Pub Date : 2022-04-03DOI: 10.1080/09523987.2022.2101202
Halit Arslan, Y. Sahin, H. Ferhan Odabaşı, M. R. Okur
ABSTRACT This study, aimed to determine how teachers’ technostress levels changed during the COVID-19 outbreak. Within the scope of the study, data were collected from a total of 599 teachers, including 295 teachers before the COVID-19 outbreak and 304 teachers after the beginning of the outbreak. The Teachers’ Technostress Levels Defining Scale developed by Çoklar, Efilti and Şahin (2017) was used in data collection. The independent samples t-test, one-way analysis of variance (one-way ANOVA), and multivariate analysis of variance (MANOVA) methods were used to investigate the technostress levels of the participants according to various variables. According to the results obtained, it is observed that the COVID-19 pandemic process increased the technostress levels of the participants. Although the technostress levels of the participants increased further after the outbreak, they did not change by gender, and it was observed that male and female teachers had a close level of technostress before and after the outbreak. It was also revealed that the technostress levels of the participants differed significantly according to branches during the outbreak. Recommendations were made in line with the data obtained.
本研究旨在确定新冠肺炎疫情期间教师技术压力水平的变化情况。在研究范围内，共收集了599名教师的数据，其中包括疫情爆发前的295名教师和疫情开始后的304名教师。使用Çoklar、Efilti和Şahin(2017)开发的教师技术压力水平定义量表进行数据收集。采用独立样本t检验、单因素方差分析(one-way analysis of variance, one- ANOVA)和多因素方差分析(multivariate analysis of variance, MANOVA)方法，根据不同的变量对被试的技术压力水平进行调查。根据获得的结果，可以观察到COVID-19大流行过程增加了参与者的技术压力水平。虽然参与者的技术压力水平在疫情爆发后进一步增加，但它们没有因性别而变化，并且观察到男女教师在疫情爆发前后的技术压力水平接近。研究还显示，在疫情爆发期间，不同分支机构的参与者的技术压力水平存在显著差异。根据所获得的数据提出了建议。
{"title":"An investigation of change in teachers’ technostress levels before and after the Covid-19 outbreak","authors":"Halit Arslan, Y. Sahin, H. Ferhan Odabaşı, M. R. Okur","doi":"10.1080/09523987.2022.2101202","DOIUrl":"https://doi.org/10.1080/09523987.2022.2101202","url":null,"abstract":"ABSTRACT This study, aimed to determine how teachers’ technostress levels changed during the COVID-19 outbreak. Within the scope of the study, data were collected from a total of 599 teachers, including 295 teachers before the COVID-19 outbreak and 304 teachers after the beginning of the outbreak. The Teachers’ Technostress Levels Defining Scale developed by Çoklar, Efilti and Şahin (2017) was used in data collection. The independent samples t-test, one-way analysis of variance (one-way ANOVA), and multivariate analysis of variance (MANOVA) methods were used to investigate the technostress levels of the participants according to various variables. According to the results obtained, it is observed that the COVID-19 pandemic process increased the technostress levels of the participants. Although the technostress levels of the participants increased further after the outbreak, they did not change by gender, and it was observed that male and female teachers had a close level of technostress before and after the outbreak. It was also revealed that the technostress levels of the participants differed significantly according to branches during the outbreak. Recommendations were made in line with the data obtained.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78871977","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: 10.1080/09523987.2022.2101205
Denise Kool, Nathalia Helena Azevedo, Lucy Avraamidou
ABSTRACT Popular films can influence the public’s image of women scientists and (re)shape social stereotypes. In this study, we examined how women scientists were portrayed in films in the context of fourth-wave feminism. Twelve characters of women scientists in eight films were analysed using sociological film interpretation across the following categories: occupation, socio-political theme, and time frame. The findings showed that most characters were portrayed as competent, diligent, and typically as experts in their fields. The most prevalent stereotype across the films was the lonely heroine. Overall, the findings suggest an improvement in the representation of women scientists in films and provide a set of implications about how women scientists’ portrayal in films may contribute to addressing gender science stereotypes. Beyond seeing women in scientific fields represented, it is important that their portrayal is positive, diverse, and intersectional and does not reinforce stereotypes of either dominant or overly feminine women.
