Article

A multilevel system of quality technology-enhanced learning and teaching indicators

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

Abstract

In this paper we elaborate and extend the work of the EDUsummIT 2015 Thematic Working Group 7 (TWG7) by proposing a set of indicators on quality Technology-Enhanced Learning and Teaching (TEL&T). These indicators are intended as one component of a set of global indicators that could be used to monitor implementation of the Education 2030 agenda, which aims to "Ensure inclusive and equitable quality education and promote life-long learning opportunities for all." The proposed indicators address conditions at the student, teacher, school and system levels, and are organized in a systemic framework to help foreground interactions and interdependencies within and across the different levels. This framework highlights the need for longitudinal, multilevel designs in evaluation studies of TEL & T implementations, which will also contribute to a better understanding of the links between policy, policy implementation, outputs, and outcomes. Sample indicators are presented to illustrate the framework, and suggestions are made for use of the framework in evaluation studies. Further, the proposed framework could be used to underpin the development of an open, worldwide collaborative of educational evaluation researchers, practitioners and policymakers, thereby adopting a crowdsourcing approach to systematically address the complex challenges in evaluating quality TEL & T.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... The SUP project's goal was to foster integrated STEM curriculum innovation that adopt self-directed learning as the pedagogy of choice in primary and secondary schools (hence the project will be referred to as the SDL-STEM project for short). The SUP program adopted a layered multilevel approach based on the MultiLevel-MultiScale (MLMS) framework (Law et al., 2016) which emphasizes the interdependence of learning across different levels. For example, innovative practices at the classroom level need to be facilitated by accompanying changes in curriculum, assessment, staff appraisal, technological and human infrastructure at the school level. ...
... The MLMS framework (Law et al, 2016) hypothesizes that multilevel connected learning can only be achieved if teachers with and without leadership roles can both be involved in the agentic implementation of a pedagogical innovation. Thus, to answer the second research question, we analyzed the extent to which school staff with different roles (differentiating between those with teaching duties only and those with different leadership functions) engaged in the different PD activities over time. ...
... The MLMS framework was developed based on the analysis of the scalability of pedagogical innovations in a SUP network (Law et al., 2015), and applied as a a theoretical model of connected levels of learning to guide the design of indicators for the monitoring of the progress in the implementation of educational innovations involving changes in curriculum and/or pedagogy (Law et al., 2016). This framework has also been adopted to guide the design of pedagogical innovation networks (Law & Ko, in press) and in the analysis of the factors influencing the scalability of a self-organizing network of innovative schools (Law & Liang, 2019). ...
Chapter
Full-text available
The disruptions caused by the COVID-19 pandemic has challenged us to rethink the design and implementation of professional development (PD) activities for in-service teachers. In Ko et al.(2020), we reported on the redesign of the PD activities in a STEM Innovation Network organized in the form of a School-University Partnership (SUP) project. The redesign retained adherence to the original MultiLevel MultiScale approach to PD but adjusted to support schools and teachers in surviving the transition to remote teaching and learning. For the schools to succeed in re-engaging in the original project goals of school-based innovations in self-directed learning in STEM education, it was hypothesized that schools would need to go through three stages—re-initiation, re-coalescing, and re-activation (Ko et al., 2020)—in the recovery process. In this paper, we further investigated the extent to which different schools were able to advance through the three stages across three half-yearly periods, as well as whether and how such advances were connected to the engagement of their teachers and school leaders in the PD activities at the network level. Our findings reveal the importance of engaging both teacher and school leader level staff within a school in the project PD activities for successful recovery. Further, the tempo of recovery differs across schools. Schools that were slower at the start might be able to catch up. School leaders need to be able to motivate and create conditions for their teachers to re-engage in the innovation.
... The SUP project's goal was to foster integrated STEM curriculum innovation that adopt self-directed learning as the pedagogy of choice in primary and secondary schools (hence the project will be referred to as the SDL-STEM project for short). The SUP program adopted a layered multilevel approach based on the MultiLevel-MultiScale (MLMS) framework (Law et al., 2016) which emphasizes the interdependence of learning across different levels. For example, innovative practices at the classroom level need to be facilitated by accompanying changes in curriculum, assessment, staff appraisal, technological and human infrastructure at the school level. ...
... The MLMS framework (Law et al, 2016) hypothesizes that multilevel connected learning can only be achieved if teachers with and without leadership roles can both be involved in the agentic implementation of a pedagogical innovation. Thus, to answer the second research question, we analyzed the extent to which school staff with different roles (differentiating between those with teaching duties only and those with different leadership functions) engaged in the different PD activities over time. ...
... The MLMS framework was developed based on the analysis of the scalability of pedagogical innovations in a SUP network (Law et al., 2015), and applied as a a theoretical model of connected levels of learning to guide the design of indicators for the monitoring of the progress in the implementation of educational innovations involving changes in curriculum and/or pedagogy (Law et al., 2016). This framework has also been adopted to guide the design of pedagogical innovation networks (Law & Ko, in press) and in the analysis of the factors influencing the scalability of a self-organizing network of innovative schools (Law & Liang, 2019). ...
Book
Full-text available
The COVID-19 pandemic resulted in immediate and necessary changes to many aspects of K-12 and postsecondary education. In order to support teachers and teacher educators during this challenging time, a call was released in April of 2020 for short articles to be published in a special issue of the Journal of Technology and Teacher Education (JTATE). The process mirrored what was happening in medicine at the time; in other words, hapters were short (1000-2000 words), the timeline for submission was compressed (2 weeks), and reviewers were given limited time to critique (1 week). While the fast-track publishing was relatively new to education, the goal was to quickly identify and then share best practices for teaching and learning during a very challenging time. The call resulted in an overwhelming number of manuscripts (N = 266) describing important and innovative work around the globe. After careful but rapid peer review, and in consultation with the Association for the Advancement of Computing in Education (AACE), a decision was made to publish both an open-access special issue in JTATE titled Preservice and Inservice Professional Development During the COVID-19 Pandemic (Hartshorne et al., 2020) and an eBook titled Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field (Ferdig et al., 2020). There were thirty-three articles in the special issue and 133 chapters in the eBook that were all submitted, reviewed, and published in 8 weeks (Ferdig et al., 2021). Existing data to measure the success of either publication, at least quantitatively, include the number of downloads and citations of the book, the editorials for both publications, the articles, and the chapters. Having said that, anecdotally, authors and readers have shared that the publications gave them both specific strategies and hope during a difficult time. The hope came from ideas for moving forward and the knowledge that they were not alone in their frustrations, needs, and concerns. While such quantitative and anecdotal outcomes are desirable, and while the rapid publication process was relatively novel for many in the field, there was one significant and acknowledged weakness. The speed at which the pandemic swept the world meant that there was limited time to propose a research project, gain institutional review board (IRB) approval, collect and analyze data, and then prepare an article or chapter for submission. There were a few articles and chapters that did have data because they were working in areas related to pandemic solutions (e.g., online learning). However, most of the writings lacked their own empirical data to support their claims. Authors wrote about their ideas and current work and then used other research to attempt to triangulate and theoretically support their proposed solutions. At the time of conception in 2020, the value of supporting educators outweighed empirical needs (vs. theoretical or conceptual publications). However, it did provide an opportunity to be able to return to the topic two years later. In April of 2022, authors from both the special issue and the book were invited to share the research they had conducted since 2020 on the issue they presented in either of the earlier publications. They were asked to be transparent about what had worked, what had not worked, and what direction they had taken since their previous initiative. And, as with both earlier publications, they were asked to draw implications related to technology and teacher education.
... The SUP project's goal was to foster integrated STEM curriculum innovation that adopt self-directed learning as the pedagogy of choice in primary and secondary schools (hence the project will be referred to as the SDL-STEM project for short). The SUP program adopted a layered multilevel approach based on the MultiLevel-MultiScale (MLMS) framework (Law et al., 2016) which emphasizes the interdependence of learning across different levels. For example, innovative practices at the classroom level need to be facilitated by accompanying changes in curriculum, assessment, staff appraisal, technological and human infrastructure at the school level. ...
... The MLMS framework (Law et al, 2016) hypothesizes that multilevel connected learning can only be achieved if teachers with and without leadership roles can both be involved in the agentic implementation of a pedagogical innovation. Thus, to answer the second research question, we analyzed the extent to which school staff with different roles (differentiating between those with teaching duties only and those with different leadership functions) engaged in the different PD activities over time. ...
