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Dual-Language Teachers’ Use of Technology to Facilitate Mathematical Discourse 双语教师利用技术促进数学话语
IF 0.9 Q2 Social Sciences Pub Date : 2021-07-03 DOI: 10.1080/07380569.2021.1953367
Adria Patthoff, J. Castillo, Alejandra Treviño
Abstract Teachers’ beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers’ use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional contexts of teachers, especially those working in less common settings, may enhance our knowledge of how technology shapes teachers’ instruction and, subsequently, student learning. This case study highlights three teachers’ beliefs and practices of incorporating technology to enhance mathematics learning and mathematical discourse in public dual-language elementary schools. Through interviews, video-recorded lessons, and workshop discussions, researchers examined why and how teachers leveraged technology to enhance mathematics learning in a bilingual program. The analysis indicates that teachers’ reasoning and technology use sought to increase opportunities for discourse, a significant component of the mathematical practices (National Governors Association Center for Best Practices, 2010), strengthening their bilingual students’ understanding and application of mathematical concepts, processes, and proficiencies.
教师的信念、专业发展、获得硬件/软件和教学环境都会影响教师对技术的使用(Ertmer et al., 2012;González-Carriedo & Esprívalo Harrell, 2018;Ottenbreit-Leftwich et al., 2010)。前三个因素已经得到了广泛的研究,但是对教师的教学环境,特别是那些在不太常见的环境中工作的教师的教学环境的额外研究,可能会增强我们对技术如何影响教师教学以及随后影响学生学习的认识。本个案研究着重介绍了三位教师在公立双语小学中运用科技来加强数学学习和数学话语的信念和实践。通过访谈、视频录制课程和研讨会讨论,研究人员调查了教师为什么以及如何利用技术来提高双语课程中的数学学习。分析表明,教师的推理和技术使用寻求增加话语的机会,话语是数学实践的重要组成部分(国家州长协会最佳实践中心,2010年),加强双语学生对数学概念、过程和熟练程度的理解和应用。
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引用次数: 0
An Exploration of Factors Impacting Middle School Students’ Attitudes Toward Computer Programming 影响中学生计算机程序设计态度的因素探讨
IF 0.9 Q2 Social Sciences Pub Date : 2021-04-19 DOI: 10.1080/07380569.2021.1882209
Mete Akcaoglu, J. Rosenberg, Charles B. Hodges, J. Hilpert
Abstract Computer programming is becoming an essential skill for young students regardless of their education or career goals. Therefore, for students to develop and for educators and researchers to accurately measure self-efficacy in and value for programming is important. Although student motivation in subject matter can be measured using self-report surveys, these types of instruments are prone to error due to inherent biases. In this quasi-experimental and cross-sectional study, we examined whether using a computer programming pretest before taking a perception survey (i.e., providing examples of the key concept in the survey beforehand) had an impact on students’ self-reported self-efficacy and utility value, thus helping collect more accurate data. Results showed no significant difference on self-efficacy and value scores between those who received a pretest and those who did not. In further analysis, however, it was found that pretest performance was positively correlated with self-efficacy and value. In addition, boys reported significantly higher self-efficacy and value than girls, confirming gender disparity outlined in previous research. An exploratory, but important, finding was that there was an interaction between gender and test performance for the self-efficacy and utility value. While boys’ who had high pretest scores also reported higher levels of self-efficacy and utility value, it was the opposite for girls.
计算机编程正成为年轻学生的一项基本技能,无论他们的教育背景或职业目标如何。因此,对于学生的发展和教育工作者和研究人员来说,准确地测量编程的自我效能和价值是很重要的。虽然学生在主题上的动机可以使用自我报告调查来衡量,但由于固有的偏见,这些类型的工具容易出错。在这项准实验和横断面研究中,我们考察了在进行感知调查之前使用计算机编程预测(即事先提供调查中关键概念的示例)是否会影响学生自我报告的自我效能感和效用价值,从而有助于收集更准确的数据。结果显示,接受预测者和未接受预测者在自我效能和价值得分上没有显著差异。然而,在进一步的分析中,我们发现测试前的表现与自我效能和价值呈正相关。此外,男孩报告的自我效能和价值显著高于女孩,证实了先前研究中概述的性别差异。一个探索性但重要的发现是,性别与自我效能感和效用价值的测试表现之间存在相互作用。虽然测试前得分高的男孩也报告了更高的自我效能感和效用价值,但女孩的情况恰恰相反。
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引用次数: 3
Characterizing the Role of Technology in Mathematics Teachers’ Practices When Teaching About the Derivative 技术在数学教师导数教学实践中的作用表征
IF 0.9 Q2 Social Sciences Pub Date : 2021-04-19 DOI: 10.1080/07380569.2021.1882211
José María Gavilán-Izquierdo, Mercedes García, V. Martín-Molina
Abstract A current research problem in mathematics education is the characterization of the role of teachers in the processes of technology integration in mathematics classrooms. This article shows how two secondary mathematics teachers taught the concept of derivative of a function at a point and the concept of derivative function, one of them using digital technology and the other one without using it. Their teaching was characterized by describing their hypothetical learning trajectories (learning goals, learning activities and the hypothetical learning processes). APOS theory (which stands for Action, Process, Object and Schema) was used to describe the hypothetical learning processes. The results showed that the use of digital technology in class may promote reflection among students without excessive computations, thus helping them to construct the concept of derivative.
