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":" ","pages":""},"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":" ","pages":""},"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":"1 1","pages":""},"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":" ","pages":""},"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}
Pub Date : 2023-08-21DOI: 10.1080/07380569.2023.2244941
Kristjan Kikerpill, A. Siibak
Abstract Our paper traces the dominant social imaginaries of ChatGPT in educational contexts as these present in news media discourses. While media plays a central role in shaping the sociotechnical imaginaries we share on specific topics, media texts have thus far been used as the basis for such analysis only in limited instances. To remedy this gap, we apply a critical discursive psychology approach to a sample (N = 143) of news stories and opinion pieces published about ChatGPT in educational contexts in December 2022 and January 2023. Our analysis shows that socially irresponsible technology release tends to operate with relative impunity and lack of regard for social consequences entailed by such technology introduction. The educational sector reported finding itself struggling to address the implications from ChatGPT, in particular whether the central issue pertains to the ‘product’ of such technologies or the face-the-facts necessity of incorporating ChatGPT into educational processes.
{"title":"App-Hazard Disruption: An Empirical Investigation of Media Discourses on ChatGPT in Educational Contexts","authors":"Kristjan Kikerpill, A. Siibak","doi":"10.1080/07380569.2023.2244941","DOIUrl":"https://doi.org/10.1080/07380569.2023.2244941","url":null,"abstract":"Abstract Our paper traces the dominant social imaginaries of ChatGPT in educational contexts as these present in news media discourses. While media plays a central role in shaping the sociotechnical imaginaries we share on specific topics, media texts have thus far been used as the basis for such analysis only in limited instances. To remedy this gap, we apply a critical discursive psychology approach to a sample (N = 143) of news stories and opinion pieces published about ChatGPT in educational contexts in December 2022 and January 2023. Our analysis shows that socially irresponsible technology release tends to operate with relative impunity and lack of regard for social consequences entailed by such technology introduction. The educational sector reported finding itself struggling to address the implications from ChatGPT, in particular whether the central issue pertains to the ‘product’ of such technologies or the face-the-facts necessity of incorporating ChatGPT into educational processes.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47164548","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 : 2023-08-18DOI: 10.1080/07380569.2023.2247393
C. Connolly, Orlaith Hernon, P. Carr, H. Worlikar, Ian McCabe, J. Doran, Jane C. Walsh, A. Simpkin, Derek T. O’Keeffe
Artificial intelligence (AI) technology in professional practice is regarded as the latest disruption to challenge ethical, societal, economic, and educational paradigms. It is becoming a contemporary narrative in our healthcare and educational discourse as it is thought to improve decision-making, education, patient care, and service delivery. If such benefits are to be realised it is important to ensure that our understanding of AI is underpinned with curricula to educate healthcare professionals about AI. Practitioners can then be better informed to participate fully in digital initiatives in their field. Few if any studies articulate a clear process in curricula design for professional practice and healthcare education. Therefore, an understanding of real-world applications of AI education for most professions is limited. As a result, there is an imperative to establish a sustainable learning space for professional healthcare practice education. This paper presents novel experiences, within a virtual lab environment, for the application of AI in healthcare. We identify and problematise insights into the AI competencies required for AI in professional healthcare practice education. With reference to our novel living lab titled, the Home Health Project, we present an interconnected case study model that suggest theoretical underpinning and opportunities to develop practitioner education pedagogy using AI concepts, concluding with a three-step proposal when delivering AI curriculum for this context.