{"title":"The lonely heroine: portrayal of women scientists in films","authors":"Denise Kool, Nathalia Helena Azevedo, Lucy Avraamidou","doi":"10.1080/09523987.2022.2101205","DOIUrl":"https://doi.org/10.1080/09523987.2022.2101205","url":null,"abstract":"ABSTRACT Popular films can influence the public’s image of women scientists and (re)shape social stereotypes. In this study, we examined how women scientists were portrayed in films in the context of fourth-wave feminism. Twelve characters of women scientists in eight films were analysed using sociological film interpretation across the following categories: occupation, socio-political theme, and time frame. The findings showed that most characters were portrayed as competent, diligent, and typically as experts in their fields. The most prevalent stereotype across the films was the lonely heroine. Overall, the findings suggest an improvement in the representation of women scientists in films and provide a set of implications about how women scientists’ portrayal in films may contribute to addressing gender science stereotypes. Beyond seeing women in scientific fields represented, it is important that their portrayal is positive, diverse, and intersectional and does not reinforce stereotypes of either dominant or overly feminine women.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86264117","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}
ABSTRACT This study describes the current status of digital textbooks (DTBs) for Primary Education in Spain. Thirty digital teaching materials were analyzed. The method applied was content analysis. An analysis guide aimed at unraveling the technological, pedagogical and functional characteristics of this type of materials was designed, validated and applied. We found simple digitization of printed textbooks enriched with some multimedia resources perpetuating the deficiencies of these resources. The DTBs currently present in the Spanish publishing market are a response of this sector to the existing demand due to the evolution of the digital educational market. The novelty of this study lies in providing the first guide that analyzes these materials considering all their defining characteristics.
{"title":"Analysis of digital textbooks","authors":"Nerea Rodríguez-Regueira, Jesús Rodríguez-Rodríguez","doi":"10.1080/09523987.2022.2101207","DOIUrl":"https://doi.org/10.1080/09523987.2022.2101207","url":null,"abstract":"ABSTRACT This study describes the current status of digital textbooks (DTBs) for Primary Education in Spain. Thirty digital teaching materials were analyzed. The method applied was content analysis. An analysis guide aimed at unraveling the technological, pedagogical and functional characteristics of this type of materials was designed, validated and applied. We found simple digitization of printed textbooks enriched with some multimedia resources perpetuating the deficiencies of these resources. The DTBs currently present in the Spanish publishing market are a response of this sector to the existing demand due to the evolution of the digital educational market. The novelty of this study lies in providing the first guide that analyzes these materials considering all their defining characteristics.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87993502","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: 10.1080/09523987.2021.1976824
J. Holopainen, Antti Lähtevänoja, Heidi Lammassaari, Mattila Osmo, Essi Pöyry, P. Parvinen
ABSTRACT The purpose of this study is to evaluate cognitive affordances of two course designs: a Moodle-based online course and a mixed reality (MR) learning environment. The evaluation is done with a semi-structured qualitative survey based on Cognitive affordances of technology-framework. This study helps understand how different features of these environments support student learning. The study also proposes a model on how different learning environments can be combined to create more effective virtual learning environment designs. The results imply that the MR environment works well in experiential learning, discursive learning and supportive learning, which are, on the other hand, weaknesses of the online environment. The strength of the online environment is that it promotes critical thinking, conceptual change and self-regulated learning, which are weaknesses of the MR environment. Learning by doing is supported in both environments. The analysis shows that the two environments are complementary in terms of cognitive affordances and their parallel use in course design is therefore encouraged.
