Technology Pedagogy and Education最新文献

{"title":"Citing as an online learning support tool for student-generated assessment","authors":"Fu-Yun Yu, Ju-Ko Wei","doi":"10.1080/1475939x.2024.2304858","DOIUrl":"https://doi.org/10.1080/1475939x.2024.2304858","url":null,"abstract":"While enabling students to refer to and build on peer-produced work (termed ‘citing’ herein) during content creation appears pedagogically promising, its associated learning effects remain under-st...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"13 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Facilitated learning or technical distraction? Sociologically exploring online university learning","authors":"Angela T. Ragusa, Andrea Crampton","doi":"10.1080/1475939x.2023.2294117","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2294117","url":null,"abstract":"This article presents qualitative data from interviews with >100 Australian undergraduates to sociologically consider why learners used technologically mediated learning activities (TMLA). Engageme...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"40 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139408691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A comparison of two simulated classrooms for teaching elementary school mathematics: Cartoon Classroom and Bear Classroom","authors":"Yung-Chi Lin","doi":"10.1080/1475939x.2023.2296090","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2296090","url":null,"abstract":"The purpose of this study was to compare two simulated classrooms (virtual vs physical) in terms of how they affect pre-service teachers’ perceptions and noticing ability. A total of 57 pre-service...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"36 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of participatory digital training based on virtual classrooms in developing teaching skills","authors":"Rania A. M. Abdulmunem","doi":"10.1080/1475939x.2023.2292088","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2292088","url":null,"abstract":"The study aimed to assess the effectiveness of digital participatory training based on virtual classrooms in developing teaching skills among pre-service teachers. A quasi-experimental approach was...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"13 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139053468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using dialogic teaching to promote student satisfaction and engagement in emergency remote teaching in primary school: a proof - of - concept study","authors":"Frederik Schou-Juul, Søren Sindberg Jensen, Caroline Schaffalitzky de Muckadell","doi":"10.1080/1475939x.2023.2288005","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2288005","url":null,"abstract":"Research from around the world has shown that COVID-19 emergency remote teaching in schools has generally struggled to maintain student satisfaction and engagement: students lacked social relatedne...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"37 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139054043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using digital technology in the classroom adds new professional tasks for (student) teachers","authors":"Stéphane Colognesi, Vanessa Hanin","doi":"10.1080/1475939x.2023.2293155","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2293155","url":null,"abstract":"This article discusses a study conducted among final-year undergraduate students preparing to become primary school teachers. These students participated in an eight-week module on digital technolo...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"29 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139036072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identifying complex causal patterns in students’ performance using machine learning","authors":"M. P. R. I. R. Silva, R. A. H. M. Rupasingha, B. T. G. S. Kumara","doi":"10.1080/1475939x.2023.2288015","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2288015","url":null,"abstract":"Today, in every academic institution as well as the university system assessing students’ performance, identifying the uniqueness of each student and finding solutions to performance problems have ...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"55 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges of introducing video production tasks into the classroom","authors":"Liudmila Shafirova, Daniel Cassany","doi":"10.1080/1475939x.2023.2271931","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2271931","url":null,"abstract":"ABSTRACTThough text formats still dominate in educational contexts, the use of student-produced videos in the classroom is gaining popularity. Here the authors analyse how high school teachers in Catalonia, Spain, implemented video production tasks in their classrooms and the various challenges they faced during the process. The main data collection methods were semi-structured interviews and an online questionnaire to which 1561 teachers responded. The challenges most often cited by teachers are a lack of technological resources, insufficient time to complete more complex video projects, and insufficient training of teachers. Teacher comments also point to concerns about how to make student-produced videos available to different audiences and an imperfect understanding of the ethical procedures. Among suggested solutions to these challenges are the promotion of video-sharing collaboration among teachers, the clear articulation of ethical norms for video production, and the allocation of more time in the school curriculum for video production.KEYWORDS: Video productiondigital innovationcollaborative learningchallenges in pedagogic innovationvideo in the classroom AcknowledgmentsThis study would not have happened without the support of the teachers who provided their time and opinion on the matter.