Pub Date : 2022-04-03DOI: 10.1080/07380569.2022.2071221
Nataliia Demeshkant, Klaudia Schultheis, Petra Hiebl
Abstract The objective of the presented study was to explore the influence of the COVID-19 pandemic on the sustainability of school education by comparing Polish and German experiences in coping with the problems caused by the switch to emergency remote learning based on the school principals’ opinions. A qualitative approach was used for data collection and analysis. Semi-structured interviews were conducted with 26 principals (13 from Poland and 13 from Germany). Thematic analysis was used to categorize the findings and to create themes and subthemes. The findings revealed that principals of both countries demonstrated clear positions for sustainable school functioning and proved their leadership competences to face the challenges of remote teaching during the pandemic. However, most of the participants reported issues regarding the organization and maintenance of sustainable e-learning, effective ICT integration and technological support. Both Polish and German school principals asserted, despite the lack of major institutional support, that their teaching staff managed to adapt quickly to the complex crisis conditions to mitigate the negative consequences of the COVID-19 on education.
{"title":"School Sustainability and School Leadership during Crisis Remote Education: Polish and German Experience","authors":"Nataliia Demeshkant, Klaudia Schultheis, Petra Hiebl","doi":"10.1080/07380569.2022.2071221","DOIUrl":"https://doi.org/10.1080/07380569.2022.2071221","url":null,"abstract":"Abstract The objective of the presented study was to explore the influence of the COVID-19 pandemic on the sustainability of school education by comparing Polish and German experiences in coping with the problems caused by the switch to emergency remote learning based on the school principals’ opinions. A qualitative approach was used for data collection and analysis. Semi-structured interviews were conducted with 26 principals (13 from Poland and 13 from Germany). Thematic analysis was used to categorize the findings and to create themes and subthemes. The findings revealed that principals of both countries demonstrated clear positions for sustainable school functioning and proved their leadership competences to face the challenges of remote teaching during the pandemic. However, most of the participants reported issues regarding the organization and maintenance of sustainable e-learning, effective ICT integration and technological support. Both Polish and German school principals asserted, despite the lack of major institutional support, that their teaching staff managed to adapt quickly to the complex crisis conditions to mitigate the negative consequences of the COVID-19 on education.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46706368","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 : 2022-04-03DOI: 10.1080/07380569.2022.2071233
Julie Bacak, Florence Martin, L. Ahlgrim-Delzell, Drew Polly, Weichao Wang
Abstract Children interact with digital devices for learning and entertainment at an early age. This study examines elementary educators’ perceptions of student digital safety based on their interactions with others using technology in the classroom. Through a qualitative interview study, we analyzed data collected from ten elementary educators, including classroom teachers, media specialists, and instructional technology facilitators. Educators shared that their students interact with one another using technology for a variety of social and learning purposes in the classroom. Additionally, teachers described negative interactions with technology they have observed in their classrooms with elementary students, including incidents of cyberbullying and access to inappropriate content online. Findings from this study support the design of instructional materials for elementary student digital safety and have implications for teachers, parents, students, and administrators.
{"title":"Elementary Educator Perceptions of Student Digital Safety Based on Technology Use in the Classroom","authors":"Julie Bacak, Florence Martin, L. Ahlgrim-Delzell, Drew Polly, Weichao Wang","doi":"10.1080/07380569.2022.2071233","DOIUrl":"https://doi.org/10.1080/07380569.2022.2071233","url":null,"abstract":"Abstract Children interact with digital devices for learning and entertainment at an early age. This study examines elementary educators’ perceptions of student digital safety based on their interactions with others using technology in the classroom. Through a qualitative interview study, we analyzed data collected from ten elementary educators, including classroom teachers, media specialists, and instructional technology facilitators. Educators shared that their students interact with one another using technology for a variety of social and learning purposes in the classroom. Additionally, teachers described negative interactions with technology they have observed in their classrooms with elementary students, including incidents of cyberbullying and access to inappropriate content online. Findings from this study support the design of instructional materials for elementary student digital safety and have implications for teachers, parents, students, and administrators.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49573207","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 : 2022-04-03DOI: 10.1080/07380569.2022.2071231
Ming-Min Cheng, Hsueh‐Hua Chuang, Thomas J. Smith
Abstract The present study examined how the type of school technology and teachers’ technological experiences (either personal or pedagogical) were related to teacher perceptions of culturally responsive teaching in technology-supported learning environments. Additionally, the study assessed the moderating effects of school technology interactivity on the relationship between teacher technology experiences and their perception of culturally responsive teaching in these environments. Hierarchical linear modeling was conducted on data from 257 teachers in Taiwan. Results found that the presence of technology interactivity in schools, teachers’ personal technology experiences, and technology experiences in teaching each had a positive and statistically significant effect on teachers’ perception of culturally responsive teaching. In addition, results found that the presence of interactive technology had no significant moderating effect on the relationship between either personal technology integration or technology integration in teaching and any of the five dimensions of culturally responsive teaching. The results suggest that, in addition to technological infrastructure renovation, schools should provide teachers with professional development programs and support which encourages them to create a technology-infused environment to address the connections between students’ cultural contexts and their learning contents.
