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Teaching with Technology: Creating Student-Centered Classrooms
Abstract
Teachers are responsible for juggling knowledge of where students are and where they need to go; having insights into students' special needs and progress; choices of curricular activities and materials; rules that govern children's participation; expectations from parents and communities; and the norms and rules that govern them as teachers. The addition of technology further complicates the equation and presents many new questions. This book provides information based on 10 years of data gathered from the Apple Classrooms of Tomorrow (ACOT) project. Started in 1985, ACOT is a research collaboration between universities, public schools, and Apple Computer, Inc. to investigate the results of teachers and children routinely using technology for learning. The book includes case studies and teachers' personal perspectives from experiences in ACOT classrooms. The chapters are: (1) "From Instruction to Construction"; (2) "The Challenge of Instructional Change: Two Teachers' Stories"; (3) "The Evolution of Instruction in Technology-Rich Classrooms"; (4) "Managing a Technology-Rich Classroom"; (5) "Redefining Student and Teacher Roles"; (6) "Maintaining Student Engagement"; (7) "Enhancing Innovation and Promoting Collegial Sharing: A Reciprocal Relationship"; (8) "Integrating Technology into the Curriculum: An Exemplary Unit of Practice"; (9) "Creating an Alternative Context for Teacher Learning"; (10) "Back to the Real World: Opportunities and Obstacles in Staff Development"; and (11) "Technology: One Tool Among Many." A methodological appendix and index are also included. (Contains 127 references.) (Author/SWC)
... The role of teachers as facilitators rather than merely lecturers has been admired for decades, and is considered best practice for many learning environments (Dewey, 1938;Gay, 2018;Krishnamurti, 1974). Advocates of educational technology often view ubiquitous information communication technologies (ICT) as a vehicle to facilitate teaching and promote innovative thinking that increases student active learning (Cuban, 2002;ISTE, 2017;Sandholtz et al., 1997). Ubiquitous ICT can support teachers in their role since some repetitive learning tasks can be offloaded to the computer and lecture time can be diminished with customized applications and with the abundant content available on the Internet that can assist collaborative and project-based learning (Donovan et al., 2010;Gulek & Demirtas, 2005;Papert, 1980;Sandholtz et al., 1997;U.S. ...
... Advocates of educational technology often view ubiquitous information communication technologies (ICT) as a vehicle to facilitate teaching and promote innovative thinking that increases student active learning (Cuban, 2002;ISTE, 2017;Sandholtz et al., 1997). Ubiquitous ICT can support teachers in their role since some repetitive learning tasks can be offloaded to the computer and lecture time can be diminished with customized applications and with the abundant content available on the Internet that can assist collaborative and project-based learning (Donovan et al., 2010;Gulek & Demirtas, 2005;Papert, 1980;Sandholtz et al., 1997;U.S. Department of Education, 2017). ...
... Ubiquitous ICT, where every student has a computer device, has also been called one-to-one computing (Penuel, 2006). In the earliest longitudinal study of ubiquitous ICT, Sandholtz et al. (1997) found that teachers used technology devices in different ways to support distinctive classroom environments (ACOT, 1995). After observation, researchers contrasted classrooms into two categories: traditional environments and extended knowledge construction environments (see Table 1), with differences in activity, roles, learning emphasis, types of concepts, success determinants, assessment, and how technology was used. ...
Many classrooms have access to ubiquitous information communications technology (ICT), and teachers have been trained on the way to use it. However, few teachers use technology in what many consider the most powerful ways to learn. This study investigates four teachers who have developed from traditional teaching into facilitative–innovative teaching with ubiquitous ICT. As an instrumental case study, we used self-determination theory’s interaction of autonomy, competence, and relatedness to analyze their stories to understand better why and how they developed. Participants taught in middle and high schools representing a range of school sizes and sociocultural populations. Findings reveal that all teachers described salient episodic learning experiences and students’ input as key to transforming their autonomy and competence with ICT pedagogy, contrasting with other studies. Supportive internal relationships were instrumental for teachers because they distinguished themselves from most traditional teachers. The study concludes that educational leaders consider helping teachers access their beliefs with episodic learning to develop innovative self-reflective teachers on their pedagogical beliefs that influence ICT classroom learning.
... Databases are frequently employed in transdisciplinary curriculum units, according to Sandholtz (1997). They become a means of gathering and organizing information. ...
... The dependent variable is the constructivist learning environment with the following indicators: manipulating data, exploring relationships, processing information, constructing personal and social shared meaning, and reflecting learning process. Manipulating data refers to the use of technology as a tool to collect, organize, and analyze data, enhance presentations, and conduct simulations (Sandholtz, et al.,1997). Exploring relationship refers to understanding and applying concepts and skills in science to understand, relate with and prepare with (Ransom, 2011). ...
... This is in contrary to the ideas of Sandholtz et al (1997) that the use of a technology tool (e.g., a spreadsheet program) allows students to manipulate data and produce graphs more easily. ...
The main problem of the study was to determine the extent of usage of
instructional technology of science teachers in terms of four indicators namely:
skills, resource management, problem solving & instructional setting and the level of constructivist learning environment of students in terms of five indicators
namely: manipulating data, exploring relationship, processing information,
constructing personal & shared meaning and reflecting learning process. The
moderator variables were the gender and school.
A researcher-made questionnaire in the extent of usage of instructional
technology of science teachers and a researcher-made questionnaire on the
level of constructivist learning environment of students were used to collect
pertinent data. This study used a descriptive correlation method. A slovin’s
formula was used to identify the sample size. There were 353 fourth year
students in seven high schools in Tagum City Division for the school year 2013-
2014 who responded the questionnaires. The statistical tools used in this study
were mean, t-test, ANOVA and pearson-r. The extent on the usage of instructional technology of science teachers in terms of skills, resource management, problem solving and instructional setting is moderate.The level of constructivist learning environment of students in terms of manipulating data, exploring relationship and constructing personal and social shared meaning were moderate while high extent in terms of processing information and reflecting learning process. There is a significant relationship between the extent of usage of instructional technology of science teachers and the level of constructivist learning environment of students.
... Additional hurdles relate to educators' adaptability to sudden transitions from traditional to digital pedagogical methods. In online classes, educators must develop new skills pertinent to technologically driven pedagogy (Sandholtz et al., 1997). However, the window of opportunity for skill acquisition may be constrictive, making this transition challenging for educators not prepared for online instruction (Peeraer & Van Petegem, 2010). ...
... Thus, such a sudden transition may have induced a sense of disorientation (Ben; Male, Interview). Sandholtz et al. (1997) posited that the shift from traditional in-person pedagogy to virtual instruction in the realm of EFL necessitates the acquisition of innovative competencies by educators. Hastily implementing modifications to instructional methodologies without due prudence would impede instructors from effectively delivering lessons in online learning environments. ...
After the COVID-19 pandemic, online learning in Vietnam has been paid more attention to. Consequently, this current qualitative study was conducted to investigate problems in English online classes in the Vietnamese context. Semi-structured interviews were used to collect data from six EFL students learning in a tertiary institution in the Southwest of Vietnam. The current study found some challenges the students often faced when learning online, categorized by three groups, namely teacher-related challenges, student-related challenges, and teacher-and-student living condition-related challenges. Regarding teacher-related challenges, teachers’ lack of abilities to use ICT tools and their attitudes towards teaching online negatively affected the EFL students’ online learning. Regarding student-related challenges, students’ resistance to the transmission from face-to-face learning to online learning and their low motivation played the role of barriers to their performance in online learning. For the final dimension, teacher-and-student condition-related challenges, insufficient teaching and learning devices, low internet connection, or noise did not allow the students to maximize their learning progress.
... A push toward learner-centered education has been a signature of educational trends in pedagogical practice over the past two decades [7]- [9]. Instructional innovations, technological developments, and educational research and theory set the groundwork for increasingly studentfocused instruction and learner-centered classrooms within institutions of higher education around the world [51], [52], [9]. Familiar examples of innovative pedagogical methods that have gained broad adoption include flipped classrooms and peer-instruction [53]- [55], hands-on and project-based courses [56], [57], active-learning activities [4], [6], [10], [11], gamified assignments [58], [59], student-generated tests [22], [60], [61], peer review [19], [20], [50], and authentic assessments [62]- [64]. ...
... Familiar examples of innovative pedagogical methods that have gained broad adoption include flipped classrooms and peer-instruction [53]- [55], hands-on and project-based courses [56], [57], active-learning activities [4], [6], [10], [11], gamified assignments [58], [59], student-generated tests [22], [60], [61], peer review [19], [20], [50], and authentic assessments [62]- [64]. Developers, practitioners, and advocates of student-centered instruction have long underscored the educational benefits such instruction imparts to students, such as improved attitudes toward the subject, increased engagement, greater sense of ownership in learning, and better academic performance [20], [51], [57], [63]. ...
... While this may have been relevant for earlier transformations, digital technology is more difficult to integrate into teachers' regular routines, often necessitating changes across numerous aspects of educational practice. A very important aspect is that the more one's usage of technology is integrated, the more profound and demanding the required shift becomes (Sandholtz et al. 1997). Even though most teachers now realize the value of deploying technologies in the classroom (Roblyer 1993), many obstacles may hinder their adoption of digital media. ...
... Teachers who feel compelled to overcome first-order obstacles may become frustrated with having to deal with these at the same time as having to wrestle with second-order ones. According to researchers for Apple Classrooms of Tomorrow ( Sandholtz et al. 1997), elimination of first-order hurdles allows second-order barriers or concerns to appear. Ritchie and Wiburg (1994: 143-153) note that "traditional perceptions of what teaching, learning, and knowledge should look like are major limiting factors to integrating technology." ...
One important response to COVID-19 was the intensification of the use of digital media to deliver education. However, the results are paradoxical, since the digital revolution did not lead to improvement of the social quality of teachers’ working circumstances. We analyze “internal” or subjective oriented constitutional and “external” or objective orientated conditional factors related to teachers that determine the adaptation of digitalization, taking a social quality perspective. Through a case study in the most advanced educational hub of India—Delhi—we find that the digital revolution helped India to address the first-order problems in digital transformation, namely concerning objective infrastructural facilities. The second-order problems, particularly changing the subjective belief structures of teachers related to the integration of technologies, appear to remain a challenge. As India has recently adopted a new education policy (2020), the findings of our study have significant relevance to improving the accessibility and utilization of digital technology in educational spaces.
