Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l040
Kirsi Lainema, T. Lainema, Raija H. Hämäläinen, Kirsi Heinonen
Analysis of the applicability of a learning technology requires evaluating how the affordances of the technology respond to the users’ needs. We examine affordances of a digital learning environment. We concentrate on organizational and socio-interactional affordances, which are based on technological affordances. The analysis shows how organizational and socio-interactional affordances emerge from the use of technological affordances. We offer an analytical understanding of the dynamics of various kinds of affordances and how they can be assessed to help educators to better understand how the learning process and the use of affordances can be facilitated and supported.
{"title":"GOING BEYOND TECHNOLOGICAL AFFORDANCES - ASSESSING ORGANIZATIONAL AND SOCIO-INTERACTIONAL AFFORDANCES","authors":"Kirsi Lainema, T. Lainema, Raija H. Hämäläinen, Kirsi Heinonen","doi":"10.33965/celda2019_201911l040","DOIUrl":"https://doi.org/10.33965/celda2019_201911l040","url":null,"abstract":"Analysis of the applicability of a learning technology requires evaluating how the affordances of the technology respond to the users’ needs. We examine affordances of a digital learning environment. We concentrate on organizational and socio-interactional affordances, which are based on technological affordances. The analysis shows how organizational and socio-interactional affordances emerge from the use of technological affordances. We offer an analytical understanding of the dynamics of various kinds of affordances and how they can be assessed to help educators to better understand how the learning process and the use of affordances can be facilitated and supported.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115722883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l041
C. Marello, M. Marchisio, M. Pulvirenti, C. Fissore
We live in a digital world and our students are surrounded by technologies: it is essential that they learn how to use the digital tools available for education purposes. As for language teaching, among the most recent technologies we can find online dictionaries. They could play a key role to foster language competences, and yet they are not very popular in schools. In order to increase the use of online dictionaries among students, the University of Turin has promoted the nation-wide project 'Esplorare (con) i Dizionari Digitali'. This project makes the most of a Learning Management System (https://esploradizionari.i-learn.unito.it/) that allowed the creation of a student-centered environment. The integration of the platform with an Automatic Assessment System allowed the design and creation of tests to be carried out through the consultation of online dictionaries. In this paper, we analyze the answers given by almost 600 students in 5 different tests on different languages, and we try to understand whether the methodologies and technologies adopted have been influential in making students "meta-linguistic aware" and researchers "meta-design aware". The results obtained show in a statistically significant way that the students who made a larger use of online dictionaries performed better in the tests.
{"title":"AUTOMATIC ASSESSMENT TO ENHANCE ONLINE DICTIONARIES CONSULTATION SKILLS","authors":"C. Marello, M. Marchisio, M. Pulvirenti, C. Fissore","doi":"10.33965/celda2019_201911l041","DOIUrl":"https://doi.org/10.33965/celda2019_201911l041","url":null,"abstract":"We live in a digital world and our students are surrounded by technologies: it is essential that they learn how to use the digital tools available for education purposes. As for language teaching, among the most recent technologies we can find online dictionaries. They could play a key role to foster language competences, and yet they are not very popular in schools. In order to increase the use of online dictionaries among students, the University of Turin has promoted the nation-wide project 'Esplorare (con) i Dizionari Digitali'. This project makes the most of a Learning Management System (https://esploradizionari.i-learn.unito.it/) that allowed the creation of a student-centered environment. The integration of the platform with an Automatic Assessment System allowed the design and creation of tests to be carried out through the consultation of online dictionaries. In this paper, we analyze the answers given by almost 600 students in 5 different tests on different languages, and we try to understand whether the methodologies and technologies adopted have been influential in making students \"meta-linguistic aware\" and researchers \"meta-design aware\". The results obtained show in a statistically significant way that the students who made a larger use of online dictionaries performed better in the tests.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114657662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l010
Evgenia V. Baranova, I. Simonova, M. Bocharov, Victoria V. Zabolotnaia
The problem of development of algorithmic competence of students – future Computer Science teachers as a component of information competence is investigated. The aim of the study is to identify the conditions for effective algorithmization and programming learning, involving a modular representation of the content, blended learning, allocated in accordance with the B. Bloom's taxonomy classes of problems in Computer Science and Methods of its Teaching and the use of electronic learning resources. This paper specifies the concept of algorithmic competence of university students – students’ readiness to design algorithms and programs, their use in professional activities in the process of Computer Science teaching, electronic learning resources (ELR) design, self-education in the field of Computer Science. Classes of problems for algorithmic competence development in accordance with B. Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation) are identified. Classes of problems correspond to ELR of a certain structure and content. The efficiency of ELR use in students’ algorithmic competence development is statistically confirmed.
