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Etr&d-Educational Technology Research and Development最新文献

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Co-creating curriculum with students, teachers, and practitioners in a technology-enhanced environment 在技术增强的环境中与学生、教师和从业者共同创建课程
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-16 DOI: 10.1007/s11423-023-10301-5
Eric Tsui, Nikolina Dragicevic, Irene Fan, Meina Cheng
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引用次数: 1
Exploring non-dominant youths’ engineering identity through productive struggle in a making summer program 在一个暑期项目中,通过富有成效的斗争探索非主导青年的工程身份
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-11 DOI: 10.1007/s11423-023-10299-w
Pi-Sui Hsu, Eric Monsu Lee, Thomas J. Smith
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引用次数: 0
Situated technology infusion in a school district: how systems and structures mediate the process 位于学区的技术注入:系统和结构如何调解这一过程
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-11 DOI: 10.1007/s11423-023-10297-y
Maggie Quinn Hannan, Keith Konyk, Steven Hartnett, Todd Keruskin
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引用次数: 0
Design-based implementation research: milestones and trade-offs in designing a collaborative representation tool for engineering classrooms 基于设计的实现研究:为工程教室设计协作表示工具的里程碑和权衡
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-09 DOI: 10.1007/s11423-023-10288-z
Jiyoon Jung, Emma Mercier
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引用次数: 0
Students’ perceptions of their learning outcomes in a flipped classroom environment 翻转课堂环境下学生对学习成果的认知
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-09 DOI: 10.1007/s11423-023-10289-y
M. Carmen Ruiz-Jiménez, Rocío Martínez-Jiménez, Ana Licerán-Gutiérrez
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引用次数: 0
Actualization of teaching conceptions in lesson design: how teaching conceptions shape TPACK regarding spherical video-based virtual reality-supported writing instruction 教学理念在课程设计中的实现:教学理念如何塑造基于球形视频的虚拟现实支持的写作教学
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-09 DOI: 10.1007/s11423-023-10295-0
Mengyuan Chen, Ching-sing Chai, Morris Siu-Yung Jong
Abstract The effective application of spherical video-based virtual reality (SVVR) in writing education depends on teachers’ lesson design, which is deeply influenced by their technological pedagogical and content knowledge (TPACK). However, how teaching conceptions, as the fundamental viewpoint that influences teachers’ teaching focuses, shape their TPACK remains uncertain. This study aimed to explore how teachers’ conceptions shape their TPACK regarding SVVR-supported writing instruction. Twenty-one secondary school teachers participated in this study and conducted one semester of SVVR-supported writing lessons. Data were collected through semi-structured interviews, and the interview transcriptions were analyzed using content analysis to explore the association between the teaching conceptions and TPACK. Teaching conceptions were classified into three orientations, namely skill, community, and identity, to reflect the teachers’ teaching focuses. TPACK was classified into three categories, namely Replacement, Amplification, and Transformation, to indicate the levels of integrating SVVR into the writing lessons. The results showed that teachers with students’ identity-focused conceptions shaped their TPACK at the Transformation level of SVVR integration. Teachers with community-focused conceptions developed students’ emotional connections with people and places through their TPACK for deeper writing. Teachers with skill-focused conceptions, on the other hand, shaped their TPACK at the Replacement level that replaced the existing teaching activities and resources with SVVR to teach students writing skills. The findings suggest that teachers may need to shift the conceptions of writing instruction toward identity orientation to develop transformative TPACK.
基于球形视频的虚拟现实(SVVR)在写作教育中的有效应用取决于教师的课程设计,而教师的课程设计深受其技术教学和内容知识(TPACK)的影响。然而,作为影响教师教学重心的根本观点,教学观念如何塑造教师的TPACK尚不明确。本研究旨在探讨教师的观念如何塑造他们在svvr支持的写作教学中的TPACK。21名中学教师参与了本研究,并进行了一学期svvr支持的写作课程。采用半结构化访谈法收集数据,采用内容分析法对访谈文字进行分析,探讨教学观念与TPACK之间的关系。将教学理念分为技能、社区和身份三个取向,以反映教师的教学重点。TPACK分为替换(Replacement)、放大(Amplification)和转换(Transformation)三类,以表明SVVR融入写作课程的程度。结果表明,具有学生身份关注概念的教师在SVVR整合的转化层面塑造了他们的TPACK。以社区为中心的教师通过他们的TPACK培养学生与人和地方的情感联系,以进行更深入的写作。另一方面,以技能为中心的教师在替代层面塑造了他们的TPACK,用SVVR取代现有的教学活动和资源来教授学生写作技能。研究结果表明,教师可能需要将写作教学的概念转向身份导向,以发展变革性的TPACK。
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引用次数: 0
Making in virtual reality environments: a case study of K-12 teachers’ perceptions on the educational affordances of virtual reality for maker-centered learning 虚拟现实环境中的制作:K-12教师对虚拟现实对创客中心学习的教育启示的看法的案例研究
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-08 DOI: 10.1007/s11423-023-10290-5
Matthew Caratachea, W. Monty Jones
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引用次数: 0
Relational topologies in the learning activity spaces: operationalising a sociomaterial approach 学习活动空间中的关系拓扑:社会材料方法的操作化
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-06 DOI: 10.1007/s11423-023-10296-z
Linda Castañeda, Victoria I. Marín, Daniel Villar-Onrubia
Abstract Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated phenomenon that increasingly takes place across distributed contexts. The overall goal of this paper is to propose and operationalise a new methodological approach for the study of technology in education. It draws on the notion of relational topologies to improve our understanding of educational settings and, ultimately, how learning unfolds. The proposed approach relies on a multi-paradigm enquiry strategy, based on the idea of using “topologies of digital data practices” in combination with the three dimensions that articulate design-for-learning processes according to the Activity-Centred Analysis and Design (ACAD) framework: epistemic, social and set designs. While the article focuses on presenting the elements of the approach from a theoretical perspective, we illustrate its application through the data collected in a small case study that will serve as a testbed. The topologies of relations we present in this article show uses of technology—as described by participants in their own learning experience—that involve different spaces, devices, and personal situations. In doing so, we reveal how humans and non-humans are entangled in hybrid, unstable and generative ways. The article concludes with some remarks on the value of the proposed approach for studying technology in education and its potential to explore the state-of-the-actual in this field, with the ultimate goal of helping inform educational research, practice and decision-making.