... The MLMS framework was developed based on the analysis of the scalability of pedagogical innovations in a SUP network (Law et al., 2015), and applied as a a theoretical model of connected levels of learning to guide the design of indicators for the monitoring of the progress in the implementation of educational innovations involving changes in curriculum and/or pedagogy (Law et al., 2016). This framework has also been adopted to guide the design of pedagogical innovation networks (Law & Ko, in press) and in the analysis of the factors influencing the scalability of a self-organizing network of innovative schools (Law & Liang, 2019). ...
Chapter
This chapter revisits proposed suggestions and implications of utilizing virtual worklabs to complete coursework when the COVID-19 pandemic impacted the education system in 2020. Using reflexivity and ongoing data collection, this chapter evaluates how worklabs build upon accountability and goal setting (e.g., structure, attendance, macro and micro goals). Reviewing strategies and tools from that period of time forward brings a deeper understanding to what is still relevant in learning today (e.g., flexibility in settings, collaboration, choice) and how reflecting on these processes during the last two years continues to evolve and provide implications for teacher educators, professional development, and K-12 classroom learning environments.
... The SUP project's goal was to foster integrated STEM curriculum innovation that adopt self-directed learning as the pedagogy of choice in primary and secondary schools (hence the project will be referred to as the SDL-STEM project for short). The SUP program adopted a layered multilevel approach based on the MultiLevel-MultiScale (MLMS) framework (Law et al., 2016) which emphasizes the interdependence of learning across different levels. For example, innovative practices at the classroom level need to be facilitated by accompanying changes in curriculum, assessment, staff appraisal, technological and human infrastructure at the school level. ...
... The MLMS framework (Law et al, 2016) hypothesizes that multilevel connected learning can only be achieved if teachers with and without leadership roles can both be involved in the agentic implementation of a pedagogical innovation. Thus, to answer the second research question, we analyzed the extent to which school staff with different roles (differentiating between those with teaching duties only and those with different leadership functions) engaged in the different PD activities over time. ...
... The MLMS framework was developed based on the analysis of the scalability of pedagogical innovations in a SUP network (Law et al., 2015), and applied as a a theoretical model of connected levels of learning to guide the design of indicators for the monitoring of the progress in the implementation of educational innovations involving changes in curriculum and/or pedagogy (Law et al., 2016). This framework has also been adopted to guide the design of pedagogical innovation networks (Law & Ko, in press) and in the analysis of the factors influencing the scalability of a self-organizing network of innovative schools (Law & Liang, 2019). ...
Chapter
Full-text available
The Oxford Dictionary (2022) defines encouragement as the “act of giving someone support, confidence, or hope.” The use of encouragement in the classroom is nothing new, and the positive implications for encouraging students are known. However, there is a question of how teachers are receiving the much-needed support, confidence and hope post-pandemic. The impact of using safe texting platforms to provide more frequent encouragement for teachers at various stages of their educational careers has not been investigated. This study examines the extent in which teachers receive encouraging words, as well as the effects (if any) of encouraging text messages on in-service alumni and pre-service teachers. A purposive sample of 31 participants from the mid-Atlantic region were surveyed. Results suggest weekly encouraging messages positively impacted both in-service and pre-service teachers, while also aiding in relationship building. Participants indicated messages were timely, supportive, motivating, and impacted their overall mindset each week.
... The SUP project's goal was to foster integrated STEM curriculum innovation that adopt self-directed learning as the pedagogy of choice in primary and secondary schools (hence the project will be referred to as the SDL-STEM project for short). The SUP program adopted a layered multilevel approach based on the MultiLevel-MultiScale (MLMS) framework (Law et al., 2016) which emphasizes the interdependence of learning across different levels. For example, innovative practices at the classroom level need to be facilitated by accompanying changes in curriculum, assessment, staff appraisal, technological and human infrastructure at the school level. ...
... The MLMS framework (Law et al, 2016) hypothesizes that multilevel connected learning can only be achieved if teachers with and without leadership roles can both be involved in the agentic implementation of a pedagogical innovation. Thus, to answer the second research question, we analyzed the extent to which school staff with different roles (differentiating between those with teaching duties only and those with different leadership functions) engaged in the different PD activities over time. ...
... The MLMS framework was developed based on the analysis of the scalability of pedagogical innovations in a SUP network (Law et al., 2015), and applied as a a theoretical model of connected levels of learning to guide the design of indicators for the monitoring of the progress in the implementation of educational innovations involving changes in curriculum and/or pedagogy (Law et al., 2016). This framework has also been adopted to guide the design of pedagogical innovation networks (Law & Ko, in press) and in the analysis of the factors influencing the scalability of a self-organizing network of innovative schools (Law & Liang, 2019). ...
Chapter
Full-text available
COVID-19 caused many rapid changes to the education system, often involving technology in one way or another, and assessment was no outsider to these transformations. Many educators quickly realized that traditional methods of assessment were not always the best or most practical way to assess students in online environments. Screencasting is a multimedia assessment approach that was previously suggested. As we transition back to more in-person learning, the use of screencasting for assessment in a variety of learning environments is examined.
... Além disso, os autores afirmam que a escola e todos os membros da comunidade escolar devem colaborar no desenvolvimento da política, que precisa articular uma abordagem de inclusão baseada na eliminação de barreiras e de discriminação, fornecendo recursos adequados para suprir a educação inclusiva. Law et al. (2016) Para Engelbrecht et al. (2006), políticas e legislação inadequadas são obstáculos que se impõem sobre a efetivação da educação inclusiva, e Covelli e de Anna (2020) discutem a falta de sinergia entre as escolas e as autoridades locais como um ponto fraco para a efetivação da educação inclusiva. Assim, se pode afirmar que são obstáculos para a educação inclusiva não apenas políticas ineficazes, mas também a desarticulação entre as escolas e as autoridades. ...
... Quanto à atuação dos professores, é importante verificar se ofertam condições necessárias para a aprendizagem dos alunos na perspectiva da inclusão (LAW et al., 2016): ...
... É importante como análise no nível do sistema de educação perceber até que ponto as diferentes partes -gestão, corpo docente, famílias, estudantes, comunidade -estão envolvidas nas discussões de políticas (LAW et al., 2016). ...
Preprint
Full-text available
Os indicadores de qualidade no contexto da educação especial são ferramentas essenciais para avaliar, analisar, acompanhar e aprimorar o atendimento oferecido aos alunos da educação especial. Embora não seja sinônimo de educação especial, para a UNESCO, a educação inclusiva se baseia no direito de todos a receber uma educação de qualidade que atenda às suas necessidades de aprendizagem, portanto, seus significados convergem. Diante disso, este trabalho, com base no método SSF (Systematic Search Flow), realizou uma revisão sistemática da literatura para identificar os componentes destacados como relevantes para avaliar a qualidade da educação especial na perspectiva da educação inclusiva.Como resultado, foram identificados dezenove trabalhos que apontaram indicadores e aspectos relevantes para a avaliação da qualidade da educação especial e inclusiva. Os indicadores foram agrupados pelas suas características comuns, lições em seis componentes seleccionados: política; formação e treinamento profissional; o papel dos professores no ensino inclusivo; escolas, currículo e cultura escolar inclusiva; sistema educacional; e aluno. Esses componentes devem ser considerados na avaliação da educação especial, de que o atendimento seja pensado como uma oferta válida e verdadeira para pessoas com deficiência.
... Indicators for quality of education have been the focus of many researches since a long time (Agrawal & Mittal, 2018;Cabrol & Severin, 2010). Information technology is considered to be a facilitator to improve education and its quality, and thus, it covers more than dimension category (Bowe, 2015) to be assessed and evaluated (Azma, 2011;Law et al., 2016). Noor-Ul-Amin (2013 argued that the accessibility of information is considered as one of the dimensions to improve quality of education using the information technologies tools and techniques. ...
... He expanded the information technology affect to include enhancement of "delivery of education and enable wider access" to stakeholders (Noor-Ul-Amin, 2013). Law et al. (2016) and Bowe (2015) focused on the indicators addressing the dimension of using information technology in "ensure [ing] inclusive and equitable quality education" (Law et al., 2016) and "measuring equity in education opportunities" (Bowe, 2015). Where Azma (2011) listed some indicators about the learning environment to support virtual classes, paperless communications, and automated systems. ...
... He expanded the information technology affect to include enhancement of "delivery of education and enable wider access" to stakeholders (Noor-Ul-Amin, 2013). Law et al. (2016) and Bowe (2015) focused on the indicators addressing the dimension of using information technology in "ensure [ing] inclusive and equitable quality education" (Law et al., 2016) and "measuring equity in education opportunities" (Bowe, 2015). Where Azma (2011) listed some indicators about the learning environment to support virtual classes, paperless communications, and automated systems. ...