{"title":"Best of both worlds: a model combining online and mixed reality learning environments based on cognitive affordances","authors":"J. Holopainen, Antti Lähtevänoja, Heidi Lammassaari, Mattila Osmo, Essi Pöyry, P. Parvinen","doi":"10.1080/09523987.2021.1976824","DOIUrl":"https://doi.org/10.1080/09523987.2021.1976824","url":null,"abstract":"ABSTRACT The purpose of this study is to evaluate cognitive affordances of two course designs: a Moodle-based online course and a mixed reality (MR) learning environment. The evaluation is done with a semi-structured qualitative survey based on Cognitive affordances of technology-framework. This study helps understand how different features of these environments support student learning. The study also proposes a model on how different learning environments can be combined to create more effective virtual learning environment designs. The results imply that the MR environment works well in experiential learning, discursive learning and supportive learning, which are, on the other hand, weaknesses of the online environment. The strength of the online environment is that it promotes critical thinking, conceptual change and self-regulated learning, which are weaknesses of the MR environment. Learning by doing is supported in both environments. The analysis shows that the two environments are complementary in terms of cognitive affordances and their parallel use in course design is therefore encouraged.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86361633","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: 10.1080/09523987.2022.2054114
A. David, J. J. B. Aruta
ABSTRACT Determining factors of teachers’ intention to use technology is important. Drawing from the Technology Acceptance Model (TAM), we tested a research model depicting the direct and indirect effects of teachers’ age, gender, perceived ease of use, perceived usefulness, and attitude towards use of technology on their behavioral intention to use technology. Using data from a self-report questionnaire used in the survey of 402 Filipino basic education teachers, a Multiple Indicators Multiple Causes (MIMIC) analysis was performed. Results indicate that age, perceived ease of use, perceived usefulness, and attitude towards use have influence on teachers’ intention to use technology. Implications of the results are discussed.
{"title":"Modeling Filipino teachers’ intention to use technology: a MIMIC approach","authors":"A. David, J. J. B. Aruta","doi":"10.1080/09523987.2022.2054114","DOIUrl":"https://doi.org/10.1080/09523987.2022.2054114","url":null,"abstract":"ABSTRACT Determining factors of teachers’ intention to use technology is important. Drawing from the Technology Acceptance Model (TAM), we tested a research model depicting the direct and indirect effects of teachers’ age, gender, perceived ease of use, perceived usefulness, and attitude towards use of technology on their behavioral intention to use technology. Using data from a self-report questionnaire used in the survey of 402 Filipino basic education teachers, a Multiple Indicators Multiple Causes (MIMIC) analysis was performed. Results indicate that age, perceived ease of use, perceived usefulness, and attitude towards use have influence on teachers’ intention to use technology. Implications of the results are discussed.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78427218","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: 10.1080/09523987.2021.1989764
Rojin S. Vishkaie, T. Seyed, Claire Thoma Emmons, Dirk vom Lehn
ABSTRACT Socializing and interaction are important aspects for families who visit museums. Mixed reality (MR) uses a set of technologies that museums employ to encourage this behavior, but they face challenges in maintaining family cohesion with experiences across different exhibitions and kiosks. In this paper, we explore these challenges broadly to provide strategies for MR exhibitions that support better family cohesion, and thus interaction. As part of our exploration, we partnered with the Indianapolis Children’s Museum and used its Take Me To Greece exhibition and observed intergenerational family interactions at eight different kiosks with a range of MR technologies using “research in the wild” approach. We present our findings in terms of concerted immersion patterns of families with the kiosks encompassing both real and virtual spaces, while disrupted interactions when family members split from the group to interact with virtual kiosks. We then present design considera- tions to provide a broad understanding of the aspects of reality and virtuality in a MR children’s museum exhibition, and the influence of these MR dimensions on intergenerational family interactions.
