical School, Ghana............. 109 Kostas, Apostolos /University of the Aegean, Greece........................................................................ 15 Kruger, Rendani /University of Pretoria, South Africa................................................................... 296 Kumar, Vikas /Chaudhary Bansi Lal University, India............................................................ 98,239 Kuranchie, Alfred /Catholic University College of Ghana, Ghana................................................ 109 Lavy, Ilana /Yezreel Valley College, Israel........................................................................................ 32 Machado, Lisiane /Unisinos University, Brazil............................................................................... 170 McCoey, Margaret /La Salle University, USA................................................................................ 138 Nanda, Pooja /Sharda University, India.......................................................................................... 239 Oigara, James N./Canisius College, USA....................................................................................... 319 Pedron, Cristiane Drebes/Universidade Nove de Julho (Uninove), Brazil..................................... 170 Razakhovich, Sakibayev Spartak/Zhetysu State University, Kazakhstan........................................ 89 Razakhovna, Sakibayeva Bela/Zhetysu State University, Kazakhstan............................................. 89 Riduwan, M. /Universitas Negeri Surabaya, Indonesia.................................................................. 268 Rota, Daniel R./Robert Morris University, USA............................................................................. 125  UNIVERSITY OF IBADAN LIBRARY  Schlemmer, Eliane /Unisinos University, Brazil............................................................................. 170 Strycker, Lisa A./University of Oregon, USA.................................................................................. 186 Terrazas-Arellanes, Fatima E./University of Oregon, USA........................................................... 186 Trabelsi, Zouheir /UAE University, UAE........................................................................................ 138 Walden, Emily D./University of Oregon, USA................................................................................ 186 Wang, Sirui /Colorado State University, USA................................................................................. 341 Wang, Yang /La Salle University, USA............................................................................................ 138 Wentao, Chen /Zhejiang Yuexiu University of Foreign Languages, China......................................... 1 Zhonggen, Yu /Hohai University, China..................................................................................... 1,225 UNIVERSITY OF IBADAN LIBRARY Table of Contents Preface................................................................................................................................................. xxi Section 1 Theories of Diverse Teaching Strategies Chapter 1 LearningOutcomesandAffectiveFactorsofBlendedLearningofEnglishforLibraryScience.......... 1 Chen Wentao, Zhejiang Yuexiu University of Foreign Languages, China Zhang Jinyu, Zhejiang Yuexiu University of Foreign Languages, China Yu Zhonggen, Hohai University, China Chapter 2 Pre-ServiceTeachersandComputers:A(Still)TroubledRelationship............................................... 15 Emmanuel Fokides, University of the Aegean, Greece Apostolos Kostas, University of the Aegean, Greece Chapter 3 LeveragingExistingKnowledgetoMatchIndustryExpectations:TheCaseofProfessional Experience............................................................................................................................................ 32 Ilana Lavy, Yezreel Valley College, Israel Chapter 4 VirtualOfficeHours:ImprovinganAsynchronousCourse.................................................................. 49 Beatrice Gibbons-Kunka, Robert Morris University, USA Chapter 5 TechnologyAdoptionforTeaching:TheEthicalConsiderations......................................................... 70 Airen Adetimirin, University of Ibadan, Nigeria Chapter 6 EvolutionofDistanceLearninginHistory........................................................................................... 79 Seda Khadimally, University of Phoenix, USA  UNIVERSITY OF IBADAN LIBRARY  Chapter 7 DevelopmentofStudents’ProgrammingAbilitiesWiththeMeansofNon-Programming DisciplinesandActivities..................................................................................................................... 89 Sakibayev Spartak Razakhovich, Zhetysu State University, Kazakhstan Sakibayeva Bela Razakhovna, Zhetysu State University, Kazakhstan Chapter 8 RoleofCloudComputinginSchoolEducation.................................................................................... 98 Vikas Kumar, Chaudhary Bansi Lal University, India Aashish Bhardwaj, Guru Tegh Bahadur Institute of Technology, India Chapter 9 TheIntegrationofInformationandCommunicationTechnologyinPre-UniversityEducationin Ghana:APrincipalComponentAnalysis........................................................................................... 109 Patrick Ohemeng Gyaase, Catholic University College of Ghana, Ghana Samuel Adu Gyamfi, University of Education, Ghana Alfred Kuranchie, Catholic University College of Ghana, Ghana Faustina Scholarstica Koomson, Baidoo Bonsoe Senior High Technical School, Ghana Section 2 Applications of Diverse Teaching Strategies Chapter 10 ApplyingTwitterasanEducationalToolforConceptLearningandEngagingStudents.................. 125 Armand A. Buzzelli, Robert Morris University, USA E. Gregory Holdan, Robert Morris University, USA Daniel R. Rota, Robert Morris University, USA Chapter 11 TeachingOffensiveLabSkills:HowtoMakeItWorththeRisk?...................................................... 138 Zouheir Trabelsi, UAE University, UAE Margaret McCoey, La Salle University, USA Yang Wang, La Salle University, USA Chapter 12 ReflectiveTeachingandTechnologyIntegrationinManagementEducation.................................... 153 Neeta Baporikar, Namibia University of Science and Technology, Namibia & University of Pune, India Chapter 13 VirtualWorldsforDevelopingInterculturalCompetence.................................................................. 170 Lisiane Machado, Unisinos University, Brazil Angilberto Freitas, Universidade do Grande Rio (Unigranrio), Brazil Eliane Schlemmer, Unisinos University, Brazil Cristiane Drebes Pedron, Universidade Nove de Julho (Uninove), Brazil UNIVERSITY OF IBADAN LIBRARY  Chapter 14 DevelopmentofaMiddleSchoolOnlineScienceCurriculum:LessonsLearnedFromaDesign- BasedResearchProject....................................................................................................................... 186 Fatima E. Terrazas-Arellanes, University of Oregon, USA Lisa A. Strycker, University of Oregon, USA Emily D. Walden, University of Oregon, USA Carolyn Knox, University of Oregon, USA Chapter 15 Clickers:StudentResponseSystemsinEducation............................................................................. 225 Yu Zhonggen, Beijing Language and Culture University, China Chapter 16 SocialMediaasaToolinHigherEducation:APedagogicalPerspective.......................................... 239 Vikas Kumar, Chaudhary Bansi Lal University, India Pooja Nanda, Sharda University, India Chapter 17 TeachingPracticumAssessmentApplication:ReportingonaCaseStudy........................................ 