Pub Date : 2023-10-29DOI: 10.1080/07380569.2023.2271490
Damian Bebell, Zhexun (Cinna) Xin, Gareth Cleveland, Mike Russell, Jennifer Ellis
AbstractIn the aftermath of COVID-19 school closures, parents, educational technology, and other home factors have played an increasing role in student support and success. As part of a larger evaluation study on the equity and impacts of the nation’s largest community broadband initiative, this paper investigates the relationship between access, beliefs, and parents’ use of educational technology over two years. Surveying a random sample of 400+ households in addition to in-depth longitudinal interviews with eleven families, results show most parents actively engaged and positively valued several aspects of technology applied to support their child’s learning. Moreover, initial results indicate provision of broadband access also had a statistically significant relationship with parent uses of technology.Keywords: Parentshousehold surveydigital equitycommunity broadbandeducational technology AcknowledgementsThis independent research and evaluation study was generously supported by The Enterprise Center, Anonymous Broadband Provider, and Anonymous County Schools.Disclosure statementThe authors report there are no competing interests to declare.Additional informationFundingThis work was supported by the Enterprise Center under Grant number 5111961.
{"title":"Exploring Parents’ Access, Beliefs, and Use of Educational Technology across a Community-Wide Broadband Initiative","authors":"Damian Bebell, Zhexun (Cinna) Xin, Gareth Cleveland, Mike Russell, Jennifer Ellis","doi":"10.1080/07380569.2023.2271490","DOIUrl":"https://doi.org/10.1080/07380569.2023.2271490","url":null,"abstract":"AbstractIn the aftermath of COVID-19 school closures, parents, educational technology, and other home factors have played an increasing role in student support and success. As part of a larger evaluation study on the equity and impacts of the nation’s largest community broadband initiative, this paper investigates the relationship between access, beliefs, and parents’ use of educational technology over two years. Surveying a random sample of 400+ households in addition to in-depth longitudinal interviews with eleven families, results show most parents actively engaged and positively valued several aspects of technology applied to support their child’s learning. Moreover, initial results indicate provision of broadband access also had a statistically significant relationship with parent uses of technology.Keywords: Parentshousehold surveydigital equitycommunity broadbandeducational technology AcknowledgementsThis independent research and evaluation study was generously supported by The Enterprise Center, Anonymous Broadband Provider, and Anonymous County Schools.Disclosure statementThe authors report there are no competing interests to declare.Additional informationFundingThis work was supported by the Enterprise Center under Grant number 5111961.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134569","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 : 2023-10-29DOI: 10.1080/07380569.2023.2271462
Manuela Cantoia, Andrew Clegg, Andrea Tinterri
AbstractGame-based learning (GBL) provides direct experience, reflection, and self-assessment opportunities. To support their knowledge and expertise on GBL, a group of Italian teachers volunteered in a four-month, free-access online training on GBL characteristics and GBL design to take games in school during the pandemic. Before the training, teachers had very high and generalized trust in relation to the potential of GBL, despite limited exposure. After the training, teachers developed more insightful opinions and expectations, strengthening their positive feeling of GBL. The study also analyzed teachers’ methodological choices and skills in implementing GBL activities in blended and digital learning environments. Teachers used games for different goals to promote student engagement and academic continuity in times of crisis, but also as a flexible and effective environment to promote active learning strategies in both face to face and distance education.Keywords: Game-based learningteacher trainingvideogames in educationonline and blended learningteacher self-efficacydistance learning AcknowledgementsThe authors would like to thank Donatella Solda and Damien Lanfrey from FEM Foundation for contributing to the project ideation, providing the resources for hosting, and implementing the course. The authors would also like to thank Massimiliano Andreoletti for the contribution to the project design and implementation, Anna Ragosta and Giordano Vignoli for the independent evaluation of the teacher projects. The authors thank all the teachers who participated in the project and shared their thoughts and practices.Author contributionsMC and AT contributed to conceptualization, methodology, formal analysis, investigation, data curation, writing—original draft preparation, review, and editing. AC contributed to the writing—review and editing. All authors have read and agreed to the published version of the manuscript.Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 https://en.wikipedia.org/wiki/Video_game (last accessed 3/7/2023)2 https://beinternetawesome.withgoogle.com/en_us/interland. Last accessed 3/7/2023.
