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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2023-05-11DOI: 10.1080/07380569.2023.2206825
Nikolaos Pellas
{"title":"Effects of Simulation Games on students’ Computational Thinking and Game Experience for Programming Courses in Primary School","authors":"Nikolaos Pellas","doi":"10.1080/07380569.2023.2206825","DOIUrl":"https://doi.org/10.1080/07380569.2023.2206825","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48065942","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 : 2023-04-18DOI: 10.1080/07380569.2023.2196963
Gunvald Dversnes, Marte Blikstad-Balas
Abstract Educational podcasting may support student collaboration and learning. However, little is known about how students talk with each other when developing podcasts in groups. In this study, eight groups of Norwegian high school students (N = 30) developed podcasts about contemporary poems in their literature class. The study focuses on the extent to which on-task student talk was presentational or exploratory, and serves to illustrate occasions of exploratory talk in educational podcasting projects. Subsequent analysis of 50 hours of audio recordings collected throughout the four-week project showed that exploratory talk was most prevalent during the beginning of the project and presentational talk toward the end. Excerpts from two group works show how exploratory talk manifested in group conversations during the project. The study demonstrates that students may engage in exploratory talk when developing podcasts, indicating that such projects in combination with broad pedagogical approaches may foster educational dialogues.
{"title":"The Potential of Podcasts for Exploratory Talk in High School","authors":"Gunvald Dversnes, Marte Blikstad-Balas","doi":"10.1080/07380569.2023.2196963","DOIUrl":"https://doi.org/10.1080/07380569.2023.2196963","url":null,"abstract":"Abstract Educational podcasting may support student collaboration and learning. However, little is known about how students talk with each other when developing podcasts in groups. In this study, eight groups of Norwegian high school students (N = 30) developed podcasts about contemporary poems in their literature class. The study focuses on the extent to which on-task student talk was presentational or exploratory, and serves to illustrate occasions of exploratory talk in educational podcasting projects. Subsequent analysis of 50 hours of audio recordings collected throughout the four-week project showed that exploratory talk was most prevalent during the beginning of the project and presentational talk toward the end. Excerpts from two group works show how exploratory talk manifested in group conversations during the project. The study demonstrates that students may engage in exploratory talk when developing podcasts, indicating that such projects in combination with broad pedagogical approaches may foster educational dialogues.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46744822","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 : 2023-03-15DOI: 10.1080/07380569.2023.2180338
Mee-Reem Kim, Hyesook Kim
Abstract This study aims to identify the profiles regarding students’ familiarity with information and communication technology (ICT) and their relationships to reading literacy and background variables for high-performing countries in PISA 2018. We distinguished four classes in each of the six countries (Estonia, Hong Kong, Ireland, New Zealand, Poland, and Sweden), three classes in Finland and Korea, two classes in Macao, and five classes in Singapore. In most countries, the class with the highest perceived autonomy related to ICT use and low use of ICT at school showed the highest reading literacy. In contrast, the class with the highest overall ICT familiarity had the lowest reading literacy. Classes with a high ICT familiarity tended to have a higher proportion of male students. Finally, the SES of the class with the lowest ICT familiarity was significantly lower than that of other classes.
{"title":"Profiles of Students’ ICT Use in High-Performing Countries in PISA 2018","authors":"Mee-Reem Kim, Hyesook Kim","doi":"10.1080/07380569.2023.2180338","DOIUrl":"https://doi.org/10.1080/07380569.2023.2180338","url":null,"abstract":"Abstract This study aims to identify the profiles regarding students’ familiarity with information and communication technology (ICT) and their relationships to reading literacy and background variables for high-performing countries in PISA 2018. We distinguished four classes in each of the six countries (Estonia, Hong Kong, Ireland, New Zealand, Poland, and Sweden), three classes in Finland and Korea, two classes in Macao, and five classes in Singapore. In most countries, the class with the highest perceived autonomy related to ICT use and low use of ICT at school showed the highest reading literacy. In contrast, the class with the highest overall ICT familiarity had the lowest reading literacy. Classes with a high ICT familiarity tended to have a higher proportion of male students. Finally, the SES of the class with the lowest ICT familiarity was significantly lower than that of other classes.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49164536","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 : 2023-02-22DOI: 10.1080/07380569.2023.2178868
Meina Zhu, Cheng Wang
{"title":"K-12 Computer Science Teaching Strategies, Challenges, and Teachers’ Professional Development Opportunities and Needs","authors":"Meina Zhu, Cheng Wang","doi":"10.1080/07380569.2023.2178868","DOIUrl":"https://doi.org/10.1080/07380569.2023.2178868","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47763228","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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