254 M. Noor Davids, University of South Africa, South Africa Chapter 18 VisualProgramming-BasedVisualLearningMediatoLearnProgrammingTechniqueWith FuzzyRating....................................................................................................................................... 268 I. G. P. Asto Buditjahjanto, Universitas Negeri Surabaya, Indonesia M. Riduwan, Universitas Negeri Surabaya, Indonesia Chapter 19 IntheEyeoftheBeholder:TeachingUser-CenteredDesigntoInformationandCommunication TechnologyStudentsWiththeHelpofEyeTracking......................................................................... 296 Jacques Brosens, University of Pretoria, South Africa Funmi Adebesin, University of Pretoria, South Africa Rendani Kruger, University of Pretoria, South Africa Chapter 20 iPadsintheClassroom:BenefitsandChallenges............................................................................... 319 James N. Oigara, Canisius College, USA Janet M. Ferguson, Canisius College, USA Chapter 21 AdoptingE-TextbooksinHigherEducation:AreYouReady?.......................................................... 341 Taralynn Hartsell, Valdosta State University, USA Sirui Wang, Colorado State University, USA UNIVERSITY OF IBADAN LIBRARY  Compilation of References............................................................................................................... 361 About the Contributors.................................................................................................................... 417 Index................................................................................................................................................... 424 UNIVERSITY OF IBADAN LIBRARY Detailed Table of Contents Preface................................................................................................................................................. xxi Section 1 Theories of Diverse Teaching Strategies Chapter 1 LearningOutcomesandAffectiveFactorsofBlendedLearningofEnglishforLibraryScience.......... 1 Chen Wentao, Zhejiang Yuexiu University of Foreign Languages, China Zhang Jinyu, Zhejiang Yuexiu University of Foreign Languages, China Yu Zhonggen, Hohai University, China EnglishforLibraryScienceisanessentialcourseforstudentstocommandcomprehensivescopeoflibrary knowledge.Thischapteraimstocomparethelearningoutcomes,genderdifferences,andaffectivefactors intheenvironmentsofblendedandtraditionallearning.Around1000participantsfromoneuniversity wererandomlyselectedtoanswerquestionsinquestionnaires.Itwasfoundthat(1)thepassratesunder blendedlearningincreasedcomparedwithtraditionalmultimedialearningandthedropoutratesunder blendedlearningdecreasedcomparedwithmultimedialearning;(2)malesandfemalesdidnotshowany significantdifferencesinlearningoutcomes;(3)affectivefactorsunderblendedlearningweresignificantly morefavorablethanthoseundermultimedialearning;and(4)undertheblendedlearningmodel,male motivationwassignificantlyhigherthanfemale;maleattitudewassignificantlymorefavorablethan female;malesheldhigherself-esteemthanfemales.However,maleanxietywassignificantlylessthan female.Reasonsforthefindings,aswellasfutureresearchdirections,werealsoexplored. Chapter 2 Pre-ServiceTeachersandComputers:A(Still)TroubledRelationship............................................... 15 Emmanuel Fokides, University of the Aegean, Greece Apostolos Kostas, University of the Aegean, Greece Thechapterpresentstheresultsofalongitudinalstudy(years2013-2018)inwhichpre-serviceteachers’ actualandperceivedcompetenceincomputerswereexamined,togetherwithfactorsthatwerehypothesized toaffectboth.Participantswere1070seniorstudents,studyingattheDepartmentofPrimarySchool Education,UniversityoftheAegean,Greece,andanonlinequestionnairewasusedforrecordingtheir views.Resultsanalysis,usingmultiplelinearregression,indicatedthatpre-serviceteachersdonotactually knowalotaboutcomputers,whileatthesametime,theyviewthemselvesasaverageusers.Moreover, ICTcourses’impactonactualknowledgeandskillsincomputerswasminimal;moresignificantwasthe impactofadditionalICTtrainingandownershipofbothaPCandalaptop.Ontheotherhand,participants  UNIVERSITY OF IBADAN LIBRARY  basedtheirperceivedcompetenceincomputersalmostexclusivelyonhowcompetenttheythoughtthey wereinbasiccomputeruse.Onthebasisoftheresults,recommendationsaremadeinorderpre-service teacherstobemoreadequatelypreparedtomeetthechallengesofusingICTasin-serviceteachers. Chapter 3 LeveragingExistingKnowledgetoMatchIndustryExpectations:TheCaseofProfessional Experience............................................................................................................................................ 32 Ilana Lavy, Yezreel Valley College, Israel Duringthelastfouryears,informationsystemsgraduatesparticipatedinapracticumprojectduringtheir laststudyyearandtookpartinvariousprofessionalactivitiesintheindustryinaccordancewiththeir professionalaspirationsandtheirdesiredspecialty.Themainpurposeofthisprojectwastoreducethe gapbetweenthegraduates’acquiredacademicknowledgeandtheindustryexpectations.Theaimofthis chapterwastorevealthegraduates’perceivedcontributionsoftheproject.Forthatmatter,semi-structured questionnairesandinterviewswithgraduateswhoparticipatedintheprojectinthelastfouryearswere conducted.Thegraduatesexperiencedrealworkplaceenvironments,acquiredextendedknowledgeand skills,builtsocialinfrastructuretoassistthemwithfuturejobseeking,andaboveallgainedreal-world experience thathelps themtobuild theirprofessional image,andgainconfidence in their traitsand abilities.Inaddition,thepracticum-basedapproachwascomparedwithothercommonapproachesused tobridgethegap,anditsrelativeadvantagesanddisadvantageswerediscussed. Chapter 4 VirtualOfficeHours:ImprovinganAsynchronousCourse.................................................................. 49 Beatrice Gibbons-Kunka, Robert Morris University, USA Thenotionofsynchronousofficehoursinanasynchronouscourseseemscounterintuitive.Afterall, oneofthetenetsofasynchronouseducationistonotrequirestudentstobeonlineandparticipatingat anytimeduringthecourse.Havingtaughthighereducationonlineasynchronouscoursesfor20years, theresearcherexperimentedwithonlinesynchronousofficehoursasameansofmakingaconnection withheronlinedoctoralstudents.Thischapteroutlinesthechallenges,benefits,andbestpracticesof incorporatingasynchronouselementintoanotherwisepurelyasynchronousenvironment.Additionally, itoffersstrategiestoenhancecommunicationbetweenstudentsandtheprofessor,aswellasdeveloping acommunityoflearnersintheasynchronousclassroom. Chapter 5 TechnologyAdoptionforTeaching:TheEthicalConsiderations......................................................... 70 Airen Adetimirin, University of Ibadan, Nigeria Lecturersusetechnologyforteachingtomakelearningmoreinteractiveandmeetthedifferentlearning needsofstudentstopromotetheirlearningoutcomes.Theuseoftechnologybylecturerswillachievethe globaltrendofstudent-centeredlearning,wherethecoursecurriculum,pedagogyandtypeoftechnology shouldbefocusedontheneedsofthestudents.Toachievemeetingtheneedsofthestudentsinaclass, lecturersadopttechnologysuchasinteractiveboards,learningmanagementsystems,videos,webcamto delivertheircoursecontent.However,theappropriatetechnologymustbeadoptedforthetopicsineach courseandusedbasedontherulesandregulationreferredtoasethics.Lecturersmustusetechnology appropriatelytoavoidunethicalactssuchascopyrightinfringementandplagiarismintheretrievalof informationresourcesfromelectronicsourcessuchastheinternet.Literaturehasrevealedthatlecturers UNIVERSITY OF IBADAN LIBRARY  areinvolvedinunethicalactsandneedtobeeducatedonethicaluseoftechnology.Thischapterexamines theuseoftechnologybylecturersforteaching,ethicalbehaviorandrecommendedthatregularethical educationshouldbeprovidedtothelecturersthroughinformationliteracyprogramsforthemtobecome knowledgeableintheethicsofusingtechnologyandavoidunethicalacts. Chapter 6 EvolutionofDistanceLearninginHistory........................................................................................... 