{"title":"Training Teachers to Design Game-Based Learning Activities: Evidence from a Pilot Project","authors":"Manuela Cantoia, Andrew Clegg, Andrea Tinterri","doi":"10.1080/07380569.2023.2271462","DOIUrl":"https://doi.org/10.1080/07380569.2023.2271462","url":null,"abstract":"AbstractGame-based learning (GBL) provides direct experience, reflection, and self-assessment opportunities. To support their knowledge and expertise on GBL, a group of Italian teachers volunteered in a four-month, free-access online training on GBL characteristics and GBL design to take games in school during the pandemic. Before the training, teachers had very high and generalized trust in relation to the potential of GBL, despite limited exposure. After the training, teachers developed more insightful opinions and expectations, strengthening their positive feeling of GBL. The study also analyzed teachers’ methodological choices and skills in implementing GBL activities in blended and digital learning environments. Teachers used games for different goals to promote student engagement and academic continuity in times of crisis, but also as a flexible and effective environment to promote active learning strategies in both face to face and distance education.Keywords: Game-based learningteacher trainingvideogames in educationonline and blended learningteacher self-efficacydistance learning AcknowledgementsThe authors would like to thank Donatella Solda and Damien Lanfrey from FEM Foundation for contributing to the project ideation, providing the resources for hosting, and implementing the course. The authors would also like to thank Massimiliano Andreoletti for the contribution to the project design and implementation, Anna Ragosta and Giordano Vignoli for the independent evaluation of the teacher projects. The authors thank all the teachers who participated in the project and shared their thoughts and practices.Author contributionsMC and AT contributed to conceptualization, methodology, formal analysis, investigation, data curation, writing—original draft preparation, review, and editing. AC contributed to the writing—review and editing. All authors have read and agreed to the published version of the manuscript.Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 https://en.wikipedia.org/wiki/Video_game (last accessed 3/7/2023)2 https://beinternetawesome.withgoogle.com/en_us/interland. Last accessed 3/7/2023.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133706","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 : 2023-10-26DOI: 10.1080/07380569.2023.2256711
Jorge Sanabria-Z, Berenice Alfaro-Ponce, Amadeo Argüelles-Cruz, Maria Soledad Ramírez-Montoya
AbstractEmerging Artificial Intelligence-enhanced technology platforms in education warrant attention to exploring new learning strategies and dynamics. Keeping up with the accelerating momentum to bring classic traditional learning activities to Artificial Intelligence-supported platforms may unbalance the interest in developing the participants’ higher-order thinking. This article presents case study research of an Artificial Intelligence-based technological platform to measure complex thinking traits of higher education participants in an Ideathon learning scenario. The didactical strategy was grounded in the Transition Design approach, with Sharing Economy as the challenge. An overview of the process for developing Artificial Intelligence-supported activities, the challenges and risks identified in the development, and a classification model and enhancements for future implementation in a subsequent pilot are presented. The findings set a guideline for balancing Artificial Intelligence-powered educational activities and the development of the participants’ complex thinking.Keywords: Artificial intelligencecomplex thinkingtechnological platformIdeathontransition designclassification modelhigher educationeducational innovation AcknowledgmentThe authors acknowledge the technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in producing this work.Disclosure statementThe authors report no competing or conflicts of interest.Informed consentStudents participating in the Ideathon gave informed consent through Google Forms.Data availability statementData is available upon request.Additional informationFundingThe authors acknowledge the financial support from Tecnologico de Monterrey through the “Challenge-Based Research Funding Program 2022”. Project ID # I001 – IFE001 – C1-T1 – E. “OpenResearchLab: innovation with artificial intelligence and robotics to scale domain levels of reasoning for complexity” (ID Novus N21-207), funded by the Institute for the Future of Education (IFE), Tecnologico de Monterrey and Instituto Politecnico Nacional Projects SIP20220557 and SIP-20231910.