摘要当前数学教育研究的一个问题是数学课堂技术整合过程中教师角色的表征。本文介绍了两位中学数学教师是如何在教学中使用数字技术和不使用数字技术的情况下,对函数的一点导数概念和导数函数的概念进行教学的。他们的教学特点是描述他们假设的学习轨迹(学习目标、学习活动和假设的学习过程)。APOS理论(即Action, Process, Object and Schema)被用来描述假设的学习过程。结果表明,在课堂上使用数字技术可以促进学生的反思,而不需要过多的计算,从而帮助他们构建导数的概念。
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引用次数: 0
Safe, Sound, and Private: Promoting Data Protection for Students 安全、健全和隐私:促进学生的数据保护
IF 0.9 Q2 Social Sciences Pub Date : 2021-04-19 DOI: 10.1080/07380569.2021.1882203
Joanna C. Zimmerle
Abstract In an effort to slow the spread of the highly infectious disease coronavirus (COVID-19), school districts around the world closed school buildings, thrusting educators into emergency remote teaching. Although many vendors were quick to release tutorial guides and free trials for their online learning resources, the growing concern over student data protection intensified. A lack of transparency or disregard for privacy in the privacy policies of many apps and websites used by students may allow third parties to generate detailed profiles of students to be used for behavioral advertising, which could cause unforeseen consequences. This article highlights existing federal laws that aim to protect student data, explains the importance of vetting apps and websites used by students, offers guidance to assist schools with the vetting process, and concludes with resources to teach about digital citizenship, including lessons in which students learn how to protect their own data.
为了减缓高传染性疾病冠状病毒(COVID-19)的传播,世界各地的学区关闭了校舍,迫使教育工作者进行紧急远程教学。尽管许多供应商很快就为他们的在线学习资源发布了教程指南和免费试用版,但对学生数据保护的担忧日益加剧。许多学生使用的应用程序和网站的隐私政策缺乏透明度或无视隐私,可能会允许第三方生成学生的详细资料,用于行为广告,这可能会造成不可预见的后果。本文重点介绍了旨在保护学生数据的现有联邦法律,解释了审查学生使用的应用程序和网站的重要性,提供了帮助学校进行审查过程的指导,并总结了有关数字公民的教学资源,包括学生学习如何保护自己数据的课程。
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引用次数: 1
Examination of Turkish Middle School STEM Teachers' Knowledge about Computational Thinking and Views Regarding Information and Communications Technology 土耳其中学STEM教师关于计算思维和信息通信技术观点的知识考试
IF 0.9 Q2 Social Sciences Pub Date : 2021-04-19 DOI: 10.1080/07380569.2021.1882206
Kaan Bati, Mehmet İkbal Yetişir
Abstract Over the past two decades, the integration of computational thinking, as well as information and communications technology within educational programs, has gained importance. A primary obstacle to integrating computational thinking into teaching and learning is the level of teachers' knowledge, skills, and perceptions related to this topic. This study aimed to determine the views of science, technology, engineering, and math (STEM) teachers regarding using information and communications technology within their teaching, emphasizing computational thinking within lessons, and conceptually developing levels of computational thinking skills. Another aim was to examine whether these variables differed according to educational discipline, teaching experience, and graduation factors. Data collection was conducted via an online questionnaire completed by participating teachers. One hundred twenty-one (121) teachers from 38 middle schools (34 public and 4 private) in seven different cities in the Republic of Turkey participated. An F test was used to determine whether selected scales, translated from an ICILS 2018 Teacher Questionnaire, differentiated according to educational discipline, teaching experience, and/or graduation factors. Pearson correlation coefficients were calculated to determine relationships between variables used in data collection. Results indicated that teachers need a sufficient level of education and guidance regarding incorporating information and communications technology into their lessons as well as how to consistently use these tools within their classrooms.
