Pub Date : 2024-03-03DOI: 10.1080/09523987.2023.2324589
Inês Messias, Ana Loureiro
The educational paradigm has been changing, impacted by the COVID-19 pandemic, that made witness the field’s strengths, weaknesses, and lack of readiness making the transition from traditional clas...
{"title":"Digital open educational resources: teachers’ perceptions of the pedagogical implications","authors":"Inês Messias, Ana Loureiro","doi":"10.1080/09523987.2023.2324589","DOIUrl":"https://doi.org/10.1080/09523987.2023.2324589","url":null,"abstract":"The educational paradigm has been changing, impacted by the COVID-19 pandemic, that made witness the field’s strengths, weaknesses, and lack of readiness making the transition from traditional clas...","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1080/09523987.2023.2324599
Birgy Lorenz
The proportion of women in the IT sector is decreasing. In schools, girls tend to stay away from IT or take on roles in softer activities such as digital safety, social media. Studying and working ...
女性在 IT 行业的比例正在下降。在学校里，女生往往远离信息技术，或从事数字安全、社交媒体等较软性的活动。学习和工作...
{"title":"Women in tech – role models for girls. Estonian case","authors":"Birgy Lorenz","doi":"10.1080/09523987.2023.2324599","DOIUrl":"https://doi.org/10.1080/09523987.2023.2324599","url":null,"abstract":"The proportion of women in the IT sector is decreasing. In schools, girls tend to stay away from IT or take on roles in softer activities such as digital safety, social media. Studying and working ...","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071230","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 : 2023-04-03DOI: 10.1080/09523987.2023.2262193
Mehmet Selim Yıldırım, Tuğba Yanpar Yelken, Hatice Sancar Tokmak
ABSTRACTThe aim of this study was to develop a valid and reliable measurement tool to measure teacher candidates’ perception of technological value orientations. Design/Methodology/ It was conducted based on data from 400 teacher candidates for explanatory factor analysis (EFA) and 680 teacher candidates for confirmatory factor analysis (CFA) in the 2018–2019 academic year. Expert opinions were sought for the content validity and face validity of the scale as well as the EFA and CFA were conducted for construct validity. EFA yielded a three-factor solution consisting of 12 items that accounted for 53.17% of total variance. These factors were labeled as “Negative Impact on Friendship, Honesty, and Responsibility”, “Negative Impact on Overall Values”, and “Positive Impact on Access to Information and Benevolence“. Cronbach’s Alpha internal consistency coefficient of the scale was found to be 0.75. Besides, findings from the CFA indicated that Technological Value Orientation Perception Scale of Teacher Candidates is of adequate fit with 12 items under a three-factor construct. In addition, the convergent and discriminant validity results also supported the three-factor structure. This scale could of help researchers to measure the perception of prospective teachers about the impact of technology on value-orientations and to plan desired studies accordingly.KEYWORDS: Values educationtechnologyteacher candidatesvalidity and reliability Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Developing a technological value-orientation perception scale for teacher candidates","authors":"Mehmet Selim Yıldırım, Tuğba Yanpar Yelken, Hatice Sancar Tokmak","doi":"10.1080/09523987.2023.2262193","DOIUrl":"https://doi.org/10.1080/09523987.2023.2262193","url":null,"abstract":"ABSTRACTThe aim of this study was to develop a valid and reliable measurement tool to measure teacher candidates’ perception of technological value orientations. Design/Methodology/ It was conducted based on data from 400 teacher candidates for explanatory factor analysis (EFA) and 680 teacher candidates for confirmatory factor analysis (CFA) in the 2018–2019 academic year. Expert opinions were sought for the content validity and face validity of the scale as well as the EFA and CFA were conducted for construct validity. EFA yielded a three-factor solution consisting of 12 items that accounted for 53.17% of total variance. These factors were labeled as “Negative Impact on Friendship, Honesty, and Responsibility”, “Negative Impact on Overall Values”, and “Positive Impact on Access to Information and Benevolence“. Cronbach’s Alpha internal consistency coefficient of the scale was found to be 0.75. Besides, findings from the CFA indicated that Technological Value Orientation Perception Scale of Teacher Candidates is of adequate fit with 12 items under a three-factor construct. In addition, the convergent and discriminant validity results also supported the three-factor structure. This scale could of help researchers to measure the perception of prospective teachers about the impact of technology on value-orientations and to plan desired studies accordingly.KEYWORDS: Values educationtechnologyteacher candidatesvalidity and reliability Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135718370","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 : 2023-04-03DOI: 10.1080/09523987.2023.2262195
Gabriella Rodolico, Lavinia Hirsu
Emerging evidence has demonstrated that Virtual Reality (VR) supported lessons are able to enhance positive emotions and engagement as well as more memorable experiences, when compared to more traditional instructional tools such as readings from textbooks and videos. However, teachers’ self-efficacy while teaching with VR technologies, VR safety in the classroom, the need for technical support and costs have been identified as potential obstacles for Pre-Service Teachers (PSTs) who are interested in the effective use of VR in the classroom. This study aims to explore how we may begin to address these obstacles by integrating VR supported lessons in Initial Teacher Education (ITE) courses. The originality of this study lies in the implementation of a short intervention in an already crowded Post graduate Diploma in Education (PGDE) curriculum and in analysing the impact on PSTs’ self-confidence as a factor to initiate sustainable development. Participants were 198 PGDE Primary School student-teachers, who attended two-hour VRsupported sessions a week apart in February 2020. Findings suggest that engagement with VR lessons have encouraged participanting PSTs to explore this technology for their future practice across different subjects, impacting positively on their self-confidence.