新兴的人工智能增强的教育技术平台需要关注探索新的学习策略和动态。将经典的传统学习活动带到人工智能支持的平台上的加速势头可能会使参与者对发展高阶思维的兴趣失衡。本文介绍了一个基于人工智能的技术平台的案例研究，以测量Ideathon学习场景中高等教育参与者的复杂思维特征。教学策略以转型设计方法为基础，以共享经济为挑战。概述了开发人工智能支持活动的过程、开发中确定的挑战和风险、分类模型和后续试点中未来实施的增强功能。研究结果为平衡人工智能驱动的教育活动和参与者复杂思维的发展制定了指导方针。关键词:人工智能，复杂思维，技术平台，创意，过渡设计，分类模型高等教育教育创新作者感谢墨西哥蒙特雷理工大学未来教育研究所写作实验室的技术支持。披露声明作者报告无竞争或利益冲突。参与创意马拉松的学生通过谷歌表格给予知情同意。数据可用性声明数据可根据要求提供。作者感谢tecologico de Monterrey通过“2022年基于挑战的研究资助计划”提供的资金支持。“开放研究实验室:用人工智能和机器人技术创新来扩展复杂推理的领域水平”(ID Novus N21-207)，由未来教育研究所(IFE)、蒙特雷理工大学和意大利理工学院国家项目SIP20220557和SIP-20231910资助。
{"title":"AI-Based Platform Design for Complex Thinking Assessment: A Case Study of an Ideathon Using the Transition Design Approach","authors":"Jorge Sanabria-Z, Berenice Alfaro-Ponce, Amadeo Argüelles-Cruz, Maria Soledad Ramírez-Montoya","doi":"10.1080/07380569.2023.2256711","DOIUrl":"https://doi.org/10.1080/07380569.2023.2256711","url":null,"abstract":"AbstractEmerging Artificial Intelligence-enhanced technology platforms in education warrant attention to exploring new learning strategies and dynamics. Keeping up with the accelerating momentum to bring classic traditional learning activities to Artificial Intelligence-supported platforms may unbalance the interest in developing the participants’ higher-order thinking. This article presents case study research of an Artificial Intelligence-based technological platform to measure complex thinking traits of higher education participants in an Ideathon learning scenario. The didactical strategy was grounded in the Transition Design approach, with Sharing Economy as the challenge. An overview of the process for developing Artificial Intelligence-supported activities, the challenges and risks identified in the development, and a classification model and enhancements for future implementation in a subsequent pilot are presented. The findings set a guideline for balancing Artificial Intelligence-powered educational activities and the development of the participants’ complex thinking.Keywords: Artificial intelligencecomplex thinkingtechnological platformIdeathontransition designclassification modelhigher educationeducational innovation AcknowledgmentThe authors acknowledge the technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in producing this work.Disclosure statementThe authors report no competing or conflicts of interest.Informed consentStudents participating in the Ideathon gave informed consent through Google Forms.Data availability statementData is available upon request.Additional informationFundingThe authors acknowledge the financial support from Tecnologico de Monterrey through the “Challenge-Based Research Funding Program 2022”. Project ID # I001 – IFE001 – C1-T1 – E. “OpenResearchLab: innovation with artificial intelligence and robotics to scale domain levels of reasoning for complexity” (ID Novus N21-207), funded by the Institute for the Future of Education (IFE), Tecnologico de Monterrey and Instituto Politecnico Nacional Projects SIP20220557 and SIP-20231910.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136376668","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 : 2023-09-20DOI: 10.1080/07380569.2023.2256729
Sally McHugh, Noel Carroll, Cornelia Connolly
Citizen Development (CD) is a method of delivering low-code no-code (LCNC) development that empowers subject matter experts to design, develop, and deploy applications into production as though they were full-on, experienced coders. This paper explores teachers’ perceptions around the potential for, and enactment of LCNC in our education system. Workshops, surveys, and interviews were conducted with in-service teachers. Teachers are open to improving their digital skills. Nevertheless, some teachers fear technology and are reluctant to embrace change. Our results indicate that it is timely to leverage the increased use of technologies in the classroom before teaching reverts to pre-pandemic norms of “face-to-face.” CD provides an excellent opportunity to introduce teachers and students to aspects of computer science without placing demands on them to develop technical skills. The paper provides considerations for the adoption of CD in our education system and in initial teacher education programs.