{"title":"The Role of Teacher Technology Experiences and School Technology Interactivity in Teachers’ Culturally Responsive Teaching","authors":"Ming-Min Cheng, Hsueh‐Hua Chuang, Thomas J. Smith","doi":"10.1080/07380569.2022.2071231","DOIUrl":"https://doi.org/10.1080/07380569.2022.2071231","url":null,"abstract":"Abstract The present study examined how the type of school technology and teachers’ technological experiences (either personal or pedagogical) were related to teacher perceptions of culturally responsive teaching in technology-supported learning environments. Additionally, the study assessed the moderating effects of school technology interactivity on the relationship between teacher technology experiences and their perception of culturally responsive teaching in these environments. Hierarchical linear modeling was conducted on data from 257 teachers in Taiwan. Results found that the presence of technology interactivity in schools, teachers’ personal technology experiences, and technology experiences in teaching each had a positive and statistically significant effect on teachers’ perception of culturally responsive teaching. In addition, results found that the presence of interactive technology had no significant moderating effect on the relationship between either personal technology integration or technology integration in teaching and any of the five dimensions of culturally responsive teaching. The results suggest that, in addition to technological infrastructure renovation, schools should provide teachers with professional development programs and support which encourages them to create a technology-infused environment to address the connections between students’ cultural contexts and their learning contents.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59446187","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 : 2022-03-24DOI: 10.1080/07380569.2022.2041891
Syed Muhammad Mujtaba, Rakesh Parkash, Manjet Kaur Mehar Singh, Atiyeh Kamyabi Gol
Abstract Computer-mediated feedback (CMF) has recently gained attention in L2 (second language) classes because it offers numerous advantages, such as flexibility and timesaving. However, not much is known about how it affects the accuracy of L2 learners and how the mediating variables, such as learners’ preferred perceptual style, influences the efficacy of CMF. Therefore, the present study was conducted to examine how two types of CMF (audio-based and text-based) affect the accuracy of L2 learners on the past perfect tense and whether aligning CMF types with the learners’ preferred perceptual style (auditory/read/write) mediates its efficacy. One hundred and twenty first semester students with English as a second language (ESL), with a mean age of 20 were recruited for the current study. These students were divided into two treatment groups (audio-based and text-based) and a control group based on their preferred perceptual style (auditory/read/write). The learners in the treatment groups were given three treatment sessions, one each week, where they received CMF either in the audio-based form or text-based form on their narrative writing texts. Subsequently, the effectiveness of the CMF was tested employing two testing instruments: writing task and oral production task. The writing task was a narrative text reconstruction that required the participants to use past perfect tense. Similarly, the oral production task was a dialogue activity that required the use of past perfect tense. The results indicated that both CMF types improved the accuracy of the past perfect tense, with the audio-based CMF found to be more effective. The study also demonstrated that CMF was more effective when aligned with the learners’ preferred perceptual style.
