Pub Date : 2019-07-01DOI: 10.21125/EDULEARN.2019.1423
K. Murillo, E. Rocha, A. Freitas, C. Pardo
Increasingly questions arise regarding the educational process and which factors are of key importance to increase the quality of education. According to Clare Kosnik, "Quality in education depends directly on the quality of teachers and the quality of the curriculum." However, to what extent is this true? It is known that, many agents intervene in the educational process as the quality of curriculum, students, teachers, teaching methods, governance, financing, evaluation and linkage with other apex institutions. In this sense, it is interesting to analyse how the quality of education should be evaluated, as a direct consequence of teacher training, the results of students, the conditions and strategies in which teaching is developed, or an evaluation in which all do these aspects interfere. This work aims to address one of the above questions, which causes major debates among educational analysts: to what extent do education level and research outcomes of teachers interfere with the skills and performance of higher education students? Specifically, we examined 165 higher education institutions (HEI), public and private, in Colombia in the year of 2016. The Colombian HEI system is composed of technical institutes focused on vocational education, university institutions focused on technological education, and universities focused on under-graduate degrees (e.g. bachelor or diploma) and post-graduate degrees (e.g. specialisation, master or doctorate). The data include twelve variables: six variables related with teacher education level and research outcomes (i.e. teachers with specialisation, teachers with masters, teachers with doctorate, teachers without postgraduate, number of citations and intellectual production score) and six variables related with student performance (i.e. quantitative reasoning, critical reading, written communication, employability and postgraduate ingresses). A canonical correlation analysis (CCA) was executed to explore relationship between academic qualification of teachers of higher education and performance of their students, aiming to identify the main canonical structures between them. Previously a methodology filtering were used to deal with outliers and Box-Cox transformations were applied to transform non-normal variables in near normal ones. Statistical tests based on Wilks Lambda, Hotelling-Lawley Trace, Pillai-Bartlett Trace and Roy's Largest Root was applied in order to test for statistical significance of canonical correlation coefficients. These approaches identify the degree and the most relevant relationships between variables of teacher training/research and variables of student performance in higher education.
{"title":"DOES TEACHER'S EDUCATION AFFECT STUDENT PERFORMANCE?","authors":"K. Murillo, E. Rocha, A. Freitas, C. Pardo","doi":"10.21125/EDULEARN.2019.1423","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1423","url":null,"abstract":"Increasingly questions arise regarding the educational process and which factors are of key importance to increase the quality of education. According to Clare Kosnik, \"Quality in education depends directly on the quality of teachers and the quality of the curriculum.\" However, to what extent is this true? It is known that, many agents intervene in the educational process as the quality of curriculum, students, teachers, teaching methods, governance, financing, evaluation and linkage with other apex institutions. In this sense, it is interesting to analyse how the quality of education should be evaluated, as a direct consequence of teacher training, the results of students, the conditions and strategies in which teaching is developed, or an evaluation in which all do these aspects interfere. This work aims to address one of the above questions, which causes major debates among educational analysts: to what extent do education level and research outcomes of teachers interfere with the skills and performance of higher education students? Specifically, we examined 165 higher education institutions (HEI), public and private, in Colombia in the year of 2016. The Colombian HEI system is composed of technical institutes focused on vocational education, university institutions focused on technological education, and universities focused on under-graduate degrees (e.g. bachelor or diploma) and post-graduate degrees (e.g. specialisation, master or doctorate). The data include twelve variables: six variables related with teacher education level and research outcomes (i.e. teachers with specialisation, teachers with masters, teachers with doctorate, teachers without postgraduate, number of citations and intellectual production score) and six variables related with student performance (i.e. quantitative reasoning, critical reading, written communication, employability and postgraduate ingresses). A canonical correlation analysis (CCA) was executed to explore relationship between academic qualification of teachers of higher education and performance of their students, aiming to identify the main canonical structures between them. Previously a methodology filtering were used to deal with outliers and Box-Cox transformations were applied to transform non-normal variables in near normal ones. Statistical tests based on Wilks Lambda, Hotelling-Lawley Trace, Pillai-Bartlett Trace and Roy's Largest Root was applied in order to test for statistical significance of canonical correlation coefficients. These approaches identify the degree and the most relevant relationships between variables of teacher training/research and variables of student performance in higher education.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114938615","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.1022
Sandra Patrícia Marques Pereira, T. Ventura