Article
Technology is becoming a major pillar in many professions. It plays a critical role in developing and enhancing the quality and accuracy of tasks. Because the formal education system is the first place where future employees are educated, it is very important to ensure that educational institutions offer continuously updated technology-related courses that cover a wide range of new and emerging topics. This research has two objectives. First, it explores the validity of the claim that AIS education is of low quality in the Middle East, as stated in some studies. This is conducted through highlighting the status quo for AIS courses in Arab countries within the Middle East by focusing on a representative case study. This part of the work was conducted through a thorough exploration of the universities’ websites and by distributing and analyzing a survey for faculty members in a number of universities. Second, the research performs a deep analysis to develop new, up-to-date, aligned objectives, contents, resources, and assignments in order to create a new, comprehensive syllabus in the higher-education sector that will serve stakeholders from universities to accounting communities. The output of this research identified suitable learning objectives based on current literature and faculty responses. This was followed by designing new course content and assessment tools that are aligned with learner- and competency-centered approaches.
... Recently, in the international context, several frameworks and tools [6] [8] [18] [19] have been developed to help schools self-evaluate on the innovative and effective use of digital technologies for learning. ...
... As pointed out by [19] [27], a shortcoming of existing largescale studies of student achievement is that these are crosssectional studies; they lack longitudinal data shedding light on the effects of different conditions and interventions, such as regional or national education reforms [28] [29] and discount the multiple levels that exist in education. Moreover, as most of these countries have their own evaluation mechanisms and set of commonly agreed indicator standards, and conventions do not exist nor do establish common and shared requirements for data collection and analysis, educational researchers tend to develop their instruments. ...
... To address this challenge, [19] elaborated a conceptual framework for the development of a set of indicators for evaluating Technology-Enhanced Learning and Teaching (TEL&T). These indicators serve to illustrate the interactions and interdependencies across categories and indicator levels. ...
Article
Full-text available
This paper reports on interesting outcomes from the pilot initiative that deployed the SELFIE tool in a sample of 201 schools in Italy, involving a population of more than 31,000 school leaders, teachers and students. Developed by the European Commission's Joint Research Centre, SELFIE is based on the conceptual framework for Digitally-Competent Educational Organizations (DigCompOrg) and it aims at supporting schools to self-reflect on their digital capacity. Results show variance in the school leaders', teachers' and students' perception of their school's digital competence and different levels of use of digital technology. The paper also discusses the issue of the systemic approach needed to integrate, sustain and scale-up SELFIE in compulsory education, drawing some practical implications for other schools willing to adopt and adapt SELFIE to their local context.
... As technology becomes increasingly integrated into educational practice, researchers have recognised the importance of leveraging technologies to enhance students' learning and better achieve educational goals (Ellis & Bliuc, 2015;Law et al., 2015). Hence, technology-enhanced learning (TEL), the application of technology to the learning process, has emerged as a significant strategy for improving the quality of education (Law et al., 2016). With diverse technologies expanding access to a variety of learning resources and catering for learners' personalised and self-directed learning (Hashim, 2018), the quality of students' learning in the context of TEL is largely determined by how they use such technologies (Ellis & Bliuc, 2019). ...
... The rapid development of TEL, as a learning process that integrates digital technology (Law et al., 2016), has dramatically changed the learning environment by affording access to a wide range of online learning tools and practices, such as learning management systems and fully online course delivery (Dunn & Kennedy, 2019;Gregory & Lodge, 2015). Given the increasingly important role of technology in educational practice, Bliuc (2015, 2019) proposed the SAOLT framework, building on the SAL framework, to explore how students perceive and use technologies in their learning. ...
Article
In the context of technology-enhanced learning (TEL), the quality of students' learning is determined largely by their use of online learning technologies. Building on the framework of students' approaches to learning, this study investigated students’ approaches to online learning technologies (SAOLT) in relation to their perceptions of support, affect/emotion and self-efficacy in online learning environments during the COVID-19 pandemic. Based on a questionnaire survey of 7210 Chinese undergraduate students, SEM analysis revealed that perceived instructional support was positively related to the deep approach to online learning technologies and negatively related to the surface approach to online learning technologies. Perceived peer support and technical support were indirectly related to the deep approach to online learning technologies, mediated by affect/emotion and self-efficacy. The findings deepen our understanding of SAOLT and yield pedagogical implications for efforts to promote a deep approach to online learning technologies, thus fostering high-quality learning in the context of TEL.
... As discussed in the education reform literatures (e.g., Stein & Coburn, 2008), the challenge to sustaining and scaling up learning innovations is fundamentally the learning at multiple levels. Sustained changes in classroom practice require aligned changes to take place within the education system from classroom to school, district and system levels (Davis, Eickelmann, & Zaka, 2013;Law, Niederhauser, Christensen, & Shear, 2016). Law et al (2016) propose a multilevel and multiscale learning (MLMS) framework to conceptualize the interdependence of learning taking place at different levels of the education system. ...
... Sustained changes in classroom practice require aligned changes to take place within the education system from classroom to school, district and system levels (Davis, Eickelmann, & Zaka, 2013;Law, Niederhauser, Christensen, & Shear, 2016). Law et al (2016) propose a multilevel and multiscale learning (MLMS) framework to conceptualize the interdependence of learning taking place at different levels of the education system. Specifically, at the teacher level, teachers need to learn and change their beliefs, pedagogical knowledge and practices to create innovative learning conditions for students. ...
Conference Paper
Full-text available
In Design-based implementation research (DBIR), the focus of design efforts is on not only the creation of tools and resources for student learning improvement, but also the (re)design of institutional conditions that support the improvement to be sustainable and scalable. This paper reports on a DBIR project in Hong Kong supporting teachers to use self-directed learning approach in STEM education. In crafting conditions for the project implementation, one of the design principles is building multilevel architecture for learning to strengthen school leaders and teachers' capacity to be self-organized in the long term. In-depth case studies on two schools participating in the project shows feedback loops play a key role in the self-organized learning of teachers and school principals. Teachers as brokers could facilitate the spread of innovative practice. Implications to design principles at the institutional level are discussed.
... The SUP Network adopted design-based implementation research (Fishman, Penuel, Allen, Cheng & Sabelli, 2013) as its methodological approach, and the MultiLevel-MultiScale (MLMS) framework (Law, Niederhauser, Christensen, Shear, 2016) as its design principles. The MLMS framework highlights that if a learning innovation is to achieve scalability (Clarke & Dede, 2009), it needs to address learning issues at both classroom and school leadership levels. ...
... Learning at different levels is needed for innovation and change, and the learning is interdependent (Law, et al., 2016). For pervasive online learning implementation to be effective, the multilevel learning needs are as follows: ...
Chapter
Full-text available
This paper describes how an in-service school-university partnership (SUP) innovation Network in Hong Kong modified its teacher professional development program in order to address the challenges of school closure during COVID-19. The SUP network is a joint-school network with a mission to support scalable STEM pedagogical innovations in schools with self-directed learning as the pedagogy of choice. The school closure disrupted the network's original schedule of monthly workshops, which provides professional learning and networking opportunities. This also threatens the achievement of the targeted network goals. The University support team adopted a layered, multilevel approach that addressed in sequence: challenges faced by teachers in implementing pedagogical sound online teaching and learning (T&L) practices, school-level strategies for building sustainable online T&L capacity, and the design and implementation of interactive online STEM learning activities. Some initial success in re-establishing the learning community through the application of this layered multilevel approach is reported.
... The emergence of "high pedagogical (educational) technologies" directly depends on the level of development and implementation of "high technologies" in the educational process. This is commonly referred to as technology-enhanced learning (TEL) integration (Bradley et al., 2007;Bagarukayo et al., 2012;Gregory, Lodge, 2015;Law et al., 2016). Researchers have shown that the technological accessibility of TEL improves students' thinking, provoking them to create different ideas and expand their horizons, as well as qualitatively transforming the learning process (McCraty, Atkinson, Bradley, 2004). ...
Article
Full-text available
We live in an era where cultural and social changes influence human growth and development, which is relevant to individuals as well as entire groups. We owe this to the technological revolution and changes in the way of living, aspects that are widespread and, in some respects, long-standing phenomena. This is particularly important for the development of individuals as well as entire groups. The contemporary psychology faces, in times of existential challenges connected with a time of technological changes that occur between biological or social determinism, extreme individualism, subjectivity and technologisa-tion and utilitarianism. In this article the emphasis is placed on the consequences of introducing modern tools linked to technological development into psychology and education, especially through the process of "unrooting" by the separation of students from teachers and students from their environment, which are the source of goals and motivation.