{"title":"Virtual Reality in education: supporting new learning experiences by developing self-confidence of Postgraduate Diploma in Education (PGDE) student-teachers","authors":"Gabriella Rodolico, Lavinia Hirsu","doi":"10.1080/09523987.2023.2262195","DOIUrl":"https://doi.org/10.1080/09523987.2023.2262195","url":null,"abstract":"Emerging evidence has demonstrated that Virtual Reality (VR) supported lessons are able to enhance positive emotions and engagement as well as more memorable experiences, when compared to more traditional instructional tools such as readings from textbooks and videos. However, teachers’ self-efficacy while teaching with VR technologies, VR safety in the classroom, the need for technical support and costs have been identified as potential obstacles for Pre-Service Teachers (PSTs) who are interested in the effective use of VR in the classroom. This study aims to explore how we may begin to address these obstacles by integrating VR supported lessons in Initial Teacher Education (ITE) courses. The originality of this study lies in the implementation of a short intervention in an already crowded Post graduate Diploma in Education (PGDE) curriculum and in analysing the impact on PSTs’ self-confidence as a factor to initiate sustainable development. Participants were 198 PGDE Primary School student-teachers, who attended two-hour VRsupported sessions a week apart in February 2020. Findings suggest that engagement with VR lessons have encouraged participanting PSTs to explore this technology for their future practice across different subjects, impacting positively on their self-confidence.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135718371","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 : 2023-04-03DOI: 10.1080/09523987.2023.2262194
Esmaeil Jafari
ABSTRACTThis article seeks the opinions, perceptions, and attitudes of faculty members about the strategies for using hologram technology in the learning environment. The research method was qualitative and based on this, 17 faculty members from Farhangian University Centers (CFU) and public universities in Iran were interviewed. The data obtained were analyzed using the content analysis method. The results, while providing valuable strategies in this field, show that the major strategies for using hologram technology in the learning environment included are “Promoting the efficiency of the curriculum in order to take advantage of hologram technology,” “Sharing international experiences through hologram technology in the field of education” “Social, cultural and professional context building for the use of hologram technology” “Creating strategic planning in the field of hologram technology in education” and “Changing traditional approaches and adopting correct management actions in order to make optimal use of hologram technology”. The results, show that this technology can definitely be improved and according to the trend it has adopted, it will be one of the main technologies in the field of education. This paper, provides the necessary strategies for the government and the private sector to use this technology in the school curriculum.KEYWORDS: Learning environmenthologram technologyuniversitieseducation Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Explanation of the views and opinions regarding the education strategies for using 3D hologram technology as an educational media","authors":"Esmaeil Jafari","doi":"10.1080/09523987.2023.2262194","DOIUrl":"https://doi.org/10.1080/09523987.2023.2262194","url":null,"abstract":"ABSTRACTThis article seeks the opinions, perceptions, and attitudes of faculty members about the strategies for using hologram technology in the learning environment. The research method was qualitative and based on this, 17 faculty members from Farhangian University Centers (CFU) and public universities in Iran were interviewed. The data obtained were analyzed using the content analysis method. The results, while providing valuable strategies in this field, show that the major strategies for using hologram technology in the learning environment included are “Promoting the efficiency of the curriculum in order to take advantage of hologram technology,” “Sharing international experiences through hologram technology in the field of education” “Social, cultural and professional context building for the use of hologram technology” “Creating strategic planning in the field of hologram technology in education” and “Changing traditional approaches and adopting correct management actions in order to make optimal use of hologram technology”. The results, show that this technology can definitely be improved and according to the trend it has adopted, it will be one of the main technologies in the field of education. This paper, provides the necessary strategies for the government and the private sector to use this technology in the school curriculum.KEYWORDS: Learning environmenthologram technologyuniversitieseducation Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717264","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 : 2023-04-03DOI: 10.1080/09523987.2023.2264990
Dagmar Mercedes Heeg, Lucy Avraamidou
Artificial Intelligence is widely used across contexts and for different purposes, including the field of education. However, a review of the literature showcases that while there exist various review studies on the use of AI in education, missing remains a review focusing on science education. To address this gap, we carried out a systematic literature review between 2010 and 2021, driven by three questions: a) What types of AI applications are used in school science? b) For what teaching content are AI applications in school science used? and, c) What is the impact of AI applications on teaching and learning of school science? The studies reviewed (n = 22) included nine different types of AI applications: automated assessment, automated feedback, learning analytics, adaptive learning systems, intelligent tutoring systems, multilabel text classification, chatbot, expert systems, and mind wandering detection. The majority of the AI applications are used in geoscience or physicsand AI applications are used to support either knkowledge construction or skills development. In terms of the impact of AI applications, this is found across the following: learning achievement, argumentation skills, learning experience, and teaching. Missing remains an examination of learners’ and teachers’ experiences with the use of AI in school science, interdisciplinary approaches to AI implementation, as well as an examination of issues related to ethics and biases.