{"title":"THE DEVELOPMENT OF STUDENTS' ALGORITHMIC COMPETENCE BY MEANS OF ELECTRONIC LEARNING RESOURCES","authors":"Evgenia V. Baranova, I. Simonova, M. Bocharov, Victoria V. Zabolotnaia","doi":"10.33965/celda2019_201911l010","DOIUrl":"https://doi.org/10.33965/celda2019_201911l010","url":null,"abstract":"The problem of development of algorithmic competence of students – future Computer Science teachers as a component of information competence is investigated. The aim of the study is to identify the conditions for effective algorithmization and programming learning, involving a modular representation of the content, blended learning, allocated in accordance with the B. Bloom's taxonomy classes of problems in Computer Science and Methods of its Teaching and the use of electronic learning resources. This paper specifies the concept of algorithmic competence of university students – students’ readiness to design algorithms and programs, their use in professional activities in the process of Computer Science teaching, electronic learning resources (ELR) design, self-education in the field of Computer Science. Classes of problems for algorithmic competence development in accordance with B. Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation) are identified. Classes of problems correspond to ELR of a certain structure and content. The efficiency of ELR use in students’ algorithmic competence development is statistically confirmed.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"186 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120888211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l013
Kyriakoula Georgiou, C. Angeli
The development of computational thinking is as important as writing, reading and arithmetic, and, it should start as early as kindergarten (Wing, 2008). However, little has been done in terms of investigating the factors influencing the development of computational thinking in preschool education (Bers et al., 2014; Ching et al., 2018; Kazakoff et al., 2013; Sullivan et al., 2013). Accordingly, the study herein investigated how young children’s computational thinking could be developed using the Bee-Bot and two scaffolding techniques, while children’s field-dependence/independence (FDI) was taken into consideration. The study has practical significance for classroom teachers, as they can use the results of this research to integrate the teaching of computational thinking skills in their lessons.
计算思维的发展与写作、阅读和算术一样重要，而且，它应该早在幼儿园就开始(Wing, 2008)。然而，关于影响学前教育中计算思维发展的因素的研究却很少(Bers et al.， 2014;Ching et al.， 2018;Kazakoff et al.， 2013;Sullivan et al.， 2013)。因此，本研究探讨了在考虑儿童领域依赖/独立(FDI)的情况下，如何使用Bee-Bot和两种脚手架技术来发展幼儿的计算思维。本研究对课堂教师具有现实意义，因为他们可以利用本研究的结果将计算思维技能的教学整合到课堂中。
{"title":"DEVELOPING PRESCHOOL CHILDREN'S COMPUTATIONAL THINKING WITH EDUCATIONAL ROBOTICS: THE ROLE OF COGNITIVE DIFFERENCES AND SCAFFOLDING","authors":"Kyriakoula Georgiou, C. Angeli","doi":"10.33965/celda2019_201911l013","DOIUrl":"https://doi.org/10.33965/celda2019_201911l013","url":null,"abstract":"The development of computational thinking is as important as writing, reading and arithmetic, and, it should start as early as kindergarten (Wing, 2008). However, little has been done in terms of investigating the factors influencing the development of computational thinking in preschool education (Bers et al., 2014; Ching et al., 2018; Kazakoff et al., 2013; Sullivan et al., 2013). Accordingly, the study herein investigated how young children’s computational thinking could be developed using the Bee-Bot and two scaffolding techniques, while children’s field-dependence/independence (FDI) was taken into consideration. The study has practical significance for classroom teachers, as they can use the results of this research to integrate the teaching of computational thinking skills in their lessons.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125058359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l033
S. Kostousov, I. Simonova
The purpose of the article is to identify conditions for the effective use of visual modeling tools that can help reduce the difficulty level of solving problems during the teaching high school students programming. Visual modeling tools are a type of software that allows you to create visual abstractions that reproduce concepts and objects of the real world with their relationships, which can help in solving the problem. In this paper, we focused on preformal models based on intellect- and concept-maps. The article gives a classification and describes techniques for using various visual modeling tools to solve problem tasks. Formed skills of working with such tools will allow students to produce, represent and express independently their knowledge. In addition, these tools allow structuring the process of solving the problem, optimizing the time for solving each stage of solving a problem task. The article presents the results of comparing the learning outcomes of the control and experimental groups, which show that the proposed visual modeling tools can help in solving the programming problem tasks.