The present communication is the fourth of a series of reflexive reports about a work in progress that aims to measure the transformative impact of a child with Autism Spectrum Disorder (ASD) within his/her intervention nucleus in a bidirectional logic of learning and personal and social development, thinking about education as a multilateral process in a learning community. An interactionist practice is studied in which the systemic evolution arises from the capacity of individual transformation, in a dynamic of mutual influence, in a continuum in which each and every one will be subject and object of transformation and learning. The intervention method is described, focusing on the community construct, the refinement of their internal process of learning and monitoring, in a collaborative performance of sharing knowledge, skills and objectives, capable of promoting effective learning and transforming the course of personal and collective development. Vygotsky and Bruner’s social constructivism and Brufenbrenner’s ecological vision are resumed, defending knowledge as a social construction. Some theories were revisited, discussing the construct of more competent peer, in the sense of trying to broaden it, contributing to understand the importance of the decentralization of the child of the learning process, also guiding it towards the educator and his/her ability to question and change, constructing and deconstructing the concept of scaffolder. Learning is studied as a democratic practice in which progress is made as a result of transferences of competences, promoted by the child's development potential and by the availability of each educator to regulate and make internal changes, resulting from socializing with that child, letting oneself focus with and by him/her, on a parallel path of self-knowledge and transformation. It is intended to assess the importance of each educator's position in the whole learning process and within this community, trying to confront the weight of scientific and technical competence with the importance of a reflective and integrative attitude. The possible fragility of a methodology centered essentially on the child and on his/her needs is discussed because it may legitimize a practice of power in which Vygotskynian “more competent peer” is able to adapt his/her intervention to the particularities of the child, capable of adjusting to external changes, capable of questioning his/her training, even capable of learning, but unable to translate that learning into change and transformation. Autism is assumed as a sociorelational dysfunction and the intervention plan was outlined based on the principles of The Son-Rise Program. A qualitative methodology was used, contextualizing the field work, describing and responding to the intervenients’ particularities, beliefs and perceptions. We resorted to semi-structured interviews and focus groups, trying to understand how the creation of a learning community allowed us to make
{"title":"QUESTIONING VYGOTSKY’S MORE COMPETENT PEER IN THE SCAFFOLDING RELATIONS","authors":"Sandra Patrícia Marques Pereira, T. Ventura","doi":"10.21125/EDULEARN.2019.1022","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1022","url":null,"abstract":"The present communication is the fourth of a series of reflexive reports about a work in progress that aims to measure the transformative impact of a child with Autism Spectrum Disorder (ASD) within his/her intervention nucleus in a bidirectional logic of learning and personal and social development, thinking about education as a multilateral process in a learning community. An interactionist practice is studied in which the systemic evolution arises from the capacity of individual transformation, in a dynamic of mutual influence, in a continuum in which each and every one will be subject and object of transformation and learning. The intervention method is described, focusing on the community construct, the refinement of their internal process of learning and monitoring, in a collaborative performance of sharing knowledge, skills and objectives, capable of promoting effective learning and transforming the course of personal and collective development. Vygotsky and Bruner’s social constructivism and Brufenbrenner’s ecological vision are resumed, defending knowledge as a social construction. Some theories were revisited, discussing the construct of more competent peer, in the sense of trying to broaden it, contributing to understand the importance of the decentralization of the child of the learning process, also guiding it towards the educator and his/her ability to question and change, constructing and deconstructing the concept of scaffolder. Learning is studied as a democratic practice in which progress is made as a result of transferences of competences, promoted by the child's development potential and by the availability of each educator to regulate and make internal changes, resulting from socializing with that child, letting oneself focus with and by him/her, on a parallel path of self-knowledge and transformation. It is intended to assess the importance of each educator's position in the whole learning process and within this community, trying to confront the weight of scientific and technical competence with the importance of a reflective and integrative attitude. The possible fragility of a methodology centered essentially on the child and on his/her needs is discussed because it may legitimize a practice of power in which Vygotskynian “more competent peer” is able to adapt his/her intervention to the particularities of the child, capable of adjusting to external changes, capable of questioning his/her training, even capable of learning, but unable to translate that learning into change and transformation. Autism is assumed as a sociorelational dysfunction and the intervention plan was outlined based on the principles of The Son-Rise Program. A qualitative methodology was used, contextualizing the field work, describing and responding to the intervenients’ particularities, beliefs and perceptions. We resorted to semi-structured interviews and focus groups, trying to understand how the creation of a learning community allowed us to make","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115190931","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.0249
R. Chivu, Ionuț-Claudiu Popa, Otilia-Elena Platon, Gheorghe Orzan, D. Stoica
Elearning platforms are the bridge between the teacher (information bidder) and the user (information seeker) who have different time and space dimensions. eLearning platforms began to be increasingly widely used both in academia for transmitting information without the need for the physical presence of the student in the classroom and outside the educational environment; some are independent sources of information. In recent years, more and more users understand the role and effectiveness of eLearning platforms by visiting them increasingly more looking for informing the various areas of interest, both for professional (specialized training in the workplace), as and for personal purposes (satisfaction of hobbies, personal development). In this article, we conducted a study through the UciNet program. UciNet is a social network analysis program that, based on the analysis made by entering binary data, generates the chart of existing social networks in a particular group (social group). However, from the same system, we have tried to identify the links that can be created between the different fields of study accessed by an individual in the eLearning platforms, and how the information sought for professional purposes is used for personal purposes and vice versa. Practically, we have identified the connections that exist at the informational level of the specialized studies, regardless of their specialized field.