... Technology-Enhanced Learning Environments (TELEs) refer to integrating digital technologies into teaching and learning to enhance educational outcomes. These environments encompass various educational tools such as software, apps, and games designed specifically for learning mathematics (Fowler et al., 2022;Kurvinen et al., 2020;Law et al., 2016). TELEs often follow constructivist approaches, emphasising collaborative problem-solving and learner-centred settings that take into account students' attitudes, knowledge, perspectives, and individual learning paces (Fowler et al., 2022;Keppell et al., 2015), supporting personalised and effective learning through interactive platforms (Polly et al., 2021;Ustunel & Tokel, 2018). ...
Article
Full-text available
One goal of mathematics education is to adapt features of digital learning materials to students’ characteristics. This paper presents a multi-layered research approach to identify key aspects of mathematics students within the persona approach. Data for this research was collected from 5,624 mathematics students using an instrument focusing on 15 scales addressing psychological constructs. The data was analysed using factor analysis. The results of our study show that mathematical self-confidence, aspiration towards mathematics, performance orientation, intra- and interpersonal aspects of learning mathematics, and actions and reactions are the most pronounced persona dimensions of mathematics students. The dimensions of student personas identified in this research – specifically aspiration towards mathematics, and intra- and interpersonal aspects of learning mathematics – are the most critical novelty brought by this study.
... Technological innovations can design creative ways to teach, learn, and assess students. Technology enhanced education (TEE) combines digital technologies (Law et al., 2016) and uses different strategies to facilitate teacher-student interaction in online education and other types of Internet-supported mediums of learning (Tsai, 2017;Yu, 2022). It challenged the traditional teaching and learning models to meet the expectation of 21st-century learners. ...
... teachers) is affected by what happens at another level (e.g. students) (Law et al., 2016). What are the possible mechanisms for this mutual influence between teacher learning and leadership learning? ...
Conference Paper
Full-text available
Abstract: Integrated STEM education innovation cherishes the goal of preparing students for a rapidly changing world by developing their ability to generate knowledge and solve complex real-life problems. To achieve this, it is necessary to support teachers in curriculum innovation that aligns with the goals of the innovation. However, school-level constraints often hinder teachers’ innovation and learning. Fostering a conducive environment for innovation might necessitate school leaders’ learning. To investigate how teacher learning for STEM education innovation relates to school leaders’ learning, we used the MultiLevel MultiScale Model as a framework to examine the interdependency of learning at various levels for scalable innovation. This study was conducted within a design-based implementation research context and involved a multiple case study with four schools. The results showed that the engagement of school leaders can facilitate the establishment of school-level infrastructures that support teacher learning for curriculum innovation, leading to positive innovation outcomes.
... A change in infrastructures is needed to support changes in practice as learning is affected by the changing socio-historical contexts (Wenger, 1998) as well as the changing sociocultural and technical aspects of their situated environments in the system . With an ecological perspective, the adaptation and sustainability of changing practices require changes as learning at multiple levels such as policy, school, teacher and student levels in a system, and changes at one level could affect learning conditions at other levels (Davis, et al, 2013;Law, et al., 2016). While teacher learning is needed for developing new practices to shape learning conditions at the student level, their learning is also shaped by the changing infrastructures around them as informed by the situated learning theory (Lave & Wenger, 1991). ...
... Werden digitale Elemente nicht nur gelegentlich in den Unterricht eingestreut, sondern bilden diese mitunter die Basis schulischen Lernens, so ist von Technology-enhanced learning environments (TELEs) die Rede. Diese enthalten unter anderem digitale Lernprogramme, -apps und -spiele (Fowler et al., 2021;Kurvinen et al., 2020;Law et al., 2016). Den TELEs liegen in der Regel lernpsychologische Ansätze zugrunde, die den Ideen des Konstruktivismus und des Sozialkonstruktivismus entspringen. ...
Chapter
Full-text available
Der vorliegende Konferenzbericht thematisiert die Entwicklung von Personas zur Erstellung schüler:innengerechter Mathematiksoftwares im Rahmen unserer Studie (Weinhandl et al., 2022; Weinhandl et al., 2023). Personas bilden dabei Repräsentant:innen einer bestimmten Schüler:innenpopulation, wobei jeder dieser fiktiven Charaktere für eine ausgewählte Teilmenge der Population steht. Der Bericht gibt Einblick in die iterative, datenbasierte Erstellung von Personas speziell für digitale Lernumgebungen im Fach Mathematik und setzt diese in Bezug zu den grundlegenden theoretischen Konzepten zum Technologieeinsatz im Unterricht. Darauf aufbauend wird die praktische Anwendung von Personas anhand der Initiative „FLINK in Mathe”, die Mathematiklehrkräfte beim Technologieeinsatz im Unterricht unterstützen soll, exemplarisch dargelegt. An diesem Beispiel wird gezeigt, welche Aspekte technologiegestützten Lernens – abgeleitet aus den Personas – beim Erstellen von digitalen Materialien in besonderer Weise zu berücksichtigen sind, um potentiellen Bedürfnissen von Lernenden bestmöglich zu begegnen.
... A change in infrastructures is needed to support changes in practice as learning is affected by the changing socio-historical contexts (Wenger, 1998) as well as the changing sociocultural and technical aspects of their situated environments in the system . With an ecological perspective, the adaptation and sustainability of changing practices require changes as learning at multiple levels such as policy, school, teacher and student levels in a system, and changes at one level could affect learning conditions at other levels (Davis, et al, 2013;Law, et al., 2016). While teacher learning is needed for developing new practices to shape learning conditions at the student level, their learning is also shaped by the changing infrastructures around them as informed by the situated learning theory (Lave & Wenger, 1991). ...
Conference Paper
Full-text available
Would teachers be able to respond with agility and remain on track in their education innovation initiatives in the face of unanticipated external disruptions? This study aims to understand whether and how teachers persist with the innovation efforts they have embarked on when macro-level crisis conditions hit, such as the emergency online teaching that was instituted for extended periods of time due to the COVID pandemic. This study uses the MultiLevel MultiScale (MLMS) model to analyze the infrastructuring efforts made by two schools that had engaged in the same school-university partnership innovation network before the COVID pandemic disruptions started but responded rather differently at the school level in the ensuing 1.5 years. The study finds that the infrastructuring work affected the scope within which teachers can stay on track with their innovation plans, and hence the resultant education innovation agility of a school.
... According to Roblyer (2006), the term integrating educational technology referred to the process of choosing which electronic tools and ways for implementing them were acceptable solutions to specific classroom situations and challenges. To enhance the quality of learning, it was also described as incorporating digital technology into the teaching and learning process (Law et al., 2016). ...
Article
Full-text available
The purpose of the study was to investigate EFL university teachers' lived experiences with technology integration in order to foster critical thinking skills among Thai EFL university students. To explore teachers’ experiences, a phenomenological qualitative research approach was implemented. There were 16 EFL university teachers who were purposefully selected to participate in the study because they could provide valuable experiences relating to utilizing technologies to foster critical thinking skills in English language classrooms. Phenomenological semi-structured interviews and class observations were used to elicit teachers' experiences. The field notes obtained from the class observations were organized, and the data derived from the interviews were transcribed. The significant statements relating to promoting critical thinking skills through the use of technology in English language instruction were highlighted, and those statements were clustered into different units of meanings or themes. The findings revealed that utilizing different technologies to conduct English language learning activities encouraged specific aspects of critical thinking skills, namely exploring additional information, sharing thoughts and perspectives, analyzing information, and giving reasons to strengthen opinions. Additionally, by integrating a range of technology, those aspects of critical thinking abilities were promoted in specific English language skills. Further findings of the study regarding problems and their solutions for implementing technologies to promote critical thinking skills in English classrooms were discussed later.
... Still, it is now becoming a staple of the education system and displacing traditional schools or lecturing in classrooms. Technology-enhanced learning (TEL) environment combines digital technologies (Law, Niederhauser, Christensen, & Shear, 2016) and strategies to facilitate tea-cherÀstudent interaction in online education and other types of Internetsupported mediums of learning (Tsai, 2017). Smart classes emerged as a new TEL environment that enables teachers to use digital technology for teaching and assessment. ...
... Still, it is now becoming a staple of the education system and displacing traditional schools or lecturing in classrooms. Technology-enhanced learning (TEL) environment combines digital technologies (Law, Niederhauser, Christensen, & Shear, 2016) and strategies to facilitate tea-cherÀstudent interaction in online education and other types of Internetsupported mediums of learning (Tsai, 2017). Smart classes emerged as a new TEL environment that enables teachers to use digital technology for teaching and assessment. ...