79 Seda Khadimally, University of Phoenix, USA Intheconundrumofwhattypeoflearningandteachingenvironmentshaveabetterimpactonstudent learningandacademicachievementorwhetherornottraditionallearningandteachingsettingsurpassthe emergingcomputertechnology-richeducationintoday’sdigitalera,scholarsinthefieldofeducational technologyratherturntohistory,focusingonwhat,how,andwhoasperceivedchangefactorsthattend toleadtolong-lastingeducationalchanges.Withtheemergenceofthemillennials,muchofresearch conductedtodaytiestotheimportanceoflearningandteachingactivitiesdesignedanddeliveredwith appropriatemediaasvehiclesforreachingpositivelearningoutcomes.Currentinstructionalpractices areoftentailoredtowardsthespecificlearningneedsofstudentsthatarediverseinmanyaspects(e.g., culturally,linguistically,technologically,etc.).Comparedtolearnersbackinthe1800s,itisundoubtable thattoday’slocalanddistantlearnersneedandprefermoredifferent,progressivemediatoolsforeffective learningduetotheexponentiallychangingdemographicsandsocialcontexts,rapidgrowthinscience, advancesininformationandcommunicationtechnologies(ICTs),developingglobaleconomies,revision ofeducationalpolicies,reassessmentofmediaandtechnologytools,inadditiontovariousinstructional designprinciplesandtheoriesrelatedtothem,changingpolitics,andothersubcomponentswithinthis macro-system,allofwhichMooreandKearsleyviewwithasystemsapproach. Chapter 7 DevelopmentofStudents’ProgrammingAbilitiesWiththeMeansofNon-Programming DisciplinesandActivities..................................................................................................................... 89 Sakibayev Spartak Razakhovich, Zhetysu State University, Kazakhstan Sakibayeva Bela Razakhovna, Zhetysu State University, Kazakhstan Thechaptercontainstheresultsoftheresearchdedicatedtothetopicthathasnotbeengivenmuchattention sofarintheprofessionalliterature–discoveringeffectivewaysofdevelopingstudents’programming abilitieswith themeans of non-programming disciplines and activities. The authors argue that the processofformingcapacitiesofstudentsinprogrammingbecomeseffectiveifstudentsparticipatenot onlyinprogramminglessonsthemselvesbutalsodedicateasignificantamountoftimetootheracademic disciplinesandextracurricularactivitiessuchassolvingnumber-theoreticandchessendgameproblems. Theauthorsfindthatthesedisciplinesandactivitiesprovideefficientmeansfordevelopingprogramming capacities and therefore, theirmethods are the essential prerequisites for programming course.The significanceoftheobtainedresultsisthattheyprovideaneffectivealternativeapproachtoorganization ofprogrammingteachingprocessinthoseeducationalinstitutionswherethetraditionalmethodology doesnotbringthedesiredpedagogicaleffect. UNIVERSITY OF IBADAN LIBRARY  Chapter 8 RoleofCloudComputinginSchoolEducation.................................................................................... 98 Vikas Kumar, Chaudhary Bansi Lal University, India Aashish Bhardwaj, Guru Tegh Bahadur Institute of Technology, India Governmentandnon-governmentorganizationsthroughouttheworldareinvestingalotineducation becauseitisaprimarytooltoreducepovertyandcrimeinsociety.Still,thedrop-outratesinprimaryas wellasK12educationcreatesbigworriesforupcomingdemands.Thisrequiresnewstrategiestomake educationmotivatingandimprovestudent’scommitmentinlearning.Studentlearningneedstobemore flexibleintimeandplacewithinterestingassignmentsandengagements.Technologycanplayavitalrole inthisandcanenrichthestudentleaninginmanyways.However,withtheadventofneweducational tools,theiraffordabilityandaccesshasbecomeasignificantconcernfortheschools.Thecostfactorfor adoptingtechnologyineducationcanbeaddressedbycloudcomputingtechnology.Schooleducation oncloudcomputingplatformwillfacilitatethelow-costtechnologyaccesswithinherentfeatureslike flexibility,privacy, scalability,provisioning, reliability, andsecurity.Cloudcomputing-basedschool educationinfrastructurewillinculcatetheparticipationandself-evaluationskillsinthestudents.This chapterreviewstheeducationalattainmentandeducationalchallengesinindifferentcountriesincluding thechoiceofsubjectsinK12educationforstudentsaswellasthetechnologyoptionsavailableforthe students.Itthenoutlinestheschooleducationimprovementstrategywithintegrationofcloudcomputing benefitsintheschooleducationsystem. Chapter 9 TheIntegrationofInformationandCommunicationTechnologyinPre-UniversityEducationin Ghana:APrincipalComponentAnalysis........................................................................................... 109 Patrick Ohemeng Gyaase, Catholic University College of Ghana, Ghana Samuel Adu Gyamfi, University of Education, Ghana Alfred Kuranchie, Catholic University College of Ghana, Ghana Faustina Scholarstica Koomson, Baidoo Bonsoe Senior High Technical School, Ghana EducationiststhroughouttheworldareattestingtothecapabilitiesofICTforinnovationsinteaching andlearning.ThereareevidencesthatintegratingICTintoeducationenhancesthelearners’creativity andopensupnewwaysofknowledgeacquisitionandsharing.ICTisalsocreditedwiththeimprovement ofteachingandlearningofnewskillsneededtofullyfunctioninthe21stcenturyknowledgesociety. ThisresearchwasundertakentoevaluatethecurrentstateofICTintegrationintothepre-university education and identify the barriers through principal components analysis andmake the necessary recommendations. The research utilized both primary and secondary data. The primary data was collectedthroughquestionnairesandinterviewswhilesecondarydatawasobtainedfromreviewsof governmentpolicydocumentsandreports.ThestudyfoundanalreadyexistingICTliteracyeducation inthepre-universityeducationalsysteminGhana.Thereisalsoincreasingaccesstoandknowledgeof ICThardwareandservices.However,inadequateinfrastructure,inadequatetechnologyskills,lackof technicalsupport,andinappropriatecontentarethechallengesmilitatingagainsteffectiveintegrationof ICTinschools’curricula.Restructuringthecurriculumofthevarioussubjects,in-servicetrainingfor teachers,integrationofICTintoteachertraining,andprovisionofinternetconnectivityinfrastructure andservicesarerecommended. UNIVERSITY OF IBADAN LIBRARY  Section 2 Applications of Diverse Teaching Strategies Chapter 10 ApplyingTwitterasanEducationalToolforConceptLearningandEngagingStudents.................. 125 Armand A. Buzzelli, Robert Morris University, USA E. Gregory Holdan, Robert Morris University, USA Daniel R. Rota, Robert Morris University, USA Thechallengeofengagingstudentsbeyondatypicalclassmeetingsessionisalongstandingissuein educationalresearch.ThischapteroutlinesTwitterasapotentialtoolforenhancingstudentengagement whilealsoenhancingconceptlearning.Twitter’sefficientmicrobloggingformatallowsinstructorsto share informationquickly in real-time,while thehashtag featureenablesauser todevelopa listor repositoryoftargetedtweets.Thesefunctionsamongothersmakethepopularplatformaneducational toolthatinstructorsshouldconsiderimplementingcarefullywhilemodelingagoodelectronicfootprint fortheirstudents. Chapter 11 TeachingOffensiveLabSkills:HowtoMakeItWorththeRisk?...................................................... 