{"title":"VISUAL MODELING FOR EXPLORATORY PROBLEM SOLVING ON COMPUTER SCIENCE LESSONS","authors":"S. Kostousov, I. Simonova","doi":"10.33965/celda2019_201911l033","DOIUrl":"https://doi.org/10.33965/celda2019_201911l033","url":null,"abstract":"The purpose of the article is to identify conditions for the effective use of visual modeling tools that can help reduce the difficulty level of solving problems during the teaching high school students programming. Visual modeling tools are a type of software that allows you to create visual abstractions that reproduce concepts and objects of the real world with their relationships, which can help in solving the problem. In this paper, we focused on preformal models based on intellect- and concept-maps. The article gives a classification and describes techniques for using various visual modeling tools to solve problem tasks. Formed skills of working with such tools will allow students to produce, represent and express independently their knowledge. In addition, these tools allow structuring the process of solving the problem, optimizing the time for solving each stage of solving a problem task. The article presents the results of comparing the learning outcomes of the control and experimental groups, which show that the proposed visual modeling tools can help in solving the programming problem tasks.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123404845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l023
Josef Guggemos, S. Seufert, Marcos Román-González
Far-reaching technological changes are shaping our society and the ways in which we work. A key 21 st -century skill for taking advantage of those changes may be computational thinking (CT). CT aims at enabling humans to carry out more effective problem solving by utilizing concepts of computing and computer technology. For a successful integration of CT into curricula, however, it is important to take assessment into account. We review two instruments that capture CT: the Computational Thinkig Test (CTt), a performance test, and the Computational Thinking Scales (CTS), that relies on self-assessment. We have adapted both instruments from English to German. Using a sample of 202 upper-secondary students from Switzerland, we provide further evidence on the validity of both instruments. To this end, we apply item response theory and confirmatory factor analysis. Furthermore, we evaluate the relationship between CTt and CTS. Both instruments show good properties and may be suitable for assessing CT in German-speaking countries at the secondary level.
{"title":"MEASURING COMPUTATIONAL THINKING - ADAPTING A PERFORMANCE TEST AND A SELF-ASSESSMENT INSTRUMENT FOR GERMAN-SPEAKING COUNTRIES","authors":"Josef Guggemos, S. Seufert, Marcos Román-González","doi":"10.33965/celda2019_201911l023","DOIUrl":"https://doi.org/10.33965/celda2019_201911l023","url":null,"abstract":"Far-reaching technological changes are shaping our society and the ways in which we work. A key 21 st -century skill for taking advantage of those changes may be computational thinking (CT). CT aims at enabling humans to carry out more effective problem solving by utilizing concepts of computing and computer technology. For a successful integration of CT into curricula, however, it is important to take assessment into account. We review two instruments that capture CT: the Computational Thinkig Test (CTt), a performance test, and the Computational Thinking Scales (CTS), that relies on self-assessment. We have adapted both instruments from English to German. Using a sample of 202 upper-secondary students from Switzerland, we provide further evidence on the validity of both instruments. To this end, we apply item response theory and confirmatory factor analysis. Furthermore, we evaluate the relationship between CTt and CTS. Both instruments show good properties and may be suitable for assessing CT in German-speaking countries at the secondary level.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115511892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l025
J. Condy, Heather Phillips, C. Tiba
As contexts in schools and higher education become increasingly more diverse, engagement with human differences and different knowledges becomes essential. Institutions need to change their practices to respond to the different needs of learners, as well as valuing their knowledges and prospective teachers need to better equipped for these experiences. Hence, the purpose of this paper is to explore the intersectionality of four final-year students colliding worldviews within a digital story project and how, this experience supported, or not, their own classroom pedagogies. Through the use of the pedagogy of discomfort, we argue that this intentionally initiated module of using digital storytelling influenced these four learners to confront their colliding worldviews, identify their strengths and challenges. They all reflected on how this process had encouraged them to become more self-reflective thinkers in their own lives, those of their peers and their learners.