Citizen Development (CD)是一种交付低代码无代码(LCNC)开发的方法，它使主题专家能够设计、开发和将应用程序部署到生产环境中，就好像他们是完全的、有经验的编码人员一样。本文探讨了教师对LCNC在我国教育系统中的潜力和实施的看法。对在职教师进行了研讨会、调查和访谈。教师们愿意提高自己的数字技能。然而，一些教师害怕技术，不愿接受变革。我们的研究结果表明，在教学恢复到大流行前的“面对面”规范之前，及时利用课堂上越来越多地使用技术是很及时的。CD提供了一个极好的机会，向教师和学生介绍计算机科学的各个方面，而不要求他们发展技术技能。本文提出了在我国教育体系和初级教师教育项目中采用光盘教学的思考。
{"title":"Low-Code and No-Code in Secondary Education—Empowering Teachers to Embed Citizen Development in Schools","authors":"Sally McHugh, Noel Carroll, Cornelia Connolly","doi":"10.1080/07380569.2023.2256729","DOIUrl":"https://doi.org/10.1080/07380569.2023.2256729","url":null,"abstract":"Citizen Development (CD) is a method of delivering low-code no-code (LCNC) development that empowers subject matter experts to design, develop, and deploy applications into production as though they were full-on, experienced coders. This paper explores teachers’ perceptions around the potential for, and enactment of LCNC in our education system. Workshops, surveys, and interviews were conducted with in-service teachers. Teachers are open to improving their digital skills. Nevertheless, some teachers fear technology and are reluctant to embrace change. Our results indicate that it is timely to leverage the increased use of technologies in the classroom before teaching reverts to pre-pandemic norms of “face-to-face.” CD provides an excellent opportunity to introduce teachers and students to aspects of computer science without placing demands on them to develop technical skills. The paper provides considerations for the adoption of CD in our education system and in initial teacher education programs.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308852","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 : 2023-09-16DOI: 10.1080/07380569.2023.2256714
Pooja Megha Nagar, Victoria Talwar
AbstractCyberbullying negatively impacts the social-emotional development of youth and can interfere with school engagement and academic functioning. However, little is known about how teachers can support cyber-victims. This study aims to examine the specific support strategies that predict emotional relief from severe cyber-victimization. This study also identifies demographic and contextual determinants that further facilitate emotional relief when teacher support is provided. Using a within-subjects design, participants aged 12-to-17 years old rated the intensity of their emotions after being presented with vignettes about hypothetical cyberbullying scenarios. The study found that each type of teacher support predicted emotional relief in comparison to no support for each form of severe cyberbullying, but the amount of emotional relief varied across support types, demographic factors, and contextual factors. These findings have implications for early prevention methods for teachers of victimized youth.Keywords: Cyberbullyingadolescentsocial supportteacheremotional impact Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData and study materials are available upon request.