... Elle met l'accent sur les potentiels du numérique, envisagé de façon très globale, pour aider les enseignants à diversifier leurs méthodes pédagogiques, les modes d'accès aux contenus et aux services pédagogiques, et ainsi favoriser la transformation de la relation entre Maëlle PLANCHE, Cédric d'HAM, Christian HOFFMANN, Nadine MANDRAN, Isabelle GIRAULT, Claire WAJEMAN, Nicolas BALACHEFF, Patricia MARZIN 4 étudiants et enseignants dans l'objectif de la renforcer (Duguet et Morlaix, 2018). Un certain nombre de recherches, d'abord conduites dans les pays anglo-saxons, un peu plus tard en France, ont ainsi montré que l'usage du numérique en classe pouvait constituer un catalyseur de transformations de l'enseignement (Sandholtz et al., 1997). En Angleterre, Roschelle et al. (Roschelle et al., 2001) ont mis l'accent sur les apports positifs de certaines technologies et logiciels spécifiques pour transformer les contenus enseignés aux élèves et la manière de les leur enseigner. ...
... Évidemment, introduire un nouvel outil dans une pratique d'enseignement peut être considéré comme une première démarche de transformation (Sandholtz et al., 1997), (Matzen et Edmunds, 2007). Mais les résultats de notre recherche montrent que, lorsque le temps de l'appropriation est accordé aux enseignants, la transformation pédagogique va au-delà de la simple introduction de l'outil numérique : elle peut concerner la modification de l'organisation des activités pédagogiques (AP) ou des objectifs d'apprentissages visés, qu'ils soient au niveau transversal (OAT) ou disciplinaire (OAD). ...
This article analyzes the role played by the use of a digital platform (LabNbook) on the transformations of the pedagogical activities proposed to higher education students. We observe evolutions in the pedagogical objectives aimed by the teachers, notably at the disciplinary level. The results also show that the use of LabNbook leads teachers to question the instructional alignment. Finally, our results allow us to propose a characterization of the pedagogical transformation induced by the long-term use of a digital tool.
... In addition, we found that our design intentions, based on the theoretical frameworks, including learningby-teaching, social psychological intervention, and gamification, were well received by the students, as shown in the themes like 'Learning by teaching', 'Personas of AI' and 'Gamification.' These pedagogical approaches align with principles of student-centered learning, where the focus is on active engagement, real-world relevance, and intrinsic motivation (Sandholtz, 1997;Weimer, 2013;Woolf, 2010). On the other hand, we identified several negative points and improvement directions suggested by the students and teachers, which informed our revision of ALTER-Math along the iterative design process. ...
This paper reports on a design‐based research (DBR) study that aims to devise an artificial intelligence (AI)‐powered teachable agent that supports secondary school students' learning‐by‐teaching practices of mathematics learning content. A long‐standing pedagogical practice of learning‐by‐teaching is powered by a recent advancement of generative AI technologies, yielding our teachable agent called ALTER‐Math. This study chronicles one usability testing and three cycles of iterative design and implementation process of ALTER‐Math. The three empirical studies involved a total of 320 middle school students and six teachers in authentic classroom settings. The first study was exploratory, focusing on the qualitative feedback from the students and teachers through open‐ended surveys, interviews and classroom observations. The second study yielded a medium‐high (M = 3.26) quantitative survey result on students' perceived engagement and usability on top of the qualitative findings. Finally, the final study included pre‐ and post‐knowledge tests in a quasi‐experimental study design as well as student and teacher interviews. The final study revealed a bigger significant knowledge improvement in students who used ALTER‐Math compared to the control group, suggesting a positive impact of AI‐powered teachable agents on students' learning. The design implications learned from multiple iterations are discussed to inform the future design of AI‐powered learning technologies.
Practitioner notes
What is already known about this topic Learning‐by‐teaching is a long‐standing effective pedagogical strategy to enhance students' domain knowledge and feelings of responsibility in learning.
Various teachable agents have been developed and have demonstrated benefits in students' learning.
Generative AI offers the potential to provide naturalistic, contextualised and adaptive conversations.
What this paper adds Develops a novel generative AI‐powered teachable agent for middle school mathematics learning, called ALTER‐Math.
Reports the iterative design process involving empirical classroom implementations of ALTER‐Math.
Reveals a bigger significant improvement in the student's mathematical knowledge after using ALTER‐Math, compared to the control group.
Implications for practice and/or policy Researchers can be inspired by this design example of a theoretically grounded generative AI learning technology.
Educational technology designers could hear the real voices of students and teachers about the generative AI learning technologies.
Researchers and educational technology designers could be directed by the design implications to the future design of AI‐powered learning technologies and teachable agents.
... To enable effective reflection, teachers need a clear understanding of both their own beliefs and alternative beliefs about technology and pedagogy (Sandholtz et al., 1997). The shift from focus on declarative knowledge to the development of the whole person requires new literacies, new capabilities, and new methods and approaches to develop these aspects of our faculty and our students. ...
... This kind of support consists of administrative support, i.e., encouragement and support from school administrators can foster a positive climate for technology integration (Sandholtz, et al, 1997) and also resources and infrastructure: adequate access to technology resources, such as computers, internet connectivity, and software, is crucial for effective technology integration. ...
This study investigates the factors influencing internship student teachers' use of technology at Universitas Negeri Makassar. The research aims to identify key determinants that shape their preferences and attitudes toward integrating technology into teaching practices. Data were collected and analyzed using Confirmatory Factor Analysis (CFA), revealing several critical factors with varying levels of influence based on their loading factors. The strongest predictors of technology use included Student Interest and Motivation (0.81), Perceived Value (0.79), and Self-Efficacy (0.76). These highlight the importance of student engagement, personal confidence, and the perceived utility of technology in driving adoption. Other significant factors were Resources and Infrastructure (0.72), Alignment with Curriculum Goals (0.64), and Administrative Support (0.63), underscoring the role of institutional and logistical support. Moderate contributions were noted from Societal and Cultural Influences (0.61), Government Policies and Mandates (0.57), and Professional Development Opportunities (0.54). These indicate external and professional contexts shaping technology integration. Meanwhile, Innovative Teaching Practices (0.53) and Professional Development (0.43) demonstrated lower impacts, suggesting room for improvement in training initiatives.
... According to Sandholtz, Ringstaff, and Dwyer (1997) teachers will predictably progress in using technology over time through five specific stages: entry, adoption, adaptation, appropriation, and invention. As teachers move through the process of ICT integration, their attitudes to technology change as well. ...
... Over the course of several decades, the United States government and organizations such as the National Commission of Excellence in Education have shown deep concern for the academic success rate of American youth (Bernstein, 2012). Scholars have argued that one of the primary reasons behind this issue lies in the pedagogical frameworks employed by educational systems, which fail to accommodate students' diverse learning styles, knowledge acquisition, life achievement necessities, and subject engagement (Ausubel, 1968;Novak, 1977;Robinson, 2006Robinson, , 2011Sandholtz, 1997). If left unaddressed, these factors can contribute to an increased student dropout rate. ...
This article presents a comprehensive review of the existing literature on the impact of social media on mental health. With the rapid growth and widespread adoption of social media platforms, concerns regarding their potential influence on individuals' psychological well-being have emerged. Drawing from a diverse range of studies, this review explores the various dimensions through which social media can affect mental health, including self-esteem, body image, loneliness, depression, anxiety, and addictive behaviors. The findings reveal both positive and negative outcomes, highlighting the complex relationship between social media use and mental health. Additionally, this article discusses the underlying mechanisms and potential moderating factors that contribute to these effects. Understanding the nuances of this relationship is crucial for developing effective strategies to promote positive mental health in the digital age.
... For this reason, the teacher must have the necessary knowledge and equipment. Contrary to the classical perception at schools, it has been revealed by studies that education with technological equipment suitable for the requirements of the age has many advantages for students (Sandholtz et al., 1997;Wenglinsky, 1998;Baylor & Ritchie, 2002;Yavuz & Coşkun, 2008;Deperlioğlu & Köse, 2010;Genç, 2010;Pekdağ, 2010;Yılmaz et al., 2010;Güllüpınar et al., 2013;Melanlıoğlu, 2013;Divarcı & Saltan, 2017;Goh et al., 2018). ...
The purpose of this research, through multimedia supported listening texts to provide improve students listening skills. The research is based on quantitive method. The study group of the research was composed of two sixth grade classes in a secondary school affiliated to the Ministry of National Education (MoNE) in Istanbul. Research; according to the quasi-experimental design, a control group and an experimental group were arranged. Before the application, all sixth grade students in the school were applied Listening Comprehension Test (LCT) and Listening Attitudes Scale (LAS) and the obtained data were entered into SPSS and two groups which were statistically close to each other was selected as experimental group and the other was selected as control group. In the experimental group, the courses were taught using the multimedia supported listening texts developed by the researcher, while in the control group, the texts were taught with the existing texts without making any changes. Listening/comprehension questions related to the texts in the workbook were transferred to the worksheets and replied after the texts were listened. In addition, recall questions about the texts were asked to measure the students' short and long-term recall levels. At the end of the application, the answers of the students to these questions were analyzed statistically and it was examined whether there was a significant difference between the experimental group and the control group, and the experimental group showed a significant difference. LCT and LAS were applied again, as posttest and a significant difference was concluded in favor of the experimental group. These significant differences in favor of the experimental group were discussed with the results of similar studies in the relevant literature.
... Therefore, to achieve effective technology integration, not only is it important to look at what teachers do not have e.g., knowledge, support, equipment, but it is also essential to look at what they do have e.g., beliefs, attitudes, interests . If comparing the two types of barriers, the second-order barriers are far more difficult and complicated to address (Sandholtz et al., 1997). In this sense, our finding was very encouraging as both the veteran and novice teachers highly valued maker technology and the related pedagogy. ...
With the advance of the Maker movement, teacher professional development is needed to prepare K-12 teachers for maker-centered instruction. This study examined the influence of teaching experience in learning maker-centered instruction. Data included surveys, 3D models, and maker lesson plans created by 162 in-service K-12 teachers. Results show that, overall, years of teaching experience did not make a difference in knowledge, attitudes, and design of maker lessons between veteran and novice teachers. Both teacher groups held positive attitudes, yet were concerned with limited maker knowledge and skills. After the initial training, both groups were able to integrate maker technology and design maker lessons in creative ways. Research and practical implications are discussed for the maker-teacher professional development of K-12 teachers.