{"title":"CREATING CONNECTIONS BETWEEN STUDY AREAS IN ONLINE PLATFORMS - ELEARNING: UCINET PRACTICAL APPLICATION","authors":"R. Chivu, Ionuț-Claudiu Popa, Otilia-Elena Platon, Gheorghe Orzan, D. Stoica","doi":"10.21125/EDULEARN.2019.0249","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0249","url":null,"abstract":"Elearning platforms are the bridge between the teacher (information bidder) and the user (information seeker) who have different time and space dimensions. eLearning platforms began to be increasingly widely used both in academia for transmitting information without the need for the physical presence of the student in the classroom and outside the educational environment; some are independent sources of information. In recent years, more and more users understand the role and effectiveness of eLearning platforms by visiting them increasingly more looking for informing the various areas of interest, both for professional (specialized training in the workplace), as and for personal purposes (satisfaction of hobbies, personal development). In this article, we conducted a study through the UciNet program. UciNet is a social network analysis program that, based on the analysis made by entering binary data, generates the chart of existing social networks in a particular group (social group). However, from the same system, we have tried to identify the links that can be created between the different fields of study accessed by an individual in the eLearning platforms, and how the information sought for professional purposes is used for personal purposes and vice versa. Practically, we have identified the connections that exist at the informational level of the specialized studies, regardless of their specialized field.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115987647","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.1597
Miguel Noite, M. Nogueira
In recent years there has been a sharp increase of competition in the higher education sector, particularly from the private sector. Given the budgetary constraints of families but also of HEIs (Higher Education Institutions), one of the main challenges faced by this competitive market is to combat the decline in student numbers. At the same time, unemployment rates of fresh graduates are critical when the labour market faces profound challenges and cannot absorb most of the new graduates. Students now deal with a career perspective marked by uncertainty. In this context, knowledge of the labour market coupled with the existence of a strong and recognized HEI brand can make a difference on students’ choices of courses and institutions, but also, and more importantly, on the recruitment choices made by companies. The purpose of this paper is to describe the attributes of a HEI brand as perceived by three different stakeholders: institution (top management, teaching and non-teaching staff), students and recruiters. Specifically, it seeks to understand which characteristics of the HEI dictate students’ choices and which brand attributes are most valued by the labour market when recruiting. Regarding methodological decisions, this research presents a case study of a private HEI offering marketing courses, whereby seven dimensions were analysed: changes in education, sustainability, attractiveness, importance of using marketing strategies, brand attributes, elements of students’ choices, relationships with the labour market. Data collection was based on two techniques: eight interviews to internal and external stakeholders and one focus group with students. Two different interview guides were designed: one adjusted to interview internal stakeholders (lecturers, staff and top management) and one adjusted to interview recruiters from companies that had previously hired graduate students from this HEI. The focus group included nine graduate students from different academic years and encompassed projective techniques that allowed us to explore students’ feelings and associations with the HEI brand, including word associations, imagery associations, and personifications. This study contributes to deepen our knowledge regarding HEI’s relationships with different stakeholders, particularly with organizations from the labour market. By exploring, understanding and interpreting perceptions and brand associations of different groups of stakeholders regarding the HEI brand, institutions are better equipped to create positive, lasting and well-planned relationships with their students but also with companies that ultimately play an utterly important role in deciding to hire students graduated from an HEI.