138 Zouheir Trabelsi, UAE University, UAE Margaret McCoey, La Salle University, USA Yang Wang, La Salle University, USA Thischapteridentifiesanddiscussesthelearningoutcomestobeachievedbecauseofhands-onlabexercises usingethicalhacking.Itdiscussestheethicalimplicationsassociatedwithincludingsuchlabsinthe informationsecuritycurriculum.Thediscussionisinformedbyanalysesoflogdataonstudentmalicious activities,andtheresultsofstudentsurveys.Theexaminationofstudentbehaviorafteracquiringhands- onoffensiveskillsshowsthatthereispotentiallyahighriskofusingtheseskillsinaninappropriateand illegalmanner.Whileacknowledgingtheriskandtheethicalproblemsassociatedwithteachingethical hacking,itstronglyrecommendsthatinformationsecuritycurriculashouldoptforateachingapproach thatoffersstudentsbothoffensivehands-onlabexercisescoupledwithethicalpracticesrelatedtothe techniques.Theauthorsproposestepstoofferacomprehensiveinformationsecurityprogramwhileat thesametimeminimizingtheriskofinappropriatestudentbehaviorandreducinginstitutionalliability inthatrespectandincreasingtheethicalviewsandpracticesrelatedtoethicalhacking. Chapter 12 ReflectiveTeachingandTechnologyIntegrationinManagementEducation.................................... 153 Neeta Baporikar, Namibia University of Science and Technology, Namibia & University of Pune, India Reflectivepracticesupportscritical thinkingandassessmentskills throughanalyzingone’sownlife experiences,and the roleof reflection in learning iswell reckoned.Reflectivepractice, thehabitof lookingbackandanalyzingone’sownlifeexperiences,isaprocessthatsupportslearninganddevelops criticalthinkingskills.Theroleofreflectioninlearninghasbeenrecognizedfordecadesandthereflective observationlearningstylemayprovideanimportantmeansofdeepeningstudentunderstandingand engagementespeciallywithbetter technologyintegration.Manymanagementeducatorsrecommend reflectivepracticeformanagerialandprofessionaldevelopmentaslearningtoreflectisakeyelementin UNIVERSITY OF IBADAN LIBRARY  masteringtheimportantmanagementskillofself-awarenessanddevelopingmanagementcompetencies. Adoptingamixedmethodqualitativeapproach,theaimofthischapteristodelveonthecurrentscenario ofthereflectivepracticesandtechnologyintegrationinmanagementeducation. Chapter 13 VirtualWorldsforDevelopingInterculturalCompetence.................................................................. 170 Lisiane Machado, Unisinos University, Brazil Angilberto Freitas, Universidade do Grande Rio (Unigranrio), Brazil Eliane Schlemmer, Unisinos University, Brazil Cristiane Drebes Pedron, Universidade Nove de Julho (Uninove), Brazil Theauthorspresentaframeworkfordevelopinginterculturalcompetence(IC)andusetridimensional digital virtualworlds (3DVW) as environments for developing IC. They developed an artifact, via designresearch,constitutedbyaneducationalmethodusingthe3DVWSecondLife®astheplacefora virtualexchangeprogrambetween92BrazilianandPortuguesemasterstudents.Theresultsofthestudy indicatethatthe3DVWcanbeusedforthedevelopmentofICbecauseitallowsrichexperientialand relational/conversationallearningopportunities,especiallyduetotheaffordancesofimmersion/sense ofpresence,socialinteraction,contentproduction,andknowledgesharing.Thestudentsinvolvedinthe virtualexchangeinsideSecondLife®hadtopracticeasetofattitudesandskillssuchascommunication skills;culture-specificknowledge;understandingothers’worldviews;skillstoanalyze,evaluate,and relate;skillstolisten,observe,andinterpret;respect,openness;toleranceforambiguity,amongother, thatareallattributesofIC. Chapter 14 DevelopmentofaMiddleSchoolOnlineScienceCurriculum:LessonsLearnedFromaDesign- BasedResearchProject....................................................................................................................... 186 Fatima E. Terrazas-Arellanes, University of Oregon, USA Lisa A. Strycker, University of Oregon, USA Emily D. Walden, University of Oregon, USA Carolyn Knox, University of Oregon, USA Design-basedresearchmethodologywasusedtoguidealineofresearchtodevelop,implement,revise, andevaluatetheESCOLARonlinesciencecurriculumformiddleschoolstudents,includinggeneral educationstudents,Englishlanguagelearners(ELs)primarilyofHispanicorigin,andstudentswith high-incidence learning disabilities (LD). The iterative research approachwas carried out in three stageswithmultiplestepsperstage:(1)Stage1,orinformedexploration,identifiedanddescribedthe problemunderinvestigation;(2)Stage2,orenactment,redesignedpreviouslydevelopedonlinescience units,implementedeachunitincasestudies,andcompletedafeasibilityevaluation;and(3)Stage3, orevaluationoflocalimpact,documentedtheefficacyofthesciencecurriculumwitharandomized controlledtrial.Thepresentchapterfocusesonthesecondandthirdstages,demonstratingtheprocessby whichtheESCOLARcurriculumwasrepeatedlyrefinedwithinputfromstakeholders,andthenexamined forfeasibilityofimplementation,usefulnessinhelpingteachersengagewithstudents,andefficacyin deepeningstudentscienceknowledge.Dataweredrawnfrommultiplesources,includingteacherlogs, studentandteachersurveys,webanalytics,studentnotebooks,contentassessments,andfocusgroups. ResultsindicatethattheESCOLARcurriculumwasfeasibletoimplement,useful,andeffective,and maynowbeadoptedas anevidence-based intervention to enhance science learningamongdiverse students.Thedata-driven,design-basedresearchmethodologyprovedtobeapracticalframework,and UNIVERSITY OF IBADAN LIBRARY  underscoredthecriticalimportanceofconsideringallstakeholdersintheprocessofcurriculumdesign, refinement,andevaluation.Thischapteroffersamodelforthedevelopmentofconstructivistscience instructionalmaterialsforELsandstudentswithLDusingonline,multimediatechnology. Chapter 15 Clickers:StudentResponseSystemsinEducation............................................................................. 225 Yu Zhonggen, Beijing Language and Culture University, China SincethebirthofclickersatPennsylvaniaStateUniversity,therehavebeennumerousargumentsonits effectiveness.Thischapter,aimingtoreviewuseofclickersineducation,examinedliteratureforover adecadeontheuseofclickers,involvingbenefitsanddefectsofuseofclickers,peerdiscussion,use ofclickersinlearning,teachingandproblemsolving,theeffectivenessofuseofclickersamongnon- students.Relationshipsbetweenlecturingandlearningaidedwithclickersandcurrentdevelopmentsin useofclickerswerealsoreviewedanddiscussed.Itwasconcludedthatclickers,asoneformofmodern technology,hadgainedgrowingpopularityduetotheiradvantages,suchaspeerdiscussion,anonymity, andinstantfeedbackalthoughdisputesstillremained.Morestudiesonclickersandothernewtechnologies werestillneededtofurtherpushforwardlevelsofeducation.Cross-disciplinarycooperationbetween computers,education,andpsychologymaybeneededtodesignmoreadvancededucationaltechnologies. Chapter 16 SocialMediaasaToolinHigherEducation:APedagogicalPerspective.......................................... 239 Vikas Kumar, Chaudhary Bansi Lal University, India Pooja Nanda, Sharda University, India Developmentofinformationtechnologyhasverymuchaffectedthewayteachersteachandstudentslearn. Digitaldeviceshavebecomearoutinenotonlyforplayinggamesandcommunicatingwithclassmates butalsofortheeducationandknowledge.Thishasprovidedopportunitiesforenrichingthelearning environment.Theclassroomtodayisaverychallengingenvironment.Thereasonmaybethechanging focusoftheenvironmentwhichhasshiftedfromtheteacherstothelearners.Manyeducatorsattempt toadoptnewinstructionalapproachestoencourageandmotivatestudentstolearn;socialmediacanbe oneofthebestapproaches.Theobjectiveofthischapteristounderstandtheimportanceofsocialmedia asnewteachingpedagogyinhighereducationinstitutes.Aframeworkhasbeenproposedtoassimilate specificsocialmediachannelsinteachingpedagogyinhighereducation.Theframeworkwillbeusefulin identifyinghowsocialmediaplatformscanbeintegratedintoteachingpedagogyforhighereducational institutessothatthestudentsmaybebenefitedthemost. Chapter 17 TeachingPracticumAssessmentApplication:ReportingonaCaseStudy........................................ 