... Penggunaan TIK sebagai media dan penggunaan TIK sebagai aspek masih sngat terbatas dalam institusi pendidikan guru (Fullan 2001). Terdapat banyak kegunaan TIK dalam mendukung penyusunan pembelajaran yang berbasiskan TIK (Sandholtz, Ringstaff et al. 1997). Akan tetapi, mengapa penggunaan TIK oleh guru-guru matematika dan IPA Jambi masih terbatas? ...
To improve the quality of learning, the government has attempted to facilitate school with equipment Information and Communication Technology (ICT), such as the procurement of computer labs, school computer connection to the Internet, and increase the skills of teachers in computer operationalize. In fact, only a few teachers who use computers for a whole series of teaching, starting from the use of computers to plan instruction, learning activities and evaluation of learning. The research reveals the teacher's perception of the skills and knowledge, and determine the factors that influence the control of teachers in ICT. Furthermore, this study also develops a tutorial www.etiktutor.org website dedicated to teachers who want to improve their knowledge and ICT skills through online tutorials. The survey results in this study show turns the ability of ICT teachers are categorized Jambi, and the factors that most influence on teachers' ICT capability is the availability of ICT tools and teacher access to participate in ICT education. Furthermore, the website tutorial tutorial materials based on the needs of teachers has received a very positive perception of teachers, where they say that www.etiktutor.org website is very useful to improve the knowledge and ability of mathematics teacher ICT and science high school in the city of Jambi. Keyword: communication technology competence, e-tutorial
... It was often accepted that teachers required to switch to a student-centered method of instruction in order to fully benefit from computers. One instance of this was the California-based Apple Classrooms of Tomorrow (ACOT; 1985) project (see to Sandholtz, 1997). Computers were seen in these kinds of programmes as a transformative tool that would start the shift in teaching from a teacher-centered paradigm-in which students receive their knowledge from lectures and texts-to a more student-centered paradigm-in which students use technology to collaborate and design their own learning. ...
The study examined on the level of engagement in digital technology among the students of university of Benin. Survey method was adopted and the instrument used for data collection was the questionnaire. Using the Taro Yamane formula, 398 people were sampled from the population of 77,000 in the University of Benin City being a Federal University in Edo State, this is a Statistic figure of 2023 population census, during the cause of this survey. 398 questionnaires were distributed among the university of Benin undergraduates and in all, 376 were retrieved. Data collected was analyzed in tables and simple percentages. Digital technologies play an important role in the in the day to day activities of university of Benin undergraduates. In Nigeria, the use of digital technology for academic purpose started in 1932 with simple British teaching aids being used to help with instruction within the country. With time, the use of digital technology for academic purposes by students became rampant around the hooks and cranny of the country which has made educational activities and interactions and communication easier and faster. However, it is important to measure how often students engage in the use of Digital Technology and how it has impacted in them positively in order to promote and utilize the use of digital technologies in the academic activities of the undergraduate students in the University of Benin. This study, assessed the knowledge and perceptions and the use of digital technology among the University of Benin undergraduates. The findings affirms that university of Benin undergraduates are highly knowledgeable about digital technologies and engage in the use of those digital technologies to achieve their academic success. Using digital technology to achieve academic purposes have become imperative.
... Students' perceptions also substantially affect their use of blackboard as an online platform (Almekhlafy, 2020). Blackboard is an effective and widely used platform for creating a motivated and effective learning environment, although only some students' technical skills influence their perception of it (Sandholtz et al., 1997). ...
This study examines the impact of Blackboard technology on the learning of English for Specific Purposes (ESP) among students and teachers in public universities in Saudi Arabia. Blackboard is a popular online platform for teaching ESP because it is easy to use and accessible and provides affordable e-learning with interactive activities and a variety of educational materials. The research uses both qualitative and quantitative methods to examine how students and teachers view Blackboard. A 5-point scale survey was administered to 114 students (60 males and 54 females) to determine how often they use Blackboard for ESP instruction. In addition, interviews were conducted with six male and five female teachers to evaluate Blackboard's effectiveness in academics and its influence on students' learning and memory. The study focused on four main areas: how often Blackboard is used by different age groups and genders, students' opinions about Blackboard, and teachers' opinions about using Blackboard for discussion. The results show that ESP students enjoy using Blackboard discussions and find them somewhat engaging and motivating. Blackboard helps with learning and communication both in and out of the classroom. The study also found that students prefer to learn in both English and their native language, while teachers believe that using the native language could slow down English learning. This research highlights the positive effects of Blackboard on ESP learning, overcoming age differences, and shows its value in education, suggesting it as a useful tool for educational institutions and policymakers to improve education and student-teacher interactions. It also points to the need for the right technological tools to meet students' needs.
... He showed that schools can go only so far to encourage ICT use, and that actual take-up depends largely on teachers' personal feelings, skills, and attitudes towards ICT. This implies that teachers who have positive attitudes toward ICT and perceive it to be useful in promoting learning will evidently integrate ICT in their classroom more easily than others (Sandholtz, Ringstaff, & Dwyer, 1997). ...
... Le nombre limité de nageurs inclus dans l'étude la place comme une recherche exploratoire en vue d'une future étude qui en impliquera un nombre plus élevé. D'autre part, il serait intéressant d'étudier l'effet que l'intégration des nouvelles technologies peut produire sur un plus long terme (plusieurs semaines à plusieurs mois), en rendant les nageurs plus actifs dans le processus d'acquisition des connaissances (Bozeman & Baumbach, 1995 ;Sandholtz et al., 1997). Il serait utile d'évaluer les effets de ce système chez des enfants ou des nageurs plus jeunes, à une période où les schèmes moteurs commencent à se mettre en place (Chen & Rovegno, 2000 ;Light & Lémonie, 2012). ...
Si les apprentissages moteurs requièrent des retours d’information (feed-back) pour l’apprenant, l’enseignant (ou l’entraîneur) ne possède pas toujours les outils adaptés pour les
transmettre en situation. Cela est d’autant plus vrai en natation, dans des piscines bruyantes et mal insonorisées. La transmission par conduction osseuse peut s’avérer être un outil pertinent
pour faire évoluer les pratiques d’enseignement selon ces contraintes spécifiques. Cet article a pour objectif d’évaluer les effets de l’usage d’un casque à conduction osseuse (groupe EXP)
sur l’indice de nage (IN) et la longueur de coulée (LCoul) en crawl, durant une période d’entraînement en distance de sprint, chez de jeunes nageurs adultes, comparé avec un feed-back
traditionnel en différé (groupe NORM). Alors que ce dernier a permis des améliorations de IN (P=0,008) et de LCoul (P<0,001), le feed-back par conduction osseuse n’a pas eu d’effet sur IN (P=0,191) et seulement une tendance sur LCoul (P=0,069). Plus précisément, les progrès ont été plus importants chez des nageurs dont l’indice de nage était plus faible au départ dans
le groupe NORM (IN : P=0,034 ; LCoul : P=0,031) mais pas dans le groupe EXP. Il sera per-
tinent de poursuivre les recherches sur les effets de ce type d’appareil de communication en
direct pour des distances plus longues (400 m et au-delà) et sur des périodes d’entraînement plus longues (plusieurs mois). Cet outil utilisé en première intention pourrait ainsi permettre d’optimiser les premiers stades de construction du nageur (étape du corps projectile). Il aurait cependant moins d’impact chez les nageurs de niveau plus avancé : suivant leurs progrès, l’intervenant pourrait alors diminuer progressivement la fréquence des feed-back pour favoriser la construction de repères internes et ainsi éviter le phénomène de dépendance.
... Research in both the business sphere (e.g., (Kling, R., & Zmuidzinas, 1994;Zuboff, 1988) and in education (e.g, (Sandholtz, 1997;Warschauer, 1998) indicates that simply bringing new machines into an institution does little to bring about the kinds of social transformation needed to make effective use of those machines. Whether in workplaces or in schools, the natural tendency is to use new technologies in ways consistent with previous methods of organization and practice. ...
This study aims to measure the extent of the Kahoot! Effectiveness in improving the professional competence of English teachers in terms of memorizing vocabulary. The study was conducted in the teacher working group (KKG or MGMP) by taking 30 English teachers at random. The system that will be carried out is by control and experiment class then compares the scores both of them. In addition, an in-depth exploration (mix method) was conducted by interviewing the teacher whether the Kahoot! may be used in the next forum. The results of the study showed that control group only could memorize 5,33 in average however experiment class got 8,6 in average so it means that there is 33% distinction between both of them. Then, this result is strengthened by calculation on Wilcoxon Signed Rank that showed that the sig value 0,002 is greater than 0.05 so it also means like aforementioned. Kahoot app! found it very helpful in memorizing vocabulary because of its flexibility that it can be accessed from anywhere (e-class) but there are still many senior teachers, who are technology savvy, cannot access kahoot! especially if it will be implemented in the KKG or MGMP of English teachers.
... Одним из первых таких работ являются исследования Зандгольца. Они посвящены степени влияния технологий на процесс обучения : 157) [10]. По их мнению, технологии могут благоприятно изменить образование при определенных обстоятельствах, например, если учителя будут использовать не все технологии подряд, а именно те инструменты, которые лучше всего поддерживают цели обучения. ...
В статье приведен анализ проблем повышении эффективности обучения школьников по гуманитарным дисциплинам с использованием цифровых образовательных технологий в учебном процессе и применением математических инструментов. Проведено аналитическое сравнение моделей учебного процесса обучения гуманитарным дисциплинам - традиционного и с использованием современных цифровых технологий, направленного на реализацию целей типовых учебных программ школьников. Современным подходом к проведению исследования стало аналитическое и фактологическое представление степеней влияния цифровых технологий на динамику изменения конвективных способностей обучающихся с использованием вероятно-статистических методов. В соответствии с поставленными целью и задачами был получен результат: математическое подтверждение зависимости изменений успеваемости школьников в обучении гуманитарным дисциплинам от качества и количества использования современных цифровых технологий. Реализация поставленных задач основывается на использование статистических методов обработки информации временных рядов, посредством внедрения алгоритма для определения эмпирических аппроксимирующих функций из класса монотонных двухпараметрических функции. В качестве выборки были рассмотрены данные, отраженные на портале Kundelik с 1-го по 11 класса по всем обязательным гуманитарным дисциплинам и статистические данные использования цифровых образовательных ресурсов Bilimland. Ключевые слова: статистические данные, корреляция, e-learning, временной ряд, математическая модель.