{"title":"THE ROLE OF HEI BRANDS AS KEY DRIVERS FOR STUDENTS AND RECRUITERS’ CHOICES IN A COMPETITIVE MARKETPLACE: EXPLORING BRAND ATTRIBUTES AS PERCEIVED BY STAKEHOLDERS (INSTITUTION, STUDENTS AND RECRUITERS)","authors":"Miguel Noite, M. Nogueira","doi":"10.21125/EDULEARN.2019.1597","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1597","url":null,"abstract":"In recent years there has been a sharp increase of competition in the higher education sector, particularly from the private sector. Given the budgetary constraints of families but also of HEIs (Higher Education Institutions), one of the main challenges faced by this competitive market is to combat the decline in student numbers. At the same time, unemployment rates of fresh graduates are critical when the labour market faces profound challenges and cannot absorb most of the new graduates. Students now deal with a career perspective marked by uncertainty. In this context, knowledge of the labour market coupled with the existence of a strong and recognized HEI brand can make a difference on students’ choices of courses and institutions, but also, and more importantly, on the recruitment choices made by companies. The purpose of this paper is to describe the attributes of a HEI brand as perceived by three different stakeholders: institution (top management, teaching and non-teaching staff), students and recruiters. Specifically, it seeks to understand which characteristics of the HEI dictate students’ choices and which brand attributes are most valued by the labour market when recruiting. Regarding methodological decisions, this research presents a case study of a private HEI offering marketing courses, whereby seven dimensions were analysed: changes in education, sustainability, attractiveness, importance of using marketing strategies, brand attributes, elements of students’ choices, relationships with the labour market. Data collection was based on two techniques: eight interviews to internal and external stakeholders and one focus group with students. Two different interview guides were designed: one adjusted to interview internal stakeholders (lecturers, staff and top management) and one adjusted to interview recruiters from companies that had previously hired graduate students from this HEI. The focus group included nine graduate students from different academic years and encompassed projective techniques that allowed us to explore students’ feelings and associations with the HEI brand, including word associations, imagery associations, and personifications. This study contributes to deepen our knowledge regarding HEI’s relationships with different stakeholders, particularly with organizations from the labour market. By exploring, understanding and interpreting perceptions and brand associations of different groups of stakeholders regarding the HEI brand, institutions are better equipped to create positive, lasting and well-planned relationships with their students but also with companies that ultimately play an utterly important role in deciding to hire students graduated from an HEI.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116232756","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.1396
Yan-Siang Luo, Cheuk Hang Au, Walter S. L. Fung
{"title":"SIMULATION OF HONG KONG GREEN DECK WITH VIRTUAL REALITY FOR SUSTAINABILITY EDUCATION","authors":"Yan-Siang Luo, Cheuk Hang Au, Walter S. L. Fung","doi":"10.21125/EDULEARN.2019.1396","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1396","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116430715","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.1722
M. Mičić
The aim of this research was to explore the correlation between the pupils' perception of the school as a caring community, school satisfaction and some aspects of the quality of school life (assessment of academic competence, learning at school and the importance of education for the future). A total of 433 elementary school pupils from fifth, sixth, seventh and eighth grade participated in the research (203 males and 230 females). The data were collected by the mean of questionnaire. The analysis of the results indicates the existence of a positive correlation between the pupils' experience of school community and school satisfaction. The pupils who experience school as a place of caring community are more satisfied with the school. There is also a positive correlation between the pupils' perception of school as a caring community and some aspects of the quality of school life. Pupils who experience greater care both by other pupils, teachers and other people in school feel more competent in what they do at school, feel more motivated to perform school obligations and positively evaluate the role of the school for their future.