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The language used in interviews and questionnaire responses was Catalan or Spanish (the Catalan education community is thoroughly bilingual). All materials and participant responses or comments have been translated here into English by the authors.Additional informationFundingThis research was supported by OralGrab. Grabar vídeos y audios para ensenyar y aprender (PID2022-141511NB-100, Ministry of Science and Innovation), Gr@el – Grup de recerca sobre aprenentatge i ensenyament de llengües (SGR471, AGAUR) and by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UIDB/00194/2020 (CIDTFF) and the Scientific Employment Stimulus – contract 2022.06443.CEECIND.Notes on contributorsLiudmila ShafirovaLiudmila Shafirova is a junior researcher at the University of Aveiro, Portugal. Her research interests include language learning and teaching with technology, plurilingual language learning and informal language learning. Her recent publications on informal language learning appear in journals such as Language Learning & Technology, International Journal of Multilingualism and Language and Intercultural Communication. Twitter: @LShafirovaDaniel CassanyDaniel Cassany is a discourse analysis teacher and researcher at the Department of Translation and Linguistics (Universitat Pompeu Fabra). He has published more than 12 books about written communication and language teaching in Catalan, Spanish and Portuguese, and more than 90 scientific papers, also in English and French. He has been visiting professor in postgraduate and PhD programme","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"3 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Remote teaching in times of COVID-19: teachers’ adaptation and pupil level of participation","authors":"Maria Assunção Flores, Alexandra Barros, Ana Margarida Veiga Simão, Diana Pereira, Marília Gago, Eva Lopes Fernandes, Paula da Costa Ferreira, Luís Costa","doi":"10.1080/1475939x.2023.2270491","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2270491","url":null,"abstract":"ABSTRACTThis article draws on data from a broader research study focusing on Portuguese teachers’ perceptions and experiences of remote teaching during the COVID-19 pandemic. In total, 2638 teachers participated in the study. Data were collected through an online survey which included both closed- and open-ended questions. Findings suggest that, overall, teachers experienced a positive adaptation process and were able to teach according to what they had planned. However, difficulties were also found. These relate to reconciling work with family life and extra workload in the context of remote teaching. In addition, findings show that pupils from lower socioeconomic backgrounds presented a lower level of participation in learning tasks. Differences as a function of gender and age were identified. Implications of the findings are discussed.KEYWORDS: TeachersteachingCOVID-19remote teachingadaptation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was financially supported by Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Centre on Child Studies of the University of Minho) projects under the references UIDB/00317/2020 and UIDP/00317/2020.Notes on contributorsMaria Assunção FloresMaria Assunção Flores works at the Institute of Education of the University of Minho and is director of the Research Centre on Child Studies at the same university. She received her PhD at the University of Nottingham, UK. Her research interests include teacher professionalism and identity, teacher education and professional development, curriculum, assessment, leadership and higher education. She has published extensively on these topics both nationally and internationally.Alexandra BarrosAlexandra Barros is a Professor and Researcher at the Faculty of Psychology, Department of Education, University of Lisbon. She has published chapters and articles in national and international books and journals and participates in research projects in the area of teaching and learning.Ana Margarida Veiga SimãoAna Margarida Veiga Simão is a Full Professor at the Faculty of Psychology of the University of Lisbon and coordinator of the Interuniversity Doctoral Program in Educational Psychology and of the research group Adaptation Processes in Context. Her research interests include self-regulation of learning, professional development of teachers, teacher training and violence in educational contexts.Diana PereiraDiana Pereira is currently Doctoral Researcher at the Research Centre on Child Studies – University of Minho. She completed her PhD in Educational Sciences – Curricular Development in 2016 at the University of Minho. She has published her work in national and international journals with impact factors, is a member of national and international projects and has organised more than 20 national and international conferences. Her resear","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"22 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating student teachers’ responses to including sustainable development as part of their professional digital competence development","authors":"Oliver McGarr","doi":"10.1080/1475939x.2023.2265934","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2265934","url":null,"abstract":"This article puts forward the case for the inclusion of sustainability as an element of teachers’ professional digital competence. Following this, the article explores student teachers’ reaction to a course on digital technologies and sustainability. An online survey was used to record the student teachers’ reactions to the course and how they felt its content would influence their future actions. The student teachers had limited prior knowledge of the topic, but almost all acknowledged its importance, particularly in raising their awareness of global inequality. The student teachers reported they would change their purchasing habits, although some acknowledged that it would be difficult. Most believed it would influence their teaching, but perceived curriculum demands and school expectations tempered their expectations of what they believed they could achieve.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136358233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}