摘要在过去的二十年里,计算思维以及信息和通信技术在教育项目中的整合变得越来越重要。将计算思维融入教学的主要障碍是教师与该主题相关的知识、技能和感知水平。本研究旨在确定科学、技术、工程和数学(STEM)教师对在教学中使用信息和通信技术、在课堂中强调计算思维以及从概念上发展计算思维技能水平的看法。另一个目的是检验这些变量是否因教育学科、教学经验和毕业因素而异。数据收集是通过参与教师完成的在线问卷进行的。来自土耳其共和国七个不同城市的38所中学(34所公立和4所私立)的121名教师参加了此次活动。使用F测试来确定从ICILS 2018教师问卷翻译而来的所选量表是否根据教育学科、教学经验和/或毕业因素进行了区分。计算Pearson相关系数以确定数据收集中使用的变量之间的关系。结果表明,教师需要充分的教育和指导,将信息和通信技术纳入课堂,以及如何在课堂上始终如一地使用这些工具。
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引用次数: 4
Exploring the “Presence” of Prospective Teachers in the Virtual Reality Environment: A Qualitative Study 虚拟现实环境下未来教师的“存在”探索:一项定性研究
IF 0.9 Q2 Social Sciences Pub Date : 2021-04-03 DOI: 10.1080/07380569.2021.1911555
Murat Çoban, Alperen Kayserili
Abstract This study aimed to investigate the perception of “presence” of 43 prospective teachers participating in a virtual reality (VR) environment with an immersion function and to describe their opinions and experiences regarding the implementation process. The case study model, a qualitative research approach, was used. Participants experienced the VR environment using an HTC Vive device with an immersive feature. Qualitative data were collected through a structured interview form at the end of the application. Findings indicated that most participants provided positive perceptions regarding their VR experience. Additionally, the perceptions of participants were categorized into three main areas: technology, design, and individual characteristics. These categories and the participants’ experiences may contribute to the process of integrating VR systems into educational environments and developing novel VR applications.
摘要本研究旨在调查43名未来教师在具有沉浸功能的虚拟现实环境中对“在场”的感知,并描述他们对实施过程的意见和经验。采用了案例研究模式,这是一种定性研究方法。参与者使用具有沉浸式功能的HTC Vive设备体验VR环境。定性数据是在申请结束时通过结构化面试表收集的。研究结果表明,大多数参与者对他们的虚拟现实体验都有积极的看法。此外,参与者的感知被分为三个主要领域:技术、设计和个人特征。这些类别和参与者的经历可能有助于将VR系统集成到教育环境中并开发新的VR应用程序。
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引用次数: 0
Attitude toward Computers and Critical Thinking of Postgraduate Students as Predictors of Research Self-Efficacy 计算机态度与批判性思维对研究生研究自我效能感的影响
IF 0.9 Q2 Social Sciences Pub Date : 2021-04-03 DOI: 10.1080/07380569.2021.1911554
Hatice Odacı, E. Erzen
Abstract The purpose of this study was to examine to what extent the attitude toward computers and disposition to critical thinking of postgraduate students in the field of educational sciences predicted their research self-efficacy and to investigate the difference in these variables on the basis of students’ postgraduate education levels. Participants were 197 postgraduate students in the field of educational sciences in eight different public universities in Turkey: 105 (53.3%) doctoral students, 92 (46.7%) master’s students. The results revealed a significant positive attitude between research self-efficacy and critical thinking. The results also showed that attitude toward computers and critical thinking accounted for 3% of total research self-efficacy variation; and that of these two variables, critical thinking made a significant contribution to the model. Based on ongoing levels of education, there was a significant difference between the research self-efficacies of master’s and doctoral students. The source of this variation was attributed to doctoral students’ research self-efficacy scores being significantly higher than those of master’s students. Additionally, results showed a significant difference between attitudes toward computers of master’s and doctoral students.