{"title":"RELATIONSHIP BETWEEN PUPILS’ PERCEPTION OF THE SCHOOL AS A CARING COMMUNITY, SCHOOL SATISFACTION AND SOME ASPECTS OF QUALITY OF SCHOOL LIFE","authors":"M. Mičić","doi":"10.21125/EDULEARN.2019.1722","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1722","url":null,"abstract":"The aim of this research was to explore the correlation between the pupils' perception of the school as a caring community, school satisfaction and some aspects of the quality of school life (assessment of academic competence, learning at school and the importance of education for the future). A total of 433 elementary school pupils from fifth, sixth, seventh and eighth grade participated in the research (203 males and 230 females). The data were collected by the mean of questionnaire. The analysis of the results indicates the existence of a positive correlation between the pupils' experience of school community and school satisfaction. The pupils who experience school as a place of caring community are more satisfied with the school. There is also a positive correlation between the pupils' perception of school as a caring community and some aspects of the quality of school life. Pupils who experience greater care both by other pupils, teachers and other people in school feel more competent in what they do at school, feel more motivated to perform school obligations and positively evaluate the role of the school for their future.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116557832","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.0643
Pernilla Josefsson, Kai-Mikael Jää-Aro, S. Lundmark, Ann Mutvei Berrez
Many countries have recently implemented digital competence as an important part of their school curricula. In Sweden, the curriculum states: “Teaching should give students the opportunity to use digital tools in a way which promotes knowledge development” [3], making it mandatory to implement digital tools in teaching and learning. This poses challenges for schools and teachers: schools need to assist with infrastructure and make technology available, teachers need to acquire knowledge on how to use technology for educational purposes. Achieving technology integration to support teaching and learning in the classroom has been argued to be influenced by teachers’ attitudes and pedagogical beliefs [4], therefore the link between teachers’ pedagogical beliefs and their practices must be examined in order to fully understand the integration [1]. This study is part of the Erasmus+ project Functional Information and Communication Technology Instruction On the Net (FICTION) [2] and investigates science teachers’ attitudes towards integration of technology, and how teachers elaborate and implement digital technologies into their teaching practices. In winter/spring 2019 five teachers from a local primary school took part in three focus group interviews. The first interview defined the current situation, the second generated input on how to challenge each teacher based on their needs. Each teacher was given instructions for a specific technology to try out during teaching. The teachers recorded their experiences on video for the third focus group discussion, which included an evaluation of how they perceived the specific technology to improve their students’ learning. The data so far consist of audio and video recordings from the interviews and the teachers’ experiences of using the proposed technologies in their teaching. Some preliminary findings are that while schools invest in infrastructure and technology, the opportunities to use the technology often are hindered by administrative issues such as scheduling, lack of time for competence development and no choice on platforms and systems to work with. The link between the teachers’ pedagogical beliefs and their practice is based on these prerequisites, but also on the teachers’ willingness to try out various technological tools. The data show that the teachers’ pedagogical perspectives and work with, e.g., formative teaching, pleasurable learning, and quality assured teaching and feedback, affect the teachers’ willingness to integrate new technologies and tools in their teaching.
{"title":"THE IMPLEMENTATION OF DIGITAL TOOLS IN TEACHING: A QUALITATIVE CASE STUDY AT A SWEDISH PRIMARY SCHOOL","authors":"Pernilla Josefsson, Kai-Mikael Jää-Aro, S. Lundmark, Ann Mutvei Berrez","doi":"10.21125/EDULEARN.2019.0643","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0643","url":null,"abstract":"Many countries have recently implemented digital competence as an important part of their school curricula. In Sweden, the curriculum states: “Teaching should give students the opportunity to use digital tools in a way which promotes knowledge development” [3], making it mandatory to implement digital tools in teaching and learning. This poses challenges for schools and teachers: schools need to assist with infrastructure and make technology available, teachers need to acquire knowledge on how to use technology for educational purposes. Achieving technology integration to support teaching and learning in the classroom has been argued to be influenced by teachers’ attitudes and pedagogical beliefs [4], therefore the link between teachers’ pedagogical beliefs and their practices must be examined in order to fully understand the integration [1]. This study is part of the Erasmus+ project Functional Information and Communication Technology Instruction On the Net (FICTION) [2] and investigates science teachers’ attitudes towards integration of technology, and how teachers elaborate and implement digital technologies into their teaching practices. In winter/spring 2019 five teachers from a local primary school took part in three focus group interviews. The first interview defined the current situation, the second generated input on how to challenge each teacher based on their needs. Each teacher was given instructions for a specific technology to try out during teaching. The teachers recorded their experiences on video for the third focus group discussion, which included an evaluation of how they perceived the specific technology to improve their students’ learning. The data so far consist of audio and video recordings from the interviews and the teachers’ experiences of using the proposed technologies in their teaching. Some preliminary findings are that while schools invest in infrastructure and technology, the opportunities to use the technology often are hindered by administrative issues such as scheduling, lack of time for competence development and no choice on platforms and systems to work with. The link between the teachers’ pedagogical beliefs and their practice is based on these prerequisites, but also on the teachers’ willingness to try out various technological tools. The data show that the teachers’ pedagogical perspectives and work with, e.g., formative teaching, pleasurable learning, and quality assured teaching and feedback, affect the teachers’ willingness to integrate new technologies and tools in their teaching.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116576101","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.0386