{"title":"The Effect of Computer-Mediated Feedback on L2 Accuracy. Does the Difference in Learners’ Perceptual Style Moderate the Effectiveness of the Feedback?","authors":"Syed Muhammad Mujtaba, Rakesh Parkash, Manjet Kaur Mehar Singh, Atiyeh Kamyabi Gol","doi":"10.1080/07380569.2022.2041891","DOIUrl":"https://doi.org/10.1080/07380569.2022.2041891","url":null,"abstract":"Abstract Computer-mediated feedback (CMF) has recently gained attention in L2 (second language) classes because it offers numerous advantages, such as flexibility and timesaving. However, not much is known about how it affects the accuracy of L2 learners and how the mediating variables, such as learners’ preferred perceptual style, influences the efficacy of CMF. Therefore, the present study was conducted to examine how two types of CMF (audio-based and text-based) affect the accuracy of L2 learners on the past perfect tense and whether aligning CMF types with the learners’ preferred perceptual style (auditory/read/write) mediates its efficacy. One hundred and twenty first semester students with English as a second language (ESL), with a mean age of 20 were recruited for the current study. These students were divided into two treatment groups (audio-based and text-based) and a control group based on their preferred perceptual style (auditory/read/write). The learners in the treatment groups were given three treatment sessions, one each week, where they received CMF either in the audio-based form or text-based form on their narrative writing texts. Subsequently, the effectiveness of the CMF was tested employing two testing instruments: writing task and oral production task. The writing task was a narrative text reconstruction that required the participants to use past perfect tense. Similarly, the oral production task was a dialogue activity that required the use of past perfect tense. The results indicated that both CMF types improved the accuracy of the past perfect tense, with the audio-based CMF found to be more effective. The study also demonstrated that CMF was more effective when aligned with the learners’ preferred perceptual style.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44300866","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 : 2022-01-02DOI: 10.1080/07380569.2022.2037294
Kevser Erdener, S. Perkmen, M. Shelley, Mehmet Ali Kandemir
Abstract The main purpose of the current study was to develop and validate a scale of perceived attributes of the interactive whiteboard (IW) for the mathematics class. Rogers’ Diffusion of Innovations Theory served as the theoretical framework. Two groups of participants in Turkey were employed in this study. The first group consisted of 350 middle school students (177 female, 173 male). The second group consisted of 557 high school students (288 female, 269 male). The results of confirmatory factor analysis supported construct validity. However, not enough evidence was available to support its convergent and discriminant validity. The results of multigroup analysis supported measurement invariance across two schools—one middle school and one high school. The perceptions of students toward IW were generally positive. We believe that the scale developed for this study can be used in schools in which IW has been implemented and may contribute to educational technology reform efforts by providing metrics for the degree of success in implementing IW specifically and possibly other forms of instructional technology.
{"title":"Measuring Perceived Attributes of the Interactive Whiteboard for the Mathematics Class","authors":"Kevser Erdener, S. Perkmen, M. Shelley, Mehmet Ali Kandemir","doi":"10.1080/07380569.2022.2037294","DOIUrl":"https://doi.org/10.1080/07380569.2022.2037294","url":null,"abstract":"Abstract The main purpose of the current study was to develop and validate a scale of perceived attributes of the interactive whiteboard (IW) for the mathematics class. Rogers’ Diffusion of Innovations Theory served as the theoretical framework. Two groups of participants in Turkey were employed in this study. The first group consisted of 350 middle school students (177 female, 173 male). The second group consisted of 557 high school students (288 female, 269 male). The results of confirmatory factor analysis supported construct validity. However, not enough evidence was available to support its convergent and discriminant validity. The results of multigroup analysis supported measurement invariance across two schools—one middle school and one high school. The perceptions of students toward IW were generally positive. We believe that the scale developed for this study can be used in schools in which IW has been implemented and may contribute to educational technology reform efforts by providing metrics for the degree of success in implementing IW specifically and possibly other forms of instructional technology.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47334153","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 : 2022-01-02DOI: 10.1080/07380569.2022.2037297
Garth Spencer-Smith, J. Hardman
Abstract This study, conducted in one high-achieving secondary school in a disadvantaged area in the Western Cape province of South Africa, asks whether mathematics teachers alter their “talk” across the face-to-face and computer-based lessons. Data were gathered through video recordings of teacher/student interactions across ten face-to-face and computer-based mathematics lessons conducted by two teachers. Findings indicate that the teachers studied significantly altered their “talk” across the two contexts, with a medium effect size. Further, a significant association at a medium effect level between any two of the three variables—location of lesson, “talk” type and scale of interaction—was found. In particular, teachers used significantly less mathematical talk in the computer lessons. As language is the primary mediator of conceptual acquisition (Vygotsky, 1978), this calls into question what mathematical concepts are learnt in a computer-based lesson.