Chapter
Full-text available
Over the past 10 years (2012À22), the incorporation of the digital aspect in teaching and learning proliferated in research and academic discourse. This in turn led to an increased interest in online assessment as a key component of standardized e-learning and teaching. However, there has been mixed reactions toward the aspect of online assessment in higher education by both academics and practitioners. It is against this background that researchers have advocated for a complete overhaul of the traditional assessment system toward innovative online assessment methods. The researchers argue that innovative online assessment can drive change toward modernizing education systems. Introducing innovative online assessment can also affect how teaching and learning takes place in an increasingly digital society and economy (Organisation for Economic Cooperation and Development [OECD], 2020). This new phenomenon has not only been a preserve for discussion in the higher education institution (HEI), but other fields outside the traditional education system such as interest groups, lobbying, and public institutions have also joined the discussion. One major challenge in the implementation of online assessment has been the ambiguity surrounding this modern concept. Recently, COVID-19 pandemic brought disruptions in the learning and assessment methods. The lockdown regulations and rules prompted academic institutions to increase their awareness and adoption of innovative assessment
... В таком случае обучение должно быть ориентировано на интеграцию профессиональных технологий в среду обучения -подход, часто называемый улучшенным обучением с использованием технологий (TEL -technology enhanced learning). Обучение и преподавание с использованием технологий TEL были определены как «интеграция использования цифровых технологий в процесс обучения и преподавания для повышения качества обучения» [19]. В этом случае речь идет о мышлении более высокого порядка или мышления более высокого уровня, что заключается в разработке и реализации учебных мероприятий, которые вовлекают учащихся в выполнение сложных когнитивных задач. ...
Article
The article discusses the problem of measuring of the schoolchildren predisposition to computational thinking in the process of studying digital technologies in the framework of project activities for the robots creation. The structure of the model for measuring propensity, ability and susceptibility to computational thinking is described. A high degree of gender dependence of respondents for the “propensity” scale was found. It is established that teaching digital technologies most of all contributes to the formation of schoolchildren’ propensity for computational thinking.
... The abundance of available digital technologies has given rise to a diversity of descriptions and definitions of technology-enhanced learning. Law et al. (2016) define technology-enhanced teaching and learning as "integrating the use of digital technology into the learning and teaching process to improve the quality of learning outcomes". Kurvinen et al. (2020) view mathematics TELEs as comprising specific educational software, apps, or games for learning mathematics; they exclude general-purpose software such as a word processor or a calculator from the definition. ...
Article
Full-text available
To benefit from the quickly expanding range of new possibilities of technology-enhanced education, school systems, schools, and teachers need to adapt quickly. Conversely, the needs of students and teachers in a technology-enhanced classroom require technology developers to provide and improve suitable technologies. In this paper, we aim to show how to make the professional knowledge of mathematics teachers accessible to developers of technologies and also to teacher trainers and trainees by the use of student personas, i.e., portraits of archetypical students with particular characteristics and needs. We have collected qualitative data from pre-service and in-service mathematics teachers in Austrian academic upper secondary schools about the characteristics and needs of their students. We have analysed these data using a grounded theory approach to derive demands of students on technology-enhanced learning environments (TELEs). We have identified and presented five personas, each with specific demands on TELEs, to represent this target group. By introducing this approach that combines techniques from mathematics education research and from user experience research, we are able to represent user groups of a mathematics technology-enhanced learning environment in a more relatable way than was previously possible. These relatable representations of students in Austrian academic upper secondary schools could be of particular importance for developers of technology-enhanced learning environments for teaching and learning mathematics. The methodology presented in this paper is adaptable to other contexts.
... Teaching L2 within professional undergraduate PR education can be considered a multidisciplinary process (Minyar-Beloroucheva, & Sergienko, 2021a), which includes linguistic knowledge and methods of L2 teaching. In other words, linguodidactics combines those essential achievements in the field of the professionally oriented language of the chosen discourse (Law et al., 2016;Weare, 2019;Vishnyakova et al., 2020), PR discourse in the view of this work, and development of certain competences. ...
Article
Full-text available
The paper deals with the competences development within L2 learning and teaching undergraduates majoring in public relations (PR) in the Digital Age. The purpose of the current investigation is to demonstrate the transition from hard skills to soft skills education, applied within the frames of learner-oriented approach. Individual educational trajectories (IET) are being promoted to be implemented at universities worldwide. Teachers’ role has been changed significantly, since the education of the Industrial Epoch with its teaching aims and methods as well as practices does not correspond to the needs of the Digital Age education. The lecturer’s recital of the information contained in textbooks is no longer relevant. Instead of the master of the class, educators have become undergraduates’ assistants. PR undergraduates’ L2 learning-teaching process is concentrated on the usage of digital technologies for autonomous work, as well as for creating self-standing projects in the form of mind mapping, audio, video podcasts and others. The aim of the investigation is to demonstrate the necessity and relevant practice to develop within PR undergraduates not only six competences (6Cs) acknowledged by CEFR, but eight competences (8Cs) to secure successful L2 language acquisition in the globalizing world of the Digital Age. In conclusion, it has been shown that competency-based education is the most relevant at present.
... In the remainder of this section, we describe the MLMS framework and how it guides our design of the AfL in our DBIR projects. Law et al. (2016) put forward a framework of indicators on quality Technology-Enhanced Learning and Teaching that could be used to monitor the implementation of the UNESCO Education 2030 agenda ( UNESCO, 2016 ). The framework posits that for students to achieve 21st century learning outcomes such as digital literacy, communication, collaboration, creativity, and critical thinking, certain conditions for learning are necessary, including teachers' learning and assessment design expertise, TPACK ( Kohler & Mishra, 2008 ), the ICT infrastructure, technological and pedagogical support at the school level, as well as system level curriculum and e-learning policies. ...
Chapter
Teachers’ practices are embedded within complex institutional, policy, and educational infrastructure contexts. Teacher learning for the implementation and scaling of curriculum and pedagogical innovations involve changing teaching practices, which must also address the tensions that arise between the emerging teaching and learning practices and the established standards and process encapsulated in established infrastructures. The MultiLevel MultiScale (MLMS) model of connected learning provides a framework for the analysis and design of the organizational environment to support teacher learning and infrastructural co-evolution. The framework aims at achieving scalable curriculum and pedagogical innovations that cater to the equity of participation and influence in the change process. This chapter reports on a series of three DBIR projects designed according to the MLMS model that aimed to foster teachers’ capacity to design and implement STEM curriculum units that adopt self-directed learning as its pedagogy and engage students in inquiry topics that involve the application of knowledge and skills from more than one STEM subject. It then presents analyses on the changes in teachers’ practices and the organizational environment in one case study school to investigate the viability and value of the MLMS model.
... Even though the learning environment has been traditionally used as a synonym of a physical classroom, it has been changed with modern digital technologies, techniques, and strategies to provide more effective and efficient learning (Baeten et al., 2010). Integrating technology into the learning process is often referred to as technology-enhanced learning (Law et al., 2016). The concept of technology-enhanced learning has been named differently in the literature, such as computer-based learning, web-based learning, mobile learning, augmented reality-based, virtual reality-based (Chen & Yang, 2020;Cubillo et al., 2014;Hamilton et al., 2021;Moos & Azevedo, 2009). ...
Article
Full-text available
Current literature mainly focused on one or two multimedia learning principles in traditional learning environments. Studies on multimedia learning principles in AR and VR environments are also limited. To reveal the current situation and gaps of the multimedia learning principles in different learning environments, it is necessary to extend their boundaries. Thus, further studies may directly affect the investment in VR and AR technologies and their integration into the learning process by teachers. The current study presented a systematic review of multimedia learning principles in different learning environments, including traditional, virtual reality and augmented reality. In this study, 136 journal articles were identified based on PRISMA guidelines and reviewed regarding multimedia learning principles, learning environments, measurements, subject matters, learning outcomes, research methodologies, education programs, education fields, and years of publication. The results indicate that (1) there is an increasing interest in multimedia learning principles; (2) undergraduate students have been the target participant group in the review studies; (3) only five studies tested one of the multimedia learning principles in the VR environment, but no studies have been conducted in the AR learning environment; (4) most studies preferred subjective measurements (e.g., mental effort, difficulty) or indirect objective measurements (e.g., learning outcomes, eye-tracking, study time); (5) subject matters from STEM fields often preferred in investigations; and (6) modality was the most studied multimedia learning principle in the reviewed articles, followed by redundancy, multimedia, signaling, coherence, segmenting, personalization, spatial contiguity, temporal contiguity, image, pre-training, and voice, respectively. The results were discussed in detail. Specific gaps in the literature were identified, and suggestions and implications were provided for further research.