M. Halaj, Ladislav Hofreiter, Richard Jankura
{"title":"PREPARATION AND IMPLEMENTATION OF SAFETY CULTURE RESEARCH BY STUDENTS OF SECURITY MANAGEMENT","authors":"M. Halaj, Ladislav Hofreiter, Richard Jankura","doi":"10.21125/EDULEARN.2019.0386","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0386","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122683603","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.2601
R. Zein
With the overwhelming technological innovations as Web 2.0 tools and their various integrations in education, instructors have struggled with the issue of these tools. While students report that social media tools assist them academically through collaborations, some instructors have expressed concerns that they encourage socializing and loss of educational focus. The present paper examines the uses of Blogs and wikis in two math middle school classes. The themes emerging from this study are: students' uses versus teacher's uses of Web 2.0 tools; quality and quantity in Web 2.0 communication; quality of content and the balance between online and face-to-face in Web 2.0 learning and finally the teacher's role in Web 2.0 learning.
{"title":"EXPLORING THE USES OF BLOGS AND WIKIS AS TEACHING AND LEARNING TOOLS IN MATHEMATICS: FINDINGS AND IMPLICATIONS","authors":"R. Zein","doi":"10.21125/EDULEARN.2019.2601","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2601","url":null,"abstract":"With the overwhelming technological innovations as Web 2.0 tools and their various integrations in education, instructors have struggled with the issue of these tools. While students report that social media tools assist them academically through collaborations, some instructors have expressed concerns that they encourage socializing and loss of educational focus. The present paper examines the uses of Blogs and wikis in two math middle school classes. The themes emerging from this study are: students' uses versus teacher's uses of Web 2.0 tools; quality and quantity in Web 2.0 communication; quality of content and the balance between online and face-to-face in Web 2.0 learning and finally the teacher's role in Web 2.0 learning.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122443744","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.1587
Iratxe Menchaca Sierra, P. Doran
Many innovative initiatives serve to transform the way our students learn. However, not all the proposed initiatives interest our students because they do not address real problems or because they are disconnected from the reality of their environment. Through the Islands Diversity for Science Education project, students from islands around the world will be able to collaborate and learn relevant content by applying the scientific method and analysing local and global data. It's an innovative, collaborative, experiential, and durable way to learn science. Islands Diversity for Science Education (http://idiverse.eu/) is an educational project, co-funded by the European Erasmus + Agency, which proposes an innovative methodology focusing on scientific knowledge and bringing students to the heart of their community to raise important issues and create relevant and directly applicable solutions with lasting effect. The aim of this project is to offer a methodology for teaching scientific areas based on the exploration of the environment, in the identification of real problems related to biology, geology, astronomy, or physics, for example, so that students can gather information to better understand the problem, advance in knowledge and even propose creative solutions. To achieve this objective the project provide training and educational resources to schools to become open schools, as well as a set of activities based on scientific areas where students develop projects that address the real needs of their community and their environment, following the Design Thinking methodology in an interdisciplinary and Inquiry-based approach. One important pillar of the project and a central objective of the methodology is the inclusion of an assessment protocol focused on the development of 21st century skills. This assessment protocol focuses on the collection of evidence, observation by the teacher, and the integration of data extracted from the technologies themselves (a contribution from the field of Learning Analytics). This article presents the assessment protocol designed for the project’s methodological approach. This assessment protocol makes possible to assess, based on evidence, the research activities carried out by the students and their development of critical thinking, communication, collaboration and creativity skills. Since the development of competencies and the application of the scientific method are learning objectives common to all these disciplines. The implementation of this methodological approach is being widely welcomed by science teachers for the interdisciplinarity of learning activities, and by students for the authenticity of learning experiences. In addition, external stakeholders such as families, associations or local companies have also shown their interest in the project and have positively valued the opportunity to be part of these learning experiences. There are already several kindergarten, primary, secondary, baccalaureate
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