摘要本研究的目的是检验教育科学领域研究生对计算机的态度和批判性思维的倾向在多大程度上预测他们的研究自我效能,并根据学生的研究生教育水平调查这些变量的差异。参与者是土耳其八所不同公立大学教育科学领域的197名研究生:105名(53.3%)博士生,92名(46.7%)硕士生。研究结果显示,研究自我效能感与批判性思维之间存在显著的正向关系。结果还表明,对计算机的态度和批判性思维占研究自我效能感总变异的3%;在这两个变量中,批判性思维对模型做出了重大贡献。从受教育程度来看,硕士生和博士生的研究自我效能存在显著差异。这种差异的来源是博士生的研究自我效能感得分显著高于硕士生。此外,研究结果显示,硕士生和博士生对计算机的态度存在显著差异。
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引用次数: 1
Teachers’ Perceptions of First-Year Implementation of Computer Science Curriculum in Middle School: How We Can Support CS Initiatives 教师对中学计算机科学课程第一年实施的看法:我们如何支持计算机科学计划
IF 0.9 Q2 Social Sciences Pub Date : 2021-04-03 DOI: 10.1080/07380569.2021.1911540
Suhkyung Shin, Jongpil Cheon, Sungwon Shin
Abstract Incorporating computer science (CS) into K–12 education has been highlighted in recent years as an important way to promote computational thinking skills. The aim of this study was to investigate teachers’ experiences with a new CS curriculum and address challenges to teachers during implementation. This study was designed to evaluate CS curriculum implementation in order to inform CS practices. Interview and survey data were collected and analyzed. Findings showed that teachers had high confidence in teaching CS; however, they sought professional development to acquire content knowledge and instructional strategies to effectively engage students in learning. As for the curriculum and students, the scope of the curriculum needed to be adjusted along with students’ prerequisite skills and knowledge. As for the context, some schools did not have appropriate facilities. Recommendations for implementing CS curricula and implications are discussed.
近年来,将计算机科学(CS)纳入K-12教育作为提高计算思维能力的重要途径备受关注。本研究的目的是调查教师使用新的计算机科学课程的经验,并解决教师在实施过程中面临的挑战。本研究旨在评估计算机科学课程的实施情况,以便为计算机科学实践提供信息。收集和分析访谈和调查数据。调查结果显示,教师对计算机科学教学有较高的信心;然而,他们寻求专业发展,以获取内容知识和教学策略,以有效地吸引学生学习。对于课程和学生来说,课程的范围需要随着学生的先决技能和知识的调整而调整。至于情况,有些学校没有适当的设施。讨论了实施计算机科学课程的建议及其影响。
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引用次数: 2
Skipping the Source and Checking the Contents: An in-Depth Look at Students’ Approaches to Web Evaluation 跳源查目:学生网络评价方法的深入研究
IF 0.9 Q2 Social Sciences Pub Date : 2021-04-03 DOI: 10.1080/07380569.2021.1912541
Sarah McGrew
Abstract This study investigated how high school students evaluated online information on social and political topics. Eighteen juniors and seniors, at a school that attempts to leverage technology to personalize learning, thought aloud as they completed online reasoning tasks. Three themes emerged from analyses of think-aloud data. First, students assembled ad hoc lists of surface features (e.g., a website’s layout or top-level domain) that they used to render decisions about whether content was trustworthy. Next, they judged the usability of an article as a way to decide whether it was reliable. Finally, they interpreted the presence of data as conferring credibility on online posts, regardless of the quality of the source. These students spent a great deal of the school day in front of computers, yet this study suggests that students relied on evaluation tactics best suited for vetted print information—not the open web.
摘要本研究旨在调查高中生对网络社会政治话题信息的评价。在一所试图利用技术实现个性化学习的学校里,18名大三和大四学生在完成在线推理任务时大声思考。对有声思维数据的分析显示出三个主题。首先,学生们将表面特征(例如,网站的布局或顶级域名)的临时列表集合起来,用来判断内容是否值得信赖。接下来,他们判断一篇文章的可用性,以此来判断它是否可靠。最后,他们将数据的存在解释为赋予在线帖子可信度,而不管来源的质量如何。这些学生在学校里花了大量的时间在电脑前,然而这项研究表明,学生们依赖于最适合经过审查的印刷信息的评估策略,而不是开放的网络。
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引用次数: 4
Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers 新冠肺炎期间2020年春季远程教学的适应:高级就业统计教师的观点
IF 0.9 Q2 Social Sciences Pub Date : 2020-11-04 DOI: 10.1080/07380569.2022.2090764
Teresa M. Ober, Matthew F. Carter, Meghan R. Coggins, Audrey Filonczuk, Casey Kim, Maxwell R. Hong, Ying Cheng
Abstract During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = –.09) than teachers at schools that provided devices (5.69%; Sentiment Mean = 1.35, p < .01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies.
摘要在2020年春季学期,世界各地的K-12教师从面对面教学转变为在线教学。为了更好地了解这些经历,七名高级安置(AP)统计高中教师按照半结构化协议接受了采访。一项合作和共识驱动的转录本分析揭示了12个不同的主题。讨论最广泛的三个主题似乎是评估(19.11%)、沟通方法(12.23%)、,以及在线教学方法的使用(11.90%)。与提供设备的学校的教师(5.69%;情绪平均值 = 1.35,p<0.01)。这些发现突出了教师在向远程和在线教学过渡期间面临的问题,并表明有必要支持教师熟悉在线和远程评估资源和策略。
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引用次数: 4
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COMPUTERS IN THE SCHOOLS
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