... However, regarding instructional material in flipped classroom activities, the use of games has not been fully explored (Akçayır & Akçayır, 2018). Interventions that involve the use of technology-enhanced learning (TEL) activities have improved the quality of learning (Law et al., 2016). In a study by Kirkwood and Price (2014), TEL's technological capabilities promoted higher-order thinking and qualitatively improved the learning process by encouraging introspection, inspiring divergent ideas for creativity, and widening learner views from numerous perspectives. ...
Article
Engagement forecasts positive education outcomes such as learning and skills development. Business simulation games (BSGs) are linked to skills development, and the flipped classroom is acknowledged as a successful approach for encouraging student-centered learning through engagement. This study investigated the impact of BSGs in a flipped classroom on student engagement, learning achievement, and higher-order thinking skills (HOTS). A quasi-experimental design was employed in an undergraduate entrepreneurship course. The sample consisted of 48 students in a business university. The flipped classroom was designed for both the control and experimental groups, but the instructional material was implemented using a BSG with the experimental group. The results of quantitative and qualitative analyses indicated that the use of the BSG had positive impacts on behavioral engagement, cognitive engagement, and learning achievement and improved HOTS such as problem-solving, critical thinking, and creativity.
... It is here, at the intersection of the technologists, educator, and the particular educational field that the translation of a successful technology has had a large, possibly disruptive effect for educators [8]. The use of technology through technologically enhanced learning has been defined as the ability to learn within an environment that has been enriched through the integration of digital technology [9]. This integration can include hardware devices such as laptops, mobile phones, and televisions, but can also include the use of wearables. ...
Article
Full-text available
Background: Adding new approaches to teaching curriculums can be both expensive and complex to learn. The aim of this research was to gain insight into students' literacy and confidence in learning sports science with new wearable technologies, specifically a novel program known as STEMfit. Methods: A three-phase design was carried out, with 36 students participating and exposed to wearable devices and associated software. This was to determine whether the technology hardware (phase one) and associated software (phase two) were used in a positive way that demonstrated user confidence. Results: Hardware included choosing a scalable wearable device that worked in conjunction with familiar and readily available software (Microsoft Excel) that extracted data through VBA coding. This allowed for students to experience and provide survey feedback on the usability and confidence gained when interacting with the STEMfit program. Outcomes indicated strong acceptance of the program, with high levels of motivation, resulting in a positive uptake of wearable technology as a teaching tool by students. The initial finding of this study offers an opportunity to further test the STEMfit program on other student cohorts as well as testing the scalability of the system into other year groups at the university level.
... In fact, although the STEM paradigm is closely related to technology, it is important to note that besides of counting with the IT infrastructure, its effective use in the teaching/learning processes is essential to get the most from the investments and efforts made by all actors (Tondeur et al., 2016). This return will heavily rely on the teaching staff training and involvement in integrating the use of IT technologies (Law et al., 2016;Tondeur et al., 2016). ...
Article
Full-text available
Smart City initiatives across the globe have spurred increasing demand for high-skilled workers. The digital transformation, one of the main building blocks of the Smart City movement, is calling for a workforce prepared to develop novel business processes. Problem-solving, critical and analytical thinking are now the essential skills being looked at by employees. The development of the so-called STEM curriculum, Science, Technology, Engineering, and Mathematics is being given a lot of attention by educational boards in response to preparing young generations for the Smart City work market. Based on the IMD Smart City Index, PISA, and World Bank reports, we develop a model for assessing the impact of the IT secondary school capacities on Smart-City business developments. The model reveals the relationship between the technological capacity of the secondary-school, and the business activity of a Smart City. Moreover, the study shows the existence of a positive relationship between the IT capacity of secondary schools and the resulting entrepreneurial activity of the city. Our results are of interest to decision-makers and stakeholders responsible for designing educational policies and agents involved in the digital transformation and development of Smart Cities initiatives.
... Technology-enhanced learning is the use of technologies in the learning and teaching process to support new learning experiences and enhance existing learning contexts (Keppell et al., 2015;Law et al., 2016). Currently, different technologies are aiming to support learning, such as Intelligent Tutoring Systems (ITS), Massive Open Online Courses (MOOCs), Computer-Supported Collaborative Learning (CSCL), and so on (Kulik & Fletcher, 2016;Oliveira & Bittencourt, 2019;Sung et al., 2017;Tenório et al., 2016). ...
Article
Full-text available
Recent studies are increasingly using brain-imaging techniques in the technology-enhanced learning (TEL) context to understand students' cognitive processes during technology-assisted learning, with the ultimate goal to improve students' outcomes in these environments. Given the importance of the promising impact of brain-imaging techniques in the technology-enhanced learning context, it is of utmost importance to analyze and investigate studies published in the intersection of these research areas. However, despite the growing interest in this promising research field, there is a lack of systematic literature review investigating how brain-imaging techniques have been applied in technology-enhanced learning environments. Therefore, this article presents a systematic literature review (SLR) using a well-accepted guideline to perform a rigorous study of the current literature to investigate, analyze, and understand how brain-imaging techniques have been applied in technology-enhanced learning contexts. This SLR considered studies published in nine academic databases that resulted in a total of 3910 studies that, after the selection process, were reduced to 37 studies (published during 2001–2019) for the final analysis. The studies' content analysis was used to classify the studies according to their objectives, brain-imaging techniques and devices used, educational levels, study domains, and studies outcomes. The main results indicate that i) most studies aim to use brain-imaging methods to measure/detect students' psychological processes while using educational technology to provide a personalized experience, ii) the most used brain-imaging technique in the studies is electroencephalogram, and iii) the most investigated study domain was Mathematics and Biology. Moreover, this article highlights some gaps found in the state-of-the-art and provides insights that can be used for future research.
... TEL needs an interdisciplinary approach. TEL is defined as "Integrating the use of digital technology into the learning and teaching process to improve the quality of learning" (Law et al. 2016). Many definitions focus on the design of new technologies and their effects on learning-teaching processes (Kalz and Specht 2014). ...
Article
Full-text available
The purpose of this study is to examine the effect of technology-enhanced constructivist learning on science achievement of seventh-grade students with different cognitive styles. Cognitive styles of the students are examined within the frame of Witkin et al. (1977) in terms of field dependent and field independent cognitive styles. The quantitative study was conducted using an experimental method with a factorial design that is a modification of the pretest-posttest control group design. The sample of the study consists of 39 seventh-grade students (19 students in the experimental group and 20 students in the control group). Strength and Energy Achievement Test and The Embedded Figures Test (EFT) were used to collect the data. The results of this study show that there is no statistically significant difference between the mean score ranks of experimental and control groups for the pretest and posttest scores of students. Furthermore, there is no significant difference between the pretest and posttest scores of the field independent students in both experimental and control groups but there are significant differences between pretest and posttest scores of the field dependent students. Suggestions were presented by the results obtained from the research.
... The design of innovative pedagogical systems is both a technology for the development of the pedagogical system and a technology for professional and personal self-development of a teacher. Pedagogical design provides impetus and has significant potential for the development of the subjective potential of the designing teacher (Braun & Clarke, 2016;Law, Niederhauser, Christensen & Shear, 2016;Montani, Odoardi & Battistelli, 2014). ...
Article
Full-text available
The urgency of the problem raised in the article is determined by: evolutionary trends in education related to the need to design prospects for its development on an innovative basis; undeveloped conceptual foundations of designing innovative pedagogical systems on an interdisciplinary basis, reflecting the dialectical unity of theoretical and technological aspects of the design process; increasing the requirements for the quality of design activities in the process of preparation for practical implementation and improvement of innovations; insufficient development of the technological and methodological apparatus for measuring and evaluating the effectiveness of the process of designing innovative pedagogical systems on an interdisciplinary basis; the need to create an infrastructure for pedagogical design and accumulation of a database of pedagogical projects. The research was conducted as a project study (DBR) for three years (2017-2020) using mixed methods: unstructured interviews, the method of expert evaluations (based on the method of pairwise comparison), qualimetric methods of assessing the quality of pedagogical projects, statistical methods of data processing and testing hypotheses. The study showed that the effectiveness of the design of innovative pedagogical systems on an interdisciplinary basis is ensured by the creation of an external information and educational environment for the design of innovative systems and monitoring of design activities. In terms of content, they reflect the main provisions of the study and provide its experimental verification. The study developed an instrument for expert evaluation of projects of innovative pedagogical systems on an interdisciplinary basis, covering the project presentation scheme, summative and prognostic criteria of examination in socio-pedagogical, psychological and pedagogical, scientific and methodical, managerial and technical areas, methods of project quality assessment. The conclusions and recommendations of the study can be the basis for improving the educational process in educational institutions, as well as the development of pedagogical design practices.