{"title":"Understanding mixed reality interactions in a children’s museum exhibition","authors":"Rojin S. Vishkaie, T. Seyed, Claire Thoma Emmons, Dirk vom Lehn","doi":"10.1080/09523987.2021.1989764","DOIUrl":"https://doi.org/10.1080/09523987.2021.1989764","url":null,"abstract":"ABSTRACT Socializing and interaction are important aspects for families who visit museums. Mixed reality (MR) uses a set of technologies that museums employ to encourage this behavior, but they face challenges in maintaining family cohesion with experiences across different exhibitions and kiosks. In this paper, we explore these challenges broadly to provide strategies for MR exhibitions that support better family cohesion, and thus interaction. As part of our exploration, we partnered with the Indianapolis Children’s Museum and used its Take Me To Greece exhibition and observed intergenerational family interactions at eight different kiosks with a range of MR technologies using “research in the wild” approach. We present our findings in terms of concerted immersion patterns of families with the kiosks encompassing both real and virtual spaces, while disrupted interactions when family members split from the group to interact with virtual kiosks. We then present design considera- tions to provide a broad understanding of the aspects of reality and virtuality in a MR children’s museum exhibition, and the influence of these MR dimensions on intergenerational family interactions.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84688507","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: 10.1080/09523987.2022.2054115
M. Pluta, Piotr Siuda
ABSTRACT The entertainment education (EE) approach shows that entertainment storylines influence people’s attitudes, opinions, and behavior, and this occurs, among others, when it comes to health and disease. In the case of TV shows and movies cancer is the most frequently shown disease, and this is especially important when considering the rise of VOD platforms, gaining in subscribers and popularity. The article aims at signaling Netflix’s EE potential, hence it could be a starting point for future studies of streaming platform’s EE, a highly neglected area. Netflix is thus 1) compared with other popular VODs in terms of the number of cancer content (this being the main interest of the presented analysis) and 2) three content categories are indicated. Also, 3) a brief description of selected texts is presented. The aim of the article is exploratory, and it highlights the need for future research, as the potential of Netflix’s EE seems the greatest when compared to other platforms analyzed. Netflix has the largest number of contents featuring cancer, and these could influence audiences, i.e., raise awareness, change attitudes, and motivate individuals to act.
{"title":"Cancer entertainment education and Netflix – an exploratory study","authors":"M. Pluta, Piotr Siuda","doi":"10.1080/09523987.2022.2054115","DOIUrl":"https://doi.org/10.1080/09523987.2022.2054115","url":null,"abstract":"ABSTRACT The entertainment education (EE) approach shows that entertainment storylines influence people’s attitudes, opinions, and behavior, and this occurs, among others, when it comes to health and disease. In the case of TV shows and movies cancer is the most frequently shown disease, and this is especially important when considering the rise of VOD platforms, gaining in subscribers and popularity. The article aims at signaling Netflix’s EE potential, hence it could be a starting point for future studies of streaming platform’s EE, a highly neglected area. Netflix is thus 1) compared with other popular VODs in terms of the number of cancer content (this being the main interest of the presented analysis) and 2) three content categories are indicated. Also, 3) a brief description of selected texts is presented. The aim of the article is exploratory, and it highlights the need for future research, as the potential of Netflix’s EE seems the greatest when compared to other platforms analyzed. Netflix has the largest number of contents featuring cancer, and these could influence audiences, i.e., raise awareness, change attitudes, and motivate individuals to act.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75412448","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 : 2021-11-22DOI: 10.1080/09523987.2021.1992865
Aleksandra Devin, L. Daniela
ABSTRACT Social networking sites (SNS) have brought not only an endless flow of information into people’s lives, but also a significant problem that has already been given an official name – FoMO, or “fear of missing out” syndrome, which is a real phenomenon that is becoming more common and can cause serious stress. “Fear of missing out” syndrome is an obsessive fear of missing an interesting event or a good opportunity, which is also provoked by viewing/using SNS. The focus of this study is on young people who have chosen a profession related to photography or videography and where it is important to build a professional image using SNS. A bright, eye-catching, entertaining social networking identity is often a powerful sales tool for a product and a testament to its quality. Using a case study methodology, this article conducts an in-depth analysis of the Instagram accounts used by all young photography professionals of the Latvian College of Culture involved in the study. The obtained data are analyzed from the perspective of professional identity, thinking about how future photographers and videographers, whose specifics of work require them to create their own public image, are informed about FoMO risks and opportunities to overcome them.
