International Journal of Instructional Technology and Educational Studies
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Open Access
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ISSN (Print) 2682-3918 - ISSN (Online) 2682-3926
Published By Digital Design and Publishing Research Unit, Faculty of Education, Tanta University, Egypt
LATEST MANUSCRIPTS IN International Journal of Instructional Technology and Educational Studies
- (IJITES) GuidelinesShow MoreShow Less
- From Theory to Practice: A Framework for Inclusive Technology Integration in EducationShow MoreShow Less
Technology integration in Education has become increasingly important in today's digital age to enhance student learning experiences and outcomes. Two widely recognized frameworks are often used to guide educators in this process: SAMR (Substitution, Augmentation, Modification, Redefinition) and UDL (Universal Design for Learning). The SAMR framework focuses on enhancing technology integration by categorizing it into four levels: substitution, augmentation, modification, and redefinition. On the other hand, UDL aims to support diverse learners through its three principles: multiple means of representation, action and expression, and engagement.This essay aims to integrate these two frameworks - SAMR and UDL - into a new conceptual framework that combines their strengths while addressing the limitations they may have. We seek to offer benefits for students regarding learning outcomes, educators regarding instructional practices, and educational institutions regarding improved student outcomes. In Education, a conceptual framework provides a foundation for understanding, organising, and interpreting educational concepts, practices, and research. It serves as a guiding framework that helps educators, researchers, and policymakers make sense of complex educational phenomena and informs their decision-making and practice. Conceptual frameworks in Education are essential for creating a shared language, understanding, and approach to various educational issues. This study will review the SAMR Model (Substitution, Augmentation, Modification, Redefinition) and the Universal Design for Learning (UDL) framework to produce a unique framework that integrates the positive aspects of both frameworks, emphasizing the synergy between the two frameworks and their combined focus on enhancing teaching and learning through technology integration and inclusive design. - Designing a Training Program in Light of SBAE Standards for Teaching Competency-Based Curricula to Improve Teaching Competencies among Student-Teachers of Agricultural SciencesShow MoreShow Less
The research investigated the effectiveness of designing a training program based on SBAE standards for teaching competency-based curricula to improve the teaching competencies of student-teachers of the Agricultural Sciences. A training program was designed and built in light of SBAE standards according to the ADDIE model. A mixed research approach with an embedded design was used. The study tools were an achievement test, a performance test, and a self-report instrument. The study sample was 25 male and female students from the fourth Grade of the Agricultural Sciences Division at the Faculty of Education - Tanta University. The results indicated that: there were statistically significant differences between the average scores of the two applications: pre-test (12.84), which represents (37.76%), and post-test (27.64), which means (81.29% ) for the research sample in the total score of the test in favor of the post-application, which has a higher average (27.64), as well as the sub-levels of the cognitive test. The results also revealed that there is significance for the differences between all the averages of the research sample and the hypothetical average for each task of the performance test tasks. It is also clear that there is significance for the differences between the overall test average of 63.08 (93.42%) compared to the hypothetical average of 48 (66.6%). The research recommended the necessity of adding a course on the CBC and how to work within it to the courses for preparing student-teachers of agricultural sciences in colleges of education. - Interaction between support patterns (human-smart) and e- collaboration groups size to develop website programming skills of computer teachersShow MoreShow Less
The current study aims at investigate the interaction between the two types of support (human \ intelligent),and the size of E-collaborative group in the development of website programming skills among teachers computer . However, the trainees divided into two main groups according to the type of support ( human \ intelligent) . Each main group divided into two peer groups , and two pair groups. Which the peer group consisted of 4 individuals .Then, the current study found superiority trainees who studied using the human support pattern compared to those who used the smart support pattern in the cognitive aspect test as well as in the skills of website programming. While there is no effect based on the difference in the size of the collaboration group ( pairs\ peers ) in testing the cognitive aspect as well as website programming skills . The study also found that there were no statistically significant differences between the average scores of the cognitive aspect test and the skills observation card among the training groups due to the interaction between the two support styles and the groups size with regard to website programming skills - An Interactive Electronic Program Based on the Aesthetic Approach for Developing Reflective Writing Skills Among Secondary School StudentsShow MoreShow Less
The Arabic language is considered the most elevated, most, eloquent, and most honorable among all languages, as it took its top positions among other languages when God distinguished it as the language of the Holy Qur'an. Allah the Almighty said: {And indeed, the Qur'an is the revelation of the Lord of the worlds, The Trustworthy Spirit has brought it down Upon your heart, [O Muhammad], that you may be of the warners, In a clear Arabic language.} (The Poets 192-195). Language comprises four skills: reading, listening, speaking, and writing, through which the student utilizes his own information and ideas to write, especially in the secondary stage being, among others, the one which reflects a great deal of mental maturity and development. Thus, such a stage enables the student to interact with the community in which he lives Reflective writing is that type of writing that needs contemplation, deep thinking and excitement. In addition, reflective writing topics are multi formatted including: a case, an event, a theme. Yet, the writing product is not liable to be right or wrong . In fact, it reflects deep thinking about the issue, or the event related to the writer's life or the lives of those around him not only as a reality, but also includes adding opinions, standpoints, self-impressions, and beliefs. Therefore, reflective writing is so special compared to other types of academic writings