{"title":"The use of Artificial intelligence in school science: a systematic literature review","authors":"Dagmar Mercedes Heeg, Lucy Avraamidou","doi":"10.1080/09523987.2023.2264990","DOIUrl":"https://doi.org/10.1080/09523987.2023.2264990","url":null,"abstract":"Artificial Intelligence is widely used across contexts and for different purposes, including the field of education. However, a review of the literature showcases that while there exist various review studies on the use of AI in education, missing remains a review focusing on science education. To address this gap, we carried out a systematic literature review between 2010 and 2021, driven by three questions: a) What types of AI applications are used in school science? b) For what teaching content are AI applications in school science used? and, c) What is the impact of AI applications on teaching and learning of school science? The studies reviewed (n = 22) included nine different types of AI applications: automated assessment, automated feedback, learning analytics, adaptive learning systems, intelligent tutoring systems, multilabel text classification, chatbot, expert systems, and mind wandering detection. The majority of the AI applications are used in geoscience or physicsand AI applications are used to support either knkowledge construction or skills development. In terms of the impact of AI applications, this is found across the following: learning achievement, argumentation skills, learning experience, and teaching. Missing remains an examination of learners’ and teachers’ experiences with the use of AI in school science, interdisciplinary approaches to AI implementation, as well as an examination of issues related to ethics and biases.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135718383","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 : 2023-01-02DOI: 10.1080/09523987.2023.2183572
Rida Afrilyasanti, Y. Basthomi, Evynurul Laily Zen, Humairah Fauziah
ABSTRACT As media and technology advance and the environment grows smarter, information can spread more quickly and extensively, with fewer filters. In the face of the abundance of diverse multimodal and interactive digital resources, many EFL teachers still lack confidence in their ability to implement critical media literacy (CML) instructions. Meanwhile, the myriad informational media provides EFL teachers with a unique opportunity to teach CML to their students. Using a descriptive qualitative analysis of group discussions and interview data, this study proposes a practical framework to aid teachers in navigating the intricacies of CML practice in an EFL setting. The framework comprises three critical literacy practice resources: theoretical basis and critical media literacy principles, student characteristics and language level, and material and media selection. The framework also includes some competencies, comprising skills to analyse credible information sources, the ability to analyse and critique text or process information, and the ability to produce and distribute information.
{"title":"Addressing Information Overload in Smart Environment: Framework for Critical Media Literacy Integration in EFL Context","authors":"Rida Afrilyasanti, Y. Basthomi, Evynurul Laily Zen, Humairah Fauziah","doi":"10.1080/09523987.2023.2183572","DOIUrl":"https://doi.org/10.1080/09523987.2023.2183572","url":null,"abstract":"ABSTRACT As media and technology advance and the environment grows smarter, information can spread more quickly and extensively, with fewer filters. In the face of the abundance of diverse multimodal and interactive digital resources, many EFL teachers still lack confidence in their ability to implement critical media literacy (CML) instructions. Meanwhile, the myriad informational media provides EFL teachers with a unique opportunity to teach CML to their students. Using a descriptive qualitative analysis of group discussions and interview data, this study proposes a practical framework to aid teachers in navigating the intricacies of CML practice in an EFL setting. The framework comprises three critical literacy practice resources: theoretical basis and critical media literacy principles, student characteristics and language level, and material and media selection. The framework also includes some competencies, comprising skills to analyse credible information sources, the ability to analyse and critique text or process information, and the ability to produce and distribute information.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79118006","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 : 2023-01-02DOI: 10.1080/09523987.2023.2183574
Diana Smailova, Z. Sarsekeyeva, A. Kalimova, M. Kenenbaeva, Gulmira R. Aspanova
ABSTRACT This paper presents the results of a pedagogical experiment on the development of media literacy in children of primary school age (7–10 years) in different conditions: at home, at home and school, only at school. Parents who took part in the programme “Media Literacy for parents” were involved in this study. The purpose of the paper was to analyse the effectiveness of media literacy tools in primary school children used in different conditions. The study was conducted through a mixed method, using a questionnaire on media literacy and interviews with parents. The level of media literacy development of younger schoolchildren in the group where the techniques were used at home and school is statistically higher than in children from the group where the techniques were used only at school. The interview results confirmed the need for recommendations for parents and the effectiveness of parental mediation in the development of their children’s media literacy.