... In contrast to Sandholtz et al. (1997) a shift was made toward focusing on the needs of the students as the primary concern, with collaborative activities taking precedence over solitary ones and active learning over passive learning. As the education system developed, he role of the teacher has changed from being the only source of information to helping students work together to learn. ...
As a result of the COVID-19 epidemic, public schools have been obliged to switch from face-to-face instruction to online or distance learning only. Teachers may have a more challenging time dealing with the pandemic since they are used to working offline and now must do so online. This study aims to determine how EFL students perceive instructor responsibilities in an online learning environment, and the study's difficulty is how these students perceive teacher roles. The Scale of Teacher Role Inventory (STRI), a tool established by Huang, is utilized to gather data for this study. Student feedback on their work, emotional support, and classroom management were all useful in the results from the three sections. To complete this study question's data, English language education students from a Yogyakarta university were requested to answer 27 questions. Each portion of the questionnaire had varied findings, although the values were comparable. In the cognitive role component, students appreciated lecturers' comments or feedback on their work (M=4.58 SD=0.64), but practice question advice earned the lowest score (M=4.34 SD=0.73). In terms of emotion, the lecturer has offered good help, with the best score received when the lecturer encouraged students to explore their answers and results (M = 4.32, SD = 0.72) and the lowest score gained when the lecturer made learning stressful (M = 3.29, SD = 1.32). This component is the lowest, but the computation is reversed, showing that students are not under pressure from lecturers. Students believed the lecturer crafted a good semester-long course plan (M=4.52, SD=0.61). Students considered lecturers lacked control over learning rate hence this assessment utilized the lowest possible score (M = 4.15, SD = 0.85).
... Technology-related educational opportunities bring additional responsibilities and burdens for teachers (Becker & Ravitz, 2001;Rosen & Weil, 1995;Specht, Wood & Willoughby, 2002). Skill-related concerns (Becker & Ravitz, 2001), equipment-related issues (Sandholtz et al., 1997), and other issues such as educator anxiety about the quality of education (Demetriadis et al., 2003) may create some barriers to integrating technology in ECE. ...
Early childhood education is the first step of education in which children have their initial experiences with school and learning. Thus, early childhood education (ECE) teachers are expected to be qualified in pedagogy and teaching to have permanent and effective learning among children. With the changing world, technology and the web are becoming an inevitable necessity for children in early childhood, especially during the pandemic in which the web has become the only way to continue teaching via distance education. Therefore, web pedagogical content knowledge of teachers and other professionals related to ECE who will directly or indirectly affect previous experiences with children gains importance to provide meaningful experiences. As a result, the current study aims to explore ECE teachers, pre-service teachers, and academicians' web pedagogical knowledge. To reach this aim, the researchers use case study, one of the qualitative research designs. An interview protocol was applied to participants, and their web pedagogical content knowledge was explored via semi structured questions. Data analysis was made by NVivo software and two researchers. After the data analysis, it was found that participants generally are not familiar with the WPCK. Still, they use the web in their classroom such as to find new activities in their classroom. Also, most participants argue that the pandemic contributes them to develop their experiences while distance education. As a result, the findings were discussed with the related literature.
... Another reason why elearning is eco-friendly is that it is paperless. Besides the importance of ICT towards learners, Sandholtz, Ringstaff, and Dwyer (1997) emphasize that ICT requires the teachers to keep learning and adapting (Raja & Nagasubramani, 2018) in order to integrate these technologies with teaching and learning. ...
Communicative competence is the goal of language learning, for which students have to learn language in a real context; and it also becomes the focus of Curriculum 13 in Indonesia. However, due to the COVID-19 pandemic, there are conflicts in realizing communicative competence for the students online. This study aims to identify conflicts faced by the teachers in integrating communicative language teaching method and online platforms used during the pandemic, as the lessons in long distance learnings. This study is qualitative with in-depth interview as the main data collection technique. The respondents of this study cover 137 senior high school teachers. The data is analyzed by identifying the relevant interplays between graduate competences, language learning methods, online platforms used, and conflicts on the teachers and students learning autonomously along pandemic. The findings show that there are conflicts among the teachers and students in implementing online communicative language teaching autonomously, since the method and the used online learning platforms are irrelevant and internet literacy and infrastructure are still poor. There must be comprehensive understanding and skills of the teachers and students in handling autonomous learning digitally along the pandemic including learning outcome, materials, learning methods and process, and testing the outcome. These conflicts bring about lessons of adaptability, collaboration, communication, and resilience, they have learned valuable skills that will serve them well in their future education and careers.
... This way of framing educational technology in research began with the in troduction of the personal computer into schools in the 1980s, when researchers and poli cymakers focused on what digital technologies could add to the efficiency of content de livery and student achievement, as well as in standardized testing (Niemiec and Walberg 1987). For example, early studies of the Apple Classrooms of Tomorrow program in the 1980s and 1990s suggested that with the use of computers students performed better on standardized tests, as well as "competencies not usually measured" (Baker, Gearhart, and Herman 1990;Sandholtz, Ringstaff, and Dwyer 1997). ...
Digital media are normal. But this was not always true. For a long time, lay discourse, academic exhortations, pop culture narratives, and advocacy groups constructed new information and communications technologies as exceptional. Whether they were believed to be revolutionary, dangerous, rife with opportunity, or otherworldly, these tools and technologies were framed as extraordinary. But digital media are now mundane, thoroughly embedded—and often unquestioned—in everyday life. Digital media are enmeshed in health and wellness, work and organizations, elections, capital flows, intimate relationships, social movements, and even our own identities. Although the study of these technologies has always been interdisciplinary—at the crossroads of computer science, cultural studies, science and technology studies, and communications—never has a sociological perspective been more valuable. Sociology excels at helping one re-see the normal. The Oxford Handbook of Digital Media Sociology is a perfect point of entry for those curious about the state of sociological research on digital media. Each chapter reviews the sociological research that has been done thus far and points toward unanswered questions. The 33 chapters are arranged in six sections which look at digital media as they relate to theory, social institutions, everyday life, community and identity, social inequalities, and politics and power. The contributors to this volume provide a distinctly sociological center that will be an indispensable resource for scholars looking to find their way in the subfield, offering an overview of the research on digital media that is sure to illuminate this shifting terrain. Readers will find it accessible enough for use in class and thorough enough for seasoned professionals interested in a concise update in their areas of interest.
... The efficient use of ICTs helps guide decision making. School administrations must support this adoption to benefit teachers by integrating technology into their classrooms (Sandholtz et al. 1997;Bennett 1995). In addition, good interpersonal skills are essential as the administrator works with people. ...
This manuscript appraises an early introduction to basic cryptography through a specific educational experience for engineering students, namely, replicating the ENIGMA cipher machine (García-Martínez et al. in J Interact Des Manufact (IJIDeM), 1–18, 2021). Using an action research approach, we designed a didactic sequence with 20 activities focused on strengthening the students’ programming skills. This teaching intervention introduced LabVIEW as a visual tool that promotes the correct programming of the ENIGMA code. In turn, we verified that the students developed metacognitive skills of autonomy and self-regulation and computational thinking competencies in this study. Thus, the intervention was student-centered, and the teacher had a decentralized role.
... In the distance education model, the classes should come close in approach to the educational activities carried out in the face-to-face education model. Similar studies showed that in the distance education model, where the students used applications in which the students could participate in person while the subjects were taught and the interaction with their teachers was active, the student interest, attitude, and motivation toward the lesson was higher (Isikoglu et al., 2009;Krahenbuhl, 2016;Sandholtz, 1997). The positive effects of student-centered distance education practices in the mentioned studies overlapped with the results obtained in this study. ...
In this research, we studied distance education practices in high schools which were closed by the Turkish Ministry of National Education (MNE) due to the COVID 19 pandemic and evaluated comparatively within the scope of the physics course. In this context, a comparative evaluation has been made by examining live lecture applications on television (EBA TV), remote live lessons (EBA live lessons), and another internet application (Zoom). The research covered a 13-week period starting with the interruption of the face-to-face education on March 16, 2020, until June 12, 2020. This research included six physics teachers, 15 science teachers, 20 parents of high school students, and 1.275 students in three different Anatolian high schools and four middle schools in Trabzon. In this study, we used the scanning model. The collected data were analyzed by calculating weekly average follow-up values and percentage values. At the end of this research, it was determined that the viewership of the physics lessons on EBA TV in the 1st weeks of distance education was 89% and that the viewership of EBA TV decreased considerably as the process continued. On the other hand, in online education applications and practices, it is seen that there were important problems arising from the lack of technological appliances, family situations, assessment, and evaluation. As a result of this study, we present proposed solutions for these problems.
... The children in our study were more focused and showed a higher concentration on testing and learning when asked questions using the tablet computer. Similar results are supported by many studies showing intrinsic motivation for children to use a computer as reflected by their spending more time with computers than on other activities (14,29,31,(71)(72)(73). Naturally, a remaining research question is the extent to which this tendency would persist beyond a period when interactive computer time is still novel. ...
New generations of children are growing up amidst rapidly developing modern technology that completely changes how educational content is presented, how children’s skills and attitudes are developing, and the way children are tested on what they know, including with regard to traffic safety education. In contrast to participants from many existing studies for which data have been collected via personal computer devices, children who are disadvantaged have minimal experience of the use of hi-tech tablet computers. Thus, in this experiment, we aimed to compare the results of a test on traffic safety taken by socially disadvantaged children in two different formats: a traditional method (paper form); and a contemporary method (tablet computer). We found these children to be more engaged with touch screens than with paper tests and more naturally interested in interacting with tablet computers, which resulted in their achieving better results in tests in the field of traffic safety education. We discussed the benefits of conducting studies in which children use tablet computers for assessing their behavior in traffic situations, while highlighting the methodological challenges of this approach and potential solutions.
... The efficient use of ICTs helps guide decision making. School administrations must support this adoption to benefit teachers by integrating technology into their classrooms (Sandholtz et al. 1997;Bennett 1995). In addition, good interpersonal skills are essential as the administrator works with people. ...
This book contains peer-reviewed selected papers of the 7th International Conference on Educational Innovation (CIIE 2020). It presents excellent educational practices and technologies complemented by various innovative approaches that enhance educational outcomes. In line with the Sustainable Development Goal 4 of UNESCO in the 2030 agenda, CIIE 2020 has attempted to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The CIIE 2020 proceeding offers diverse dissemination of innovations, knowledge, and lessons learned to familiarize readership with new pedagogical-oriented, technology-driven educational strategies along with their applications to emphasize their impact on a large spectrum of stakeholders including students, teachers and professors, administrators, policymakers, entrepreneurs, governments, international organizations, and NGOs.