254 M. Noor Davids, University of South Africa, South Africa Thischapterreportsonanongoingcasestudythatfocusesonthedevelopmentofacomputer-mediated communicationtechnologicalsolutionintendedtoassesstheteachingpracticum(TP).Thecontextof thischapteristheTPmoduleatanopendistancee-learning(ODeL)universityinSouthAfrica.This universityisfacedwiththedemandingtaskofarrangingmandatorysupervisoryvisitsforpurposesof assessment,formorethan40,000studentteacherslocatedbothinsideandoutsideofthecountry.TheTP moduleformsamajorpartofateachingqualificationasitprovidesthepedagogicalspaceforstudentsto apply,integrate,andacquirevariousformsofknowledge.Whilethetraditional“manualmodel”isstill U IVERSITY OF IBADAN LIBRARY  thedominantmodeofassessment,atODeLinstitutions,itholdsgravelimitations,leavingthousands ofstudentsunassessedwhichunderminesthevalueofthequalification.Giventhat,wecurrentlyfind ourselvesinthemidstoftheFourthIndustrialRevolution,aninformationcommunicationtechnology (ICT)-basedresponsetothispredicamentarguablyoffersthemostappropriatesolution.Suchasolution wouldhoweverrequireinnovativedesign,criticalthinking,research,andfunding.Thischapterreportson thedevelopmentofanICT-basedprojectonthevergeofbeingpilotedattheODeLinstitutionconcerned, aswellascontactinstitutions.Informedbyatheoreticalframeworkthatdrawsontechnologicalpedagogical contentknowledge(TPCK),criticalconnectivity,andopensourcesoftware(OSS),thischapterresponds tothequestions:“Why”wouldanICT-basedinstrumentofferanoptimalsolutiontoTPassessment?and “How”wouldanICT-basedapplicationofferanoptimalsolutiontotheassessmentoftheTPmodule? Afterthefirstpilotcyclewiththeprototypeapplication,improvementsandrefinementswillbemade beforeasecondpilotrun.TheobjectiveofthisprojectistoproduceaTPapplicationtobeusedinboth contactaswellasindistant,remote,andreal-time/delayedassessment. Chapter 18 VisualProgramming-BasedVisualLearningMediatoLearnProgrammingTechniqueWith FuzzyRating....................................................................................................................................... 268 I. G. P. Asto Buditjahjanto, Universitas Negeri Surabaya, Indonesia M. Riduwan, Universitas Negeri Surabaya, Indonesia Programmingtechniquesisadifficultsubjectforthemajorityofstudentsatvocationalhighschoolsin Indonesia.Oneoftheproblemsisthattheteaching-learningprocessstillusestextuallearningmedia withnointeractionwithstudents.Visuallearningmediaofferssomeadvantagestoattracttheattention ofusers,interactwithusers,involveusers,andmultimodalforusers.Becauseofthis,itisnecessaryto developvisuallearningmediatoutilizevisualprogrammingtomakeiteasierforstudentstounderstand programmingtechniques.Theaimsofthischapteraretodeterminethelearningmediafeasibilityutilizing visualprogrammingtofindthestudents’responsestoutilizingvisuallearningmediaandtoapplyingfuzzy ratingforthefeasibilityandstudents’responsestowardmedialearningbasedonvisualprogramming. Theresearchresultsshowedthatfuzzypreferencecanbeappliedtoassessthelearningmediafeasibility andstudents’responsestotheuseofvisuallearningmediautilizingvisualprogramming. Chapter 19 IntheEyeoftheBeholder:TeachingUser-CenteredDesigntoInformationandCommunication TechnologyStudentsWiththeHelpofEyeTracking......................................................................... 296 Jacques Brosens, University of Pretoria, South Africa Funmi Adebesin, University of Pretoria, South Africa Rendani Kruger, University of Pretoria, South Africa Astheuseofinformationandcommunicationtechnology(ICT)solutionsbecomemoreembeddedin oureverydaylives,ICTgraduatesarerequiredtodesignanddevelopsolutionsthatarenotonlyeasyto use,butevokeoverallpositiveuserexperiences.Theincorporationofhuman-computerinteraction(HCI) principles,suchasuser-centereddesign(UCD),usability,anduserexperience(UX)intothedesignof ICTsolutionscanpositivelyinfluencethesuccessofdeployedsolutions.However,developersofICT solutions,especiallythosefromdevelopingcountries,havebeenslowtoapplytheseprinciplesintheir developmentpractices.Someofthereasonsforthisslowpaceincludelackofexperiencedpractitioners due to limitednumberofuniversitiesofferingHCIcourses,especially inAfricancountries, lackof consensusonthemeasuresofUCDeffectiveness,andlittleappreciationofthebenefitsofincorporating UNIVERSITY OF IBADAN LIBRARY  thesedesignprinciplesintodevelopmentprocesses.Thischallengeiscompoundedbyineffectiveteaching strategies, in situations where HCI courses are taught. The application of an experiential learning strategycangoalongwayinaddressingthegapbetweentheconceptsofHCI,UX,andUCDthatis taughtintheclassroomandtheirapplicationbyICTgraduatesintheworkenvironment.Inthischapter, theauthorsdescribehowtheyincorporateeyetrackingtechnologyinanHCIcoursethatformspart ofapostgraduateinformaticsdegree.Thefocusisonaneyetrackingassignmentthatinvolvesstudent groupsperformingusabilityevaluationstudiesforreal-worldclients.Theypositthateyetrackingisa powerfultechnologytoconvincestudentsoftheimportanceofusercentereddesign.Theyconducteda surveyamongstHCIstudentsandanalyzedstudentcourseevaluationresultsoveraperiodof3years. Thefindingsconfirmthatstudentsregardtheeyetrackingassignmentasamind-alteringexperienceand thatitispotentiallyaneffectivetechnologyforconvincingfutureICTprofessionalsoftheimportance ofusability,UX,andUCD. Chapter 20 iPadsintheClassroom:BenefitsandChallenges............................................................................... 319 James N. Oigara, Canisius College, USA Janet M. Ferguson, Canisius College, USA Handhelddigitaldevices,especiallyiPads,havebecomeincreasinglypopularineducationalinstitutions surroundedbydebatesbetweenadvocatesandskeptics.Thischapterexaminestheperceptionsofmiddle schoolteachersontheuseofiPadsintheclassroom.Areviewoftheexistingliteratureonthedigital devicesandoniPadsuseintheclassroomwasconducted.Theparticipants,53teachers,respondedtoa Likertscaletypeonlinesurveyaskingthemquestionsabouthowtheyfeltaboutthe1:1iPadinitiative attheirschool.Dataanalysisincludedopenandaxialcodingforidentificationofthemesandpatterns. Thefindingsshowedmixedfindings,althoughthemajorityofteachersbelievedthattheiPadsplayeda significantroleintheteaching-learningprocesstoengagestudentsintheclassroom.Someparticipants, however,respondedwithconcernsthatiPadscausedstudentdistractionandallowedoff-taskbehaviors intheclassroom.Thefindingsalsosuggestthatteachersneedtargetedprofessionaldevelopmenttraining onpedagogicalandpracticaluseofiPadtobeabletosuccessfullyintegratetheiPadintotheirpractice. Implicationsforeducators,appdesigners,andforfutureresearcharediscussed. Chapter 21 AdoptingE-TextbooksinHigherEducation:AreYouReady?.......................................................... 341 Taralynn Hartsell, Valdosta State University, USA Sirui Wang, Colorado State University, USA E-textbooksmakedigital learningcontentportable, transferrable,andsearchable, increasestudents’ engagement,andenablehighlyinteractivelearningopportunities.However,adoptinge-textbooksinhigher educationisfarfromitsconfirmationstage.Thischapterexaminestherelationshipbetweentheperceived attributesofusinge-textbooksbyinstructorsandtheiractualuseofe-textbooksinhighereducation settings.Further, the studyexplores factors thatprevent instructors fromfullyadoptinge-textbooks inteachingandexplainshowtocircumventsuchchallenges.Challengesofadoptinge-textbooksfor instructorsinhighereducationhavebeenrevealedbythesurvey.Thefindingssuggestthatinstructors, institutions,ande-textbookpublishersshouldworkcollaborativelytoenhancetheadoptionofe-textbooks inhighereducation. UNIVERSITY OF IBADAN LIBRARY  Compilation of References............................................................................................................... 361 About the Contributors.................................................................................................................... 417 Index................................................................................................................................................... 