{"title":"Tending to the Emotional Experience of Cyber-Victimized Youth: How Teachers Can Support Victims of Severe Cyberbullying Incidents","authors":"Pooja Megha Nagar, Victoria Talwar","doi":"10.1080/07380569.2023.2256714","DOIUrl":"https://doi.org/10.1080/07380569.2023.2256714","url":null,"abstract":"AbstractCyberbullying negatively impacts the social-emotional development of youth and can interfere with school engagement and academic functioning. However, little is known about how teachers can support cyber-victims. This study aims to examine the specific support strategies that predict emotional relief from severe cyber-victimization. This study also identifies demographic and contextual determinants that further facilitate emotional relief when teacher support is provided. Using a within-subjects design, participants aged 12-to-17 years old rated the intensity of their emotions after being presented with vignettes about hypothetical cyberbullying scenarios. The study found that each type of teacher support predicted emotional relief in comparison to no support for each form of severe cyberbullying, but the amount of emotional relief varied across support types, demographic factors, and contextual factors. These findings have implications for early prevention methods for teachers of victimized youth.Keywords: Cyberbullyingadolescentsocial supportteacheremotional impact Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData and study materials are available upon request.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135308308","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 : 2023-09-09DOI: 10.1080/07380569.2023.2256710
Judy Lambert, Mark Stevens
ChatGPT has garnered unprecedented popularity since its release in November 2022. This artificial intelligence (AI) large language model (LLM) is designed to generate human-like text based on patterns found in massive amounts of data scraped from the internet. ChatGPT is significantly different from previous versions of GPT by its quality of output, capability to interact and hold human-like conversations, enormous speed, and ability to have its output refined by users or experts. New iterations of ChatGPT as well as open source and alternative LLMs, and ChatGPT plugins extend the current capabilities of ChatGPT and offer unlimited opportunities to change how we do things. Despite its newfound popularity and capabilities, ChatGPT is fraught with concerns such as cheating, misinformation, bias, abuse and misuse, and privacy and safety. On the other hand, the integration of ChatGPT in the classroom prompts us to envision better ways of providing instruction and assessment of writing skills. ChatGPT also provides unparalleled approaches for personalized learning. As educators, we must consider and deal with the serious concerns of using ChatGPT but simultaneously explore how this AI technology can enhance and extend current methods of instruction. In this paper, authors explain what ChatGPT is and how it works, and future iterations of ChatGPT. They also present concerns and opportunities, and educational implications of using ChatGPT in the classroom.
{"title":"ChatGPT and Generative AI Technology: A Mixed Bag of Concerns and New Opportunities","authors":"Judy Lambert, Mark Stevens","doi":"10.1080/07380569.2023.2256710","DOIUrl":"https://doi.org/10.1080/07380569.2023.2256710","url":null,"abstract":"ChatGPT has garnered unprecedented popularity since its release in November 2022. This artificial intelligence (AI) large language model (LLM) is designed to generate human-like text based on patterns found in massive amounts of data scraped from the internet. ChatGPT is significantly different from previous versions of GPT by its quality of output, capability to interact and hold human-like conversations, enormous speed, and ability to have its output refined by users or experts. New iterations of ChatGPT as well as open source and alternative LLMs, and ChatGPT plugins extend the current capabilities of ChatGPT and offer unlimited opportunities to change how we do things. Despite its newfound popularity and capabilities, ChatGPT is fraught with concerns such as cheating, misinformation, bias, abuse and misuse, and privacy and safety. On the other hand, the integration of ChatGPT in the classroom prompts us to envision better ways of providing instruction and assessment of writing skills. ChatGPT also provides unparalleled approaches for personalized learning. As educators, we must consider and deal with the serious concerns of using ChatGPT but simultaneously explore how this AI technology can enhance and extend current methods of instruction. In this paper, authors explain what ChatGPT is and how it works, and future iterations of ChatGPT. They also present concerns and opportunities, and educational implications of using ChatGPT in the classroom.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136191859","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 : 2023-09-08DOI: 10.1080/07380569.2023.2244940
Sebastian Borowicz
Abstract The article deals with the role and impact of advanced technologies on literary education. In the beginning, the author emphasizes fundamentally different cognitive objectives of empirical science and humanities. In the authors’ opinion, the current scientification of the humanities leads to the domination of a single type of knowledge based on empiricism promoted in schools as a part of the so-called STEM education. A visible manifestation of this process is the labification of school learning methods. The laboratory metaphor may, however, be destructive for the non-science studies. Thereafter, the author outlines how advanced technologies can be used to teach literature according to the specificity of the cognitive model of philological studies. Through the example of an ongoing research project he shows how using cultural heritage sites and embedded education can enhance the process of studying literature, and thus help students develop new interpretative pathways and cognitive skills based on elements typical for digital environments and augmented reality.