Secondary school language teachers who participated in this study taught using tablets and MS Teams, which has its own associated challenges. In the study reported on here we explored ways in which the 13 digital learning competencies in the South African education context support teachers in addressing their teaching-related challenges. The challenges and digital teaching practices of 4 secondary school teachers were explored using a collaborative action research design. The phenomenon was explored and described as a case study. Data collection instruments included focus-group interviews, classroom observations, and documents from teachers’ lessons. We employed a conceptual framework with digital didactical design as context for levels of technology integration and digital learning competencies as the conceptual framework. Seven interviews, 24 observation sheets, as well as lesson documents were analysed, using content analysis and coding. The results point to teachers effectively addressing digital teaching challenges by aiming to improve their digital competencies and levels of technology integration.
As artificial intelligence (AI) continues to advance, recent developments of Generative AI (GenAI) have sparked great interest, posing questions for policymakers, technology innovators, educators, and EdTech researchers about possible paradigm changes for education. This chapter critically examines the development of Artificial Intelligence in Education, which promised to revolutionise educational practices by providing effective, personalised, learning at scale—first through rudimentary teaching machines and subsequently via advanced adaptive learning systems. We argue that Adaptive Intelligent Tutoring Systems (ITS) reinforce the content delivery model and restrict pedagogic opportunities in teaching and learning when adapted to existing educational models. The chapter examines the relevance and value of existing theories of learning in the development of educational technology and a need for new theories when an AI agent becomes an active partner in teaching and learning process and discusses the complexity of educational innovation from interdisciplinary perspectives. Finally, we offer an analytical assessment of the opportunities and limitations of GenAI in education using the cybernetic principle of variety, and propose a framework to address organisational, pedagogical, and technological challenges for using GenAI to support new formal learning and pedagogical practices.
Sosyal ve ekonomik yapılardaki değişimleri tanımlamak için son yarım asırda pek çok kavram ortaya atılmıştır. Bunlar arasında bilgi ekonomisi, postuygarlık çağı, hizmet sınıfı toplumu, küresel köy, iletişim ve enformasyon çağı, postekonomik toplum, sanayi ötesi toplum, enformasyon ekonomisi, telematik toplum, üçüncü dalga gibi isimlendirmeler bulunur.
Belki de bu toplum tanımlamalarından hiçbiri enformasyon veya bilgi toplumu kadar popüler bir kullanıma kavuşmamıştır. Enformasyon Toplumu kavramının öncü kullanımının 1960’ların sonunda Japonya’da gerçekleştiği kabul edilmektedir. Masuda, sanayi toplumunun özelliklerine karşı enforfasyon toplumunun özelliklerini saymakta ve bu çabasını, computer ile utopia kelimelerini bir araya getirerek computopia olarak adlandırmaktadır. Masuda, yazdığı eserlerde de sanayi toplumunun önünde enformatik teknolojilerinin ortaya çıkışıyla iki seçenek bulunduğu görüşünü savunmaktadır. Bunlardan birincisi, enformatiğin kontrol toplumu amaçlı olarak kullanımıdır ki bu süreç otomasyon devleti oluşmasına yol açacaktır. İkinci seçenek enformasyon toplumudur: kompütopya.
Daniell Bell tarafından yazılan The Coming of Post-Industrial Society: A Venture in Social Forecasting adlı eserde de Sanayi Sonrası Toplum’dan bahsedilmiştir. Sanayi sonrası toplum enerjisini bilgiden alan, toplumun ihtiyaç duyduğu özellikler ile donatılmış uzmanlardan oluşan, kişilerarası bir oyunun geçerli olduğu ve temel üretim sektörü hizmetlerine sahip olan bir toplum olarak tanımlanmıştır.
Bilgi toplumunun geleceğinden söz eden fütüristlerden Alvin Toffler, Üçüncü Dalga adlı kitabında üç farklı dönemden bahsetmekte ve her döneme de ‘dalga’ adını vermektedir. Toffler üç önemli değişim dalgasından söz ederken, ilkini MÖ. 10 binlerde başlatılan Tarım oluşum ve gelişimi, ikincisini 18. Yüzyıldan itibaren başlatılan Sanayi oluşum ve gelişimi, sonuncusunun da 2. Dünya Savaşı sürecini müteakip başlayan Bilgi Toplumu ya da Bilgi Çağı olarak belirtmektedir. Toffler’in sınıflandırmasına göre, sanayi toplumunda üretim unsurları olarak emek, sermaye ve doğal kaynaklar ağırlıklı iken, üçüncü dalga toplumlarda özellikle bilgi ve imaj, kültür, değer gibi unsurlar öne çıkmaktadır. Sanayi toplumunun mekanik teknolojilere dayalı yapılanmasının aksine, devreye giren yeni teknolojiler mikro elektronik ve mikro biyolojideki köklü dönüşümlere dayanmaktadır. Mikro elektronikteki gelişmeler öncelikle bilginin toplanması, işlenmesi, dağıtımı ve yaşamın farklı alanlarında kullanımını öne çıkararak informasyon ve iletişimde köklü doluşum ve gelişim ler oluşturmuştur. Bilimsel ve teknolojik yeniliklerin sürüklediği yeni toplum ve uygarlık düzeyinde; her şey yeniden yapılanırken toplumsal bütünün diğer alanları da yeniden yapılanmıştır. Bilimsel teknolojik alanda mekanik düşünce ve teknolojilerden atom altı dünyanın çoklu ağ etkileşimine dayalı kuantum düşünce ve teknolojilerine bir eğilim olmuştur. Ekonomik alanda, atomik ve mekanik kapitalist piyasa ekonomisinden, ağ etkileşimi içinde işleyen bilgi ekonomisine geçilmiştir. Sosyal alanda, bağımsız, bağlantısız bireysellikten, iş birliğine dayalı sinerjik toplumsal yapılanmaya geçilmiştir. Kültürel alanda, kapalı kültürel değerlerden farklılıkların hoşgörü içinde bir arada yaşamasına yönelik; kozmopolit kültürel çeşitliliğe geçilmiştir.
Bilgi toplumu bilginin sermaye, hammadde, enerji ve insan gücü gibi üretim unsurlarından biri haline dönüştüğü, ekonomide hammadde ve ürün olarak kullanıldığı, herkes tarafından paylaşıldığı ve toplum içerisinde kültürel bir değer olarak kabul edildiği ve bilgi-iletişim teknolojilerinin her alanda kullanılmaya başlandığı toplum yapısıdır. Bilgi toplumu yeni temel teknolojilerin gelişimiyle bilgi sektörünün, bilgi üretiminin, bilgi sermayesinin ve nitelikli insan faktörünün önem kazandığı, eğitimin sürekliliğinin ön plana çıktığı, iletişim teknolojileri, bilgi otoyolları, elektronik ticaret gibi yeni gelişmeler ile toplumu ekonomik, sosyal, kültürel ve siyasal açıdan sanayi toplumunun ötesine taşıyan bir gelişme aşamasıdır. Netice olarak bilgi toplumları, insani ve sürdürülebilir bir sosyoekonomik gelişme doğrultusunda etkileşimli iletişim ağlarını kullanan ve bu kullanım için gerekli teknoloji ve uygulamaların üretildiği uluslararası sektörlerde payı olan toplumlardır.
Bugün artık dünya nüfusu kadar cep telefonu abonesi bulunmaktadır. Mobil teknolojiler, internet erişimi ile birlikte tüm sosyal medya siteleri, küçük zaman diliminde büyük bir etki oratya koymuştur. Facebook, youtube ve twitter bir yana Instagram uygulaması dahi lansmanından itibaren iki yıl içinde 100 milyon kullanıcıya ulaşmıştır. Son zamanlarda başlatılan Periscope, Snapchat, Twitch'te benzer eğilim içerisindedir. Instagram fotoğraf paylaşım odaklı sosyal medya platformu olup tüm dünyada muazzam bir hayran kitlesi edinmiştir ki bu kitlenin ilgilileri büyük oranda yeni milenyumun neslidir. Turizm ve seyahat sektöründe de büyük ölçüde faydalar sağlayan instagram, vitrininden kişiler seyahat detaylarını, turizm objelerini fotoğraf olarak paylaşmaktadır. Zaten sayısız turizm lokasyonları instagramdan takip edilebilmektedir ve bu sitenin kullanıcıları çeşitli tatil pozlarını ve enstantanelerini kendi kişisel profil sayfalarından sunmaktadırlar. Tatil fotoğrafçılığının nasıl değiştiğinin altını bu sahanın fenomen uygulaması olan instagram çiziyor. İnstagram kâğıt veya karton albümlerin yerini profesyonel kalitede fotoğraflar ile tüm dünyada insanların saniyeler içinde erişebildiği sanal atmosfere taşımış durumdadır.
Guardian gazetesinin geçtiğimiz günlerde Instagram etkisine odaklanan ve özellikle sosyal medya platformları üzerindeki görünür trendleri değerlendirdiği yazısında Instagram sayfalarını kullanan izleyiciler cennet gibi mekânlarda, bozulmamış güzelliklerde güneş ışınlarının öptüğü çehrelerin paylaşımı kullanıcılar arasında kıskançlığa varan etkiler ortaya koyduğu bulgularına vurgu yapmıştır. Guardian İnstagram’da birkaç belirli temanın çokça kullanıldığını belirtmektedir. Bunlardan ilki gökmavi gökyüzünün altında, bir sahilde rahatlayan insanların baldırdan diz kapağına kadar olan bacak (hot dog leg) fotoğraflarıdır. Bu duruma aynı anda her yerde güneşin altında bu durumda olan birçok kişi katkıda bulunmuştur ve bu fotoğraf deniz ve kum çekiciliği ile seyahat endüstrisi üzerinde etki meydana getirmiştir. Instagramda görünen bir başka popüler fotoğraf ise insanlara tatili ve turizmi hatırlatan bir uçağın kanat uçlarının fotoğraflarıdır. Klasik tatil fotoğrafları, selfieler, kayda değer anıt fotoğrafları da bu bakımdan etkili olmaktadır. Bütün bunlar instagramın hayatın içinden doğal yollarla pazarlama, tanıtım, hedef müşteri kitlesi oluşturma ve turizme katma faaliyetleri ile dijital turizm marketi olduğu gerçeğidir.
