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The aim of this article is to explore the role of teacher professional development (TPD) in relation to two experiences involving digital technology. Both studies were conducted at a single combined primary and secondary school and involved a total of 727 students. The first study consisted of an ex post facto analysis of attempts to improve studen...
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... Effective training programs equip teachers with knowledge, modern pedagogical skills, and effective classroom management techniques (Ahmed et al., 2021;Ciraso, 2012;Hyseni Duraku et al., 2022). Ongoing professional development helps educators stay updated on new teaching strategies, technological advancements, and curriculum changes, promoting innovation in the classroom (Germuth, 2018;Hennessy et al., 2022;Lindberg & Olofsson, 2010;Montero-Mesa et al., 2023;Uzorka et al., 2023). Such training can include specialized workshops, seminars, peer collaboration, and mentoring programs focused on EMR education, fostering a growth mindset and reflective practice. ...
Electromagnetic radiation (EMR) is integral to both the natural world and technological innovation, yet widespread misconceptions about its nature and effects persist among the public, educators, and students. This comprehensive review examines these misconceptions, analyzing their origins-including inadequate education, the complexity of EMR concepts, media misrepresentation, and educators' own misunderstandings-and their impact on scientific literacy and public health. By reviewing a wide range of scientific studies, we identify common misunderstandings, such as conflating ionizing and non-ionizing radiation, believing all radiation is harmful, and confusing irradiation with contamination. These misconceptions contribute to unwarranted health anxieties, resistance to beneficial technologies, and challenges in science education. We highlight the critical need for effective EMR education through curriculum integration, innovative teaching methods, and enhanced teacher training. By addressing these misconceptions through strategic educational reforms and evidence-based communication, we aim to foster a scientifically literate society capable of making informed decisions about EMR and its applications.
... Recognizing the Internet as a human right can be a starting point to encourage policies to remove these barriers (Pedró et al., 2019); and (3) the awareness of the lack of adequate educators' training and support to foster creativity and use AI technologies in their pedagogical practices (e.g., Al-Zyoud, 2020; Pedró et al., 2019). Regarding the last point, we underline that educators can play a pivotal role in shaping their student's learning trajectories through their interactions and pedagogical needs (e.g., Montero-Mesa et al., 2023;Ulferts, 2021). Regardless, comprehensive initial training and ongoing professional development remain a gap that can prevent the continuous updating of educators' skills to incorporate technology into educational practices in order to enhance, rather than hinder, the learning experience. ...
Creative education, supported by principles of educational psychology, has the potential to transform schools and classroom environments, leveraging innovative pedagogies and creating opportunities to enhance educators' and students’ skills, such as creativity. In this chapter, we examine the application of integrated strategies such as project-based learning, arts integration, and technology-enhanced approaches, highlighting the potential of these practices to transform education, as well as teaching and learning processes. The integration of key theoretical frameworks informs innovative teaching practices aimed at fostering creativity, critical thinking, and problem-solving abilities among learners. In addition, we explore the symbiotic relationship between creative education and educational psychology and highlight how collaborative partnerships between educational institutions, stakeholders, and policymakers can be crucial in identifying and disseminating effective strategies for promoting creativity and innovation in education. This comprehensive analysis can provide valuable insights into the efficacy of creative teaching methods in promoting equitable access to quality education and fostering inclusive learning environments. By embracing interdisciplinary collaborations and evidence-based approaches, educators can leverage these findings to tailor their instructional strategies, implement culturally responsive teaching practices, and address the diverse needs of their students effectively.
... This setup can lead to more planning, grading, and general support of students, which can only be alleviated by professional development that is actually robust (as opposed to the mostly lip service that "robust" professional development gets in many institutions). It also helps if the classes are smaller or if teaching assistants are somehow involved, which allows more focus on the two different domains of students [28,29]. ...
