Mabel Okojie

Constructivist learning framework and technological application

Abstract:
The essence of this article is to show how teaching and learning can be improved by using constructivist learning theory as a foundation for integrating technology into teaching and learning.

Citation:
Okojie, M.C.P.O., Okojie-Boulder, T., & Boulder, J.(2008). In L. A. Tomei(ed.) Constructivist learning framework and technological application. In Encyclopedia of Information Technology Curriculum Integration, (Vol. 1, pp.150-156). New York: Information Science Reference

Perceptions of college students: Relevance of academic programs to current jobs

Abstract:
One hundred and forty-three former students participated in this follow-up study. The aim of the study was to explore how the participants perceived the quality of their academic programs and the relevance of their programs to their current jobs. Questionnaire was used to collect data and Cronbach alpha was used to establish the internal consistency. Data collected was analyzed using mean scores, percentages, t-test and ANOVA. The findings indicated that the participants rated most of the questionnaire items positively indicating that they perceived their programs to be satisfactory. However, the results revealed that the respondents had concerns regarding some aspects of their programs. It is recommended that the programs be re-evaluated using the findings to pinpoint areas of concerns.

Citation:
Okojie, M.C.P.O., Okojie-Boulder, T.C. & Boulder, J. (2009). Perceptions of college students: Relevance of academic programs to current jobs. International Journal of Vocational Education and Training, 17(2), 57-71.

The changing roles of teachers in a technology learning setting

Abstract:
The essence of this paper is to discuss various roles that teachers are expected to play in the course of their teaching career taking into consideration that most classroom instructions are technology-based. Technology-driven instruction is more complex unlike the traditional classroom which is simple. Consequently, teachers’ roles have changed from simple to complex. They are expected to keep abreast of information brought about by transformational changes in knowledge production. Teaching in a technology-driven environment requires teachers who can engage students in all aspects of pedagogical practices to address changes in a wider society. To be able to teach effectively in a technology-based learning setting, teachers must wear different hats by assuming various roles and responsibilities. These roles may require them to possess the skills to be instructional method specialists, team players, technology integration specialists, instructional technology researchers, change agents, mentors, lifelong learners and specialists in setting the stage for learning.

Citation:
Okojie, M.C.P.O. (2011). The changing roles of teachers in a technology learning setting. International Journal of Instructional Media, 38(1).

Can computer games motivate and sustain learning?

Abstract:
A critical examination of the use of computer games as motivation for learning is provided. The examination is addressed by reviewing evidence from the literature dealing with computer games as learning tools. Factors and difficulties associated with games as instructional strategies are discussed. Evidence from the literature indicates that present application of computer games into instruction is not guided by pedagogical principles. It is recognized that the design of educational games be based on sound learning theories. The current practice of viewing educational games as separate entity from all other educative processes is detrimental to learning. Although, the results of scientific studies on game-based learning are inconclusive, nevertheless, the future of game-based learning is promising partly because games are generally engaging. The results of qualitative interviews reveal that the participants believe that computer games motivate them to have fun but not to learn. Thus, by implication may not sustain learning.

Citation:
Okojie, M.C.P.O. (2011) In Cruz-Cunha, M. M., Carvalho, V. H. C. & Tavares, P. C. A. (2011), (ed.). Computer games as educational and management tools: Uses and approaches, Information Science Reference, IGI Global Publishers, pp.281-298.

Teachers perception of their preferred instructional methods in technology training sessions

Abstract:
This study examines teachers’ preferences of instructional methods used by technology specialists and professional trainers during technology training sessions. Teachers identified their preferences and dislikes by rating nine different instructional methods. The results reveal that teachers prefer combination of instructional methods as opposed to using one single method for technology training. The results indicate that when a single method is used without including hands-on activities, teachers’ ratings are lower. However, when hands-on activities are combined with each method, teachers’ preference ratings are higher. Majority of the teachers rated demonstration/hands-on activities and problem-solving/hands-on activities as their most preferred methods of instruction.

Citation:
Okojie, M.C.P.O., Boulder, T., & Boulder, J. (2011). Teachers perception of their preferred instructional methods in technology training sessions. Excelsior: Leadership in Teaching and Learning, 6(1), 56-67.