{"title":"USING DIGITAL STORIES TO EXPLORE FOUR FINAL-YEAR STUDENT'S COLLIDING WORLDVIEWS AND HOW THIS IMPACTED THEIR CLASSROOM PEDAGOGY","authors":"J. Condy, Heather Phillips, C. Tiba","doi":"10.33965/celda2019_201911l025","DOIUrl":"https://doi.org/10.33965/celda2019_201911l025","url":null,"abstract":"As contexts in schools and higher education become increasingly more diverse, engagement with human differences and different knowledges becomes essential. Institutions need to change their practices to respond to the different needs of learners, as well as valuing their knowledges and prospective teachers need to better equipped for these experiences. Hence, the purpose of this paper is to explore the intersectionality of four final-year students colliding worldviews within a digital story project and how, this experience supported, or not, their own classroom pedagogies. Through the use of the pedagogy of discomfort, we argue that this intentionally initiated module of using digital storytelling influenced these four learners to confront their colliding worldviews, identify their strengths and challenges. They all reflected on how this process had encouraged them to become more self-reflective thinkers in their own lives, those of their peers and their learners.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122917489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l045
Akira Onoue, Atsushi Shimada, T. Minematsu, R. Taniguchi
This study aimed to cluster learners based on the structures of the knowledge maps they created. Learners drew their own knowledge maps to reflect their learning activities. Our system collected individual knowledge maps from many learners and clustered them to generate an integrated version of the knowledge maps of each cluster. We applied the graph analysis method to extract important keywords from the knowledge map. The results of the analysis showed that the utilization of the knowledge map helped to improve lectures and grasp the learners’ level of understanding. We conducted surveys asking course managers to evaluate the effectiveness of the integrated knowledge maps of learners included in the cluster and received both positive and negative responses.
{"title":"CLUSTERING OF LEARNERS BASED ON KNOWLEDGE MAPS","authors":"Akira Onoue, Atsushi Shimada, T. Minematsu, R. Taniguchi","doi":"10.33965/celda2019_201911l045","DOIUrl":"https://doi.org/10.33965/celda2019_201911l045","url":null,"abstract":"This study aimed to cluster learners based on the structures of the knowledge maps they created. Learners drew their own knowledge maps to reflect their learning activities. Our system collected individual knowledge maps from many learners and clustered them to generate an integrated version of the knowledge maps of each cluster. We applied the graph analysis method to extract important keywords from the knowledge map. The results of the analysis showed that the utilization of the knowledge map helped to improve lectures and grasp the learners’ level of understanding. We conducted surveys asking course managers to evaluate the effectiveness of the integrated knowledge maps of learners included in the cluster and received both positive and negative responses.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126214260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l047
Fusa Katada
‘We have the right to talk and think in our own language.’ This self-evident slogan is ever challenged in the digital age of the 21st century. ‘Talking and thinking’ is most effectively trained and achieved by formal education carried out in one’s own language. However, multilingual children growing up in multilingual societies would have to adjust their own language to a language of education in schooling. This paper clarifies scientific grounds that in such situations the main root of learning and thinking through language is discontinuous. It is claimed that the students may face semilingualism, defined as ‘linguistic competence insufficiently developed for complex conceptual thinking’. Multilingualism and semilingualism are two sides of one coin, and semilingualism is affecting many parts of the world. This is due to the established eminence of English as a global lingua franca (ELF), which serves as their language of education. This paper is qualitative in nature, pointing out discrepancies between the politically empowered unipolar concentration of English and cognitively suited languages for sustainable development of conceptual thinking. It is intended to serve as a reference point for educators and professionals who are responsible for raising human resources in the digitalized global age.