Görüldüğü gibi turizm sektöründe en önemli trend mobil teknoloji ve uygulamalarıyla ortaya çıkmıştır. 5 yıl önceki turizmden dramatik olarak fark gösteren uygulamalar artık söz konusudur. Günlük yaşamın parçası olan mobil cihazlar ile rezervasyonlarda büyük başarılar elde edilmiştir. Başka büyük bir eğilim wearables ve nearables parolasıyla yaşanmıştır. Apple İzle ve iBeacons gibi uygulamalar ile turizm, otelcilik ve konaklamalar için yeni bir kapıdan yürüme fırsatı oluşmuştur. Bu derece yaygın bir şekilde gençliğe yönelik uygulama sahası olan instagramda reklam yapmak ve pazar oluşturmak son derece akıllıca politika olduğu açıktır. Instagram turizmle ilgili teşvik için mükemmel bir platform sağlar. Bu sitede fotoğraf paylaşım uygulaması en önemli yönü olmuştur ve çok sayıda hedef pazarlama organizasyonları ve seyahat markaları kendi özel mallarını tanıtmak amacıyla Instagrama reklam vermişlerdir.
Yeni bir reklam anlayışının burada hayata geçirildiğini görüyoruz. Aerodinamik estetik yapısıyla Instagram serin esaslı bir duruş sağlamaktadır. Facebook büyük bir kitleyi korusa da, gençler arasında giderek azalan etki algısı nedeniyle dijital reklamlar bakımından agresif, girişken olarak atfedilmiştir. Seçici reklamları ve kontrolü elinde bulundurmasıyla Instagram büyük bir pazarlama makinesi umudu hakkında iyimser ve isteklidir.
Ülkeler arasında Hollanda, özellikle sosyal medya ile ve yeni teknoloji kabulü ile çok iyi bir performans sergilemektedir. Onlar gerçekten tablet cihazları kucaklayan, twitter kullanan en hızlı ülkelerden ve en önemli pazarlarından biridir. Genel olarak İskandinav ülkeleri gerçekten mucit medya uygulamalarını benimsemektedir. İskandinavya'da Instagram büyük ilgi görmektedir. Ve ABD, her zaman ilginç bir pazardır. Tabii ki, Kaliforniya’nın yenilikte bir yuva olduğunu birçok turizm şirketinin Kaliforniya’da kurulmasından anlıyoruz.
Anlaşıldığı üzere günümüz bilgi toplumunda kültürel miras kaynaklarının araştırılması, bulunması, korunması, tanıtılması ve sürdürülebilir turizme katılması teknolojiyi kullanmayı gerekli kılar. Her geçen gün yeni bir teknolojinin kullanıma sunulduğu, bu teknolojilerin hızla yeni uygulamalara kapılar açtığı, kullanıcıların hem nicelik hem de nitelik olarak sürekli değiştiği bir gerçek. Marshall McLuhan’ın Teknolojiler yalnızca insanların kullandığı icatlar değildir, insanları yeniden icat eden araçlardır yaklaşımı açıkçası bu gerçeğe işaret eder. Lawrence Grossman, teknoloji sayesinde üçüncü büyük demokrasi çağına girildiğini ileri sürerken nasıl 18.y.y.’da temsili yönetim, Yunanlıların iki bin yılı aşkın süre önce öncülüğünü yaptıkları doğrudan demokrasiyi dönüştürmüşse, şu anda da yeni, melez bir elektronik cumhuriyet oluşmaktadır. Var olan her şeyin alınıp, dijital format içinde yeniden yapılandırılmaya çalışıldığını belirten Winner da banka veznedarının yerine ATM, öğretmenlerin yerine eğitim CD’lerinin konularak sayısal dönüşüme uğratıldığını ve bir önceki şekillerini yitirdiklerini anlatmaktadır. İnternet giderek okul, müze, banka, kitapçı, gazete büfesi gibi işyerlerinin yerini almaktadır.
Cep telefonları, bilgisayarlar ve internet teknolojileri yaşamımızın ayrılmaz parçaları durumundadır. Bilimsel ve teknolojik gelişmelerin gittikçe hızlandığı ve teknolojinin aynı hızla günlük yaşamımıza girdiği düşünüldüğünde içinde bulunduğumuz bilgi ve teknoloji çağı, nasıl hayatımıza bilgisayar ve teknoloji terimlerini yoğun biçimde yerleştirmişse, bu sahalarda kullanılan birçok terimi de beraberinde getirmiştir. Dünya çapında yaygın olan ve sürekli büyüyen iletişim ağı olan internet, insanların her geçen gün gittikçe artan üretilen bilgiyi saklama, paylaşma ve ona kolayca ulaşma istekleri sonrasında ortaya çıkmıştır ve bu teknoloji yardımıyla pek çok alandaki bilgilere insanlar kolay, ucuz, hızlı ve güvenli bir şekilde erişebilmektedir.
Kültürel turizm kaynaklarının araştırılması, belirlenmesi, korunması, restorasyonu, tanıtılması, erişebilirliğinin sağlanması safhalarında da teknolojiye ihtiyaç duyulmaktadır. Dijital bilgi ve iletişim teknolojileri geniş bir uygulama yelpazesi üretiminin yanı sıra geçmiş ve güncel veri belgeleyen ve izleyen, miras nesnelerini fiziksel olarak koruyan onların görüntülenmesi ile interaktif sistemler ve platformlar kurulmasına imkân verir. Tarih, arkeoloji ve coğrafi kaynakların araştırılması, tanıtılması, adreslenmesi, müzecilik faaliyetleri ve korunması sürecinde entegre miras yönetimi doğrultusunda teknolojik altyapı özellikle de dijital bilgi teknolojileri araçları büyük bir potansiyele sahiptir. Kültürel Miras sahasında kullanılan ve önlisans düzeyinde bilinmesi gereken seçilmiş teknoloji uygulamaları aşağıda belirtilmiş ve bu konular ders kitabında ana hatlarıyla detaylandırılmıştır.
· Aletli Dalış Ekipman Teknolojileri
· Animasyon Teknolojisi
· Arazi Kullanımı Belirleme Teknolojisi
· Arkeoloji Teknolojileri
· Arkeolojik Kalıntıları Koruma Teknolojisi
· Arkeolojik Kazı Teknolojisi
· Bilgi Tarama Teknolojileri
· Bilgi Toplumu Oluşturma ve Eğitim Teknolojileri
· Bilgilendirme Panoları Teknolojileri
· Bilgisayar Ağ Teknolojileri
· Bilgisayar Destekli Tasarım Teknolojileri
· Bilgisayar Donanım Teknolojisi
· Bilimsel Bilgi Kayıt Teknolojileri
· Bilişim Teknolojileri
· Blog Teknolojileri
· Coğrafi Bilgi Sistemleri
· Çok Boyutlu (2, 3,4) Tasarım Teknolojileri
· Deniz Altı Dalış ve İnceleme Teknolojileri
· Deniz Altı Teknolojileri
· Deniz Seviyesi ve Kıyı Çizgisi Değişimleri Araştırma Teknolojileri
· Dijital Harita Teknolojileri
· Dijital Yayıncılık İnternet TV ve IPTV Teknolojileri
· E-Ticaret Teknolojileri
· Etkileşim Teknolojileri
· Fotogrametrik Üç Boyutlu Modelleme Teknolojileri
· Gemi Teknolojileri
· Görsel Teknolojiler
· GPS Teknolojisi
· Haritalama, Harita Teknolojileri
· İklim Değişikliği Belirleme Teknolojileri
· İletişim Teknolojileri
· İnternet Teknolojileri
· İş Zekâsı ve Karar Destek Sistem Teknolojileri
· İşletim Sistemi ve Yazılım Teknolojisi
· Kablosuz Ağ Teknolojileri
· Kıyı Çizgisi Belirleme Teknolojisi
· Kitle İletişim Araçları Teknolojileri
· Konservatif (Koruma) Teknolojileri
· Konum Belirleme Teknolojileri
· Konut Teknolojisi
· Kurumsal İletişim Teknolojileri
· Kurumsal İtibar, Markalaşma, Kimlik Oluşturma Sistem ve Teknolojileri
· Mekânsal Planlama Teknolojileri
· Mobil Teknolojiler
· Müzecilik Teknolojileri
· Paleocoğrafya Araştırma Teknolojileri
· Paleosismoloji Teknolojileri
· Pazarlama İletişim Teknolojileri
· Pazarlama ve Tanıtım Teknolojileri
· Radar teknolojileri
· Reprodüksiyon Teknolojisi
· Restitüsyon Teknolojisi
· Restorasyon Teknolojisi
· Rölöve Teknolojisi
· Sanal Teknolojiler
· Sanal Tur Teknolojileri
· Ses ve Işık Gösteri Teknolojileri
· Simülasyon Teknolojisi
· Sistem Mühendisliği Teknolojileri
· Sonar Tarayıcı Sistem Teknolojileri
· Sosyal Medya Teknolojileri
· Sualtı Kamera Teknolojileri
· Sualtı Botları Teknolojileri
· Tanıtım Afişleri ve Broşürleri gibi teknolojilerdir.
· Taş İşlemeciliği ve Taşla Araç Gereç Yapımı Teknolojisi
· Telekomünikasyon Teknolojileri
· Toplumsal Paylaşım Ağları Teknolojileri
· Uydu Teknolojileri
· Uzaktan Algılama Teknolojileri
· Uzaktan Görüntü Alma ve Analizleri
· Veri Ambarı Teknolojileri
· Veri Madenciliği Teknolojileri
· Video ve Fotoğraf Paylaşım Ağları Teknolojileri
· Web Sayfası Tasarım Teknolojileri
· Web Teknolojileri
· Yaşlandırma Teknolojileri
· Yeni Medya Teknolojileri
· Yönetim Bilişim Sistemleri Teknolojileri
· Yönetim Bilişim Sistemlerinde Güvenlik Teknolojileri
Özellikle son on yıldır büyük bir keyifle hayatımın parçası olan bilişim ve yazılım teknolojileri, mobil teknolojiler, yeni medya uygulamaları, iletişim ve etkileşim teknolojilerini bu kez Açık ve Uzaktan Eğitim Fakültemiz Kültürel Miras ve Turizm Ön Lisans Programı Katılımcılarimiz için ders notu haline getirdim. Çalışma kültürel miras alanında çalışma yapmak isteyen araştırmacılara, teknolojik yaklaşımlar ile ilgili ana hatları ile bilgi verme ve rehberlik etme amacı taşımaktadır. Teknoloji çok geniş bir çalışma alanına sahiptir ve aslında her bir çalışma alanı ayrı ve çok detaylı bir kitap konusunu teşkil eder. Eserin kültür, sanat, bilim, teknoloji, turizm ve keşif kavramlarının buluştuğu çok disiplinli faaliyetler yürüten Kültürel Miras ve Teknoloji dersi Katılımcılari için heyecanlı ve öncü faaliyetlerine merak uyandırması, bir pencere olması dileklerimle.