The rise of hybrid and blended learning models has transformed educational practices, combining the strengths of in-person and online learning. This review explores recent innovations, challenges, and future directions in these models. Technological advancements such as artificial intelligence (AI), adaptive learning platforms, and virtual reality (VR) are reshaping the delivery of hybrid education by offering personalized learning experiences, automating assessments, and creating interactive simulations. Pedagogical shifts, including flipped classrooms and competency-based education, are becoming central to hybrid learning environments, emphasizing student-centered approaches and maximizing active engagement. The integration of microlearning and modular course design further enhances flexibility, catering to diverse learning styles and paces. Despite these innovations, significant challenges remain. Issues of equity and access persist, with underprivileged students facing barriers due to lack of internet connectivity and digital resources. Additionally, instructors face increased workloads and must adapt to new technologies, often requiring further training to manage hybrid classrooms effectively. Maintaining student engagement, particularly in asynchronous settings, also presents difficulties. The review highlights best practices, such as the use of interactive learning strategies, continuous assessment, and offering flexible learning paths to support student success in hybrid settings. Looking forward, the future of hybrid and blended learning points towards greater personalization through AI, enhanced sustainability by reducing the reliance on physical infrastructure, and the integration of immersive technologies like augmented and virtual reality. These advancements hold the potential to revolutionize hybrid learning, making education more accessible, engaging, and adaptable to a variety of learning environments.
... Studi sebelumnya oleh Daga (2022) juga mendukung temuan ini, menunjukkan bahwa pembelajaran yang berfokus pada pengalaman dapat meningkatkan pemahaman siswa. Dengan melibatkan siswa dalam kegiatan yang relevan dengan kehidupan sehari-hari mereka, Kegiatan KEREN membantu siswa untuk menghubungkan pengetahuan baru dengan pengalaman yang sudah mereka miliki, yang merupakan prinsip inti dari pembelajaran berbasis pengalaman (Montero-Mesa et al., 2023). ...
Penelitian ini bertujuan untuk mengevaluasi efektivitas penerapan Kegiatan KEREN (Keberagaman dalam Rencana Pembelajaran yang Nyata) dalam meningkatkan kualitas pembelajaran di kelas 4 SD Negeri 3 Plosorejo. Kegiatan KEREN dirancang untuk menciptakan lingkungan belajar yang inklusif dan beragam, dengan menekankan pada diferensiasi dalam metode pengajaran. Penelitian ini mengadopsi metode studi kasus dengan menggunakan observasi, wawancara, dan analisis dokumen untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa Kegiatan KEREN berhasil meningkatkan keterlibatan siswa, pemahaman materi, dan interaksi sosial di dalam kelas. Meskipun demikian, penelitian ini juga mengidentifikasi beberapa tantangan, seperti kebutuhan untuk menyesuaikan metode pengajaran dengan kebutuhan individual siswa dan keterbatasan sumber daya. Implikasi dari temuan ini adalah perlunya adopsi metode pembelajaran yang lebih inklusif dan adaptif di sekolah dasar.
... The survey showed that the efficiency of the development of leadership qualities among academic and pedagogical staff depends on the selection of a relevant approach. The implementation of educational interventions to counteract the existing challenges contributes to identifying the gaps in current leadership development programs or practices, highlighting areas for improvement (Montero-Mesa et al., 2023). Also, understanding the specific challenges, the educational institutions tailor leadership development initiatives to address the opportunities for enhancement of the educational process (Huang, 2023). ...
... The respondents' responses coincide with this fact and insist that an effective approach usually suggests using group activities and projects that require collaboration. According to Montero-Mesa et al. (2023), interactive tools and technologies, such as online forums, virtual reality simulations, and gamification are used to enhance the engagement and interactivity of academic and pedagogical staff. Therefore, the survey showed that both interactivity and engagement foster a deeper understanding of leadership principles and encourage academic and pedagogical staff to explore different perspectives and solutions. ...
... With the development of modern information technology, traditional education methods are also changing, and the application of technology has become an indicator of the development and innovation of teaching methods [9]. Current scholars focus on how digital technology and education can be better combined. ...