424 UNIVERSITY OF IBADAN LIBRARY 70 Chapter 5 Technology Adoption for Teaching: The Ethical Considerations Airen Adetimirin University of Ibadan, Nigeria ABSTRACT Lecturers use technology for teaching to make learning more interactive and meet the different learning needs of students to promote their learning outcomes. The use of technology by lecturers will achieve the global trend of student-centered learning, where the course curriculum, pedagogy and type of tech- nology should be focused on the needs of the students. To achieve meeting the needs of the students in a class, lecturers adopt technology such as interactive boards, learning management systems, videos, webcam to deliver their course content. However, the appropriate technology must be adopted for the topics in each course and used based on the rules and regulation referred to as ethics. Lecturers must use technology appropriately to avoid unethical acts such as copyright infringement and plagiarism in the retrieval of information resources from electronic sources such as the internet. Literature has revealed that lecturers are involved in unethical acts and need to be educated on ethical use of technology. This chapter examines the use of technology by lecturers for teaching, ethical behavior and recommended that regular ethical education should be provided to the lecturers through information literacy programs for them to become knowledgeable in the ethics of using technology and avoid unethical acts. INTRODUCTION Teaching globally is user centred and technology has been adopted by lecturers for teaching to meet the diverse learning abilities of students and make them lifelong learners. For students to become lifelong learners, lecturers must engage them in the classrooms, promote learning and satisfy their information which can be made feasible through the use of technology. Technology can also improve education, providing innovative ways for instructors to teach and creative ways for students to learn. DOI: 10.4018/978-1-7998-0238-9.ch005 Copyright © 2020, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. UNIVERSITY OF IBADAN LIBRARY Technology Adoption for Teaching Technological tool like the Internet can provide access to simulations and virtual tours that allow educators to expose their students to places and resources otherwise unavailable to many classrooms (Evans, Martin & Poatsy, 2014). Course management software provides a rich online environment that includes tools like assignment submission, test/quiz taking, and discussion board forums. Computer laboratories enable instructor-led training and hands-on exercises for students. Smart boards can promote collaboration and enhance instruction, while handheld clickers and in class polling encourage student engagement (Bain & Przybyla, 2009). O’Flaherty and Phillips (2015) concluded that technology is needed to enhance learning and the students expect to be taught using technology as they use technology for their daily activities especially those referred to as the millennials (born after 1980s). The authors concluded that technology in teach- ing will promote lifelong learning and prepare graduates for their future in their work places. Lecturers need technology to search for materials to prepare, update and deliver lectures to students. However, the type of technology used must be relevant and appropriate for the topic with utmost consideration for the Information and Communication Technology (ICT) skills possessed by the students. Some forms of technology adopted by lecturers include: videos, cameras, camcorder, computers and learning manage- ment systems (LMS). Technology is being used in different countries by lecturers to enhance teaching through content delivery to increase the learning capabilities of students (Akinde & Adetimirin, 2017a; Ke, Sun & Yang, 2012). In USA, links to access and use web-based videos are provided to students to facilitate online education (Snelson, 2008). Almekhlafi and Almeqdadi (2010) investigated the use of video technology by teachers in the school classroom of the United Arab Emirates and the findings revealed that video technology is an important tool for teaching in the classroom. The use of technology by accounting lecturers in Australia is low in a study carried out on accounting lecturers using an interview and the findings revealed that 93% of the lecturers attributed this to their resistance to its adoption and use (Watty, McKay & Ngo, 2016) In Nigeria, Akinde and Adetimirin (2017a) reported that technology is used by Library and Informa- tion Science lecturers in Nigerian universities, but the level is low. Use of technology for teaching and learning must be done appropriately by both lecturers and students, indicating that there is good and bad use of technology. The good use of technology involves abiding to rules and regulations guiding technology use. The wrong use of technology by lecturers may manifest in unethical acts like copyright infringement and plagiarism. The wrong use of technology by students includes cheating, academic dishonesty, plagiarism and copyright violation. This wrong use of technology has negative consequences on the lecturers as they have to spend time verifying assignments or other task related documents submitted by students to de- termine if they adhered to ethics and if they violated the ethical use of technology, they are reported to the appropriate authority for punishment. This time spent on such activity reduces the time the lecturer would have used to search and retrieve relevant information sources for his or her course and plan the appropriate technology to use for content delivery (Bain, 2015). Lecturers must be aware and knowledgeable in the ethical use of technology so as not to engage in violations themselves and also impart good ethical behavior to the students. This they can achieve by maintaining a specific academic integrity policy and discussing this information with the students (Lang, 2013). 71 UNIVERSITY OF IBADAN LIBRARY Technology Adoption for Teaching USE OF TECHNOLOGY BY LECTURERS Lecturers use different technology for teaching. Mobile technology such as smart phones and videos are used by lecturers as reported by Biddixa, Chungb and Park (2016) who examined the use of mobile technology by 59 Korean and US lecturers. Technology such as computer, interactive boards, web casting and screen casting, podcasting and multimedia projectors can be used for teaching especially for course delivery (Yusuf & Balogun, 2011). This technology will allow for interaction between the lecturers and the students and consequently, learning is improved. Biddixa, Chungb and Park (2016) investigated the use of mobile information and communication technology by 59 faculty (39 Korean and 20 US) and the findings revealed that the Korean faculty used smart phones for presentation, writing or support; searching and verify online information and resources online and content explanation and for team discussion. The US faculty used smart phones for chatting with students, setting-up student groups or schedule student meetings, use videos or recordings to teach units, demonstrate or show materials with a laptop and give assignments. The findings further revealed that US faculty engaged in course management activities, such as posting information, creating resources and grading assignments, at higher rates than Korean faculty and this was because a course management system had been deployed in the US institution (Biddixa et al., 2016). The perception of the faculty on use of technology by the Korean faculty was somewhat effective (42.6%), while it was very effective for the US faculty (31.6%). Social media can also be used by lecturers for teaching. Sohair, Moustafa, Ghandforoush and Khan (2016) investigated the use of social media for teaching by faculty in eight public higher institutions of- fering tourism and hotel management programs in Egypt using a questionnaire and reported that social media was a teaching and learning tool but its use was at minimal level. Lecturers could also use web cam for carrying out their responsibilities. Webcam based proctoring was used by faculty to monitor an online examination using an experimental group and a control group and reported that it deterred deception and dishonest during the online examination (Hylton, Levy & Dringus, 2016) Onwuagboke and Singh (2016) reported that the use of technology by lecturers for instructional purposes in five universities in Imo State, Nigeria was generally low (X= 2.19). This result was pre- sented from a study conducted among 300 lecturers in colleges/schools with the aid of a questionnaire. However, the use of technology for searching and retrieving information and resources on the Internet (X =3.268); developing teaching materials (X =3.169); and typing test and examination papers (X =2.971) was average. The authors attributed the low use of technology to low level of availability of ICT resources which hinders the use of technology by faculties for teaching. This is confirmed by Mo- debelu and Azu (2014); Onwuagboke, Singh and Onwuagboke (2014). Technology adoption in classroom by lecturers is necessitated by their attitude, perception and institu- tional support (Akinde & Adetimirin, 2017b). The authors in their study on 211 Library and Information Science lecturers’ use of educational support systems in 27 universities in Nigeria reported that computers, printers, mobile and hand held electronic devices, scanners, electronic whiteboards or interactive boards were moderately to highly used (>48%). Videos, camcorders and webcam were never used (>49%). More than two thirds of the respondents indicated that the use of technology was made easy especially to regularly update course content (75.0%) and store and secure lecture notes (68.1%). The implication of these results is that lecturers will use technology because it is perceived as easy to use. Technology 72 UNIVERSITY OF IBADAN LIBRARY Technology Adoption for Teaching integration into teaching is globally accepted by lecturers, although its use entails rules and regulations that lecturers should be aware of to avoid its violation. This is referred to as ethics. Ethics Teaching is a profession and it entails behavior which is specified by teaching associations to guide the lecturers on good behavior and anyone that behaves contrary to such rules is disciplined. The appropriate behavior as a lecturer based on adherence to rules and regulations is referred to as ethics. Adebayo and Mabawonku (2017) explained ethics as the moral assessment or guidelines that specifies or judge what is right or wrong in a profession. Ethics involves taking decisions by individuals based on the identifica- tion of good or bad behavior which may not be appropriate legally. Lecturers are expected to perform the role of teaching within ethical guidelines that is they must not contravene any of the ethical rules of their profession. This is emphasized by Dahl-Michelsen and Groven (2017) who reiterated that “all professionals should practice their profession in an ethical way” (pg 67). Maphosa, Bhebhe and Dziva (2015) averred that “ethics involve the idea of knowing what is right and wrong in your professional life and involves taking correct action and still following what you believe” (pg. 267). This was affirmed from a review of literature from many studies by Mehta (2015) that ethical issues are challenges to individuals because it is difficult identifying good or bad. The Internet has allowed easy access to electronic information resources and as such care must be taken in order to use them appropriately to avoid contravention of the ethics of using them through copyright infringement and plagiarism. Igudia and Hamzat (2016) stated that the “Internet has led to the upsurge of plagiarism and copyright infringement of electronic contents. This has transformed into a serious problem in all countries of the world” (pg. 106). The authors defined copyright infringement as the illegal or unauthorised use of copyrighted material in a way that violates the copyright owner’s exclusive rights. Plagiarism is an unethical act and is the art of using the ideas or works of an author without acknowledgment (Yadav et al., 2016). These unethical acts should be avoided by lecturers in their use of technology for teaching. Relevance of Ethics for Lecturers Lecturers are involved in teaching students, but they are also expected to be role models for the stu- dents in order for the students to imbibe moral uprightness and become good citizens in the society. Therefore, lecturers should be good examples to these students in terms of character and this involves abiding by rules and regulations guiding their responsibilities in higher education institutions (HEIs). This is affirmed by Maphosa et. al. (2015) who reflected on the importance of lecturers to be honest, act honourably and behave according to rules guiding their duties as they are role models for learners. The way lecturers should behave at work to ensure quality learning takes place is highlighted is provided in the ethical guidelines (Maphosa et. al., 2015). Lecturers download materials from the Internet, online databases, and electronic resources such as open educational resources (OERs), videos, power point slides, pictures, images, books, journal articles and others for various purposes such as preparing their lectures, research and self-development. The use of these materials is guided by ethics and this requires the appropriate use to avoid violation of any ethi- cal rules. However, the integration of technology comes with appropriate rules and regulations guiding its use, Therefore, lecturers must be aware of such ethical guidelines. 73 UNIVERSITY OF IBADAN LIBRARY Technology Adoption for Teaching Munoli, Niveditha and Deepthi (2017) reported that medical ethics is being included in the curriculum of medical schools in many countries for health professionals to acquire ethical education required when they begin to practice. This became necessary because it was discovered that the health professionals encounter ethical issues when carrying out their duties and this becomes challenging to them due to lack of knowledge about the ethics of their profession, which the traditional medical training did not cater for. Lecturers deploying technology for teaching expect students to submit their assignments, access the learning management systems, use the interactive boards and multimedia projector and recorded videos and other course materials to improve their learning. Lecturers must be knowledgeable in ethics to know how to source, retrieve and use materials for teaching without violating any ethical law such as copyright infringement and plagiarism. There are many information materials available electronically and is open access, which allows users including lecturers to have access without any restriction. Lecturers who find materials under open access may use them without considering the copyright on such materials and may infringe on the copyright of such materials. Copyright infringement can occur in different forms, such as duplication of work, rewrite a copyrighted work, perform a written work or any other form of unauthorised uses of a copyrighted work without due permission. Igudia and Hamzat (2016) reported that copyright infringement include