What helps teachers overcome technological barriers to Information and Communications Technology (ICT) implementation in their subject domains? Can a disciplinary professional development model help reduce these disciplinary barriers? To answer these questions, this mixed-methods case study examines the change in digital ICT implementation and its barriers among secondary school first language teachers after the utilization of a holistic model for disciplinary professional development (language, science, etc.). Ninety-two first language teachers participated in a professional development program that included a unique instructor profile, theoretical and practical training, technical support, and ongoing individual and school-wide didactic and pedagogical support. The teachers’ experiences and changes in their personal general experience during their professional development were then assessed via interviews and open-ended questionnaires. The findings indicate that the unique professional development model largely removed the teachers’ disciplinary barriers. Specifically, during their professional development, the teachers changed their perceptions of the purposes of ICT in first language teaching in general and teaching writing in particular, indicating that they realized that ICT promotes their discipline and is not merely a tool for lesson diversification or intrigue. Furthermore, they recognized that ICT is not an option but an integral part of teaching in the 21st century.
This study aimed to assess the current levels of use of Information Communication and technology (ICT) equipment in San Mateo, Isabela to gain a deeper understanding on the effect of ICT in learning mathematics. Descriptive research design was utilized in the conduct of the study to finds out the respondent’s perception of the availability of technological gadgets and its effect in teaching mathematics in public secondary high school in San Mateo, Isabela. Mean and ranking were used to gain understanding on the impact of using modern gadgets to assist teachers in teaching secondary mathematics. The study revealed that most teachers are somewhat familiar with using technological tools or equipment’s due to the fact that majority of the respondents have a mid- range socio economic status. The data from the study also shows that the selected public schools in San Mateo, Isabela have adequate and often used ICT equipment in teaching mathematics and this greatly affects the effectivity of the used of ICT in teaching Mathematics. Hence, the study showed problems in the implementation of ICT in teaching Mathematics, particularly the deficiencies in the number of computers in labs. To improve this study, there should be continuous support in improving Mathematics program in terms of expanded activities. Teachers should provide an environment of discovery to engage the students in Math exploration and promotion of advocacy that supports the utilization of ICT in teaching mathematics like benchmarking and brainstorming, wide dissemination, and implementation on the used of ICT in teaching mathematics.
In spite of the wide acceptance of teacher leadership competency and the support received across the world for teacher leadership competency, it is still in its nascent stage in India. Indian teachers were mainly restricted to the classroom, though they have immense capabilities to become efficient leaders. In certain cases, the teachers are forced to take leadership roles to develop leadership skills without prior training. The government has also failed to take necessary steps to develop leadership skills among teachers. Much of teachers’ roles and responsibilities were centered around their daily chores. The teachers thus, fail to recognize their roles as leaders to students. They do not associate their leadership with teaching skills. This, in turn, may cause dissatisfaction among the teachers, which, in turn, have a cascading effect on student outcomes. In this context, the current study intended to analyze the effect of teacher leadership competency on their job satisfaction and on student outcomes.
The study adopted a descriptive and explanatory research design. The study sample included 500 teachers from the secondary schools of Hassan district, Karnataka. The samples were selected through stratified random sampling technique. Survey was conducted among the study participants with the help of questionnaires to gather quantitative data. Interviews were also conducted among selected Headmaster/Headmistress or Principals for obtaining qualitative data.
The current study found that the various measures of leadership competencies of teachers were possible predictors of teacher leadership competency. The leadership competencies of teachers were also found to have a significant effect on student’s social outcome and academic outcomes. The leadership competencies of teachers have a significant effect on the determinants of job satisfaction among teachers like work groups, mentally challenging work, incentive and rewards, supervision and working conditions. Further, job satisfaction of teachers also determined the social and academic outcome of students.
Since the onset of technology as a tool in our personal and professional lives, we’ve progressed through at least two waves or stages of computing. The concept of ubiquitous computing names the third wave of computing, still in its infancy stages. The first wave consisted of mainframe computers shared by numerous people. The majority of society is presently in the second wave of the personal computing era, where people and machines interact through a predominantly iconic environment. The third phase of computing, referred to as ubiquitous computing, or the age of calm technology, takes place when technology recedes into the background of our daily lives. Alan Kay of Apple calls this the “third paradigm” of computing, while Weiser coins it as the “third wave” of computing (Weiser, 1996).
Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision for education by indicating knowledge, skills, and values to be taught to students. If people must learn or be taught at distance, then human and materials needed should be able to appeal to learners from a distance. One wonders how this could be possible without application of technologies and prominent among these is the information communication technology. There is need for technology integration which is the effective implementation of educational technology to accomplish intended learning outcomes. Educational technology is considered to be any tool, piece of equipment, or device; electronic or mechanical that can be used to help students accomplish specified learning goals. The goal of personalizing instruction usually means rejecting the "one size fits all" model of education and replacing it with customized instruction. The idea of personalized or differentiated instruction is not new but the potential for technology to facilitate differentiation is appealing to many educators more in recent time. Future efforts to improve instruction and learning using educational technologies will still need to focus on providing students and teachers with easy access to new technologies and educational resources. However, pedagogically sound best practices will need to be established, and professional development will need to focus more on using technology to improve learning-not just on changing teachers' attitudes and abilities in general. Substantial systemic changes will likely need to be made in educational systems, administration, and resources in order to support teachers in making these types of transformations.
In Kenya, institutions of higher learning have worked hard to make the process of adopting e-learning successful. Therefore, this study aimed at exploring attitude, perceptions, challenges and satisfaction of learners and lecturers on the use e-learning implementation in Kenyan Institutions of higher learning. This study used survey research design. The study targeted 195 learners from the 13 departments in Baraton University and 26 lecturers from these departments. The study used of purposive sampling in determining the study area. Descriptive statistics (means and standard deviations) was used to analyze the data addressing research questions 1, 2, 3, and 4. The study concluded that lecturers and learners have a positive attitude towards the use of e-learning, e-learning has high effects on learners and lecturers educational practices, there are moderate challenges hindering implementation of e-learning, learners and lecturers are satisfied towards the use of e-learning, lecturers and learners both have similar attitude towards the use of e-learning and lecturers and learners have different levels of satisfaction towards the use of e-learning in Baraton University.
Didactics, like any other fields of science, has embarked on a process of transformation that has been the
product of the fourth industrial revolution. It has delivered most educational programmes to the student in
an interactive way, ostensibly taking a cursive form in its relations with users regardless of the diversity of
their educational field, while hiding a very complex form at the level of programming.
The use of the 'metaverse' technique in teaching has been going on since the beginning of the twenty-first
century; it is called 'second live' (Michael, et al., 2008, p. 17). It is a technique that has been used since its
beginnings for gaming and entertainment purposes, and then directed towards learning as one of the digital
means used by the teacher to get away from the routine of traditional teaching modes, or as a means of
reward and encouragement for the student to progress in the learning process and or problem solving, to
be able to create virtual cities between which characters can migrate through teleportation (RIDENE, 2018,
p. 5).
The world of the metaverse takes the form of a simulation-based multimedia environment via the internet,
designed to allow users to experience and interact through their self-representations of 'Avatar' (Boulos,
Hetherington and Wheeler, 2007).
This meta-verse operates with an intensity of use comparable to that of the world of surfers alongside
interactive and entertainment games thanks to the precision offered by this technology, which has a
logarithmic basis, based on usage statistics to detail results proportional to the measures of understanding
and mastery specific to each Internet user.
The world of the metaverse has gone far beyond its entertainment purpose, attracting the attention of
researchers in many fields; who have even deviated from its use according to the dictates of the "Ritual of
the Fourth Industrial Revolution", if that term is acceptable, and in the face of the need to turn to a virtual
world, to keep pace with its development in order to achieve detailed results, maintained by measures
including its radiation limits. In the field of medicine, for example, tele-surgery has emerged and evolved Keeping up with the fourth industrial revolution has become an imperative for teachers in various fields
and from all walks of life, in order to be ready to enter the digital world more easily, from the Internet of
Things (IoT) to Artificial Intelligence (AI) to virtual, augmented and mixed reality, all of which are grouped
together in the meta-verse; their aim being to bring the foundations and didactics of teaching into line with
international trends and rapid developments on a digital and technical scale.
This is what we are trying to present at this international conference on "The transition to immersive
didactics: from educational solutions during Covid-19 containment to teaching in the metaverse".
References:
Ayiter, E. (2010, 11). Embodied in a metaverse: Anatomia and body parts. (Intellect, Ed.) Technoetic Arts, 8 (2), 181-188. doi:10.1386/tear.8.2.181_1
Bhattacharya, P., Obaidat, M. S., Savaliya, D., Sanghavi, S., Tanwar, S., & Sadaun, B. (2022). Metaverse assisted Telesurgery in Healthcare 5.0: An
interplay of Blockchain and Explainable AI. International Conference on Computer, Information and Telecommunication Systems (CITS) ,
(pp. 1-5). doi:10.1109/CITS55221.2022.9832978.
Boulos, M. N., Hetherington, L., & Wheeler, S. (2007, 11 14). Second Life: an overview of the potential of 3-D virtual worlds in medical and health
education. Health Information & Libraries Journal, 24 (4), 233-245. doi:10.1111/j.1471-1842.2007.00733.x
RIDENE, F. (2018). La didactique des spécialités audiovisuelles, fiable pour toute autre branche Enseigner par le biais des nouvelles technologies. La
didactique et son rôle dans le développement de la performance de l'enseignant , (p. 18). Mahdia-Tunisia.
doi:10.13140/RG.2.2.21829.96487/2
Trunifo, M., Lucia, M. D., Campana, S., & Magnelli, A. (2022, 1 6). Innovating the cultural heritage museum service model through virtual reality and
augmented reality: the effects on the overall visitor experience and satisfaction. Journal of Heritage Tourism, 17 (1), 1-19.
doi:10.1080/1743873X.2020.1850742
Every program that trains future teachers are different, and each of those programs has its own techniques for assisting pre-service teachers in developing their TPACK knowledge and skills. In the present study, pre-service teachers were given an assessment of their professional knowledge and teaching abilities in relation to the AIOU B.Ed. (1.5-year) degrees that they had earned. According to the findings of the survey, student-teachers who intended to pursue careers in the field of mathematics had the lowest mean scores when it came to their levels of pedagogical ability. The student-teachers in the reading domain, however, obtained the highest mean score for pedagogical expertise out of all five participant groups. This was due to the fact that they had the most experience teaching. Students who were planning on working in the education sector as English teachers had the lowest mean ratings for their technological ability. The evaluation of teachers’ perceptions of their understanding of the TPCK's components found that the PK and PCK performed the best overall of all the components. Interviews were conducted with twenty future teachers to elicit their perspectives on the challenges that come with the teaching profession.
