Pub Date : 2024-03-06DOI: 10.1080/07380569.2024.2322167
Declan Qualter
Rapid advancements in technology have led to Digital Technologies (DT) playing an increasingly prominent role in the digital transformation of education, prompting national and international educat...
{"title":"From Digital Exclusion to Digital Inclusion: Shaping the Role of Parental Involvement in Home-Based Digital Learning – A Narrative Literature Review","authors":"Declan Qualter","doi":"10.1080/07380569.2024.2322167","DOIUrl":"https://doi.org/10.1080/07380569.2024.2322167","url":null,"abstract":"Rapid advancements in technology have led to Digital Technologies (DT) playing an increasingly prominent role in the digital transformation of education, prompting national and international educat...","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075228","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 : 2024-01-23DOI: 10.1080/07380569.2023.2297893
A. Bayaga, Michael Alexander
{"title":"Exploring the Influence of Adaptive E-Learning Technology on Learners’ Perceptions of Mathematical Modeling and Simulation in South African Schools","authors":"A. Bayaga, Michael Alexander","doi":"10.1080/07380569.2023.2297893","DOIUrl":"https://doi.org/10.1080/07380569.2023.2297893","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139603735","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 : 2023-12-22DOI: 10.1080/07380569.2023.2291639
Cheryl Wei-yu Chen
{"title":"Lend Me Your Ears: A Study on Taking the Role of Podcasters by Taiwanese EFL Learners","authors":"Cheryl Wei-yu Chen","doi":"10.1080/07380569.2023.2291639","DOIUrl":"https://doi.org/10.1080/07380569.2023.2291639","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139164257","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 : 2023-12-21DOI: 10.1080/07380569.2023.2292718
Jonathan Yogi, Youngkyun Baek, Jesús Trespalacios
This study investigated the impact of group interactions and structure, specifically gender, on achievement in elementary robotics classes. The research involved 103 ‘s-grade (satisfactory grade)’ ...
{"title":"The Effects of Group Interaction and Structure on a Achievement in Elementary School Robotics Classrooms","authors":"Jonathan Yogi, Youngkyun Baek, Jesús Trespalacios","doi":"10.1080/07380569.2023.2292718","DOIUrl":"https://doi.org/10.1080/07380569.2023.2292718","url":null,"abstract":"This study investigated the impact of group interactions and structure, specifically gender, on achievement in elementary robotics classes. The research involved 103 ‘s-grade (satisfactory grade)’ ...","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823518","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 : 2023-12-13DOI: 10.1080/07380569.2023.2271486
Andra Antal-Berbecaru, Alexia Larchen Costuchen, Soumyabrata Dev
This paper is about the development of a gamified application tailored to Generation Z (population born between 1997 and 2012) as an alternative to the text-based LimeSurvey (formerly PHPSurveyor)....
{"title":"Survey Gamification: Engaging Generation Z","authors":"Andra Antal-Berbecaru, Alexia Larchen Costuchen, Soumyabrata Dev","doi":"10.1080/07380569.2023.2271486","DOIUrl":"https://doi.org/10.1080/07380569.2023.2271486","url":null,"abstract":"This paper is about the development of a gamified application tailored to Generation Z (population born between 1997 and 2012) as an alternative to the text-based LimeSurvey (formerly PHPSurveyor)....","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138687905","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 : 2023-12-13DOI: 10.1080/07380569.2023.2291684
Diana Owen
The use of digital devices in K-12 classrooms has become increasingly contested with their ubiquity. This study examines policies governing cell phone use in elementary and secondary school civics,...