技术介导的互动和数据化在当代社会动态和制度中日益重要,包括教学和学习过程。为了充分理解后数字教育中出现的人类和非人类行为者的复杂纠缠,有必要设想新的方法方法,这些方法对教育的多维本质敏感——作为一种越来越多地发生在分布式环境中的社会和物质现象。本文的总体目标是提出并实施一种新的方法方法来研究教育中的技术。它利用关系拓扑的概念来提高我们对教育环境的理解,并最终了解学习是如何展开的。所提出的方法依赖于多范式查询策略,该策略基于使用“数字数据实践拓扑”的想法,并结合根据以活动为中心的分析和设计(ACAD)框架阐明为学习而设计过程的三个维度:认识论、社会和集合设计。虽然本文侧重于从理论角度呈现该方法的要素,但我们通过在一个小型案例研究中收集的数据来说明其应用,该案例研究将作为测试平台。我们在本文中呈现的关系拓扑显示了技术的使用——正如参与者在他们自己的学习经历中所描述的那样——涉及不同的空间、设备和个人情况。在此过程中,我们揭示了人类和非人类是如何以混合、不稳定和生成的方式纠缠在一起的。文章最后对所提出的教育技术研究方法的价值及其探索该领域现状的潜力进行了一些评论,最终目标是帮助教育研究、实践和决策。
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引用次数: 0
Developing a digital tutor as an intermediary between students, teaching assistants, and lecturers 发展数字导师,作为学生、助教和讲师之间的中介
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-04 DOI: 10.1007/s11423-023-10293-2
Sebastian Hobert, Florian Berens
Abstract Individualized learning support is an essential part of formal educational learning processes. However, in typical large-scale educational settings, resource constraints result in limited interaction among students, teaching assistants, and lecturers. Due to this, learning success in those settings may suffer. Inspired by current technological advances, we transfer the concept of chatbots to formal educational settings to support not only a single task but a full lecture period. Grounded on an expert workshop and prior research, we design a natural language-based digital tutor acting as an intermediary among students, teaching assistants, and lecturers. The aim of the digital tutor is to support learners automated during the lecture period in natural language-based chat conversations. We implement a digital tutor in an iterative design process and evaluate it extensively in a large-scale field setting. The results demonstrate the applicability and beneficial support of introducing digital tutors as intermediaries in formal education. Our study proposes the concept of using digital tutors as intermediaries and documents the development and underlying principles.
个性化学习支持是正规教育学习过程的重要组成部分。然而,在典型的大规模教育环境中,资源限制导致学生、助教和讲师之间的互动有限。因此,在这些环境中,学习的成功可能会受到影响。受当前技术进步的启发,我们将聊天机器人的概念转移到正规的教育环境中,不仅支持单个任务,还支持整个讲座时间。基于专家研讨会和先前的研究,我们设计了一个基于自然语言的数字导师,作为学生,助教和讲师之间的中介。数字导师的目的是支持学习者在讲座期间自动进行基于自然语言的聊天对话。我们在迭代设计过程中实现了一个数字导师,并在大规模的现场设置中对其进行了广泛的评估。结果表明,在正规教育中引入数字导师作为中介的适用性和有益支持。我们的研究提出了使用数字导师作为中介的概念,并记录了其发展和基本原则。
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引用次数: 0
Relationships between students’ affective experiences and technology acceptance in augmented reality design training in higher education 高等教育增强现实设计训练中学生情感体验与技术接受度的关系
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-04 DOI: 10.1007/s11423-023-10298-x
Sanghoon Park, Heoncheol Yun
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引用次数: 0
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Etr&d-Educational Technology Research and Development
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