{"title":"The narrow line between photographer and FoMOgrapher. The “fear of missing out” (FoMO) of young professionals","authors":"Aleksandra Devin, L. Daniela","doi":"10.1080/09523987.2021.1992865","DOIUrl":"https://doi.org/10.1080/09523987.2021.1992865","url":null,"abstract":"ABSTRACT Social networking sites (SNS) have brought not only an endless flow of information into people’s lives, but also a significant problem that has already been given an official name – FoMO, or “fear of missing out” syndrome, which is a real phenomenon that is becoming more common and can cause serious stress. “Fear of missing out” syndrome is an obsessive fear of missing an interesting event or a good opportunity, which is also provoked by viewing/using SNS. The focus of this study is on young people who have chosen a profession related to photography or videography and where it is important to build a professional image using SNS. A bright, eye-catching, entertaining social networking identity is often a powerful sales tool for a product and a testament to its quality. Using a case study methodology, this article conducts an in-depth analysis of the Instagram accounts used by all young photography professionals of the Latvian College of Culture involved in the study. The obtained data are analyzed from the perspective of professional identity, thinking about how future photographers and videographers, whose specifics of work require them to create their own public image, are informed about FoMO risks and opportunities to overcome them.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88712234","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}
ABSTRACT The aim of this study was the investigation of the impact of a year-long, student-centered Physical Education (PE) project, in which mobile applications for Physical Activity (PA) and nutrition monitoring, exergames and an online social learning platform were utilized, on students’ PA, sedentary behavior and food selection criteria. The study followed a pretest/posttest design involving 51 students (aged 15–16 years), split into two groups: the experimental group (n = 25), that participated in the project in parallel with attending the regular PE course, and the control group (n = 26), that only attended the regular PE course. The project lasted 7 months, two of which coincided with a quarantine because of COVID 19, during which, all project activities were coordinated through the online platform. The analysis of the data, which were collected through questionnaires, showed an increase in the experimental group students’ use of mobile devices for PA and nutrition monitoring as well as a greater improvement of their perceived helpfulness of PA applications and food selection criteria, in relation to the control group. The quarantine did not significantly affect their levels of PA and sedentary behavior, although, in the control group, PA decreased significantly and sedentary time increased significantly. The students were highly satisfied with the project.
{"title":"Effects of a project based on mobile applications, exergames and a web 2.0 social learning platform on students’ physical activity and nutritional criteria in the era of COVID 19","authors":"Marina Papastergiou, Dimitrios Kanaros, Aspasia Papamichou, Nikolaos Vernadakis","doi":"10.1080/09523987.2021.1989765","DOIUrl":"https://doi.org/10.1080/09523987.2021.1989765","url":null,"abstract":"ABSTRACT The aim of this study was the investigation of the impact of a year-long, student-centered Physical Education (PE) project, in which mobile applications for Physical Activity (PA) and nutrition monitoring, exergames and an online social learning platform were utilized, on students’ PA, sedentary behavior and food selection criteria. The study followed a pretest/posttest design involving 51 students (aged 15–16 years), split into two groups: the experimental group (n = 25), that participated in the project in parallel with attending the regular PE course, and the control group (n = 26), that only attended the regular PE course. The project lasted 7 months, two of which coincided with a quarantine because of COVID 19, during which, all project activities were coordinated through the online platform. The analysis of the data, which were collected through questionnaires, showed an increase in the experimental group students’ use of mobile devices for PA and nutrition monitoring as well as a greater improvement of their perceived helpfulness of PA applications and food selection criteria, in relation to the control group. The quarantine did not significantly affect their levels of PA and sedentary behavior, although, in the control group, PA decreased significantly and sedentary time increased significantly. The students were highly satisfied with the project.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75428213","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 : 2021-10-02DOI: 10.1080/09523987.2021.1992864
Noelene Callaghan
ABSTRACT This research paper evaluates how schools have embraced technological platforms as they shift from traditional learning methods to online learning methods, prior and during the covid-19 pandemic. Technological platforms are a suite of online tools that permit collaboration between teachers and students, as well as provide parents/carer visibility of their child’s school work in real-time. Such platforms permit equality, the creation of authentic learning material and collaboration that previously was inaccessible. Professional development and student boot camps were found to play a considerable role in all school stakeholders to use the technology.
{"title":"Understanding the role of technological platforms in schools","authors":"Noelene Callaghan","doi":"10.1080/09523987.2021.1992864","DOIUrl":"https://doi.org/10.1080/09523987.2021.1992864","url":null,"abstract":"ABSTRACT This research paper evaluates how schools have embraced technological platforms as they shift from traditional learning methods to online learning methods, prior and during the covid-19 pandemic. Technological platforms are a suite of online tools that permit collaboration between teachers and students, as well as provide parents/carer visibility of their child’s school work in real-time. Such platforms permit equality, the creation of authentic learning material and collaboration that previously was inaccessible. Professional development and student boot camps were found to play a considerable role in all school stakeholders to use the technology.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86476661","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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