{"title":"Cell Phone Use in American Civics and History Classrooms","authors":"Diana Owen","doi":"10.1080/07380569.2023.2291684","DOIUrl":"https://doi.org/10.1080/07380569.2023.2291684","url":null,"abstract":"The use of digital devices in K-12 classrooms has become increasingly contested with their ubiquity. This study examines policies governing cell phone use in elementary and secondary school civics,...","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138687522","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 : 2023-11-28DOI: 10.1080/07380569.2023.2279870
Joseph Mintz, Wayne Holmes, Leping Liu, Maria Perez-Ortiz
Published in Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research (Vol. 40, No. 4, 2023)
发表于《学校中的计算机:跨学科的实践、理论和应用研究》(第40卷，第4期，2023年)
{"title":"Artificial Intelligence and K-12 Education: Possibilities, Pedagogies and Risks","authors":"Joseph Mintz, Wayne Holmes, Leping Liu, Maria Perez-Ortiz","doi":"10.1080/07380569.2023.2279870","DOIUrl":"https://doi.org/10.1080/07380569.2023.2279870","url":null,"abstract":"Published in Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research (Vol. 40, No. 4, 2023)","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512043","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 : 2023-10-31DOI: 10.1080/07380569.2023.2276720
Ahmed Al Khateeb, Jeong-Bae Son
AbstractThe outbreak of COVID-19 has greatly influenced conventional language learning and teaching, leading to a rapid transformation toward online learning and teaching. In many places, language learners and teachers experienced a sudden shift to online instruction with limited resources and inadequate preparation. This study examines the challenges and strategies that Saudi Arabian English as a foreign language (EFL) teachers experienced in online language teaching and explores how they dealt with such challenges for the implementation of online language teaching. It also identifies ways to help language teachers be more effective in online teaching and better respond to emergencies like the COVID-19 pandemic. The verification of these challenges and strategies in online settings provides insights into how to teach languages better online. The results of the study indicate that online language teaching was accepted as a professional practice, which has benefits such as flexibility and accessibility, but also poses pedagogical and technical issues. Online language teaching requires context-specific strategies, including maintaining student motivation and continuing professional development.Keywords: Online language teachingEnglish as a foreign languagein-service teacherschallengesstrategies Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Challenges and Strategies of In-Service EFL Teachers in Online Language Teaching: A Saudi Arabian Case Study","authors":"Ahmed Al Khateeb, Jeong-Bae Son","doi":"10.1080/07380569.2023.2276720","DOIUrl":"https://doi.org/10.1080/07380569.2023.2276720","url":null,"abstract":"AbstractThe outbreak of COVID-19 has greatly influenced conventional language learning and teaching, leading to a rapid transformation toward online learning and teaching. In many places, language learners and teachers experienced a sudden shift to online instruction with limited resources and inadequate preparation. This study examines the challenges and strategies that Saudi Arabian English as a foreign language (EFL) teachers experienced in online language teaching and explores how they dealt with such challenges for the implementation of online language teaching. It also identifies ways to help language teachers be more effective in online teaching and better respond to emergencies like the COVID-19 pandemic. The verification of these challenges and strategies in online settings provides insights into how to teach languages better online. The results of the study indicate that online language teaching was accepted as a professional practice, which has benefits such as flexibility and accessibility, but also poses pedagogical and technical issues. Online language teaching requires context-specific strategies, including maintaining student motivation and continuing professional development.Keywords: Online language teachingEnglish as a foreign languagein-service teacherschallengesstrategies Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135813790","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 : 2023-10-31DOI: 10.1080/07380569.2023.2276736
Konstantina Martzoukou, Ioannis Panayiotakis, Nicholas Herbert, Emma Grey, Niall MacDonald
This paper explores young people’s development of digital literacy and resilience and discusses how teachers and librarians can play an important role in supporting young people to become digital citizens: informed, active, ethical, safe and responsible members of the online society. The research involved the delivery and evaluation of an interactive educational workshops that included an online cartoon series, accompanied by openly available educational toolkits dealing with topics of online resilience and safety in the online environment. The research involved a total of 239 secondary school pupils, across six schools and within a single local authority in Scotland. Anonymous qualitative and quantitative data were collected from the learning activities, which related to young people’s experiences, coping strategies and emotions in the online environment. The workshops empowered young people to open dialogue about challenging situations they experience in their everyday online connectivity and express their needs for further training. This work presents an innovative constructivist learning approach that can be replicated with young people to explore multiple challenges and opportunities they may encounter when navigating their online environment.