... An advantage of teachers taking on the role of a designer, especially in a collaborative team, offers teachers the opportunity to learn about TPACK (Voogt et al., 2016). Furthermore, researchers have recommended systems in schools that enable collaborative peer learning and curriculum design (Law, Niederhauser, Christensen, & Shear, 2016). ...
Thesis
This thesis, which takes the form of a case study, explores pedagogical practices that use Information and Communication Technology (ICT) in an interdisciplinary unit in an international secondary school in Hong Kong. Interdisciplinary approaches have been advocated by several educational systems because they offer opportunities for students to tackle complex problems from a number of perspectives, exactly the type of learning encouraged for living in a knowledge society. However, teaching an interdisciplinary unit with ICT may add further complexity for teachers’ pedagogical practices, as it may involve secondary level teachers operating in areas outside their disciplinary expertise. A conceptual framework was developed which viewed technological pedagogical content knowledge (TPACK) as a personal and holistic construct that is impacted by a teacher’s school context and characteristics. Data for the instrumental case study were collected over 14 weeks in 2014. The seven teachers who taught the interdisciplinary unit were interviewed before and after they taught the unit; and two of each teacher’s lessons were observed. Data collection also included the schemes of learning for the interdisciplinary unit, digital and non-digital learning resources, and Moodle usage data. Through analysis of this set of data, this study aimed to explore how teachers approached teaching the interdisciplinary unit and the ICT pedagogical practices they used to teach it. Results indicated that an interdisciplinary approach using a correlated model did not add further to the complexity of pedagogical decisions, and teachers tended to use ICT in a similar manner to how they taught their main discipline. More confident ICT-users made greater use of ICT in their teaching; and these teachers tended to value informal opportunities for ICT professional development. Furthermore, more experienced and confident ICT-using teachers tended to want to develop transformative TPACK, whereas less confident teachers were inclined to use ICT less often and were moving their PCK towards TPACK in an integrative manner. This study provides some empirical evidence by using Laurillard’s (2012) learning cycles to classify ICT pedagogical practices. It suggests the possibility of domain general TPACK that can be used for collaborative approaches for designing interdisciplinary teaching and learning activities. http://hdl.handle.net/10722/254047
... Knowledge is to be shared globally and published for generations to come.With the following links you can have wonderful lecture capture and video lecture [9]. TED-Short lecture, iTunes-apples.com/education/ipodtouchiphone/ ...
Article
Full-text available
Advance Teaching pedagogy is one of the innovative approaches to enhance teaching learning process. Due to the development of new technologies and development of many globalization, teaching learning process plays a vital role among students where the education has been expanded to macro level. Hybrid teaching includes e learning in addition to the face to face teaching. In this paper, various innovative learning strategies for modern technology are discussed in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology are discussed.
... The terms design research or design studies are used variously in different communities, ranging from the journal Design Studies, which focuses on studies of designers and design processes, to a notion of design research which labels the learning process a designer must go through in order to connect a context to a designed solution (e.g., Laurel, 2013). Another more recent term is Design-Based Implementation Research (Fishman et al., 2013;Kali et al., 2018), which can be characterized as a subset of DBR with three main distinctive characteristics: joint ownership of the research agenda by practitioners and designers/researchers; an inherent focus on designs and research questions related to the issues of scaling interventions systemically (e.g., across a large school system or a geographic region); and a linkage between micro-level design (design of a particular intervention, for instance at a classroom level) and macro-level systems change (e.g., design of an institution wide framework for adoption) (Law et al., 2016). ...
Preprint
Full-text available
Design-based research (DBR) methods are an important cornerstone in the methodological repertoire of the learning sciences, and they play a particularly important role in CSCL research and development. In this chapter, we first lay out some basic definitions of what DBR is and is not, and discuss some history of how this concept came to be part of the CSCL research landscape. We then attempt to describe the state-of-the-art by unpacking the contributions of DBR to both epistemology and ontology of CSCL. We describe a tension between two modes of inquiry-scientific and design-which we view as inherent to DBR, and explain why this has provoked ongoing critique of DBR as a methodology, and debates regarding the type of knowledge DBR should produce. Finally, we present a renewed approach for conducting a more methodologically-coherent DBR, which calibrates between these two modes of inquiry in CSCL research. Definition & Scope DBR is one of a cluster of terms used to describe various intersections between design and research, especially in the realm of academic research in either education or in human-computer interaction. In this section, we attempt to define what we mean by design-based research and contrast it with other definitions. DBR methods were originally defined (Design-Based Research Collective [DBRC], 2003; Hoadley, 2002), like the earlier concept of design experiments (Brown, 1992; Collins, 1990,1992), as a research method or related methodology which used a blended form of design activities and research activities to produce design-relevant, empirically supported knowledge. Designed interventions in DBR are tested iteratively in a context of use, and the iterations become settings to collect data that support or refute inferences about underlying theoretical claims. At the same time, the iterations are used for increasing the fit between the theory, the design, and the enactment or implementation so as to best test the theoretical conjectures. Unlike earlier definitions associated with design experiments (notably Brown's, 1992), DBR methods were claimed to be not merely related to hypothesis generation, but a scientific enterprise in their own right. This approach stemmed from a very practical problem described earlier by Simon (1969) in his seminal book-The Sciences of the Artificial-namely, that
Article
Full-text available
Digital transformation of education has become an inevitable trend. In this context, whether and how technology involvement can facilitate students’ effective learning has become the hot issue of concern in the area of educational technology and learning sciences. This study, using 375 middle school students as samples in northwest China, verified that external support had a certain degree of impact on the learning approaches, and internal motivational factors played mediating roles. The results indicates that perceived support directly and positively predicts deep learning. Perceived classroom mastery goal structure is a mediator in perceived support and deep learning. Computer self-efficacy is a mediator in perceived support and learning approaches. These findings are not only instructive for teachers to guide students to utilize information technology (IT) appropriately for learning, but also provide some suggestions on how teaching practices in IT course can facilitate deep learning so as to enhance learning quality when students are using IT.
Article
Introduction. Currently, the leadership of the People’s Republic of China pays special attention to the issues of technical vocational education. The learners from the PRC studying in Russia have specific cognitive orientations in mastering technical disciplines. The aim of the article is studying the specifics of academic resilience in mastering technical sciences by PRC students of Ural Federal University. Materials and methods. The academic resilience of PRC students from Ural Federal University in terms of mastering technical sciences was measured using the ‘Technics Resilience Scale for University Students’ (TRSUS). TRSUS aims to build Feedback literacy and Self-assessment with a view to help a student to pursue technical studies productively. The survey involved 659 students who had a technical science learning experience in one of the educational programmes: “Civil Engineering”, “Architecture”, “Geodesy and Remote Sensing”, “Steam Power Industry and Heat Engineering”, “Water Supply and Drainage”. The students assessed their resilience in technical sciences under a 5-score Likert response scale, with the use of Tencent Questionnaire in English. The statistical processing of measurement results was carried out using Structural Equation Modelling (SEM) methodology with the use of SPSS 23.0 and Amos 18.0 software packages. Results. The statistical analysis of results of PRC students from Ural Federal University in terms of measuring resilience in technical sciences under the TRSUS scale showed that the wording of the questions was adequate to the measurement context. The primacy of students’ incremental beliefs/goals towards improving the efficiency of learning activities was revealed. A strong correlation between students’ answers with the TRSUS questions was found. Cronbachs alpha was equal to 0.977, which is evident of high internal consistency of students’ answers. The structural model of confirmatory factor analysis of TRSUS data including four indicators (factors) – “Persistence”, “Perceived Value”, “Cognitive Complexity” and “Incremental Beliefs” – has the best source data fitting criteria. The method of exploratory factor analysis of TRSUS data revealed the specificity of cognitive orientations of PRC students from Ural Federal University: the choice of educational programme influences most prominently the indicator “Perceived Value”, which is explained by the peculiarities of Chinese technological culture. Conclusion. An original methodology for measuring university students’ academic resilience in technical sciences – ‘Technics Resilience Scale for University Students’ (TRSUS) – is presented. The use of TRSUS makes it possible to determine the specifics of students’ cognitive orientations in mastering technical disciplines and to form their competent feedback and self-assessment for efficient continuation of education.