{"title":"Variation in Semiotic Mediation across Face-to-Face and Computer-Based Secondary School Mathematics Lessons in a School in the Western Cape Province of South Africa","authors":"Garth Spencer-Smith, J. Hardman","doi":"10.1080/07380569.2022.2037297","DOIUrl":"https://doi.org/10.1080/07380569.2022.2037297","url":null,"abstract":"Abstract This study, conducted in one high-achieving secondary school in a disadvantaged area in the Western Cape province of South Africa, asks whether mathematics teachers alter their “talk” across the face-to-face and computer-based lessons. Data were gathered through video recordings of teacher/student interactions across ten face-to-face and computer-based mathematics lessons conducted by two teachers. Findings indicate that the teachers studied significantly altered their “talk” across the two contexts, with a medium effect size. Further, a significant association at a medium effect level between any two of the three variables—location of lesson, “talk” type and scale of interaction—was found. In particular, teachers used significantly less mathematical talk in the computer lessons. As language is the primary mediator of conceptual acquisition (Vygotsky, 1978), this calls into question what mathematical concepts are learnt in a computer-based lesson.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43895724","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 : 2022-01-02DOI: 10.1080/07380569.2022.2037298
Lisa B. Hurwitz, P. Macaruso, Sarah Thang, Jamie Studwell
Abstract Unfortunately, far too many American adolescents are unable to read proficiently. The science of reading suggests explicit instruction in both word identification and language processing skills should bolster reading proficiency, but most commercial reading interventions for secondary students focus exclusively on the latter skill area. This study explored the effectiveness of the Lexia PowerUp Literacy program (PowerUp), a digital reading intervention that provides explicit instruction in word identification, grammar, and comprehension. There were 122 sixth-grade students attending low-SES schools who participated in this year-long study. Students who used PowerUp showed significantly greater gains on an assessment of word identification, syntactic processing, and basic reading comprehension skills compared to students using an alternative program that offered opportunities to apply comprehension strategies in the absence of explicit and skills-based instruction. Results demonstrate the value of instruction extending beyond comprehension strategies to incorporate the full complement of skills needed for reading proficiency.
{"title":"Bolstering Middle School Students’ Component Reading Skills: An Evaluation of the Lexia® PowerUp Literacy® Blended Learning Program","authors":"Lisa B. Hurwitz, P. Macaruso, Sarah Thang, Jamie Studwell","doi":"10.1080/07380569.2022.2037298","DOIUrl":"https://doi.org/10.1080/07380569.2022.2037298","url":null,"abstract":"Abstract Unfortunately, far too many American adolescents are unable to read proficiently. The science of reading suggests explicit instruction in both word identification and language processing skills should bolster reading proficiency, but most commercial reading interventions for secondary students focus exclusively on the latter skill area. This study explored the effectiveness of the Lexia PowerUp Literacy program (PowerUp), a digital reading intervention that provides explicit instruction in word identification, grammar, and comprehension. There were 122 sixth-grade students attending low-SES schools who participated in this year-long study. Students who used PowerUp showed significantly greater gains on an assessment of word identification, syntactic processing, and basic reading comprehension skills compared to students using an alternative program that offered opportunities to apply comprehension strategies in the absence of explicit and skills-based instruction. Results demonstrate the value of instruction extending beyond comprehension strategies to incorporate the full complement of skills needed for reading proficiency.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43374323","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 : 2022-01-02DOI: 10.1080/07380569.2022.2037295
M. Hudson, Youngkyun Baek
Abstract This study explored whether the computational thinking skills of early elementary-aged students be positively impacted by participation in a robotics-based, classroom intervention. Action research was used to examine the impact of a multifaceted, constructionist, robotics-based intervention on 37 second and third grade students at an elementary school in the Southeastern United States. This intervention was found to have a positive impact on students’ computational thinking skills. This study provides practitioners with an easy to implement, teacher-friendly intervention that can be integrated into elementary classrooms to positively impact student computational thinking skills.
{"title":"Increasing Elementary Students’ Computational Thinking Skills Using a Multifaceted Robotics-Based Intervention","authors":"M. Hudson, Youngkyun Baek","doi":"10.1080/07380569.2022.2037295","DOIUrl":"https://doi.org/10.1080/07380569.2022.2037295","url":null,"abstract":"Abstract This study explored whether the computational thinking skills of early elementary-aged students be positively impacted by participation in a robotics-based, classroom intervention. Action research was used to examine the impact of a multifaceted, constructionist, robotics-based intervention on 37 second and third grade students at an elementary school in the Southeastern United States. This intervention was found to have a positive impact on students’ computational thinking skills. This study provides practitioners with an easy to implement, teacher-friendly intervention that can be integrated into elementary classrooms to positively impact student computational thinking skills.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42618730","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 : 2022-01-02DOI: 10.1080/07380569.2022.2037296
Youness Salame, Pierre-Majorique Léger, Patrick Charland, Maÿlis Merveilleux Du Vignaux, Emmanuel Durand, Nicolas Bouillot, Mylène Pardoen, Marion Deslandes-Martineau, S. Sénécal
Abstract This research reports empirical evidence of the pedagogical benefits of using two interactive types of immersive spherical dome screens (large and small). Results are drawn from an experiment measuring the emotional, cognitive, perceptual/attitudinal states, and learning outcomes of 102 participants divided into control/experimental groups and group/individual pedagogical contexts. Specifically, this paper aimed to investigate the extent to which using interactivity in immersive technologies has positive learning outcomes and provide a positive learning experience. Building upon the INTERACT model, our results show that, in a smaller dome, the learner’s cognitive state, perception and attitudes play a mediating role regarding the impact of interactivity on learning outcomes. However, we did not observe a difference between the larger and smaller dome as for the learning outcomes. These results bring further insight into optimal educational practices in an immersive context and are relevant for pedagogical designers and immersive technologies manufacturers.