{"title":"‘Maddie is Online’: A Creative Learning Path to Digital Literacy for Young People","authors":"Konstantina Martzoukou, Ioannis Panayiotakis, Nicholas Herbert, Emma Grey, Niall MacDonald","doi":"10.1080/07380569.2023.2276736","DOIUrl":"https://doi.org/10.1080/07380569.2023.2276736","url":null,"abstract":"This paper explores young people’s development of digital literacy and resilience and discusses how teachers and librarians can play an important role in supporting young people to become digital citizens: informed, active, ethical, safe and responsible members of the online society. The research involved the delivery and evaluation of an interactive educational workshops that included an online cartoon series, accompanied by openly available educational toolkits dealing with topics of online resilience and safety in the online environment. The research involved a total of 239 secondary school pupils, across six schools and within a single local authority in Scotland. Anonymous qualitative and quantitative data were collected from the learning activities, which related to young people’s experiences, coping strategies and emotions in the online environment. The workshops empowered young people to open dialogue about challenging situations they experience in their everyday online connectivity and express their needs for further training. This work presents an innovative constructivist learning approach that can be replicated with young people to explore multiple challenges and opportunities they may encounter when navigating their online environment.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135765823","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 : 2023-10-31DOI: 10.1080/07380569.2023.2273314
Andrew McAlindon, Lynda Ball, Shanton Chang, Vicki Steinle
AbstractThis study compared two teaching approaches (flipped vs non-flipped) for the topic of linear equations in two Australian secondary mathematics classes taught by one teacher. Both the flipped and non-flipped classes demonstrated similar improvement in understanding directly after the topic. However, the flipped class had greater retention of understanding three weeks after the topic. Student attitude data showed no significant differences (p > .05) between the two classes before or after the topic. Open-ended responses from students revealed favorable perceptions of the flipped approach for most students. These included enhanced support for learning through an ability to control their own learning and ability to review explanations on demand. Some students expressed difficulty in not being able to seek immediate clarification from the teacher when watching the videos, highlighting a drawback of the approach.Keywords: Flipped teaching approachstudent understandingstudent attitudesflipped learningsecondary mathematicslearning and teaching with computers Disclosure statementNo potential conflict of interest was reported by the author(s).Appendix A. Explanations of development stages of understanding.Download CSVDisplay TableAppendix B. Creation of Quiz C items from Quiz B.Download CSVDisplay TableAppendix C. Revised subscale items for attitude to learning mathematics with technology subscale within MTAS.Download CSVDisplay TableAppendix D. Post-topic survey questions for students in the intervention class.Download CSVDisplay TableNotes1 https://www.smartvic.com/
{"title":"Marching to the Beat of One’s Own Drum: A Comparison of Students’ Understanding of Linear Equations and Perspectives on Learning Mathematics in a Flipped and Non-Flipped Classroom","authors":"Andrew McAlindon, Lynda Ball, Shanton Chang, Vicki Steinle","doi":"10.1080/07380569.2023.2273314","DOIUrl":"https://doi.org/10.1080/07380569.2023.2273314","url":null,"abstract":"AbstractThis study compared two teaching approaches (flipped vs non-flipped) for the topic of linear equations in two Australian secondary mathematics classes taught by one teacher. Both the flipped and non-flipped classes demonstrated similar improvement in understanding directly after the topic. However, the flipped class had greater retention of understanding three weeks after the topic. Student attitude data showed no significant differences (p > .05) between the two classes before or after the topic. Open-ended responses from students revealed favorable perceptions of the flipped approach for most students. These included enhanced support for learning through an ability to control their own learning and ability to review explanations on demand. Some students expressed difficulty in not being able to seek immediate clarification from the teacher when watching the videos, highlighting a drawback of the approach.Keywords: Flipped teaching approachstudent understandingstudent attitudesflipped learningsecondary mathematicslearning and teaching with computers Disclosure statementNo potential conflict of interest was reported by the author(s).Appendix A. Explanations of development stages of understanding.Download CSVDisplay TableAppendix B. Creation of Quiz C items from Quiz B.Download CSVDisplay TableAppendix C. Revised subscale items for attitude to learning mathematics with technology subscale within MTAS.Download CSVDisplay TableAppendix D. Post-topic survey questions for students in the intervention class.Download CSVDisplay TableNotes1 https://www.smartvic.com/","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135863031","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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