{"title":"A UNIPOLAR CONCENTRATION OF ENGLISH AND THE MULTILINGUAL-SEMILINGUAL PARADOX","authors":"Fusa Katada","doi":"10.33965/celda2019_201911l047","DOIUrl":"https://doi.org/10.33965/celda2019_201911l047","url":null,"abstract":"‘We have the right to talk and think in our own language.’ This self-evident slogan is ever challenged in the digital age of the 21st century. ‘Talking and thinking’ is most effectively trained and achieved by formal education carried out in one’s own language. However, multilingual children growing up in multilingual societies would have to adjust their own language to a language of education in schooling. This paper clarifies scientific grounds that in such situations the main root of learning and thinking through language is discontinuous. It is claimed that the students may face semilingualism, defined as ‘linguistic competence insufficiently developed for complex conceptual thinking’. Multilingualism and semilingualism are two sides of one coin, and semilingualism is affecting many parts of the world. This is due to the established eminence of English as a global lingua franca (ELF), which serves as their language of education. This paper is qualitative in nature, pointing out discrepancies between the politically empowered unipolar concentration of English and cognitively suited languages for sustainable development of conceptual thinking. It is intended to serve as a reference point for educators and professionals who are responsible for raising human resources in the digitalized global age.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"341 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124216461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l042
Gail Drennan
When helping teachers integrate iPads in their teaching, a grounded theory-based qualitative case study underpinned by the TPACK and SAMR models (Drennan, 2018), found educational technology coaches (ETC) followed an underlying principle of changing teachers’ pedagogy. In implementing this principle, ETCs adopted one of four approaches through which teachers’ pedagogy could change, depending on teachers’ technological competence and confidence. They were: re-imagining change; slowly changing; radically changing; and co-operatively changing. Furthermore, the approaches adopted by the educational technology coaches demonstrated four concomitant behaviours, namely: meeting teachers’ needs; knowledge of applications; collegiality; and modelling desired behaviour. The three hallmarks of the legacy of their success were all exhibited by teachers not educational technology coaches. These were posited as teachers’ increased iPad integration vision; an escalation in collegial sharing of their improved technological confidence and competence; and a critical mass of “uncoached” teachers asking for help. A figurative model showing this is presented. In conclusion, there are distinct pedagogical advantages to having dedicated ETCs implement iPad integration. These must be balanced against the few disadvantages. Caution is sounded against generalizing these findings to include Android devices, especially with regard to possible non-compatible interfaces of a variety of devices in one classroom.
{"title":"VALUE ADDED TEACHERS: THE LEGACY OF EDUCATIONAL TECHNOLOGY COACHES","authors":"Gail Drennan","doi":"10.33965/celda2019_201911l042","DOIUrl":"https://doi.org/10.33965/celda2019_201911l042","url":null,"abstract":"When helping teachers integrate iPads in their teaching, a grounded theory-based qualitative case study underpinned by the TPACK and SAMR models (Drennan, 2018), found educational technology coaches (ETC) followed an underlying principle of changing teachers’ pedagogy. In implementing this principle, ETCs adopted one of four approaches through which teachers’ pedagogy could change, depending on teachers’ technological competence and confidence. They were: re-imagining change; slowly changing; radically changing; and co-operatively changing. Furthermore, the approaches adopted by the educational technology coaches demonstrated four concomitant behaviours, namely: meeting teachers’ needs; knowledge of applications; collegiality; and modelling desired behaviour. The three hallmarks of the legacy of their success were all exhibited by teachers not educational technology coaches. These were posited as teachers’ increased iPad integration vision; an escalation in collegial sharing of their improved technological confidence and competence; and a critical mass of “uncoached” teachers asking for help. A figurative model showing this is presented. In conclusion, there are distinct pedagogical advantages to having dedicated ETCs implement iPad integration. These must be balanced against the few disadvantages. Caution is sounded against generalizing these findings to include Android devices, especially with regard to possible non-compatible interfaces of a variety of devices in one classroom.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124465132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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