Conference Paper
Full-text available
How could teachers learn collectively in their working contexts amid erratic times for enhancing students’ learning experience? Mezirow’s transformative learning informs us that in times of crisis or life transition, adults can go through phases of transformation from disorienting dilemma to re-integration to new life-settings, resulting in a change in their perspectives, actions and subsequent impacts on others. Taking an ecological view, transformative learning should not be among only individuals but could be in a collective manner. Particularly, when people need to collaborate to face erratic times together. The study raises an inquiry about what processes teachers might undergo when they could transform collectively in erratic times. A case study methodology was adopted to explore the possible processes of transformative learning experienced by a group of teachers under the social stress of unstable face-to-face classes. Multiple data sources were used such as transcriptions of interviews, network meetings, debriefing after classroom observation, and video-recorded classroom observations. The findings show that the collective transformation is a non-linear trajectory and it needs explicit unchanged educational principles as anchors to guide the creation of new solutions. Implications of the findings to teacher education will be discussed.
Conference Paper
Full-text available
This study investigates how differences in teachers’ learning outcomes may be related to the Architecture for Learning (AfL) at multiple levels of the education ecosystem available to the teachers as well as their own individual characteristics. The MultiLevel MultiScale framework was adopted for the analysis of the AfL available to ten teachers in five schools participating in a University-School Partnership programme targeting pedagogical and curriculum innovation in STEM. The study found that the AfL available to teachers varies across schools and within the same school in terms of exposure intensity and their foci of interaction. Teachers may also have different learning foci depending on their experiences and types of leadership roles. The findings have implications for customization of teacher learning for teachers at different career stages and in different school settings.
Book
Full-text available
La intención fundamental del libro Transversalidad de la Investigación Educativa es exponer una representación del momento que se vive en derredor de la educación. Esto exhibe los distintos desafíos que surgen en la actualidad en diferentes ámbitos y que expone el nivel de conciencia que debe tener el tejido social para reconocer como influye en el desarrollo y ascenso de las personas, como también de las sociedades. De tal manera, que lleve a la comprensión que la educación es un elemento fundamental para lograr otros muchos objetivos sociales, económicos y ambientales. Cantú-Martínez, P.C. (Ed.) (2023). Transversalidad de la investigción educativa. México. Universidad Autónoma de Nuevo León. ISBN: 978-607-27-2064-0
Book
Full-text available
The COVID-19 epidemic posed a significant challenge globally. Inevitably, our life setting is forced to change suddenly due to this virus outbreak, especially in education. Classes have ceased since July 2020 in Hong Kong, while half-day classes resumed from June 2021. Students could neither receive proper language training at school nor at home during the class suspension period. Digital learning could be a better support to dyslexic students during the epidemic. This study aims to find out (1) the games dyslexic students prefer, (2) the performance of writing games, (3) language games, and (4) audio games when they use digital learning tools at home. The result showed dyslexic students prefer Game Type 2, they wrote faster, and their handwriting performance has improved after four-month training. The performance difference between dyslexic and non-dyslexic students in language games is narrowed. Yet, there was unrelated noise in their audio recording.
Conference Paper
Full-text available
Covid 19 and forced lockdowns in 2020 acted as a catalyst forcing the South African (SA) education sector to fully adopt technology in teaching and learning with the banner “let’s save the academic year”. This paper provides reflections on where the SA education sector is coming from, where it is, student perspective, and where it ought to be if they are to save the seriously affected education sector. Literature review and focus groups were used to conduct the research. From the focus groups results, it was noted that students prefer blended learning when compared to face-to-face and online learning. Bandwidth constraints made most respondents use mobile phones instead of laptops during the lockdowns, but the reasons for returning to campus later on were more varied.
Article
Full-text available
The innovative use of technologies in language learning and teaching significantly impacts language education. This paper aims to investigate technology-enhanced language learning (TeLL) and teaching (TeLT) in higher education through surveying 223 students and 93 teachers across four Hong Kong universities, and interviewing around 50 students and 20 teachers. The current study investigated the e-resources/tools frequently adopted in language learning and teaching, how participants perceived the affordances of TeLL and TeLT, and challenges they had faced in technology-enhanced language learning and teaching. The results reveal that students and teachers perceived several affordances of TeLL and TeLT, such as provision of authentic materials, enhancement of interactivity, and enhancement of learner autonomy. A list of commonly adopted e-resources/tools for language learning and teaching were identified. The students and teachers also indicated what support they would hope to receive from a Community of Practice (CoP) on technology-enhanced language learning and teaching.
Chapter
The role of business schools in delivering social and economic value for a nation is now more important than ever. After completion of the degree requirements, business schools graduate their students to join the labor market accordingly to fuel the economy. Further, this underlines the importance of business education. At the end of 2019, COVID-19 erupted the educational sector as well as it erupted other major sectors in the world. This forced higher educational institutions (HEIs) to switch to digital learning which was accompanied with many challenges. Learning Management Systems (LMS), evaluation and interaction have an impact of the quality of education in a digital setting classroom. Therefore, international accreditation bodies are responsible during the time of the pandemic to ensure that HEIs provide education of quality as it was pre-pandemic and to provide full support to HEIs to overcome challenges accompanied with ensuring quality in digital learning. Future research needs to conducted to assess to what extent business tertiary education programs graduates reflected the learning outcomes and skills acquired at their workplaces.KeywordsDigital educationQualityCOVID-19International accreditation bodies
Article
Full-text available
This study proposes a unified theoretical model to integrate the full spectrum of Self-Determination Theory, self-efficacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The Heterotrait-Monotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unified theoretical model provided better insight to understanding acceptance of technology enhanced learning (R² = .71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efficacy (TELSE) were identified as significant determinants of students’ perceived ease of use (PEU). Amotivation, motivation and TELSE were significant determinants of students’ perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identified regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the effects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating effects of gender and students' field of study. In conclusion, students’ view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation.
Technical Report
Full-text available
In the context of today’s uncertainty, endangered environment, growing inequalities and the complexity of our societies, education and assessment play a central role in preparing children for the opportunities and the challenges of the future. This foresight study offers a probable scenario of the evolution of assessment of learning outcomes in primary and secondary education in Europe, in the mid-term future, as a response to these trends. The proposed developments in assessment and in policymaking seek to stimulate debate at the European level and support forward-looking policy action. The study is the result of a trend impact and drivers analysis, and a strategic foresight exercise. The foresight methodology of this study included a rapid review of academic and policy studies on educational assessment, as well as a consultation with educational stakeholders at national and EU level through a two-round Delphi survey and online expert panel.
Book
Full-text available
Learning Under the Lens: Applying Findings from the Science of Learning to the Classroom highlights the innovative approach being undertaken by researchers from the disparate fields of neuroscience, education and psychology working together to gain a better understanding of how we learn, and its potential to impact student learning outcomes. The book is structured in four parts: ‘Science of learning: a policy perspective’ sets the scene for this emerging field of research; ‘Self regulation of learning’ and ‘Technology and learning’ feature findings by eminent international and national researchers in the field and provides an insight into some of the innovative research illustrating the depth, breadth and multi-disciplinarity of the research; and ‘Research translation’ focuses on the scaled-up implementation of research findings in authentic learning settings, and showcases research findings which are having impact in learning environments. This fascinating book is intended as a reference tool to create awareness among researchers, policy makers, and education practitioners of the research being undertaken in the science of learning field and its potential to impact student learning outcomes.
Article
Full-text available
Mature students are anecdotally thought to be more anxious about technology than younger students, to the extent that they avoid using technology. This is a problem in today’s higher education classrooms which often use a range of learning technologies, particularly as cohorts are becoming more and more likely to contain mature students. Previous work examining the attitudes of mature students to technology no longer reflects contemporary student age profiles or the current technological landscape. This study asks whether modern mature students in a UK university have more negative attitudes towards technology than younger students, and whether their usage of technology is different. A new diagnostic instrument, the Technology Attitudes Questionnaire, was developed to determine how students use technology for course activities and personal use, and their attitudes towards technology more generally. It was found that mature students use fewer technologies than younger students and use them less frequently, but have used them for a longer period over their lives. No difference was found for attitudes towards technology between the mature and younger groups. This research aims to contribute to the wider field of technology attitudes and use, particularly for the modern mature student cohort. These findings can be used to inform how educators design learning resources and use technology on their courses, working towards an age-inclusive programme.
ResearchGate has not been able to resolve any references for this publication.