This study supports the significance of professional development for online instructors to design and develop online courses. Data collection from an e-survey of 100 instructors, a focus group, and review of online course syllabi revealed that instructors who teach fully online courses lack on-going university wide support for training in using the learning management system (LMS) to launch their courses, as well as knowledge of research-based pedagogies such as constructivism, to teach their courses. In particular, instructors want more training and support in order to teach effectively in an online environment. Results include the need for university wide training and support for online instructors, available centralized resources, software training for instructors, especially adjuncts, a course in online pedagogies such as constructivism, peer mentoring for instructors, formal and informal sharing opportunities, and support for the online students themselves.
In Cameroon, more insight is needed into how information and communication technologies (ICTs) are used in secondary school administration. Thus, we conducted a study to determine how ICTs facilitate teaching and learning in Cameroonian schools, taking the Fako Division as a case study. A survey was administered in selected secondary schools, and the data collected from 90 respondents were analyzed using descriptive statistics based on frequencies and percentages. Findings from the study revealed that ICTs (1) facilitate the functions of school administrators, (2) play a vital role in the professional development of both teaching and non-teaching staff, and (3) facilitate teaching and learning in secondary schools. It is recommended that school administrators collaborate with the government, parent teacher associations (PTAs), and other community organizations to support ICT in schools because limited financial resources present barriers to their implementation.KeywordsEducational administrationAdministratorsICTsSecondary schoolsCameroonCOVID-19PandemicEducational innovation
With accelerating advances in artificial intelligence, it is clear that introducing K-12 students to AI is essential for preparation to interact with and potentially develop AI technologies. To succeed as the workers, creators, and innovators of the future, we argue students should encounter core concepts of AI as early as elementary school. However, building a curriculum that introduces AI content to K-12 students presents significant challenges, such as connecting to prior knowledge, developing curricula that are meaningful for students, and creating content that teachers feel confident to teach. To lay the groundwork for elementary AI education, we investigated the everyday experiences and ideas of students in grades 4 and 5 (ages 9 to 11) about AI to inform possible entry points for learning. This yielded themes around student conceptions, examples, and ethics of AI. For each theme, we juxtapose the student ideas with the teachers’ reflections on those ideas as frames of reference to consider in co-designing curricular approaches.
Con el propósito de contribuir con la integración de entornos virtuales en las prácticas educativas y crear recursos que faciliten este proceso, el área de investigación de Educ.ar SE se propuso conocer y analizar el proceso de integración de entornos virtuales a las escuelas primarias y los conocimientos que estos actores educativos ponen en juego para lograrlo. Así, se procuró dar seguimiento a propuestas que incorporaran tecnologías digitales y entornos virtuales en las escuelas y se llevaron a cabo distintos trabajos de campo sobre las aproximaciones que realizaron docentes y equipos directivos a dos diferentes plataformas virtuales durante 2020 y 2021: la plataforma Juana Manso y el campus virtual del Ministerio de Corrientes. Este documento presenta algunas conclusiones de estos trabajos, buscando difundir los avances y las perspectivas a futuro en el estado de la integración de tecnologías en las prácticas educativas, así como un acompañamiento que potencie este proceso desde aportes del territorio, a fines de estrechar relaciones entre la gestión educativa y otros organismos dedicados a la investigación en el campo.
Die Bedeutung digitaler Medien für das Lernen wird bereits seit vielen Jahrzehnten diskutiert. Metaanalytische Befunde illustrieren, dass weniger digitale Medien selbst als die Art ihrer instruktionalen Implementation durch Lehrpersonen entscheidend für den Lernerfolg von Lernenden ist. Entsprechend sollten Lehrpersonen über mediendidaktische Kompetenzen zur adäquaten Implementation digitaler Medien im Lehr-Lernkontext verfügen. Ein häufig rezipiertes Modell zur Definition hierfür relevanter Wissensfacetten stellt das Technological Pedagogical and Content Knowledge (TPACK)-Rahmenmodell (Mishra & Koehler, 2006) dar. Auch wenn das Modell vielfältige Forschung inspiriert hat, lassen sich bisher kaum Aussagen (1) zum Einfluss lehrpersonseitiger Faktoren wie der medienbezogenen Lehrexpertise auf die TPACK-Facetten, (2) zu den Effekten der TPACK-Facetten auf den Lernerfolg von Lernenden und (3) zu den Effekten experimentell variierter Fördermaßnahmen auf die TPACK-Facetten von Lehrpersonen treffen. Vor dem Hintergrund dieser Forschungslücken wurden drei empirische Studien durchgeführt. In allen drei Studien lag das Interesse auf dem fach-/inhaltsunabhängigen Technological Pedagogical Knowledge (TPK) von Lehrpersonen. In der ersten Studie "TPK von Lehramtsstudierenden und Lehrkräften" wurden mithilfe eines Mixed-Methods Experten-Novizen-Ansatzes die Unterrichtspläne von 99 Lehramtsstudierenden und 35 medienerfahrenen Lehrkräften verglichen, um Anhaltspunkte zur Förderung des TPK von Lehramtsstudierenden im Rahmen von Lehramtscurricula zu identifizieren. Die quantitativen und qualitativen Ergebnisse zeigten, dass medienerfahrene Lehrkräfte häufiger höherwertige technologiegestützte Lernaktivitäten und zu einem größeren Ausmaß offenere, durch Lernende selbst zu regulierende Aufgabenstellungen in ihren Unterrichtsplänen anvisierten als Lehramtsstudierende. Für nicht-technologiegestützte Lernaktivitäten zeigten sich dagegen keine Unterschiede zwischen den beiden Gruppen. Entsprechend sollten Lehramtsstudierende im Rahmen ihres Studiums ausreichend Lerngelegenheiten erhalten, um ein tiefes Verständnis dafür zu entwickeln, wie sie digitale Medien nutzen können, um bei Schüler*innen hochwertige Lernaktivitäten zu stimulieren. In der zweiten Studie "TPK und Lernerfolg" wurden die durch Lehrerbildner*innen in ihren Lehrveranstaltungen intendierten technologiegestützten und nicht-technologiegestützten Lernaktivitäten verglichen. Es wurde untersucht, ob Lehrerbildner*innen in technologiegestützten Lehr-Lernphasen höherwertige Lernaktivitäten anstreben als in nicht-technologiegestützten Lehr-Lernphasen. Ebenfalls war von Interesse, inwiefern sich Zusammenhänge zwischen unterschiedlich hochwertigen intendierten Lernaktivitäten und dem Erwerb domänenspezifischen Wissens und domänenübergreifenden Fertigkeiten von Lehramtsstudierenden in einem natürlichen Lehr-Lernkontext beobachten lassen. Mithilfe einer Mehrebenenmodellierung der fragebogenbasierten Einschätzungen von 381 Lehramtsstudierenden konnte erfreulicherweise festgestellt werden, dass sich die Lehramtsstudierenden in technologiegestützten Lehr-Lernphasen tatsächlich zu höherwertigen Lernaktivitäten anregt fühlten als in nicht-technologiegestützten Lehr-Lernphasen. Zudem war jedoch zu beobachten, dass sie sich in technologiegestützten Lehr-Lernphasen aber auch mehr zu weniger hochwertigen Lernaktivitäten angeregt fühlten als in nicht-technologiegestützten Lehr-Lernphasen. Außerdem zeigten sich für höherwertige Lernaktivitäten Zusammenhänge zum Erwerb domänenspezifischen Wissens und domänenübergreifender Fertigkeiten. Diese Zusammenhänge waren teilweise enger als für weniger hochwertige Lernaktivitäten. Die Ergebnisse weisen auf die Notwendigkeit hin, in der digitalen Hochschullehre insbesondere die Nutzung von hochwertigen, technologiegestützten interaktiven Lernaktivitäten zu fördern. Das Erkenntnisinteresse der dritten Studie "Förderung von TPK" lag auf der Förderung der medienunterrichtlichen Reflexionsfertigkeiten von Lehramtsstudierenden im Rahmen des fallbasierten Lernens. Konkret wurden die Effekte von Lernen durch Mapping und Lernen aus Lösungsbeispielen auf die Formqualität (Umsetzung adäquater Reflexionsschritte) und Inhaltsqualität professioneller Wahrnehmung (adäquate Nutzung von wissenschaftlichem Wissen) technologiegestützten Unterrichts untersucht. Zur Untersuchung der Form- und Inhaltsqualität erfolgte eine kodierschemabasierte Auswertung der offenen Reflexionen von 252 Lehramtsstudierenden über eine Falldarstellung, in der eine technologiegestützte Unterrichtsstunde einer Lehrkraft beschrieben wurde. Strukturgleichungsmodelle zeigten, dass sich Lernen durch Mapping im Vergleich zum einfachen Lesen eines Textes tendenziell negativ auf die Inhaltsqualität auswirkte. Allerdings war ein positiver Einfluss der Qualität der Maps auf das Pedagogical Knowledge (PK) von Lehramtsstudierenden zu beobachten. Das Lernen aus Lösungsbeispielen war positiv mit der Inhaltsqualität assoziiert, aber nicht mit der Formqualität. Folglich erscheinen weitere instruktionale Unterstützungsmaßnahmen beim Lernen durch Mapping notwendig, um die Potenziale dieser Lernstrategie für das (T)PK von Lehramtsstudierenden ausschöpfen zu können. Hingegen sollte das Lernen aus Lösungsbeispielen aufgrund seiner positiven Effekte auch ohne weitere Anpassungen einen fruchtbaren Baustein für die medienbezogene Lehrer*innenbildung darstellen.
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