{"title":"Technopaideia in Literary Education","authors":"Sebastian Borowicz","doi":"10.1080/07380569.2023.2244940","DOIUrl":"https://doi.org/10.1080/07380569.2023.2244940","url":null,"abstract":"Abstract The article deals with the role and impact of advanced technologies on literary education. In the beginning, the author emphasizes fundamentally different cognitive objectives of empirical science and humanities. In the authors’ opinion, the current scientification of the humanities leads to the domination of a single type of knowledge based on empiricism promoted in schools as a part of the so-called STEM education. A visible manifestation of this process is the labification of school learning methods. The laboratory metaphor may, however, be destructive for the non-science studies. Thereafter, the author outlines how advanced technologies can be used to teach literature according to the specificity of the cognitive model of philological studies. Through the example of an ongoing research project he shows how using cultural heritage sites and embedded education can enhance the process of studying literature, and thus help students develop new interpretative pathways and cognitive skills based on elements typical for digital environments and augmented reality.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46789677","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 : 2023-09-04DOI: 10.1080/07380569.2023.2244493
Yujuan Luo, Mike Watts
{"title":"Teachers’ Readiness to Adopt Smartphone-Based Teaching Methods: Evidence from China","authors":"Yujuan Luo, Mike Watts","doi":"10.1080/07380569.2023.2244493","DOIUrl":"https://doi.org/10.1080/07380569.2023.2244493","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46413094","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 : 2023-09-02DOI: 10.1080/07380569.2023.2244935
Mary F. Rice, Shernette Dunn
Abstract While Artificial Intelligence (AI) is emerging as assistive technology for students with identified disabilities there is a need to understand the present literature and set new directions for future study. There is also a need to consider how students that have been identified with disabilities and their families might be positioned by technologies that are supposed to facilitate educational processes. The purpose of this review was to identify relevant studies and determine their characteristics as well as describe the positions and orientations to these young people and their families. Moving into 2023, the research base was slim, yet there were troubling patterns emerging in how AI was positioned in the context of relieving the burden of working with young people identified with disabilities, rather than empowering young people and their families. Recommendations for future research and research practices are shared.
{"title":"The Use of Artificial Intelligence with Students with Identified Disabilities: A Systematic Review with Critique","authors":"Mary F. Rice, Shernette Dunn","doi":"10.1080/07380569.2023.2244935","DOIUrl":"https://doi.org/10.1080/07380569.2023.2244935","url":null,"abstract":"Abstract While Artificial Intelligence (AI) is emerging as assistive technology for students with identified disabilities there is a need to understand the present literature and set new directions for future study. There is also a need to consider how students that have been identified with disabilities and their families might be positioned by technologies that are supposed to facilitate educational processes. The purpose of this review was to identify relevant studies and determine their characteristics as well as describe the positions and orientations to these young people and their families. Moving into 2023, the research base was slim, yet there were troubling patterns emerging in how AI was positioned in the context of relieving the burden of working with young people identified with disabilities, rather than empowering young people and their families. Recommendations for future research and research practices are shared.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42499739","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 : 2023-09-01DOI: 10.1080/07380569.2023.2229324
Gregory M. Francom
{"title":"Instructional Technology Outcome Expectations of K-12 Teachers Likely Declined during the COVID-19 Pandemic","authors":"Gregory M. Francom","doi":"10.1080/07380569.2023.2229324","DOIUrl":"https://doi.org/10.1080/07380569.2023.2229324","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45284628","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：