attitude such as “replacing words without citing being the highest followed by copying and pasting, photocopying of downloaded internet content, using the exact words of someone else without quotations and without citing the source, submitting another person’s work and downloading and using pictures” (pg. 204). Plagiarism is defined as “copying a text, a paragraph, or some sentences without quotation marks, to explain and interpret ideas from a source without citation or with the inaccurate citation” (Soltany, Abdekhoda, & Habibi, 2018, pg. 407-408). It can also be explained as the “unauthorized appropriation of author’s work, ideas, methods, results, or words without acknowledging the source and original au- thor” (Titus, Wells & Rhoades, 2008). Plagiarism has been adjudged to be the most common unethical conduct among lecturers as it is a theft of intellectual property of an author’s work (Kumari, Langer, Singh, Gupta, Sharma & Gupta, 2018). The authors attributed one major reason for the increasing trend of plagiarism to the use of technology which allows for easy access and retrieval of information resources (downloading) from electronic sources such as the Internet, thereby facilitating copy and paste. The acts of plagiarism when using technology include: “loading from sources with free access, copy- ing articles from web-based electronic databases, copying articles from local databases, and cutting and pasting content from different sources. Failure to insert quotation marks when quoting is the case of forging documents” (Soltany et al., 2018, p. 407). Lecturer’s attitude towards plagiarism will determine if they will engage in the unethical act. Lecturers that have negative attitude towards plagiarism will not commit such act when searching for electronic information materials for teaching, whereas lecturers with positive attitude towards plagiarism will not find it difficult to plagiarise. Kumari et al. (2018) investigated the attitude towards plagiarism of 93 lecturers and 67 senior residents in Government Medical College, Jammu, India which is the only public medical school with the aid of a questionnaire. Their findings revealed the mean scores for the positive domain, negative domain, and subjective norms of the attitude to plagiarism (ATP) scale were 30.54 ± 6.7, 24.34 ± 2.9, and 28.72 ± 6.6, respectively, indicating a positive attitude towards plagiarism by the lecturers and senior residents. 74 UNIVERSITY OF IBADAN LIBRARY Technology Adoption for Teaching Theoretical Framework The theory adopted for this article is the deontological theory of ethics which emphasised the importance to behave and uphold moral values. “The deontological class of ethical theories states that people should adhere to their obligations and duties when engaged in decision making when ethics are in play. This means that a person will follow his or her obligations to another individual or society because upholding one’s duty is what is considered ethically correct” (Hanson, 2015 p.78). The deontological theory states that the morality of an act lies in something other than, or in addition to its outcomes. It may involve acting according to what one judges as one’s moral duty, or according to principles or rights that are binding on one’s behaviour, such as telling the truth (Hanson, 2015). Lecturers will uphold the ethics in the use of technology for teaching when they are aware, informed and knowledgeable about the relevance and consequences of good ethical behavior to themselves, the university and the society. They will therefore, not be involved in acts of copyright infringement and plagiarism because they have ethical knowledge and so avoid such unethical behavior. Educating Lecturers on Ethical Issues Lecturers need to be enlightened on using technology ethically as they are expected to be role models for the students they teach. However, it should not be assumed by the institution that because they are lecturers, they are aware of the ethics of using technology. Munoli et. al., (2017) in a study on 50 lecturers in ESIC medical colleges in Bangalore to investigate their knowledge, attitude and practice of research ethics using a validated questionnaire reported that majority (76%) had no training in research ethics and 96% felt it was not wrong to fabricate data and more than 90% of the respondents were favourable towards research ethics training. The authors therefore, advanced that medical ethics should be taught as a compulsory postgraduate module to equip the lecturers with the knowledge of research ethics. A university has a role in educating the lecturers first by having a policy on ethics and ethical behavior and making the lectures aware of this policy. Lang (2013) stated that a university should have an academic integrity policy to educate both lecturers and students on good ethical values so that they do not engage in such unethical practices. The academic integrity policy should also include the use of anti-plagiarism software which the University is expected to provide and lecturers should be aware and educated on its use to avoid unethical behavior when searching, retrieving and using electronic information resources form the Internet and other sources. The education of lecturers can be achieved through information literacy programmes that will educate lecturers both newly employed and others on appropriate behavior when using technology for teaching. This literacy programmes can be coordinated by the library and its goal is to periodically inform lecturers about good ethical behavior in the use of technology for teaching. The library can also do this through the production of short videos on academic integrity, what it entails and why it is important and how to upload it. The use of short videos is supported by the International Center for Academic Integrity as a means of educating lecturers and students on academic dishonesty (ICAI, 2014). The library should also educate lecturers and students on the acquired anti plagiarism software by the university and how it can be used to show the originality of an individual’s work. The students can acquire ethical education from their lecturers who discuss ethics within each course and when given assignments and this constant reminder will reinforce good ethical values to the students. 75 UNIVERSITY OF IBADAN LIBRARY Technology Adoption for Teaching The acquisition of ethical education is important for lecturers to enable them to behave appropri- ately when using technology. This is reitrerated by Maphosa et. al. (2015) who averred the need for good professional conduct and concluded that courses and modules on professional ethics should be taught to prospective lecturers in universities before graduation. The authors reported that continous professional development such as the provision of courses or modules should also be given to lecturers regularly to remind them of good ethical behavior and lecturers with good ethical behaviour should be commended, while those with bad ethical behavior should be punished. This will instill good ethical behavior in lecturers. CONCLUSION Technology integration into teaching is presently a common feature in universities in many countries due to its enormous benefits to both lecturers and students. Lecturers use electronic information resources from the Internet and other sources to enrich their course and content delivery. However, the appropriate technology must be used to meet the diverse learning needs of the students. The use of technology is guided by ethics and lecturers should be aware of ethical issues such as plagiarism, copyright adherence to avoid violating them. 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