{"title":"Artificial Intelligence in Interprofessional Healthcare Practice Education – Insights from the Home Health Project, an Exemplar for Change","authors":"C. Connolly, Orlaith Hernon, P. Carr, H. Worlikar, Ian McCabe, J. Doran, Jane C. Walsh, A. Simpkin, Derek T. O’Keeffe","doi":"10.1080/07380569.2023.2247393","DOIUrl":"https://doi.org/10.1080/07380569.2023.2247393","url":null,"abstract":"Artificial intelligence (AI) technology in professional practice is regarded as the latest disruption to challenge ethical, societal, economic, and educational paradigms. It is becoming a contemporary narrative in our healthcare and educational discourse as it is thought to improve decision-making, education, patient care, and service delivery. If such benefits are to be realised it is important to ensure that our understanding of AI is underpinned with curricula to educate healthcare professionals about AI. Practitioners can then be better informed to participate fully in digital initiatives in their field. Few if any studies articulate a clear process in curricula design for professional practice and healthcare education. Therefore, an understanding of real-world applications of AI education for most professions is limited. As a result, there is an imperative to establish a sustainable learning space for professional healthcare practice education. This paper presents novel experiences, within a virtual lab environment, for the application of AI in healthcare. We identify and problematise insights into the AI competencies required for AI in professional healthcare practice education. With reference to our novel living lab titled, the Home Health Project, we present an interconnected case study model that suggest theoretical underpinning and opportunities to develop practitioner education pedagogy using AI concepts, concluding with a three-step proposal when delivering AI curriculum for this context.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47826454","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 : 2023-08-01DOI: 10.1080/07380569.2023.2233953
Oscar A. Perales, L. Uribe-Flórez, J. Trespalacios, Y. Hsu
{"title":"High School Students’ Perceptions of 1:1 CSCL Environment in a Mathematics Classroom","authors":"Oscar A. Perales, L. Uribe-Flórez, J. Trespalacios, Y. Hsu","doi":"10.1080/07380569.2023.2233953","DOIUrl":"https://doi.org/10.1080/07380569.2023.2233953","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43869690","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 : 2023-08-01DOI: 10.1080/07380569.2023.2233954
N. Mazzoni, Fabio Filosofi, Helga Ballardini, Angela Pasqualotto, Laura Semenzin, Melanie Cristofolini, Corinna Manzardo, Antonio Milici, P. Venuti
{"title":"BESt-DaD: A New Distance Learning Platform for Students with Special Educational Needs","authors":"N. Mazzoni, Fabio Filosofi, Helga Ballardini, Angela Pasqualotto, Laura Semenzin, Melanie Cristofolini, Corinna Manzardo, Antonio Milici, P. Venuti","doi":"10.1080/07380569.2023.2233954","DOIUrl":"https://doi.org/10.1080/07380569.2023.2233954","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44235918","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 : 2023-06-16DOI: 10.1080/07380569.2023.2220696
Osman Kayhan, Özgen Korkmaz, R. Çakır
{"title":"How Do Computational Thinking and Logical and Math Thinking Skills Predict Programming Self-Efficacy?","authors":"Osman Kayhan, Özgen Korkmaz, R. Çakır","doi":"10.1080/07380569.2023.2220696","DOIUrl":"https://doi.org/10.1080/07380569.2023.2220696","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48364159","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 : 2023-05-17DOI: 10.1080/07380569.2023.2211062
Anita Grigic Magnusson, Torbjörn Ott, Ylva Hård Af Segerstad, Sylvana Sofkova Hashemi
Abstract This longitudinal qualitative study followed a teacher team at an upper secondary school during the implementation of a mobile phone ban during class, which was an initiative the team had jointly decided upon. Data consist of audio-recorded weekly team meetings, during which the teachers discussed their initiative. The teachers’ implementation strategy was to inform the students about the ban at the start of the semester, and to collect their mobile phones before starting each class with the motivation that the ban would improve the learning environment. This strategy failed. Exceptions were made to the ban for several reasons. The collection procedure was cumbersome, time-consuming, and caused negative tensions between teachers and students. The team discussions made it apparent that with the teachers’ consent, the students’ mobile phones were already used as pedagogical tools complementary to other digital technologies in class.
{"title":"Complexities of Managing a Mobile Phone Ban in the Digitalized Schools’ Classroom","authors":"Anita Grigic Magnusson, Torbjörn Ott, Ylva Hård Af Segerstad, Sylvana Sofkova Hashemi","doi":"10.1080/07380569.2023.2211062","DOIUrl":"https://doi.org/10.1080/07380569.2023.2211062","url":null,"abstract":"Abstract This longitudinal qualitative study followed a teacher team at an upper secondary school during the implementation of a mobile phone ban during class, which was an initiative the team had jointly decided upon. Data consist of audio-recorded weekly team meetings, during which the teachers discussed their initiative. The teachers’ implementation strategy was to inform the students about the ban at the start of the semester, and to collect their mobile phones before starting each class with the motivation that the ban would improve the learning environment. This strategy failed. Exceptions were made to the ban for several reasons. The collection procedure was cumbersome, time-consuming, and caused negative tensions between teachers and students. The team discussions made it apparent that with the teachers’ consent, the students’ mobile phones were already used as pedagogical tools complementary to other digital technologies in class.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"40 1","pages":"303 - 323"},"PeriodicalIF":0.9,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41412837","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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