{"title":"The Effects of Interactivity on Learners’ Experience in a Visually Immersive Display Context","authors":"Youness Salame, Pierre-Majorique Léger, Patrick Charland, Maÿlis Merveilleux Du Vignaux, Emmanuel Durand, Nicolas Bouillot, Mylène Pardoen, Marion Deslandes-Martineau, S. Sénécal","doi":"10.1080/07380569.2022.2037296","DOIUrl":"https://doi.org/10.1080/07380569.2022.2037296","url":null,"abstract":"Abstract This research reports empirical evidence of the pedagogical benefits of using two interactive types of immersive spherical dome screens (large and small). Results are drawn from an experiment measuring the emotional, cognitive, perceptual/attitudinal states, and learning outcomes of 102 participants divided into control/experimental groups and group/individual pedagogical contexts. Specifically, this paper aimed to investigate the extent to which using interactivity in immersive technologies has positive learning outcomes and provide a positive learning experience. Building upon the INTERACT model, our results show that, in a smaller dome, the learner’s cognitive state, perception and attitudes play a mediating role regarding the impact of interactivity on learning outcomes. However, we did not observe a difference between the larger and smaller dome as for the learning outcomes. These results bring further insight into optimal educational practices in an immersive context and are relevant for pedagogical designers and immersive technologies manufacturers.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48967686","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 : 2021-11-15DOI: 10.1080/07380569.2021.1988317
Zaldy C. Collado, Christopher Bryan A. Concha, N. M. G. Orozco
Abstract Prior to the pandemic, remote learning in the Philippines was not a widely popular mode of teaching and learning. The COVID-19 health crisis, however, turned such modality into a norm. In this context, this study examined the experiences of Filipino teachers caught in the transition from traditional face-to-face interactions to virtual or distance learning. Findings were drawn from 86 teachers from private and public institutions in the Philippines, whose survey responses were collected online. The results indicate that the transition is seen both as an opportunity for professional growth and as a phase of tremendous challenge for discharging teacher duties. The narratives, however, are dominated by the latter. Logistical constraints brought by limited resources, heavier workload, and the anxiety rooted in the quality of online teaching are some of the challenges that arose. We contend that the perceived suddenness of such need for change, as reflected in these narratives, revealed how alien online learning is to teachers in the broader context. We argue further that the challenges in this transition are rooted in decades-long underinvestment in distance learning evidenced by the inadequate information and communication infrastructures in the country. This failure to invest in digital modality may suggest a lack of foresight about the power of technology in streamlining educational processes and improving outcomes under different settings and circumstances.
{"title":"Teaching in Transition: How Do Filipino Teachers Face the Migration to Cyberspace amid the Pandemic?","authors":"Zaldy C. Collado, Christopher Bryan A. Concha, N. M. G. Orozco","doi":"10.1080/07380569.2021.1988317","DOIUrl":"https://doi.org/10.1080/07380569.2021.1988317","url":null,"abstract":"Abstract Prior to the pandemic, remote learning in the Philippines was not a widely popular mode of teaching and learning. The COVID-19 health crisis, however, turned such modality into a norm. In this context, this study examined the experiences of Filipino teachers caught in the transition from traditional face-to-face interactions to virtual or distance learning. Findings were drawn from 86 teachers from private and public institutions in the Philippines, whose survey responses were collected online. The results indicate that the transition is seen both as an opportunity for professional growth and as a phase of tremendous challenge for discharging teacher duties. The narratives, however, are dominated by the latter. Logistical constraints brought by limited resources, heavier workload, and the anxiety rooted in the quality of online teaching are some of the challenges that arose. We contend that the perceived suddenness of such need for change, as reflected in these narratives, revealed how alien online learning is to teachers in the broader context. We argue further that the challenges in this transition are rooted in decades-long underinvestment in distance learning evidenced by the inadequate information and communication infrastructures in the country. This failure to invest in digital modality may suggest a lack of foresight about the power of technology in streamlining educational processes and improving outcomes under different settings and circumstances.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801063","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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