Digitally enabled higher education involves the in-depth use of new-generation digital technology, which has subverted and innovated the traditional teaching mode, driven the development of high-quality teaching and learning, and improved teachers’ teaching experience, and increased efficiency. Based on ecosystem theory, this paper constructs a higher education ecosystem with the government, enterprises, and universities as the core participating subjects. It considers the participating subjects’ effort level and the ecosystem’s overall benefits under the three scenarios of noncooperative research and development (R&D), cost sharing, and cooperative R&D. The results show that (1) the service innovation effort level of the three parties increases with increasing human resource level and technology maturity, and the government’s benefit decreases with increasing cost of fulfilling social responsibility. (2) The government’s cost subsidies to universities and enterprises can enhance the service innovation level of both parties and increase the optimal returns of the three parties and the ecosystem as a whole. (3) In the cooperative R&D game scenario, the effort level of the three parties and the total ecosystem returns are greater than those in the noncollaborative R&D scenario, and after determining the subsidy coefficients of the government, Pareto optimality of the three parties and the ecosystem as a whole can be achieved. The conclusions of this study can aid in understanding the dynamic evolution mechanism of digitally enabled higher education and provide a realistic decision-making reference for higher education ecosystem managers.
El artículo examina el papel de la formación docente en la era digital y la necesidad de competencias digitales garantizando que los educadores se adapten constantemente a las nuevas tecnologías. La educación continua es crucial, no solo para dominar habilidades técnicas, sino también para incorporar herramientas digitales en la enseñanza diaria. Se examinan temas como el uso de plataformas online, la enseñanza en entornos híbridos y el uso de la inteligencia artificial en el aula, ofreciendo consejos prácticos para gestionar las clases en este mundo digital. La calidad del aprendizaje puede verse influida por factores como la infraestructura inadecuada y la resistencia al cambio, que también son abordados por los docentes. Se presentan recomendaciones que se centran en iniciativas de desarrollo profesional, examinando su capacidad para garantizar una educación de calidad frente a la transformación digital. Asimismo, se destacan los métodos más eficaces para la formación de habilidades digitales y se promueven enfoques pedagógicos innovadores, como el aprendizaje basado en proyectos y el aprendizaje colaborativo, que permiten la creación de experiencias educativas interactivas y participativas. Finalmente, se revisan los efectos a largo plazo de la integración tecnológica en la formación docente tanto a nivel individual como en general, destacando la importancia de políticas educativas que promuevan el desarrollo profesional continuo para preparar a los docentes frente a los desafíos tecnológicos y optimizar su desempeño en el aula.
This chapter examines the gap which exists between theory and practice in the K-12 Canadian school system in relation to Universal Design for Learning (UDL) implementation. It blends the voices of two academics, one examining UDL adoption from a theoretical and conceptual point of view, and one presenting observations from the field. The chapter argues that the current academic discourse related to UDL integration in schools is misleadingly optimistic, when the reality of on terrain integration is radically grimmer. The chapter argues that this glossy perception of progress must be unpacked and re-examined as it otherwise is at risk of creating and perpetuating a false narrative regarding the efforts that remain to be applied in the area of inclusive design and UDL adoption. The chapter's recommendations include a more pragmatic and realistic assessment of the work that remains to be achieved in the field before UDL can be considered in the process of becoming a reality for teachers and students.
p>Pendidikan dasar menjadi tonggak penting dalam membentuk dasar pengetahuan dan keterampilan bagi generasi muda. Di era digital ini, teknologi telah menjadi bagian tak terpisahkan dari proses belajar mengajar di sekolah dasar. Artikel ini bertujuan untuk mengevaluasi dampak yang ditimbulkan oleh implementasi teknologi, khususnya penggunaan platform pembelajaran digital, terhadap efektivitas pembelajaran di tingkat sekolah dasar. Metode literature review digunakan untuk merangkum temuan-temuan dari berbagai penelitian terkait. Hasil analisis menunjukkan bahwa implementasi teknologi dalam pendidikan dasar memberikan dampak positif yang signifikan pada proses pembelajaran. Penggunaan platform pembelajaran digital meningkatkan interaktifitas antara guru dan siswa, memperluas akses ke berbagai sumber belajar, dan meningkatkan motivasi belajar melalui pendekatan yang lebih menarik dan adaptif. Namun, ada tantangan seperti kesenjangan akses teknologi di kalangan siswa dan perlunya pelatihan bagi guru dalam mengintegrasikan teknologi dalam pembelajaran. Dengan demikian, artikel ini memberikan gambaran yang komprehensif tentang peran teknologi dalam pendidikan dasar dan mengidentifikasi beberapa area yang perlu perhatian lebih lanjut untuk meningkatkan efektivitas pembelajaran di sekolah dasar.</p