{"title":"Means of media literacy development in the educational process of primary school children","authors":"Diana Smailova, Z. Sarsekeyeva, A. Kalimova, M. Kenenbaeva, Gulmira R. Aspanova","doi":"10.1080/09523987.2023.2183574","DOIUrl":"https://doi.org/10.1080/09523987.2023.2183574","url":null,"abstract":"ABSTRACT This paper presents the results of a pedagogical experiment on the development of media literacy in children of primary school age (7–10 years) in different conditions: at home, at home and school, only at school. Parents who took part in the programme “Media Literacy for parents” were involved in this study. The purpose of the paper was to analyse the effectiveness of media literacy tools in primary school children used in different conditions. The study was conducted through a mixed method, using a questionnaire on media literacy and interviews with parents. The level of media literacy development of younger schoolchildren in the group where the techniques were used at home and school is statistically higher than in children from the group where the techniques were used only at school. The interview results confirmed the need for recommendations for parents and the effectiveness of parental mediation in the development of their children’s media literacy.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89012008","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 : 2023-01-02DOI: 10.1080/09523987.2023.2183570
Raziye Sancar
ABSTRACT The aim of this research is to investigate the perceptions of university students of the cyber identity they experience on a day-to-day basis, especially following the pandemic lockdown. The research uses a basic interpretive research design with a qualitative, and particularly focuses on the phenomenological perspective. The data was gathered from 155 university students from 18 universities in Turkey and was analysed through the use of the inductive content analysis method. The meaning-creation process of students leads them to view cyber identity as a process which includes the personal characteristics and interpersonal interaction that takes place in any kind of digital platform. The findings from the study are categorized into two main themes: structural conditions and inner conditions. These themes consist of issues related to process, technology, personal factors, and other issues. In this study, cyber identity is considered to refer to a new way of relating to the technological world.
{"title":"Cyber identity: determining the meaning-making process of university students in terms of the phenomenological perspective","authors":"Raziye Sancar","doi":"10.1080/09523987.2023.2183570","DOIUrl":"https://doi.org/10.1080/09523987.2023.2183570","url":null,"abstract":"ABSTRACT The aim of this research is to investigate the perceptions of university students of the cyber identity they experience on a day-to-day basis, especially following the pandemic lockdown. The research uses a basic interpretive research design with a qualitative, and particularly focuses on the phenomenological perspective. The data was gathered from 155 university students from 18 universities in Turkey and was analysed through the use of the inductive content analysis method. The meaning-creation process of students leads them to view cyber identity as a process which includes the personal characteristics and interpersonal interaction that takes place in any kind of digital platform. The findings from the study are categorized into two main themes: structural conditions and inner conditions. These themes consist of issues related to process, technology, personal factors, and other issues. In this study, cyber identity is considered to refer to a new way of relating to the technological world.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81398484","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 : 2023-01-02DOI: 10.1080/09523987.2023.2183569
Ngoc Nhu Nguyen (Ruby)
ABSTRACT Multimedia technologies are increasingly used by university lecturers to stay relevant in contemporary media-saturated society. Across disciplines, using multimedia in teaching often means integrating videos, including feature films and/or television series (FF/TV), into learning activities and assessments. Like other media technologies, effective integration of FF/TV into teaching can be achieved through coordinated training and practice. This study explores formal and informal venues of academic development (AD) to understand how lecturers learn to teach with film. A model of four key aspects is proposed as a research outcome, detailing lecturers’ requirements and considerations regarding teaching with FF/TV for future AD options.
{"title":"How do university lecturers learn to teach with film? Formal and informal academic development","authors":"Ngoc Nhu Nguyen (Ruby)","doi":"10.1080/09523987.2023.2183569","DOIUrl":"https://doi.org/10.1080/09523987.2023.2183569","url":null,"abstract":"ABSTRACT Multimedia technologies are increasingly used by university lecturers to stay relevant in contemporary media-saturated society. Across disciplines, using multimedia in teaching often means integrating videos, including feature films and/or television series (FF/TV), into learning activities and assessments. Like other media technologies, effective integration of FF/TV into teaching can be achieved through coordinated training and practice. This study explores formal and informal venues of academic development (AD) to understand how lecturers learn to teach with film. A model of four key aspects is proposed as a research outcome, detailing lecturers’ requirements and considerations regarding teaching with FF/TV for future AD options.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80231227","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：